Show simple item record

dc.contributor.authorNorris, D.
dc.contributor.authorPage, Michael
dc.contributor.authorHall, Jane
dc.date.accessioned2018-07-05T16:03:04Z
dc.date.available2018-07-05T16:03:04Z
dc.date.issued2018-01-03
dc.identifier.citationNorris , D , Page , M & Hall , J 2018 , ' Learning nonwords: The Hebb repetition effect as a model of word learning ' , Memory , vol. 26 , no. 6 , PMEM 1416639 , pp. 852-857 . https://doi.org/10.1080/09658211.2017.1416639
dc.identifier.issn0965-8211
dc.identifier.otherPURE: 13045938
dc.identifier.otherPURE UUID: 9d4067d9-b37f-4762-a510-b63ecfdcc2c8
dc.identifier.otherScopus: 85040991109
dc.identifier.urihttp://hdl.handle.net/2299/20266
dc.description© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License CC BY 4.0 (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
dc.description.abstractPage and Norris [(2008). Is there a common mechanism underlying word-form learning and the Hebb repetition effect? Experimental data and a modelling framework. In A. Thorn & M. P. A. Page (Eds.), Interactions between short-term and long-term memory in the verbal domain; (2009). A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1536), 3737–3753. doi:10.1098/rstb.2009.0173] have suggested that the Hebb [(1961). Distinctive features of learning in the higher animal. In J. F. Delafresnaye (Ed.), Brain mechanisms and learning (pp. 37–46). Oxford: Blackwell] repetition paradigm can be considered as a laboratory analogue of word learning. In Hebb learning experiments, the lists of items to be learned are presented as discrete sequences. In contrast, novel words are, by definition, always heard as a single coarticulated whole. Might this undermine the claim that Hebb learning can shed light on word learning? Here we report an experiment comparing learning sequences of isolated syllables with learning the same sequences spoken as a single coarticulated nonword. The pattern of learning was similar in the two cases, suggesting that the Hebb repetition paradigm can indeed provide valuable insights into the way novel word forms are learned.en
dc.format.extent6
dc.language.isoeng
dc.relation.ispartofMemory
dc.rightsOpen
dc.subjectHebb task
dc.subjectlearning
dc.subjectlong-term memory
dc.subjectShort-term memory
dc.subjectword learning
dc.subjectArts and Humanities (miscellaneous)
dc.subjectPsychology(all)
dc.titleLearning nonwords: The Hebb repetition effect as a model of word learningen
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionDepartment of Psychology and Sports Sciences
dc.contributor.institutionCentre for Research in Psychology and Sport Sciences
dc.contributor.institutionPsychology
dc.contributor.institutionLearning, Memory and Thinking
dc.description.statusPeer reviewed
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85040991109&partnerID=8YFLogxK
dc.relation.schoolSchool of Life and Medical Sciences
dc.description.versiontypeFinal Published version
dcterms.dateAccepted2018-01-03
rioxxterms.versionVoR
rioxxterms.versionofrecordhttps://doi.org/10.1080/09658211.2017.1416639
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeOpen


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record