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of identities and ensuring these encodings are usable we show that historically the world s languages satisfied these constraints using structurally similar near optimal codes they did so by combining sets of name specific words with existing vocabulary items allowing unlimited numbers of identifiers to be created while keeping vocabulary sizes stable today many natural name systems have been transformed into official codes based on hereditary patronyms we show how globally these changes differentially altered the information structure of codes leading to cross cultural differences in the way names function as individuators that can have tangible effects in domains like scientific publishing ramscar lab 09 24 on 02 18 2026 permalink new paper go above and beyond does input variability affect children s ability to learn spatial adpositions in a novel language with eva viviani and elizabeth wonnacott https royalsocietypublishing org rsos article 13 2 251853 480095 abstract human language is characterized by productivity that is the ability to use words and structures in novel contexts how do learners acquire these productive systems under a discriminative learning approach language learning involves using cues to predict and discriminate linguistic outcomes and generalization involves dissociating idiosyncratic irrelevant cues in favour of informative invariant cues the current work tests the predictions of this account using the learning of spatial adpositions as a test case spatial adpositions describe the location of one object in relation to another e g english prepositions above and below and may occur in reversible sentences such as the picture is above the window generalization involves using these terms in novel contexts such as with unattested nouns computational simulations implementing an error driven discriminative learning process demonstrate that broadening the irrelevant cues associated with the stimuli may boost the discovery of invariant cues i e the association between the adposition and the spatial relation we explored the predictions of these models in human learners by adapting a training paradigm introduced by hsu bishop hsu bishop 2014 peerj2 e656 doi 10 7717 peerj 656 to teach typically developing 7 8 year olds spatial adpositions in an unfamiliar language japanese using a computerized learning game we manipulated the cue variability by comparing groups of children trained with more variable sentences hv with a condition with repetition of the same sentences lv a third condition skew tested whether learning and generalization are boosted when learning from a heavy tailed distribution that more closely resembles that of natural language we examined the following predictions i for sentences with novel nouns participants trained with variable sentences will show better performance i e stronger generalization than those trained with repeated sentences ii in contrast those trained with repeated sentences will show stronger performance in training itself i e stronger item learning and iii training with a heavy tailed distribution more closely resembling the natural one will lead to the strongest item learning and generalization in our main analyses for i we found clear evidence that the hv condition outperformed the lv condition in generalization in line with predictions of the computational model when trained on the same datasets however for ii the frequency advantage was not clearly observed and for iii skewed input did not provide an additional benefit over variability with bayesian evidence for the null that it was beneficial for generalization interestingly the fact that the skew condition did not outperform the high variability benefit was in fact consistent with the computational modelling although skew was found to be supportive in other domains finally exploratory analyses indicate interesting individual differences in how learners respond to variability and frequency in their input which may be owing to their current environment as well as learner characteristics ramscar lab 08 23 on 01 15 2026 permalink new paper sequence structure in children s speech reveals non linear development of relations between word categories with maja linke https www nature com articles s44271 025 00380 w abstract why do children learn some words earlier than others can children s speech patterns reveal how their evolving models of language determine what they learn this study presents a systemic analysis of children s speech using low dimensional embeddings to examine how the contextual knowledge reflected in their utterances reorganizes as linguistic experience increases we analyzed age stratified samples from the childes database 18 36 months n 1 693 641 tokens 3 6 years n 1 750 007 5 12 years n 1 721 828 and adult speech from the subs2vec subtitle corpus n 1 742 885 our results suggest that the order and position of words in sequences produced by children from different age groups reflect changes in the way they represent categories of words rather than being ungrammatical children s utterances appear to be structured by temporary grammars that optimize the distribution of information in sequences the results point to shifts in how words are organized in semantic space reflecting the gradual alignment of lexical categories during learning this restructuring appears to draw on functionally ambiguous multipurpose categories in english these findings are somewhat counterintuitive as they suggest that not knowing the exact meaning of words can facilitate both learning and communication ramscar lab 02 19 on 06 20 2024 permalink new paper the effects of linear order in category learning some replications of ramscar et al 2010 and their implications for replicating training studies with eva viviani and elizabeth wonnacott https onlinelibrary wiley com doi pdf 10 1111 cogs 13445 abstract ramscar yarlett dye denny and thorpe 2010 showed how consistent with the predictions of error driven learning models the order in which stimuli are presented in training can affect category learning specifically learners exposed to artificial language input where objects preceded their labels learned the discriminating features of categories better than learners exposed to input where labels preceded objects we sought to replicate this finding in two online experiments employing the same tests used originally a four pictures test match a label to one of four pictures and a four labels test match a picture to one of four labels in our study only findings from the four pictures test were consistent with the original result additionally the effect sizes observed were smaller and participants overgeneralized high frequency category labels more than in the original study we suggest that although ramscar yarlett dye denny and thorpe 2010 feature label order predictions were derived from error driven learning they failed to consider that this mechanism also predicts that performance in any training paradigm must inevitably be influenced by participant prior experience we consider our findings in light of these factors and discuss implications for the generalizability and replication of training studies ramscar lab 01 23 on 05 02 2024 permalink new paper the keys to the future an examination of statistical versus discriminative accounts of serial pattern learning with fabian tomaschek and jessie s nixon https onlinelibrary wiley com doi full 10 1111 cogs 