Dataset Information

Assessing the Formation of Experience-Based Gender Expectations in an Implicit Learning Scenario.

ABSTRACT: The present study investigates the formation of new word-referent associations in an implicit learning scenario, using a gender-coded artificial language with spoken words and visual referents. Previous research has shown that when participants are explicitly instructed about the gender-coding system underlying an artificial lexicon, they monitor the frequency of exposure to male vs. female referents within this lexicon, and subsequently use this probabilistic information to predict the gender of an upcoming referent. In an explicit learning scenario, the auditory and visual gender cues are necessarily highlighted prior to acqusition, and the effects previously observed may therefore depend on participants' overt awareness of these cues. To assess whether the formation of experience-based expectations is dependent on explicit awareness of the underlying coding system, we present data from an experiment in which gender-coding was acquired implicitly, thereby reducing the likelihood that visual and auditory gender cues are used strategically during acquisition. Results show that even if the gender coding system was not perfectly mastered (as reflected in the number of gender coding errors), participants develop frequency based expectations comparable to those previously observed in an explicit learning scenario. In line with previous findings, participants are quicker at recognizing a referent whose gender is consistent with an induced expectation than one whose gender is inconsistent with an induced expectation. At the same time however, eyetracking data suggest that these expectations may surface earlier in an implicit learning scenario. These findings suggest that experience-based expectations are robust against manner of acquisition, and contribute to understanding why similar expectations observed in the activation of stereotypes during the processing of natural language stimuli are difficult or impossible to suppress.

SUBMITTER: Ottl A

PROVIDER: S-EPMC5594219 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature

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Assessing the Formation of Experience-Based Gender Expectations in an Implicit Learning Scenario.

Öttl Anton A Behne Dawn M DM

Frontiers in psychology 20170907

The present study investigates the formation of new word-referent associations in an implicit learning scenario, using a gender-coded artificial language with spoken words and visual referents. Previous research has shown that when participants are explicitly instructed about the gender-coding system underlying an artificial lexicon, they monitor the frequency of exposure to male vs. female referents within this lexicon, and subsequently use this probabilistic information to predict the gender o ...[more]

PMID: 28936186

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Project description:BackgroundSmartphone-based apps designed and deployed to mitigate the COVID-19 pandemic may become infrastructure for postpandemic public health surveillance in the United States. Through the lenses of privacy concerns and user expectations of digital pandemic mitigation techniques, we identified possible long-term sociotechnical implications of such an infrastructure.ObjectiveWe explored how people in the United States perceive the possible routinization of pandemic tracking apps for public health surveillance in general. Our interdisciplinary analysis focused on the interplay between privacy concerns, data practices of surveillance capitalism, and trust in health care providers. We conducted this analysis to achieve a richer understanding of the sociotechnical issues raised by the deployment and use of technology for pandemic mitigation.MethodsWe conducted scenario-based, semistructured interviews (n=19) with adults in the United States. The interviews focused on how people perceive the short- and long-term privacy concerns associated with a fictional smart thermometer app deployed to mitigate the "outbreak of a contagious disease." In order to elicit future-oriented discussions, the scenario indicated that the app would continue functioning "after the disease outbreak has dissipated." We analyzed interview transcripts using reflexive thematic analysis.ResultsIn the context of pandemic mitigation technology, including app-based tracking, people perceive a core trade-off between public health and personal privacy. People tend to rationalize this trade-off by invoking the concept of "the greater good." The interplay between the trade-off and rationalization forms the core of sociotechnical issues that pandemic mitigation technologies raise. Participants routinely expected that data collected through apps related to public health would be shared with unknown third parties for the financial gain of the app makers. This expectation suggests a perceived alignment between an app-based infrastructure for public health surveillance and the broader economics of surveillance capitalism. Our results highlight unintended and unexpected sociotechnical impacts of routinizing app-based tracking on postpandemic life, which are rationalized by invoking a nebulous concept of the greater good.ConclusionsWhile technologies such as app-based tracking could be useful for pandemic mitigation and preparedness, the routinization of such apps as a form of public health surveillance may have broader, unintentional sociotechnical implications for individuals and the societies in which they live. Although technology has the potential to increase the efficacy of pandemic mitigation, it exists within a broader network of sociotechnical concerns. Therefore, it is necessary to consider the long-term implications of pandemic mitigation technologies beyond the immediate needs of addressing the COVID-19 pandemic. Potential negative consequences include the erosion of patient trust in health care systems and providers, grounded in concerns about privacy violations and overly broad surveillance.

Project description:This paper presents an experimental study investigating artificial grammar learning in monolingual and bilingual children, with and without dyslexia, using an original methodology. We administered a serial reaction time task, in the form of a modified Simon task, in which the sequence of the stimuli was manipulated according to the rules of a simple Lindenmayer grammar (more specifically, a Fibonacci grammar). By ensuring that the subjects focused on the correct response execution at the motor stage in presence of congruent or incongruent visual stimuli, we could meet the two fundamental criteria for implicit learning: the absence of an intention to learn and the lack of awareness at the level of resulting knowledge. The participants of our studies were four groups of 10-year-old children: 30 Italian monolingual typically developing children, 30 bilingual typically developing children with Italian L2, 24 Italian monolingual dyslexic children, and 24 bilingual dyslexic children with Italian L2. Participants were administered the modified Simon task developed according to the rules of the Fibonacci grammar and tested with respect to the implicit learning of three regularities: (i) a red is followed by a blue, (ii) a sequence of two blues is followed by a red, and (iii) a blue can be followed either by a red or by a blue. Results clearly support the hypothesis that learning took place, since participants of all groups became increasingly sensitive to the structure of the input, implicitly learning the sequence of the trials and thus appropriately predicting the occurrence of the relevant items, as manifested by faster reaction times in predictable trials. Moreover, group differences were found, with bilinguals being overall faster than monolinguals and dyslexics less accurate than controls. Finally, an advantage of bilingualism in dyslexia was found, with bilingual dyslexics performing consistently better than monolingual dyslexics and, in some conditions, at the level of the two control groups. These results are taken to suggest that bilingualism should be supported also among linguistically impaired individuals.

Dataset Information

Assessing the Formation of Experience-Based Gender Expectations in an Implicit Learning Scenario.

Publications

Assessing the Formation of Experience-Based Gender Expectations in an Implicit Learning Scenario.

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