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The order of stimuli matters when learning second-order transitional probabilities.

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Τίτλος: The order of stimuli matters when learning second-order transitional probabilities.
Συγγραφείς: Lazartigues L; University Lille, CNRS, UMR 9193 - SCALab - Sciences Cognitives et Sciences Affectives, F-59000, Lille, France. Laura.lazartigues@univ-lille.fr., Mathy F; Bases, Corpus, Langage (BCL, UMR 7320), Université Côte d'Azur and CNRS, Nice, France., Aguilar C; Therapixel, Nice, France., Lavigne F; Bases, Corpus, Langage (BCL, UMR 7320), Université Côte d'Azur and CNRS, Nice, France.
Πηγή: Learning & behavior [Learn Behav] 2025 Jun; Vol. 53 (2), pp. 183-193. Date of Electronic Publication: 2024 Sep 26.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Springer Country of Publication: United States NLM ID: 101155056 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1543-4508 (Electronic) Linking ISSN: 15434494 NLM ISO Abbreviation: Learn Behav Subsets: MEDLINE
Imprint Name(s): Publication: 2011- : New York : Springer
Original Publication: Austin, Tex. : Psychonomic Society, c2003-
Ιατρικοί όροι (MeSH): Probability Learning* , Serial Learning*, Reaction Time/physiology ; Psychomotor Performance/physiology ; Humans ; Male ; Female ; Young Adult ; Adult ; Photic Stimulation ; Probability
Περίληψη: The order of stimuli within sequences and the transitional probabilities (TPs) it generates are central information in sequence processing. However, less is known about what type of information and how it is extracted by general learning mechanisms. The present study focused on statistical learning of second-order TPs. Second-order TPs are involved when only the combination of two stimuli predicts the third. In a first experiment, TPs depended crucially on the order of presentation of a pair INLINEMATH , which led to different predictions depending on the order of the stimuli (i.e., ABC vs. BAF). Eight visuomotor sequences governed by second-order TPs were used and response times (RTs) were recorded for each transition. The task included a learning phase followed by a switch phase during which the second-order TP were reversed (e.g., the sequences ABC and BAF became respectively ABF and BAC). A decrease of RTs between the second and the third stimulus during the learning phase and an increase of RTs during the switch phase suggested that variations of orders within second-order TPs could be learned. Further analyses, however, indicated that such learning was difficult for most participants. A second experiment showed that the difficulty of learning was not solely due to the difficulty to pick up the effect of order of presentation, but that learning second-order transitional probabilities in addition to order would be the main obstacle. These experiments suggest that statistical learning is capable of learning complex associations, even if this remains a challenge for human cognition.
(© 2024. The Psychonomic Society, Inc.)
Competing Interests: Declarations. Conflict of Interest: The authors declare that they have no conflict of interest to disclose. Ethics Approval: The experiment was approved by the local ethics committee (CERNI) of the Université Côte d’Azur. Consent to Participate: The experiment was conducted with the informed consent of the participants. Consent for Publication: Participants signed informed consent regarding publishing their data.
