Sequential Learning Research Papers - Academia.edu (original) (raw)

Language development requires both basic cognitive mechanisms for learning language and a rich social context from which learning takes off. Disruptions in learning mechanisms, processing abilities, and/or social interactions increase the... more

Language development requires both basic cognitive mechanisms for learning language and a rich social context from which learning takes off. Disruptions in learning mechanisms, processing abilities, and/or social interactions increase the risks associated with social exclusion or developmental delays. Given the complexity of language processes, a multilevel approach is proposed where both cognitive mechanisms, genetic and environmental factors need to be probed together with their possible interactions. Here we review and discuss such interplay between environment and genetic predispositions in understanding language disorders, with a particular focus on a possible endophenotype, the ability for statistical sequential learning.

If computer programs were smarter, they would, like people, recognize sequences of events, form models of their environment, and formulate rules based on experience. This paper describes the development of a program designed to address... more

If computer programs were smarter, they would, like people, recognize sequences of events, form models of their environment, and formulate rules based on experience. This paper describes the development of a program designed to address the difficult computational problems involved in integrating the inductive and deductive reasoning necessary to perform such tasks. “Theme One” is a prototype program composed of “Index”, a learning algorithm for sequential data, and “Study”, an algorithm for building logical models. The project goal is an interactive research tool that assists students and investigators in the exploration of qualitative data using artificial intelligence.

The focus of this article is intervention for third - grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins.... more

The focus of this article is intervention for third - grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for students in the primary grades: number combinations and story problems. We then focus on seven principles of effective intervention. First, we describe a validated, intensive remedial intervention for number combinations and another for story problems. Then, we use these interventions to illustrate the first six principles for designing intensive tutoring protocols for students with mathematics disabilities. Next, using the same validated interventions, we report the percentage of students whose learning outcomes were inadequate despite the overall efficacy of the interventions and explain how ongoing progress monitoring represents a seventh...

The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement... more

The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists operate from implicit learning theories that advocate, first, close alignment of tests with curriculum and, second, judicious teaching of tested content. Historical quotations are used to show that these beliefs, associated with criterion-referenced testing, derive from behaviorist learning theory, which requires sequential mastery of constituent skills and explicit testing of each learning step. The sequential, facts-before-thinking model of learning is contradicted, however, by a substantial body of evidence from cognitive psychology. Implic...

The existence of an advantage in sequential learning for musicians over nonmusicans is highly debated. The current study used an auditory sequential learning task to investigate the neurophysiological correlates of sequential learning in... more

The existence of an advantage in sequential learning for
musicians over nonmusicans is highly debated. The current
study used an auditory sequential learning task to investigate
the neurophysiological correlates of sequential learning in
adults with either high or low music aptitudes. While
behavioral results alone revealed no difference between the
reaction times of the two groups, event-related potential data
showed that higher music aptitude was associated with
decreased amplitudes of the P300 and Contingent Negative
Variation effect between two conditions with different
transitional probabilities relative to a target stimulus. These
data suggest that increased music training and skill leads to
more efficient processing of (i.e., reduced attentional
demands for) auditory sequential patterns.

A longitudinal study of students' developing understanding of decimal notation has been conducted by testing over 3000 students in Grades 4 to 10 up to 7 times. A pencil-and-paper test based on a carefully designed set of decimal... more

A longitudinal study of students' developing understanding of decimal notation has been conducted by testing over 3000 students in Grades 4 to 10 up to 7 times. A pencil-and-paper test based on a carefully designed set of decimal comparison items enabled students' responses to be classified into 11 codes and tracked over time. The paper reports on how students' ideas

Statistical-sequential learning (SL) is the ability to process patterns of environmental stimuli, such as spoken language, music, or one’s motor actions, that unfold in time. The underlying neurocognitive mechanisms of SL and the... more

Statistical-sequential learning (SL) is the ability to process patterns of environmental stimuli, such as spoken language, music, or one’s motor actions, that unfold in time. The underlying neurocognitive mechanisms of SL and the associated cognitive representations are still not well understood as reflected by the heterogeneity of the reviewed cognitive models. The purpose of this review is: (1) to provide a general overview of the primary models and theories of SL, (2) to describe the empirical research – with a focus on the event-related potential (ERP) literature – in support of these models while also highlighting the current limitations of this research, and (3) to present a set of new lines of ERP research to overcome these limitations. The review is articulated around three descriptive dimensions in relation to SL: the level of abstractness of the representations learned through SL, the effect of the level of attention and consciousness on SL, and the developmental trajectory of SL across the life-span. We conclude with a new tentative model that takes into account these three dimensions and also point to several promising new lines of SL research.

Pattern recognition is increasingly becoming a key component of decision support systems (DSSs) in many application areas, especially when automatically extracting semantic rules from data is a chief concern. Accordingly, this paper... more

Pattern recognition is increasingly becoming a key component of decision support systems (DSSs) in many application areas, especially when automatically extracting semantic rules from data is a chief concern. Accordingly, this paper presents a novel evolving neuro-fuzzy DSS, the generic self-organizing fuzzy neural network realizing Yager inference (GenSoFNN-Yager), that emulates the sequential learning paradigm of the hippocampus in the brain to synthesize from low-level numerical data to high-level declarative fuzzy rules. The proposed system exhibits simple and conceptually firm computational steps that correspond closely to a plausible human logical reasoning and decision-making. Experimental results on sample benchmark problems and realistic medical diagnosis applications show the potential of the proposed system as a competent DSS.

Language-induced Biases on Human Sequential Learning Luca Onnis (lucao@hawaii.edu) Department of Second Language Studies & Center for Second Language Research University of Hawai‘i at Manoa, 1890 East-West Road, Honolulu, Hawaii 96822 USA... more

Language-induced Biases on Human Sequential Learning Luca Onnis (lucao@hawaii.edu) Department of Second Language Studies & Center for Second Language Research University of Hawai‘i at Manoa, 1890 East-West Road, Honolulu, Hawaii 96822 USA Erik Thiessen (thiessen@andrew.cmu.edu) Department of Psychology Carnegie Mellon University, Baker Hall, Pittsburgh, Pennsylvania 15213 USA Abstract regularities that learners detect in ways that are consistent with the predominant statistical structure in their native language. What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non- linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent ele...