Persistent Link:
http://hdl.handle.net/10150/612899
Title:
FAST MAPPING IN TODDLERS: A COMPUTATIONAL APPROACH
Author:
FICKLING, LOGAN JAMES
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Word learning occurs primarily through hippocampal activity or cortical activity. While hippocampal learning is characterized as capable of supporting rapid one-trial learning, a special form of cortical learning, fast-mapping, allows for rapid one-trial learning through inference by exclusion. The use of these hippocampal-independent forms of learning and their development are poorly understood. 19 2.5 year olds and 24 3 year olds participated in both a hippocampal learning, explicit encoding, word learning task and a cortical learning, fast mapping, word learning task. A computational model performed similarly to child participants’ fast-mapping learning performance and memory retention. There were no noticeable differences of age, though 2.5 year olds showed task-ordering effects suggestive of proactive interference, whereas 3 year olds did not.
Type:
text; Electronic Thesis
Degree Name:
B.S.
Degree Level:
Bachelors
Degree Program:
Honors College; Neuroscience and Cognitive Science
Degree Grantor:
University of Arizona
Advisor:
Gomez, Rebecca

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleFAST MAPPING IN TODDLERS: A COMPUTATIONAL APPROACHen_US
dc.creatorFICKLING, LOGAN JAMESen
dc.contributor.authorFICKLING, LOGAN JAMESen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractWord learning occurs primarily through hippocampal activity or cortical activity. While hippocampal learning is characterized as capable of supporting rapid one-trial learning, a special form of cortical learning, fast-mapping, allows for rapid one-trial learning through inference by exclusion. The use of these hippocampal-independent forms of learning and their development are poorly understood. 19 2.5 year olds and 24 3 year olds participated in both a hippocampal learning, explicit encoding, word learning task and a cortical learning, fast mapping, word learning task. A computational model performed similarly to child participants’ fast-mapping learning performance and memory retention. There were no noticeable differences of age, though 2.5 year olds showed task-ordering effects suggestive of proactive interference, whereas 3 year olds did not.en
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.nameB.S.en
thesis.degree.levelBachelorsen
thesis.degree.disciplineHonors Collegeen
thesis.degree.disciplineNeuroscience and Cognitive Scienceen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorGomez, Rebeccaen
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