13404 abstract sequence learning is fundamental to a wide range of cognitive functions explaining how sequences and the relations between the elements they comprise are learned is a fundamental challenge to cognitive science however although hundreds of articles addressing this question are published each year the actual learning mechanisms involved in the learning of sequences are rarely investigated we present three experiments that seek to examine these mechanisms during a typing task experiments 1 and 2 tested learning during typing single letters on each trial experiment 3 tested for chunking of these letters into words the results of these experiments were used to examine the mechanisms that could best account for them with a focus on two particular proposals statistical transitional probability learning and discriminative error driven learning experiments 1 and 2 showed that error driven learning was a better predictor of response latencies than either n gram frequencies or transitional probabilities no evidence for chunking was found in experiment 3 probably due to interspersing visual cues with the motor response in addition learning occurred across a greater distance in experiment 1 than experiment 2 suggesting that the greater predictability that comes with increased structure leads to greater learnability these results shed new light on the mechanism responsible for sequence learning despite the widely held assumption that transitional probability learning is essential to this process the present results suggest instead that the sequences are learned through a process of discriminative learning involving prediction and feedback from prediction error ramscar lab 03 57 on 06 05 2023 permalink new paper variability and abstraction in evaluative conditioning consequences for the generalization of likes and dislikes with kathrin reichmann mandy hütter and barbara kaup https www sciencedirect com science article abs pii s0022103123000355 cmx_id sis_id dgcid stmj_auth_serv_published utm_acid 100098200 utm_campaign stmj_auth_serv_published utm_in dm368176 utm_medium email utm_source ac_ abstract the present work examines whether the variability of attitude objects at attitude acquisition increases the generalization of likes and dislikes in particular variability might enhance the discriminative learning of cues resulting in attitudes towards abstract entities rather than concrete instances using evaluative conditioning as an experimental paradigm to study attitude acquisition we manipulated the variability of conditioned stimuli css that were paired with unconditioned stimuli uss of negative or positive valence css resembled chinese characters that could be grouped into categories by one common component in the invariable condition one item per category served as css in the variable condition multiple items per category were used as css we measured participants evaluations of the css and novel chinese characters generalization stimuli and included a recognition memory task and evaluative measures of cs components as compared to the invariable condition the learning condition that introduced variability among css facilitated generalization towards novel stimuli diminished recognition memory performance and produced evaluative ratings of cs components that were more extreme for common components the findings suggest the formation of attitudes towards abstract cues rather than concrete instances in the variable relative to the invariable condition and propose that high variability facilitates the generalization of likes and dislikes we discuss mechanistic explanations as well as practical implications with regard to the formation of prejudice and intergroup biases ramscar lab 03 26 on 04 02 2022 permalink new paper psycholinguistics and aging oxford research encyclopedia of linguistics https oxfordre com linguistics view 10 1093 acrefore 9780199384655 001 0001 acrefore 9780199384655 e 374 summary healthy aging is associated with many cognitive linguistic and behavioral changes for example adults reaction times slow on many tasks as they grow older while their memories appear to fade especially for apparently basic linguistic information such as other people s names these changes have traditionally been thought to reflect declines in the processing power of human minds and brains as they age however from the perspective of the information processing paradigm that dominates the study of mind the question of whether cognitive processing capacities actually decline across the life span can only be scientifically answered in relation to functional models of the information processes that are presumed to be involved in cognition consider for example the problem of recalling someone s name we are usually reminded of the names of friends on a regular basis and this makes us good at remembering them however as we move through life we inevitably learn more names sometimes we hear these new names only once as we learn each new name the average exposure we will have had to any individual name we know is likely to decline while the number of different names we know is likely to increase this in turn is likely to make the task of recalling a particular name more complex one consequence of this is as follows if mary can only recall names with 95 accuracy at age 60 when she knows 900 names does she necessarily have a worse memory than she did at age 16 when she could recall any of only 90 names with 98 accuracy answering the question of whether mary s memory for names has actually declined or improved even will require some form of quantification of mary s knowledge of names at any given point in her life and the definition of a quantitative model that predicts expected recall performance for a given amount of name knowledge as well as an empirical measure of the accuracy of the model across a wide range of circumstances until the early 21st century the study of cognition and aging was dominated by approaches that failed to meet these requirements researchers simply established that mary s name recall was less accurate at a later age than it was at an earlier one and took this as evidence that mary s memory processes had declined in some significant way however as computational approaches to studying cognitive and especially psycholinguistic processes and processing became more widespread a number of matters related to the development of processing across the life span began to become apparent first the complexity involved in establishing whether or not mary s name recall did indeed become less accurate with age began to be better understood second when the impact of learning on processing was controlled for it became apparent that at least some processes showed no signs of decline at all in healthy aging third the degree to which the environment both in terms of its structure and its susceptibility to change further complicates our understanding of life span cognitive performance also began to be better comprehended these new findings not only promise to change our understanding of healthy cognitive aging but also seem likely to alter our conceptions of cognition and language themselves click to access ramscar psycholinguistics 20and 20aging 2022 pdf ramscar lab 01 51 on 01 17 2022 permalink new paper an exploration of error driven learning in simple two layer networks from a discriminative learning perspective with dorothée hoppe https dorohoppe github io petra hendriks and jacolien van rij http j...