The abstraction of intervening concepts from experience with multiple input-multiple output causal environments

Article Abstract:

Learners are able to spontaneously detect and employ intervening concepts in a new causal environment involving multiple inputs and outputs in which there is a hidden intervening factor. The intervening concept is discerned and extrapolated to other input-output relationships, suggesting that the ability to learn intervening concepts is not unusual. However, the mere presence of a causal environment is insufficient to make individuals learn the intervening concepts. A hidden-unit connectionist model of learning with both accuracy and parsimony as learning objectives explains the findings.

Psychological aspects

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Concepts and transformational knowledge

Article Abstract:

A study was conducted to investigate the effect of exposure to principled change in concept formation. It is believed that transformational knowledge contributes to the coherence of a concept. Previous studies have concluded that inferences about what makes concepts coherent begins at an early age and that internal mechanisms are responsible for this outcome. Four experiments were conducted on concept formation. Findings indicated that exposure to the successive changes of an object facilitates the gluing of those states into a dingle concept.

Knowledge, Theory of, Epistemology, Cognitive psychology

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Transfer and complexity in artificial grammar learning

Article Abstract:

Explicit learning is needed for more complex problems, though implicit learning is sufficient for simpler tasks, as is shown by three experiments related to learning of artificial grammar. Implicit learning seems to be mainly linked to understanding first-order dependencies. Deliberate access to memory is needed for more complicated kinds of learning like transfer and second-order dependencies. There is a need for more research on the importance of frequency and salience in learning.

Psycholinguistics

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