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Mapping across domains without feedback: A neural network model of transfer of implicit knowledge

Dienes, Z·1999·Cognitive Science
DOI 10.1016/s0364-0213(99)80052-4
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Research works printed but not linked: 32

  1. In T. Inui & J. McClelland (Eds), Attention and Performance XVI. Cambridge, MA: MIT Press.
  2. Altmann, Cl. T. M., Dienes, Z., & Goode, A. (1995). On the modality independence of implicitly learned gram- matical knowledge. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 899- 912.
  3. Brooks, L. (1978). Nonanalytic concept formation and memory for instances. In E. Rosch & B.B. Lloyd (Eds.), Cog&ion and categorization (pp.169-211).
  4. Brooks, L. R.. & Vokey, J. R. (199 1). Abstract analogies and abstracted grammars: Comments on Reber (1989) and Mathews et al.. (1989). Journal of Experimental Psychology: General, 120,316-323.
  5. Cleeremans, A. (1993). Mechanisms of implicit learning: Connecrionisr models of sequence processing. Cam- bridge, MA: MIT Press.
  6. Cleeremans, A., & McClelland, J. L. (1991). Learning the structure of event sequences. Journal of Experimental Psychology: General, 120,235-253.
  7. Dienes, Z., & Altmann, G. (1997). Transfer of implicit knowledge across domains? How implicit and how abstract? In D. Berry (Ed.), How implicir is implicit learning? (pp 107-123). Oxford: Oxford University Press.
  8. Dienes, Z.. Altmann, G., Kwan, L, & Goode, A. (1995) Unconscious knowledge of artificial grammars is applied strategically. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21, 1322-1338.
  9. Dienes. Z., & Berry, D. (1997). Implicit learning: below the subjective threshold. Psychonomic Eulferin and Review, 4,3-23.
  10. Dienes, Z., Broadbent, D. E., & Berry, D. C. (1991). Implicit and explicit knowledge bases in artificial grammar learning. Journal of Experimental Psychology: Learning, Memory, & Cognition, 17.875-887. 15516709, 1999, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1207/s15516709cog2301_3, Wiley Online Library on [20/08/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License · DOI
  11. Dienes, Z., & Pemer, J. (1996) Implicit knowledge in people and connectionist networks. In G. Underwood (Ed), Implicir cognition (pp 227-256). Oxford: Oxford University Press.
  12. Druhan, B., & Mathews, R. (1989). THIYOS: A classifier system model of implicit knowledge of artificial gram- mars. Proceedings of the Elevenrh Annual Conference of the Cognitive Science Society. Hillsdale. NJ: Erlbaum.
  13. Gluck, M. A., & Bower, G. H. (1988). Evaluating an adaptive network of human learning. Journal of Memory and Language, 27, 166-195.
  14. Gomez, R. L., & Schvaneveldt, R. W. (1994). What is learned from artificial grammars? Transfer tests of simple association. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20,396-410.
  15. Hetherington, P. A., & Seidenberg, M. S. (1989). Is there "catastrophic interference" in connectionist networks? Proceedings of the Eleventh Annual Conference of the Cognitive Science Society (pp 26-33). Hillsdale, NJ: Erlbaum.
  16. Knowlton, B. J., & Squire, L. R. (1996). Artificial grammar learning depends on implicit acquisition of both abstract and exemplar-specific information. Journal of Experimental Psychology: Learning. Memov, and Cognition, 22, 169-181.
  17. Mama. L., & Reber, A. S. (1997). Representation of tacit knowledge: Transfer across stimulus forms and modal- ities. In D. Berry (Ed.), How implicit is implicit learning? (pp. 73-106). Oxford: Oxford University Press.
  18. Mathews, R. C. (1990). Abstractness of implicit grammar knowledge Comments on Perruchet and Pacteau's anal- ysis of synthetic grammar learning. Journal of Experimenral Psychology: General, 119,412-416.
  19. Mathews, R. C. (1991). The forgetting algorithm: How fragmentary knowledge of exemplars can abstact knowl- edge. Journal of Experimental Psychology: General, 120. 117-l 19.
  20. Mathews, R. C., Buss, R. R., Stanley, W. B., Blanchard-Fields, F., Cho, J-R., & Druhan. B. (1989). The role of implicit and explicit processes in learning from examples: A synergistic effect. Journal of Experimenral Psychology: Learning, Memory, and Cognirion, 15, 1083-1100.
  21. Mathews, R. C., & Roussel, L. G. (1997). Abstractness of implicit knowledge: A cognitive evolutionary perspec- tive. In D. Berry (Ed.), How implicit is implicir learning? Oxford: Oxford University Press.
  22. McClelland, J. L., & Elman, J. (1986). Interactive processes in speech perception: The TRACE model. In J. L. McClelland & D. E. Rumelhart (Eds.), Parallel disfriburedprocessing. Explorations in fhe microstructure of cognition (pp 58-121). Cambridge, MA: MIT Press.
  23. Meltzoff, A. N. (1981). Imitation, intermodel coordination and representation in early infancy. In G. Butterworth (Ed.), Infancy and epistemology (pp 85-l 14). Brighton: Harvester Press.
  24. Perruchet, P. (1994). Learning from complex rule-governed environments: On the proper function of conscious and unconscious processes. In C. Umilta & M. Moscovitch (Eds), Attenrion and performance XV: con- scious and nonconscious information processing (pp 81 l-835). Cambridge, MA: MIT Press.
  25. Reber, A.S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning ana' Verbal Behaviour, 6,855-863.
  26. Reber, A. S. (1969). Transfer of syntactic structures in synthetic languages. Journal of Experimental Psychoogy, 81, 115-119.
  27. Reber, A. S. (1989). Implicit learning and tactic knowledge. Journal OfExperimental Psychology: General, 118, 219-235.
  28. Seger, C. A. (1994). Implicit learning. Psychological Bulletin, 11.5, 163-196.
  29. Servan-Schreiber, E., & Anderson, J. R. (1990). Learning artificial grammars with competitive chunking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 592-608.
  30. Shanks, D. R., Johnstone, T., & Staggs, L. (1997). Abstraction processes in artificial grammar learning. Quarterly Journal of Experimental Psychology, 5OA, 216252.
  31. Vokey, J. R., & Brooks, L. R. (1992). Salience of item knowledge in learning artificial grammars. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18,328-344.
  32. Whittlesea, B. W. A., & Dorken, M. D. (1993). Incidentally, things in general are particularly determined: An epi- sodic-processing account of implicit learning. Journal of Experimental Psychology: General, 122, 227- 248. 15516709, 1999, 1, Downloaded from https://onlinelibrary.wiley.com/doi/10.1207/s15516709cog2301_3, Wiley Online Library on [20/08/2023]. See the Terms and Conditions (https://onlinelibrary.wiley.com/terms-and-conditions) on Wiley Online Library for rules of use; OA articles are governed by the applicable Creative Commons License · DOI

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Metadata

Authors
Dienes, Z.
Venue
Cognitive Science
Publisher
Wiley
Published
1999-03
Volume
23
Issue
1
Pages
53-82
ISSN
0364-0213
DOI
10.1016/s0364-0213(99)80052-4
Cited by
4
References
4
Language
en
Licence
doi.wiley.com/10.1002/tdm_license_1 (tdm, 6028 d)

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