國立虎尾科技大學 |

The Role of Working Memory in Visual Statistical Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Role of Working Memory in Visual Statistical Learning./
Author:	McCarter, Anna.
Description:	1 online resource (54 pages)
Notes:	Source: Masters Abstracts International, Volume: 83-03.
Contained By:	Masters Abstracts International83-03.
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798538124930

The Role of Working Memory in Visual Statistical Learning.
McCarter, Anna.

The Role of Working Memory in Visual Statistical Learning. - 1 online resource (54 pages)

Source: Masters Abstracts International, Volume: 83-03.

Thesis (M.S.)--University of Delaware, 2021.

Includes bibliographical references

There are many forms of learning that we use on a daily basis. One way to streamline the investigation of these numerous types of learning is to break them down to their component processes, many of which are shared between multiple forms of learning. Working memory (WM) is one of the fundamental processes that are common to many forms of learning. It is currently unknown if WM plays a role in visual statistical learning (VSL). VSL consists of the unsupervised learning of visual statistical contingencies between stimuli. It helps to condense the overwhelming amount of information presented to our sensory systems every second. Since WM is a fundamental mechanism behind many other forms of learning, I sought to investigate if it may also contribute to VSL. To probe that hypothesis, I conducted three experiments. In the first experiment, I looked for and found a positive correlation between WM capacity and VSL abilities. Individuals with higher WM capacity perform better on VSL tasks, consistent with the hypothesis that WM is a critical resource that VSL depends upon. In the second experiment, I investigated this relationship by using a dual-task paradigm involving VSL and an additional WM load. I found that dual-task paradigms generally greatly impaired VSL, but the results showed a trend toward VSL being weakened by added WM load. In the third experiment, I used the natural variation inherent to stimuli in an attempt to modulate WM load. In particular, low-familiarity, novel items are thought to linger in WM for longer than high-familiarity, common items. I found that VSL is better for mixed high-familiarity and low-familiarity pairs when the low-familiarity item comes first. This could indicate that low-familiarity items linger in WM for longer and facilitate the association between the items in the pair, aiding in VSL performance. This implies that items currently being held in WM may be easier to form VSL associations with. Overall, these experiments provide evidence that WM may be a fundamental resource that is depended upon for VSL representations to form.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798538124930Subjects--Topical Terms:

555998
Psychology.
Subjects--Index Terms:

Visual statistical learningIndex Terms--Genre/Form:

554714
Electronic books.

The Role of Working Memory in Visual Statistical Learning.
LDR:03401ntm a22003857 4500 001 1150767
005 20241029122311.5
006 m o d
007 cr bn ---uuuuu
008 250605s2021 xx obm 000 0 eng d
020 $a 9798538124930
035 $a (MiAaPQ)AAI28416949
035 $a AAI28416949
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a McCarter, Anna. $3 1477341
245 1 4 $a The Role of Working Memory in Visual Statistical Learning.
264 0 $c 2021
300 $a 1 online resource (54 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 83-03.
500 $a Advisor: Vickery, Timothy.
502 $a Thesis (M.S.)--University of Delaware, 2021.
504 $a Includes bibliographical references
520 $a There are many forms of learning that we use on a daily basis. One way to streamline the investigation of these numerous types of learning is to break them down to their component processes, many of which are shared between multiple forms of learning. Working memory (WM) is one of the fundamental processes that are common to many forms of learning. It is currently unknown if WM plays a role in visual statistical learning (VSL). VSL consists of the unsupervised learning of visual statistical contingencies between stimuli. It helps to condense the overwhelming amount of information presented to our sensory systems every second. Since WM is a fundamental mechanism behind many other forms of learning, I sought to investigate if it may also contribute to VSL. To probe that hypothesis, I conducted three experiments. In the first experiment, I looked for and found a positive correlation between WM capacity and VSL abilities. Individuals with higher WM capacity perform better on VSL tasks, consistent with the hypothesis that WM is a critical resource that VSL depends upon. In the second experiment, I investigated this relationship by using a dual-task paradigm involving VSL and an additional WM load. I found that dual-task paradigms generally greatly impaired VSL, but the results showed a trend toward VSL being weakened by added WM load. In the third experiment, I used the natural variation inherent to stimuli in an attempt to modulate WM load. In particular, low-familiarity, novel items are thought to linger in WM for longer than high-familiarity, common items. I found that VSL is better for mixed high-familiarity and low-familiarity pairs when the low-familiarity item comes first. This could indicate that low-familiarity items linger in WM for longer and facilitate the association between the items in the pair, aiding in VSL performance. This implies that items currently being held in WM may be easier to form VSL associations with. Overall, these experiments provide evidence that WM may be a fundamental resource that is depended upon for VSL representations to form.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Psychology. $3 555998
650 4 $a Motivation. $3 655186
650 4 $a Accuracy. $3 1465628
650 4 $a Paradigms. $3 1469375
650 4 $a False alarms. $3 1470428
650 4 $a Information storage. $3 1477113
650 4 $a Hypotheses. $3 1372657
650 4 $a Experiments. $3 1372555
650 4 $a Learning. $3 555256
650 4 $a Educational psychology. $3 555103
650 4 $a Cognitive psychology. $3 556029
653 $a Visual statistical learning
653 $a Working memory
653 $a Dual task paradigms
653 $a Familiarity
655 7 $a Electronic books. $2 local $3 554714
690 $a 0621
690 $a 0525
690 $a 0633
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Delaware. $b Psychology. $3 1183877
773 0 $t Masters Abstracts International $g 83-03.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28416949 $z click for full text (PQDT)