Toward a unified model of attention in associative learning

By John K. Kruschke. 2001

341 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ba444339705491b7f86fbca064cd3ec8b19ef181

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Revision of Retrieval Theory of Forgetting: What does Make Information Context-Specific? (2006, neutral): “Along these lines, Kruschke (2001, 2003) has proposed a model about the reciprocal influence of attention and learning that might be applied to the attentional processing of contexts in the situations we are evaluating in this paper.”
Uncertainty and Learning (2003, background): “averaged (as if they are competing by making dierent predictions of the same reinforcement [28, 44, 45 ]).”
The Myth of Cognitive Decline: Non-Linear Dynamics of Lifelong Learning (2014, background): “…in memory decline with age, learning theory predicts that experience will increasingly make people insensitive to a great deal of background context, simply because ignoring uninformative cues is an integral part of learning (Kruschke, 1996, 2001, 2005; Ramscar et al., 2013a; Rescorla, 1968).”
Infants rapidly learn word-referent mappings via cross-situational statistics. (2008, background): “The learner could solve this learning task via simple (or not so simple, see Kruschke, 2001; Kruschke, Kappenman, & Hetrick, 2005; Yu & Smith, 2007; Yu et al., 2007) associative learning mechanisms.”
Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006, background): “Research shows this to routinely occur even in very simple learning situations like these (Kruschke 1993, 1996, 2001; Kruschke and Blair 2000; Kruschke and Johansen 1999; Shanks 1995) —they are not restricted to complex learning environments with dozens of cues and outcomes and intricate…”
REFLECTIONS ON FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002, background): “Although there has not been a huge amount of work on its implementation in computer models (although see Kruschke, 2001), we know about the importance of attention on learning (Cowan, 1997) and emotion on learning (Schumann, 1998), and we are beginning to discover the neuroanatomical pathways…”
Melding the Power of Serious Games and Embedded Assessment to Monitor and Foster Learning: Flow and Grow (2009, background): “In education, the central role of attention in learning has been clearly demonstrated for decades (e.g., Kruschke, 2001; Nosofsky, 1986; Trabasso & Bower, 1968).”