References: Cogn Psychol. 1997 Jul;33(2):154-207. (PMID: 9245469)
Front Psychol. 2014 Aug 28;5:842. (PMID: 25221529)
Child Dev. 2009 May-Jun;80(3):674-85. (PMID: 19489896)
Vis cogn. 2007;15(1):1-11. (PMID: 18725966)
Top Cogn Sci. 2019 Jul;11(3):573-586. (PMID: 29785844)
Cogn Sci. 2009 Aug;33(6):1087-1116. (PMID: 20574548)
J Neurosci Methods. 2007 May 15;162(1-2):8-13. (PMID: 17254636)
Front Psychol. 2021 Jun 14;12:675558. (PMID: 34194371)
J Exp Psychol Learn Mem Cogn. 2005 Jan;31(1):24-39. (PMID: 15641902)
Cogn Neurodyn. 2016 Dec;10(6):513-533. (PMID: 27891200)
Hum Mov Sci. 2013 Aug;32(4):618-32. (PMID: 24054899)
Trends Cogn Sci. 2001 Dec 1;5(12):539-546. (PMID: 11728912)
Science. 1996 Dec 13;274(5294):1926-8. (PMID: 8943209)
Psychol Bull. 1998 Nov;124(3):372-422. (PMID: 9849112)
J Exp Psychol Hum Percept Perform. 2009 Feb;35(1):195-202. (PMID: 19170482)
J Exp Child Psychol. 2013 Dec;116(4):811-28. (PMID: 24056204)
Cognition. 2022 Aug;225:105123. (PMID: 35461113)
Trends Cogn Sci. 2005 Nov;9(11):535-41. (PMID: 16213782)
J Clin Exp Neuropsychol. 2010 Jul;32(6):561-72. (PMID: 19859852)
J Exp Psychol Anim Behav Process. 2011 Jan;37(1):20-9. (PMID: 20718556)
Psychol Rev. 2000 Jan;107(1):127-81. (PMID: 10687405)
Cogn Psychol. 2017 Feb;92:37-64. (PMID: 27907807)
J Exp Child Psychol. 2015 Mar;131:1-18. (PMID: 25463350)
J Exp Psychol Learn Mem Cogn. 2011 Sep;37(5):1270-9. (PMID: 21604915)
Grant Information: ANR-15-IDEX-01 Agence Nationale de la Recherche
Contributed Indexing: Keywords: Prediction; Second-order; Sequence learning; Statistical learning
Entry Date(s): Date Created: 20240926 Date Completed: 20250521 Latest Revision: 20261010
Update Code: 20261010
DOI: 10.3758/s13420-024-00646-z
PMID: 39327382
Βάση Δεδομένων: MEDLINE
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  – Url: https://dx.doi.org/doi:10.3758/s13420-024-00646-z
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  Data: The order of stimuli matters when learning second-order transitional probabilities.
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  Data: <searchLink fieldCode="AU" term="%22Lazartigues+L%22">Lazartigues L</searchLink>; University Lille, CNRS, UMR 9193 - SCALab - Sciences Cognitives et Sciences Affectives, F-59000, Lille, France. Laura.lazartigues@univ-lille.fr.<br /><searchLink fieldCode="AU" term="%22Mathy+F%22">Mathy F</searchLink>; Bases, Corpus, Langage (BCL, UMR 7320), Université Côte d'Azur and CNRS, Nice, France.<br /><searchLink fieldCode="AU" term="%22Aguilar+C%22">Aguilar C</searchLink>; Therapixel, Nice, France.<br /><searchLink fieldCode="AU" term="%22Lavigne+F%22">Lavigne F</searchLink>; Bases, Corpus, Langage (BCL, UMR 7320), Université Côte d'Azur and CNRS, Nice, France.
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  Data: <searchLink fieldCode="JN" term="%22101155056%22">Learning & behavior</searchLink> [Learn Behav] 2025 Jun; Vol. 53 (2), pp. 183-193. <i>Date of Electronic Publication: </i>2024 Sep 26.
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  Data: The order of stimuli within sequences and the transitional probabilities (TPs) it generates are central information in sequence processing. However, less is known about what type of information and how it is extracted by general learning mechanisms. The present study focused on statistical learning of second-order TPs. Second-order TPs are involved when only the combination of two stimuli predicts the third. In a first experiment, TPs depended crucially on the order of presentation of a pair INLINEMATH , which led to different predictions depending on the order of the stimuli (i.e., ABC vs. BAF). Eight visuomotor sequences governed by second-order TPs were used and response times (RTs) were recorded for each transition. The task included a learning phase followed by a switch phase during which the second-order TP were reversed (e.g., the sequences ABC and BAF became respectively ABF and BAC). A decrease of RTs between the second and the third stimulus during the learning phase and an increase of RTs during the switch phase suggested that variations of orders within second-order TPs could be learned. Further analyses, however, indicated that such learning was difficult for most participants. A second experiment showed that the difficulty of learning was not solely due to the difficulty to pick up the effect of order of presentation, but that learning second-order transitional probabilities in addition to order would be the main obstacle. These experiments suggest that statistical learning is capable of learning complex associations, even if this remains a challenge for human cognition.<br /> (© 2024. The Psychonomic Society, Inc.)
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  Label: Competing Interests
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  Data: Declarations. Conflict of Interest: The authors declare that they have no conflict of interest to disclose. Ethics Approval: The experiment was approved by the local ethics committee (CERNI) of the Université Côte d’Azur. Consent to Participate: The experiment was conducted with the informed consent of the participants. Consent for Publication: Participants signed informed consent regarding publishing their data.
