Search results for "contingency learning"
showing 3 items of 3 documents
Best not to bet on the horserace: A comment on Forrin and MacLeod (2017) and a relevant stimulus-response compatibility view of colour-word contingen…
2018
International audience; One powerfully robust method for the study of human contingency learning is the colour-word contingency learning paradigm. In this task, participants respond to the print colour of neutral words, each of which is presented most often in one colour. The contingencies between words and colours are learned, as indicated by faster and more accurate responses when words are presented in their expected colour relative to an unexpected colour. In a recent report, Forrin and MacLeod (2017b, Memory & Cognition) asked to what extent this performance (i.e., response time) measure of learning might depend on the relative speed of processing of the word and the colour. With keypr…
Acquiring music information : An incidental learning approach.
2022
This thesis contains my empirical works resulting from three years of studying contingency learning, that is the human ability to learn regularities between two or more events, applied to music. Learning music requires time and effort. However, many skills can be automatized in less time-consuming and effortful ways. Indeed, some research suggests that many elements of music knowledge are mostly implicitly acquired. In Chapter 1, the potential benefit of using an incidental learning procedure to automatize musical sub-skills useful for sight-reading and for pitch identification is discussed. In Chapter 2, the first set of experiments investigate whether an incidental contingency learning ta…
Reliable Correlational Cuing While Controlling for Most-Recent-Pairing Effects.
2020
Irrelevant aspects of the environment or irrelevant attributes of task-relevant stimuli can have important and reliable effects on behavior. When the specific values of an irrelevant stimulus attribute are correlated with different responses, a correlational-cuing effect is observed: faster and more accurate responses when the correlation is positive than when it is negative. Previous work has shown that this effect is not due to simple differences in how often the specific stimuli are being presented, and most explanations of the effect have stressed the clear parallels with classical associative learning. Very recently, however, evidence in favor of an alternative model has been presented…