"This is driving me dotty": a new experimental method for studying sequential statistical learning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This thesis introduces a new experimental paradigm for exploring the cognitive mechanism of statistical learning (SL). SL refers to the ability of extracting statistical regularities and patterns implicitly from the sensory input and forming them into units of knowledge. Most of the methodologies used in the literature to investigate or assess the mechanism of SL, use tasks and measurements that assess the outcome of the learning process, rather than the process itself. Therefore, the new experimental paradigm introduced in this thesis, provides a new way of observing the SL mechanism while it operates, with the usage of a gaze contingent/time-displayed eye-tracking sequential SL task (on the visual domain). Once the new methodology is introduced and assessed across two different eye-trackers (Gazepoint GP3; EyeLink 1000 (SR Research Ltd., Mississauga, Canada)), it is applied to specific research contexts about the encoding process of sequences in SL and the effects of sequence length and mixtures of sequences lengths in sequential SL. The findings of this thesis support evidence for a hierarchical structure in the SL encoding process, where the last item of a sequence is better learned than the previous and so on. Additionally, it is suggested that sequences with shorter lengths (2 items) are learned faster than longer length sequences (4 items) in same length tasks. However, when the sequential SL occurs within mixed length sequences, longer sequences are facilitated from their coexistence with shorter sequences in the task, resulting in faster learning, while learning of shorter sequences is impeded by their coexistence with longer sequences in the task. A contextual evaluation of the two eye-tracking systems used in this thesis is described to justify the usage of low-cost equipment in experimental research. Finally, a critical discussion of the findings and its applications on educational and clinical areas is given.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it