For nearly two decades, researchers have investigated spatial sequence learning in an attempt to identify what specifically is learned during sequential tasks (e.g., stimulus order, response order, etc.). Despite extensive research, controversy remains concerning the information-processing locus of this learning effect. There are three main theories concerning the nature of spatial sequence learning, corresponding to the perceptual, motor, or response selection (i.e., central mechanisms underlying the association between stimulus and response pairs) processes required for successful task performance. The present data investigate this controversy and support the theory that stimulus-response (S-R) rules are critical for sequence learning. The results from two experiments demonstrate that sequence learning is disrupted only when the S-R rules for the task are altered. When the S-R rules remain constant or involve only a minor transformation, significant sequence learning occurs. These data implicate spatial response selection as a likely mechanism mediating spatial sequential learning.
We develop an immersed-boundary approach to modeling reaction-diffusion
Processes in dispersions of reactive spherical particles, from the
Diffusion-limited to the reaction-limited setting. We represent each reactive
Particle with a minimally-resolved "blob" using many less degrees of freedom
I argue that this practice requires implicit
assumptions about subjective measures of awareness incompatible with basic
models of categorization under uncertainty (e.g., modern signal-detection and
threshold theories). Most importantly, it ignores the potential effects of
response bias. Instead of t...
The interpretation of physical measurements/observations is generally
ambiguous, simply because observers measure only the combined effect of
spacetime dynamics and variation of the standard rulers; the two are
observationally inseparable. All they can learn from observations is how
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