ArticleCognitive science2017
Learning During Processing: Word Learning Doesn't Wait for Word Recognition to Finish.
Article in Cognitive science, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- The development of lexical processing: Real-time phonological competition and semantic activation in school age children.Quarterly journal of experimental psychology (2006) · 2025Article
- The phonological congruency modulated long-term form priming of Chinese characters.Memory & cognition · 2024Article
- What have we learned from 15 years of research on cross-situational word learning? A focused review.Frontiers in psychology · 2023Review
- The profile of real-time competition in spoken and written word recognition: More similar than different.Quarterly journal of experimental psychology (2006) · 2022Article
- The Slow Development of Real-Time Processing: Spoken-Word Recognition as a Crucible for New Thinking About Language Acquisition and Language Disorders.Current directions in psychological science · 2022Article
- Psychological and Electrophysiological Correlates of Word Learning Success.Psychology in Russia : state of the art · 2021Article
- Of mice and men: Speech sound acquisition as discriminative learning from prediction error, not just statistical tracking.Cognition · 2020Article
- A real-time mechanism underlying lexical deficits in developmental language disorder: Between-word inhibition.Cognition · 2019Article
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Authors and funding
2 authors.
Funding
Abstract
Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed when, during the course of these dynamic recognition processes, learned representations are formed and updated. If learned representations are formed and updated while recognition is ongoing, the result of learning may incorporate spurious, partial information. For example, during word recognition, words take time to be identified, and competing words are often active in parallel. If learning proceeds before this competition resolves, representations may be influenced by the preliminary activations present at the time of learning. In three experiments using word learning as a model domain, we provide evidence that learning reflects the ongoing dynamics of auditory and visual processing during a learning event. These results show that learning can occur before stimulus recognition processes are complete; learning does not wait for ongoing perceptual processing to complete.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.