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dc.contributor.authorPage, M.P.A.
dc.contributor.authorNorris, D.
dc.identifier.citationPage , M P A & Norris , D 2009 , ' A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms ' , Philosophical Transactions B: Biological Sciences , vol. 364 , no. 1536 , pp. 3737-3753 .
dc.identifier.otherPURE: 195035
dc.identifier.otherPURE UUID: c06ab6ee-a751-4b79-9518-8e53e67e65da
dc.identifier.otherdspace: 2299/5992
dc.identifier.otherScopus: 73949149929
dc.descriptionOriginal article can be found at : Copyright The Royal Society [Full text of this article is not available in the UHRA]
dc.description.abstractWe briefly review the considerable evidence for a common ordering mechanism underlying both immediate serial recall (ISR) tasks (e.g. digit span, non-word repetition) and the learning of phonological word forms. In addition, we discuss how recent work on the Hebb repetition effect is consistent with the idea that learning in this task is itself a laboratory analogue of the sequence-learning component of phonological word-form learning. In this light, we present a unifying modelling framework that seeks to account for ISR and Hebb repetition effects, while being extensible to word-form learning. Because word-form learning is performed in the service of later word recognition, our modelling framework also subsumes a mechanism for word recognition from continuous speech. Simulations of a computational implementation of the modelling framework are presented and are shown to be in accordance with data from the Hebb repetition paradigm.en
dc.relation.ispartofPhilosophical Transactions B: Biological Sciences
dc.subjectserial recall
dc.subjectrepetition learning
dc.subjectneural network model
dc.titleA model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word formsen
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionLearning, Memory and Thinking
dc.description.statusPeer reviewed
rioxxterms.typeJournal Article/Review

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