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{
    "pk": 26073,
    "title": "Aligning implicit learning and statistical learning:\nTwo approaches, one phenomenon",
    "subtitle": null,
    "abstract": "The past 15-20 years have witnessed a particularly strong\ninterest in our ability to rapidly extract structured\ninformation from the environment. This fundamental\nprocess of human cognition is widely believed to underpin\nmany complex behaviors – from language development and\nsocial interaction to intuitive decision making and music\ncognition – so this interest spans practically all branches of\ncognitive science. Research on this topic can be found in\ntwo related, yet traditionally distinct research strands,\nnamely \"implicit learning\" (Reber, 1967) and \"statistical\nlearning\" (Saffran, Aslin, & Newport, 1996).\nBoth lines of research focus on how we acquire\ninformation from complex stimulus domains and both rely\nheavily on the use of artificial systems (e.g., finite-state\ngrammars, pseudoword lexicons). In typical experiments,\nparticipants are initially exposed to stimuli generated by an\nartificial system and then tested to determine what they have\nlearned. Given these and other significant similarities,\nPerruchet and Pacton (2006) argue that these distinct lines\nof research actually represent two approaches to a single\nphenomenon, and Conway and Christiansen (2006) propose\ncombining the two in name: \"implicit-statistical learning\".\nYet, despite frequent acknowledgements that researchers in\nimplicit learning and statistical learning might essentially be\nlooking at the same phenomenon, there is surprisingly little\nalignment between the two strands.\nThis symposium seeks to remedy this situation by\nbringing together leading researchers from both areas in\norder to promote a shared understanding of research\nquestions and methodologies, to discuss similarities and\ndifferences between the two approaches, and to work\ntowards a joint research agenda. The symposium comprises\nfour presentations, followed by a thematic discussion, which\nprovide coverage of these phenomena in terms of\ndevelopment (children and adults), different language\nlearning tasks (sublexical phonotactics, word acquisition,\ngrammar learning), and their role in both production and\ncomprehension, each integrating multidisciplinary\nperspectives. Gomez focuses on implicit-statistical learning\nin early development, identifying words and grammatical\nsequences and the memory systems that underlie this\nlearning. Monaghan and Rebuschat measure word learning\nand grammar learning in adults, while varying the\nknowledge that participants have of the structure they are\nacquiring. Dell and Anderson demonstrate how their work\non acquisition of phonotactic constraints is exhibited in\nspeakers’ productions, and discuss the inter-relation in\nspeech between implicit and statistical learning. Finally,\nConway provides an overview of the two fields, and\nproposes a novel framework that unifies implicit learning\nand statistical learning.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Implicit learning; statistical learning"
        }
    ],
    "section": "Symposia",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/8cx2j2bx",
    "frozenauthors": [
        {
            "first_name": "Patrick",
            "middle_name": "",
            "last_name": "Rebuschat",
            "name_suffix": "",
            "institution": "Lancaster University",
            "department": ""
        },
        {
            "first_name": "Padraic",
            "middle_name": "",
            "last_name": "Monaghan",
            "name_suffix": "",
            "institution": "Lancaster University",
            "department": ""
        },
        {
            "first_name": "Nathaniel",
            "middle_name": "D.",
            "last_name": "Anderson",
            "name_suffix": "",
            "institution": "University of Illinois at Urbana-\nChampaign",
            "department": ""
        },
        {
            "first_name": "Christopher",
            "middle_name": "M.",
            "last_name": "Conway",
            "name_suffix": "",
            "institution": "Georgia State University\nAtlanta",
            "department": ""
        },
        {
            "first_name": "Gary",
            "middle_name": "S.",
            "last_name": "Dell",
            "name_suffix": "",
            "institution": "University of Illinois at Urbana-\nChampaign",
            "department": ""
        },
        {
            "first_name": "Rebecca",
            "middle_name": "",
            "last_name": "Gomez",
            "name_suffix": "",
            "institution": "University of Arizona",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2016-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
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            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/26073/galley/15709/download/"
        }
    ]
}