When learning goes beyond statistics: Infants represent visual sequences in terms of chunks.

ABSTRACT: Much research has documented infants' sensitivity to statistical regularities in auditory and visual inputs, however the manner in which infants process and represent statistically defined information remains unclear. Two types of models have been proposed to account for this sensitivity: statistical models, which posit that learners represent statistical relations between elements in the input; and chunking models, which posit that learners represent statistically-coherent units of information from the input. Here, we evaluated the fit of these two types of models to behavioral data that we obtained from 8-month-old infants across four visual sequence-learning experiments. Experiments examined infants' representations of two types of structures about which statistical and chunking models

SUBMITTER: Slone LK 

PROVIDER: S-EPMC6261783 | biostudies-literature | 2018 Sep

REPOSITORIES: biostudies-literature