Time Course of Visual Attention in Statistical Learning of Words and Categories

Abstract

Previous research indicates that adult learners are able to use co-occurrence information to learn word-to-object mappings and form object categories simultaneously. The current eye-tracking study investigated the dynamics of attention allocation during concurrent statistical learning of words and categories. The results showed that the participants’ learning performance was associated with the numbers of short and mid-length fixations generated during training. Moreover, the learners’ patterns of attention allocation indicated online interaction and bi-directional bootstrapping between word and category learning processes.


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