Showing papers by "James L. McClelland published in 1997"
TL;DR: An adaptive process account in which knowledge is graded and embedded in specific behavioral processes is offered, which shows how this approach can account for success and failure in object permanence tasks without assuming principles and ancillary deficits.
Abstract: Infants seem sensitive to hidden objects in habituation tasks at 3.5 months but fail to retrieve hidden objects until 8 months. The authors first consider principle-based accounts of these successes and failures, in which early successes imply knowledge of principles and failures are attributed to ancillary deficits. One account is that infants younger than 8 months have the object permanence principle but lack means-ends abilities. To test this, 7-month-olds were trained on means-ends behaviors and were tested on retrieval of visible and occluded toys. Means-ends demands were the same, yet infants made more toy-guided retrievals in the visible case. The authors offer an adaptive process account in which knowledge is graded and embedded in specific behavioral processes. Simulation models that learn gradually to represent occluded objects show how this approach can account for success and failure in object permanence tasks without assuming principles and ancillary deficits.
420 citations
Proceedings Article•
01 Dec 1997TL;DR: A model is presented, based largely on known features of hippocampal anatomy and physiology, that accounts for the following key characteristics of recollection: false recollection is rare, increasing interference leads to less recollection but apparently does not compromise the quality of recollection.
Abstract: A rich body of data exists showing that recollection of specific information makes an important contribution to recognition memory, which is distinct from the contribution of familiarity, and is not adequately captured by existing unitary memory models. Furthermore, neuropsychological evidence indicates that recollection is subserved by the hippocampus. We present a model, based largely on known features of hippocampal anatomy and physiology, that accounts for the following key characteristics of recollection: 1) false recollection is rare (i.e., participants rarely claim to recollect having studied nonstudied items), and 2) increasing interference leads to less recollection but apparently does not compromise the quality of recollection (i.e., the extent to which recollected information veridically reflects events that occurred at study).
45 citations
01 Jan 1997
TL;DR: A framework for the organization of learning systems in the mammalian brain is discussed, in which the hippocampus and related areas form a memory system complementary to learning mechanisms in neocortex and other areas, and there is a trade‐off between the need for information‐preserving, structure‐extracting encoding of cortical traces and theneed for effective storage and recall of arbitrary traces.
Abstract: We discuss a framework for the organization of learning systems in the mammalian brain , in which the hippocampus and related areas form a memory system complementary to learning mechanisms in neocortex and other areas. The hippocampal system stores new episodes and " replays " them to the neocortical system , interleaved with ongoing experience, allowing generalization as cortical memories form. The data to account for include: 1) neurophysiological findings concerning represen. tations in hippocampal areas, 2) behavioral evidence demonstrating a spatial role for hippocampus , 3) and effects of surgical and pharmacologi.cal manipulations on neuronal firing in hippocampal regions in behaving animals. We hypothesize that the hippocampal memory system consists of three major modules: 1) an invertible encoder subsystem supported by the pathways between neocortex and entorhinal cortex , which provides astable , compressed, invertible encoding in entorhinal cortex (EC) of
23 citations