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  Data: Cogn Psychol. 1997 Jul;33(2):154-207. (PMID: <searchLink fieldCode="PM" term="%229245469%22">9245469)</searchLink><br />Front Psychol. 2014 Aug 28;5:842. (PMID: <searchLink fieldCode="PM" term="%2225221529%22">25221529)</searchLink><br />Child Dev. 2009 May-Jun;80(3):674-85. (PMID: <searchLink fieldCode="PM" term="%2219489896%22">19489896)</searchLink><br />Vis cogn. 2007;15(1):1-11. (PMID: <searchLink fieldCode="PM" term="%2218725966%22">18725966)</searchLink><br />Top Cogn Sci. 2019 Jul;11(3):573-586. (PMID: <searchLink fieldCode="PM" term="%2229785844%22">29785844)</searchLink><br />Cogn Sci. 2009 Aug;33(6):1087-1116. (PMID: <searchLink fieldCode="PM" term="%2220574548%22">20574548)</searchLink><br />J Neurosci Methods. 2007 May 15;162(1-2):8-13. (PMID: <searchLink fieldCode="PM" term="%2217254636%22">17254636)</searchLink><br />Front Psychol. 2021 Jun 14;12:675558. (PMID: <searchLink fieldCode="PM" term="%2234194371%22">34194371)</searchLink><br />J Exp Psychol Learn Mem Cogn. 2005 Jan;31(1):24-39. (PMID: <searchLink fieldCode="PM" term="%2215641902%22">15641902)</searchLink><br />Cogn Neurodyn. 2016 Dec;10(6):513-533. (PMID: <searchLink fieldCode="PM" term="%2227891200%22">27891200)</searchLink><br />Hum Mov Sci. 2013 Aug;32(4):618-32. (PMID: <searchLink fieldCode="PM" term="%2224054899%22">24054899)</searchLink><br />Trends Cogn Sci. 2001 Dec 1;5(12):539-546. (PMID: <searchLink fieldCode="PM" term="%2211728912%22">11728912)</searchLink><br />Science. 1996 Dec 13;274(5294):1926-8. (PMID: <searchLink fieldCode="PM" term="%228943209%22">8943209)</searchLink><br />Psychol Bull. 1998 Nov;124(3):372-422. (PMID: <searchLink fieldCode="PM" term="%229849112%22">9849112)</searchLink><br />J Exp Psychol Hum Percept Perform. 2009 Feb;35(1):195-202. (PMID: <searchLink fieldCode="PM" term="%2219170482%22">19170482)</searchLink><br />J Exp Child Psychol. 2013 Dec;116(4):811-28. (PMID: <searchLink fieldCode="PM" term="%2224056204%22">24056204)</searchLink><br />Cognition. 2022 Aug;225:105123. (PMID: <searchLink fieldCode="PM" term="%2235461113%22">35461113)</searchLink><br />Trends Cogn Sci. 2005 Nov;9(11):535-41. (PMID: <searchLink fieldCode="PM" term="%2216213782%22">16213782)</searchLink><br />J Clin Exp Neuropsychol. 2010 Jul;32(6):561-72. (PMID: <searchLink fieldCode="PM" term="%2219859852%22">19859852)</searchLink><br />J Exp Psychol Anim Behav Process. 2011 Jan;37(1):20-9. (PMID: <searchLink fieldCode="PM" term="%2220718556%22">20718556)</searchLink><br />Psychol Rev. 2000 Jan;107(1):127-81. (PMID: <searchLink fieldCode="PM" term="%2210687405%22">10687405)</searchLink><br />Cogn Psychol. 2017 Feb;92:37-64. (PMID: <searchLink fieldCode="PM" term="%2227907807%22">27907807)</searchLink><br />J Exp Child Psychol. 2015 Mar;131:1-18. (PMID: <searchLink fieldCode="PM" term="%2225463350%22">25463350)</searchLink><br />J Exp Psychol Learn Mem Cogn. 2011 Sep;37(5):1270-9. (PMID: <searchLink fieldCode="PM" term="%2221604915%22">21604915)</searchLink>
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