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The Role of Working Memory in Visual...

McCarter, Anna.

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The Role of Working Memory in Visual Statistical Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Role of Working Memory in Visual Statistical Learning./
Author:	McCarter, Anna.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	54 p.
Notes:	Source: Masters Abstracts International, Volume: 83-03.
Contained By:	Masters Abstracts International83-03.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28416949
ISBN:	9798538124930

The Role of Working Memory in Visual Statistical Learning.
McCarter, Anna.

The Role of Working Memory in Visual Statistical Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 54 p.

Source: Masters Abstracts International, Volume: 83-03.

Thesis (M.S.)--University of Delaware, 2021.

There are many forms of learning that we use on a daily basis. One way to streamline the investigation of these numerous types of learning is to break them down to their component processes, many of which are shared between multiple forms of learning. Working memory (WM) is one of the fundamental processes that are common to many forms of learning. It is currently unknown if WM plays a role in visual statistical learning (VSL). VSL consists of the unsupervised learning of visual statistical contingencies between stimuli. It helps to condense the overwhelming amount of information presented to our sensory systems every second. Since WM is a fundamental mechanism behind many other forms of learning, I sought to investigate if it may also contribute to VSL. To probe that hypothesis, I conducted three experiments. In the first experiment, I looked for and found a positive correlation between WM capacity and VSL abilities. Individuals with higher WM capacity perform better on VSL tasks, consistent with the hypothesis that WM is a critical resource that VSL depends upon. In the second experiment, I investigated this relationship by using a dual-task paradigm involving VSL and an additional WM load. I found that dual-task paradigms generally greatly impaired VSL, but the results showed a trend toward VSL being weakened by added WM load. In the third experiment, I used the natural variation inherent to stimuli in an attempt to modulate WM load. In particular, low-familiarity, novel items are thought to linger in WM for longer than high-familiarity, common items. I found that VSL is better for mixed high-familiarity and low-familiarity pairs when the low-familiarity item comes first. This could indicate that low-familiarity items linger in WM for longer and facilitate the association between the items in the pair, aiding in VSL performance. This implies that items currently being held in WM may be easier to form VSL associations with. Overall, these experiments provide evidence that WM may be a fundamental resource that is depended upon for VSL representations to form.

ISBN: 9798538124930Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

Visual statistical learning

The Role of Working Memory in Visual Statistical Learning.
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300 $a 54 p.
500 $a Source: Masters Abstracts International, Volume: 83-03.
500 $a Advisor: Vickery, Timothy.
502 $a Thesis (M.S.)--University of Delaware, 2021.
520 $a There are many forms of learning that we use on a daily basis. One way to streamline the investigation of these numerous types of learning is to break them down to their component processes, many of which are shared between multiple forms of learning. Working memory (WM) is one of the fundamental processes that are common to many forms of learning. It is currently unknown if WM plays a role in visual statistical learning (VSL). VSL consists of the unsupervised learning of visual statistical contingencies between stimuli. It helps to condense the overwhelming amount of information presented to our sensory systems every second. Since WM is a fundamental mechanism behind many other forms of learning, I sought to investigate if it may also contribute to VSL. To probe that hypothesis, I conducted three experiments. In the first experiment, I looked for and found a positive correlation between WM capacity and VSL abilities. Individuals with higher WM capacity perform better on VSL tasks, consistent with the hypothesis that WM is a critical resource that VSL depends upon. In the second experiment, I investigated this relationship by using a dual-task paradigm involving VSL and an additional WM load. I found that dual-task paradigms generally greatly impaired VSL, but the results showed a trend toward VSL being weakened by added WM load. In the third experiment, I used the natural variation inherent to stimuli in an attempt to modulate WM load. In particular, low-familiarity, novel items are thought to linger in WM for longer than high-familiarity, common items. I found that VSL is better for mixed high-familiarity and low-familiarity pairs when the low-familiarity item comes first. This could indicate that low-familiarity items linger in WM for longer and facilitate the association between the items in the pair, aiding in VSL performance. This implies that items currently being held in WM may be easier to form VSL associations with. Overall, these experiments provide evidence that WM may be a fundamental resource that is depended upon for VSL representations to form.
590 $a School code: 0060.
650 4 $a Psychology. $3 519075
650 4 $a Motivation. $3 532704
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650 4 $a Paradigms. $3 3560141
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650 4 $a Experiments. $3 525909
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650 4 $a Educational psychology. $3 517650
650 4 $a Cognitive psychology. $3 523881
653 $a Visual statistical learning
653 $a Working memory
653 $a Dual task paradigms
653 $a Familiarity
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710 2 $a University of Delaware. $b Psychology. $3 3345106
773 0 $t Masters Abstracts International $g 83-03.
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