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Complexity and Blocked Trial Presentation in a Novel Verb Generalization Task

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Date Issued:
2016
Summary:
The current study examined the role of complexity and initial variability of exemplars during learning in verb generalization. Children and adults learned two novel verbs in the context of two novel creatures across two sessions. After a second training session, participants completed a generalization task during which they were required to identify the verbs when presented with seven novel creatures of varying levels of complexity. Performance was compared across age group and condition. Participants who initially learned the verbs in the context of a single, simple exemplar demonstrated a higher proportion of correct responses than participants who initially learned the verbs with both a simple & complex exemplar. These results provide evidence that fewer exemplars during initial training of novel verbs may increase learning in young children, as well as some evidence that complex exemplars may increase the difficulty of learning and generalizing verbs.
Title: Complexity and Blocked Trial Presentation in a Novel Verb Generalization Task.
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Name(s): Pruzansky, Rita, author
Kersten, Alan, Thesis advisor
Florida Atlantic University, Degree grantor
Charles E. Schmidt College of Science
Department of Psychology
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Date Created: 2016
Date Issued: 2016
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 62 p.
Language(s): English
Summary: The current study examined the role of complexity and initial variability of exemplars during learning in verb generalization. Children and adults learned two novel verbs in the context of two novel creatures across two sessions. After a second training session, participants completed a generalization task during which they were required to identify the verbs when presented with seven novel creatures of varying levels of complexity. Performance was compared across age group and condition. Participants who initially learned the verbs in the context of a single, simple exemplar demonstrated a higher proportion of correct responses than participants who initially learned the verbs with both a simple & complex exemplar. These results provide evidence that fewer exemplars during initial training of novel verbs may increase learning in young children, as well as some evidence that complex exemplars may increase the difficulty of learning and generalizing verbs.
Identifier: FA00004622 (IID)
Degree granted: Thesis (M.A.)--Florida Atlantic University, 2016.
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Includes bibliography.
Subject(s): Psycholinguistics.
Language acquisition.
Cognitive grammar.
Held by: Florida Atlantic University Libraries
Sublocation: Digital Library
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004622
Use and Reproduction: Copyright © is held by the author, with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
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Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.