JavaScript is disabled for your browser. Some features of this site may not work without it.
  • About K
  • Academics
  • Admission
  • Alumni Relations
  • Giving to K
  • News & Events
  • Student Life
  • HORNET HIVE
  • ATHLETICS
  • SITEMAP
  • WEBMAIL
    • Login
    View Item 
    •   CACHE Homepage
    • Academic Departments, Programs, and SIPs
    • Psychology
    • Psychology Senior Integrated Projects
    • View Item
    •   CACHE Homepage
    • Academic Departments, Programs, and SIPs
    • Psychology
    • Psychology Senior Integrated Projects
    • View Item

    Modality Specific Interruption in Implicit Statistical Learning

    Thumbnail
    View/Open
    Searchable PDF / Kalamazoo College Only (1.198Mb)
    Date
    2009
    Author
    Dexheimer, Matthew Scott
    Metadata
    Show full item record
    Abstract
    Implicit statistical learning (ISL) is a type of unconscious learning that occurs when an individual is exposed to sequences of stimuli (usually auditory or visual) which follow a pattern. These patterns usually follow an artificial grammar (AG), which is a simple grammar which does not belong to any natural language. Currently there is a debate between researchers about the method in which ISL occurs. One camp argues that ISL is a modality (such as auditory and visual) general, and another argues that modality specific phenomenon. The modality general camp argues that the mind memorizes statistical occurrences in the sequences and abstracts rules based on these occurrences and thus the learning can be transferred between modalities. The modality specific camp argues that the ISL occurs within modalities and thus should not be transferred between modalities. The embodied cognition approach to ISL argues that when a stimuli is observed, the area of the brain required to repeat the action is active, thus modality specific. The current study investigates whether ISL abstracts rules or if it is modality specific by attempting to selectively interfere with the recall of the learning within one modality but not another. Participants were shown an AG using audio and visual stimuli. During the testing phase, participants hummed, made dental sounds, or stomped their feet. Participants were shown a series of either audio or visual sequences and were asked to classify them as grammatical or ungrammatical. The difference between the audio and visual scores for the humming group but not the dental or stomp groups was significant. The results indicate that it is possible to selectively interfere with one modality and not another. This experiment supports the hypothesis that ISL is modality specific and contradicts the theory that ISL is modality general.
    URI
    http://hdl.handle.net/10920/27222
    Collections
    • Psychology Senior Integrated Projects [741]

    Browse

    All of DSpaceCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    Login

    DSpace software copyright © 2002-2022  DuraSpace
    DSpace Express is a service operated by 
    Atmire NV
    Logo

    Kalamazoo College
    1200 Academy Street
    Kalamazoo Michigan 49006-3295
    USA
    Info 269-337-7000
    Admission 1-800-253-3602

    About K
    Academics
    Admission
    Alumni Relations
    Giving to K
    News & Events
    Student Life
    Sitemap
    Map & Directions
    Contacts
    Directories
    Nondiscrimination Policy
    Consumer Information
    Official disclaimer
    Search this site


    Academic Calendars
    Apply
    Bookstore
    Crisis Response
    Employment
    Library
    Registrar
    DSpace Express is a service operated by 
    Atmire NV