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Mendeley readers
Attention Score in Context
| Title |
Statistical Learning of Two Artificial Languages Presented Successively: How Conscious?
|
|---|---|
| Published in |
Frontiers in Psychology, January 2011
|
| DOI | 10.3389/fpsyg.2011.00229 |
| Pubmed ID | |
| Authors |
Ana Franco, Axel Cleeremans, Arnaud Destrebecqz |
| Abstract |
Statistical learning is assumed to occur automatically and implicitly, but little is known about the extent to which the representations acquired over training are available to conscious awareness. In this study, we focus on whether the knowledge acquired in a statistical learning situation is available to conscious control. Participants were first exposed to an artificial language presented auditorily. Immediately thereafter, they were exposed to a second artificial language. Both languages were composed of the same corpus of syllables and differed only in the transitional probabilities. We first determined that both languages were equally learnable (Experiment 1) and that participants could learn the two languages and differentiate between them (Experiment 2). Then, in Experiment 3, we used an adaptation of the Process-Dissociation Procedure (Jacoby, 1991) to explore whether participants could consciously manipulate the acquired knowledge. Results suggest that statistical information can be used to parse and differentiate between two different artificial languages, and that the resulting representations are available to conscious control. |
Mendeley readers
The data shown below were compiled from readership statistics for 78 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 6 | 8% |
| United Kingdom | 1 | 1% |
| Unknown | 71 | 91% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 20 | 26% |
| Researcher | 15 | 19% |
| Student > Master | 12 | 15% |
| Student > Bachelor | 5 | 6% |
| Student > Doctoral Student | 5 | 6% |
| Other | 12 | 15% |
| Unknown | 9 | 12% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 34 | 44% |
| Linguistics | 7 | 9% |
| Neuroscience | 7 | 9% |
| Agricultural and Biological Sciences | 6 | 8% |
| Arts and Humanities | 3 | 4% |
| Other | 8 | 10% |
| Unknown | 13 | 17% |
Attention Score in Context
This research output has an Altmetric Attention Score of 3. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 April 2013.
All research outputs
#7,454,951
of 22,790,780 outputs
Outputs from Frontiers in Psychology
#10,891
of 29,702 outputs
Outputs of similar age
#54,392
of 180,679 outputs
Outputs of similar age from Frontiers in Psychology
#127
of 239 outputs
Altmetric has tracked 22,790,780 research outputs across all sources so far. This one is in the 44th percentile – i.e., 44% of other outputs scored the same or lower than it.
So far Altmetric has tracked 29,702 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one has gotten more attention than average, scoring higher than 62% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 180,679 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 27th percentile – i.e., 27% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 239 others from the same source and published within six weeks on either side of this one. This one is in the 43rd percentile – i.e., 43% of its contemporaries scored the same or lower than it.