Biomedical subjects

Annette Kinder

Publications and source records attributed to Annette Kinder.

8 recordsLinked to original sources

PubMed2006

Transfer in artificial grammar learning: the role of repetition information.

In this article, the authors report 2 experiments that investigated the sources of information used in transfer and nontransfer tasks in artificial grammar learning. Multiple regression analyses indicated that 2 types of information about repeating elements were crucial for performance in both tasks: information about the repetition of adjacent elements and information about repetition of elements in the whole item. Similarity of test items to specific training items and chunk information influenced participants' judgments only in nontransfer tasks.

Adult↗

PubMed2006

Classification and recognition in artificial grammar learning: Analysis of receiver operating characteristics.

In two experiments we investigated recognition and classification judgements using an artificial grammar learning paradigm. In Experiment 1, when only new test items had to be judged, analysis of z-transformed receiver operating characteristics (z-ROCs) revealed no differences between classification and recognition. In Experiment 2, where we included old test items, z-ROCs in the two tasks differed, suggesting that judgements relied on different types of information. The results are interpreted in terms of heuristics that people use when making classification and recognition judgements.

Discrimination Learning↗

PubMed2003

Neuropsychological dissociations between priming and recognition: a single-system connectionist account.

A key claim of current theoretical analyses of the memory impairments associated with amnesia is that certain distinct forms of learning and memory are spared. A compelling example is that amnesic patients and controls are indistinguishable in repetition priming but amnesic patients are impaired at recognizing the study items. The authors show that this pattern of results is predicted by a single-system connectionist model of learning in which amnesia is simulated by a reduced learning rate. They also demonstrate that the model can reproduce the converse pattern in which priming but not recognition is impaired if the input is assumed to be additionally degraded in a priming test. The authors conclude that dissociations between priming and recognition do not require functionally or neurally distinct memory systems.

Cognition↗

PubMed2003

Recollection, fluency, and the explicit/implicit distinction in artificial grammar learning.

In this article, the authors propose that both implicit memory and implicit learning phenomena can be explained by a common set of principles, in particular via participants' strategic use of recollective and fluency heuristics. In a series of experiments, it was demonstrated that manipulating processing fluency had an impact on classification decisions in an artificial grammar learning task (Experiments 1, 2, 4, and 7), showing that participants were using a fluency heuristic. Under identical conditions, however, this manipulation had no effect on recognition decisions (Experiments 3 and 5), consistent with a greater default reliance on recollection. Most significant, the authors also showed that a fluency effect can be induced in recognition (Experiments 4-6) and can be eliminated in classification (Experiment 7).

Adolescent↗

PubMed2003

Receiver operating characteristics in the lexical decision task: evidence for a simple signal-detection process simulated by the multiple read-out model.

This study provides further evidence for the hypothesis that performance in the lexical decision task is based on the output of a signal detection mechanism, as implemented by the multiple read-out model of word recognition (MROM; J. Grainger & A. M. Jacobs, 1996). We extend the MROM to allow predictions of receiver operating characteristics in a data-limited variant of the lexical decision task and show that the model provides accurate descriptions of the data. Our results challenge all models of word recognition that do not include a familiarity assessment mechanism. They also suggest that under data-limited conditions a deadline mechanism for generating "no" responses in the lexical decision task may not necessarily be functional.

Decision Making↗

PubMed2003

Similarity and discrimination in human Pavlovian conditioning.

We report three Pavlovian eyelid conditioning experiments with humans, designed to experimentally decide between elemental and configural learning theories. We used two different designs originally proposed by Redhead and Pearce (1995). In Experiments 1 and 2, three stimulus elements, A, B, and C, were presented in all possible combinations. All patterns were reinforced except for pattern ABC (A/B/C+, AB/AC/BC+, ABC-). According to elemental learning theories, response proportions on A/B/C+ trials should be smaller than on AB/AC/BC+ trials, whereas configural learning theory makes the opposite prediction. The results confirmed neither prediction. In Experiment 3, the A/B/C+, AB/AC/BC+, and ABC- trials were interspersed by D/E/F-, DE/DF/EF-, DEF+ trials. Again, neither prediction was confirmed. We suggest a modification of configural learning theory as a possible explanation of our results.

Adult↗

PubMed2002

Are rules applied in Pavlovian electrodermal conditioning with humans general or outcome specific?

There is growing evidence that in human skin conductance response (SCR) conditioning positive patterning (A-, B-, AB+) and negative pattering (A+, B+, AB-) are solved by applying two different rules. The present experiments investigated whether the representations of such rules are specific or general with regard to outcomes and response systems. In Experiment 1, we investigated SCR and eyelid conditioning with different types of training administered in an interleaved fashion. We found that positive patterning SCR conditioning interfered with negative patterning SCR conditioning, whereas eyeblink conditioning had no effect on SCR conditioning. In Experiment 2, in which eyeblink and SCR conditioning were administered in sequential fashion, the same result was obtained. We conclude that the rules involved in solving patterning tasks might be specific to outcomes and/or response systems.

Adult↗

PubMed2002

Responding under time pressure: testing two animal learning models and a model of visual categorization.

Two experiments are reported, which employed a Pavlovian eyelid conditioning procedure with human participants. The experiments tested the predictions of three models of the time-course of processing under time pressure. These were the extended generalized context model (Lamberts, 1998), and two variants of the Rescorla-Wagner model (Rescorla & Wagner, 1972), which were activated in cascade mode. Reinforcement schedules in the experiments were equivalent either to an AND rule or to an XOR rule. The time available for processing the conditioned stimulus and initiating a conditioned response was manipulated by varying the interval from the onset of the conditioned stimulus to the onset of the unconditioned stimulus. The results were in accord with the predictions of one of the two variants of the Rescorla-Wagner model.

Adult↗