Rule Learning and Rule Interference in Trigram Encodings

1967 ◽  
Vol 21 (3) ◽  
pp. 921-927
Author(s):  
John A. Robinson
Keyword(s):  
Learning Experience ◽  
Rule Learning ◽  
Solution Time ◽  
Control Groups ◽  
Anagram Solution ◽  
Single Solution ◽  
Respective Solution ◽  
Order Rule

The discovery and use of transformational rules as well as subsequent interference among such rules was investigated. 24 single-solution trigrams were permuted from their respective solution-words by a uniform letter-order rule (LOR) and assigned to one of 2 lists. LORs were either the same for both lists or different. Two control groups were included to assess the effects of practice on anagram solution and of prior rule-learning experience. Ss were simply asked to discover and say aloud the solution words. There was no suggestion that rules could be formulated. Comparisons among conditions using mean median solution time for successive blocks of list-items indicated that (a) practice has no effect on solution time with nonrule materials, (b) encoding rule learning does occur, and (c) when rules are changed (List I to List II) solution time increases significantly, i.e., encoding rule interference results.

The Implications of Social Modelling Research for Education

1978 ◽  
Vol 22 (2) ◽  
pp. 161-178 ◽  
Author(s):  
Gregory C. R. Yates ◽  
Shirley M. Yates
Keyword(s):  
Learning Theory ◽  
Observational Learning ◽  
Social Learning Theory ◽  
Rule Learning ◽  
Imitative Learning ◽  
Educational Implications ◽  
Social Modelling ◽  
Vicarious Reinforcement ◽  
Teacher Modelling ◽  
Order Rule

The topic of imitative learning, or social modelling, has stimulated a large amount of empirical research in recent years. This article reviews this research from the perspective of social learning theory which emphasizes the human capacity for higher-order rule learning to occur through modelling exposure. Variables relevant to observational learning are distinguished from the variables more directly relevant to imitative performance. Educational implications of these findings are discussed, particularly through research into vicarious reinforcement, teacher modelling and peer modelling.

Anagram Solution Time and Effects of Distraction, Sex Differences, and Anxiety

1982 ◽  
Vol 55 (1) ◽  
pp. 215-222 ◽  
Author(s):  
James D. Papsdorf ◽  
David P. Himle ◽  
Barbara S. McCann ◽  
Bruce A. Thyer
Keyword(s):  
Test Anxiety ◽  
Improve Performance ◽  
Anagram Solution ◽  
Anagram Task ◽  
Post Hoc Analysis ◽  
Main Effect ◽  
Single Solution ◽  
The Subject ◽  
Post Hoc ◽  
Main Effects

A single-solution anagram task was administered to high and low test-anxious 32 male and 32 female undergraduates under conditions of high and low external distraction. No significant main effects were found linking solution times to either test-anxiety level or the presence or absence of distracting stimuli. Following a planned post hoc analysis which assigned the anagrams into ‘hard’ or ‘easy’ categories, a significant main effect for level of test anxiety was found for the ‘hard’ anagrams, indicating that test anxiety debilitates performance only when the criterion task is especially difficult. Difficulty of anagrams also significantly interacted with subjects' sex, test anxiety, and distraction. The results are discussed in terms of the hypotheses that distracting stimuli may produce increases in arousal during difficult tasks and that these increments may either compromise or improve performance, depending upon the level of test anxiety which is viewed as a determinant of the initial arousal level of the subject.

scholarly journals Margin-based first-order rule learning

2007 ◽  
Vol 70 (2-3) ◽  
pp. 189-206 ◽  
Author(s):  
Ulrich Rückert ◽  
Stefan Kramer
Keyword(s):  
Rule Learning ◽  
First Order ◽  
Order Rule

scholarly journals Cerebellar contribution to higher and lower order rule learning and cognitive flexibility in mice

Neuroscience ◽  
2017 ◽  
Vol 345 ◽  
pp. 99-109 ◽  
Author(s):  
P.E. Dickson ◽  
J. Cairns ◽  
D. Goldowitz ◽  
G. Mittleman
Keyword(s):  
Cognitive Flexibility ◽  
Lower Order ◽  
Rule Learning ◽  
Order Rule

Category Label and List-Item Priming in Anagram Solving

1982 ◽  
Vol 51 (1) ◽  
pp. 207-211 ◽  
Author(s):  
Robert M. Seidenstadt
Keyword(s):  
Priming Effect ◽  
List Item ◽  
Category Label ◽  
Solution Time ◽  
Transitional Probability ◽  
Single Solution ◽  
Prime Condition

121 undergraduates were tested on 12 single-solution anagrams. Each anagram had either a category-label prime, a list-item prime or no prime. Compared with the no-prime condition, both the category label and list-item primes produced a significant reduction in solution time. The list-item prime effect was restricted to anagrams that were difficult to solve as measured by bigram transitional probability. The conditional nature of the priming effect was discussed in terms of strategies for solution of anagrams.

scholarly journals Statistical learning occurs during practice while high-order rule learning during rest period

2020 ◽  
Author(s):  
Romain Quentin ◽  
Lison Fanuel ◽  
Mariann Kiss ◽  
Marine Vernet ◽  
Teodóra Vékony ◽  
...  
Keyword(s):  
Statistical Learning ◽  
Temporal Dynamics ◽  
Rule Learning ◽  
High Order ◽  
Procedural Learning ◽  
Skill Learning ◽  
Rest Periods ◽  
The Brain ◽  
General Skill ◽  
Order Rule

AbstractKnowing when the brain learns is crucial for both the comprehension of memory formation and consolidation, and for developing new training and neurorehabilitation strategies in healthy and patient populations. Recently, a rapid form of offline learning developing during short rest periods has been shown to account for most of procedural learning, leading to the hypothesis that the brain mainly learns during rest between practice periods. Nonetheless, procedural learning has several subcomponents not disentangled in previous studies investigating learning dynamics, such as acquiring the statistical regularities of the task, or else the high-order rules that regulate its organization. Here, we analyzed 506 behavioral sessions of implicit visuomotor deterministic and probabilistic sequence learning tasks, allowing the distinction between general skill learning, statistical learning and high-order rule learning. Our results show that the temporal dynamics of apparently simultaneous learning processes differ. While general skill and high-order rule learning are acquired offline, statistical learning is evidenced online. These findings open new avenues on the short-scale temporal dynamics of learning and memory consolidation and reveal a fundamental distinction between statistical and high-order rule learning, the former benefiting from online evidence accumulation and the latter requiring short rest periods for rapid consolidation.

Anagram Solving as a Function of Priming and Bigram Frequency Count

1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1109-1110
Author(s):  
Robert M. Seidenstadt
Keyword(s):  
Problem Solving ◽  
List Item ◽  
Category Label ◽  
Solution Time ◽  
Bigram Frequency ◽  
Frequency Count ◽  
Anagram Solution ◽  
Priming Condition

Manipulating bigram count and priming condition in anagram problem solving resulted in significant effects for both variables. Both category label and list-item primes significantly reduced anagram solution time for 36 undergraduates; these effects occurred for low and high bigram count words.

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