title: Does stimulus appearance affect learning?
abstract: We examined the learning process with 3 sets of stimuli that have identical symbolic structure but differ in appearance (meaningless letter strings, arrangements of geometric shapes, and sequences of cities). One hypothesis is that the learning process aims to encode symbolic regularity in the same way, largely regardless of appearance. Another is that different types of stimuli bias the learning process to operate in different ways. Using the experimental paradigm of artificial grammar learning, we provided a preliminary test of these hypotheses. In Experiments 1 and 2 we measured performance in terms of grammaticality and found no difference across the 3 sets of stimuli. In Experiment 3 we analyzed performance in terms of both grammaticality and chunk strength. Again we found no differences in performance. Our tentative conclusion is that the learning process aims to encode symbolic regularity independent of stimulus appearance.
authors.affiliation: University of Crete. e.m.pothos@swansea.ac.uk
authors.forename: Emmanuel M
authors.initials: EM
authors.lastname: Pothos
authors.forename: Nick
authors.initials: N
authors.lastname: Chater
authors.forename: Eleni
authors.initials: E
authors.lastname: Ziori
mesh_terms: D003071:Cognition; D003463:Cues; D006801:Humans; D007802:Language; D007858:Learning; D008037:Linguistics / Q000379:methods; D010775:Photic Stimulation