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Douglas J.k. Mewhort - One of the best experts on this subject based on the ideXlab platform.
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high dimensional semantic space accounts of priming
Journal of Memory and Language, 2006Co-Authors: Michael N. Jones, Walter Kintsch, Douglas J.k. MewhortAbstract:A broad range of priming data has been used to explore the structure of semantic memory and to test between models of word representation. In this paper, we examine the computational mechanisms required to learn distributed semantic representations for words directly from unsupervised experience with language. To best account for the variety of priming data, we introduce a holographic model of the lexicon that learns word meaning and order information from experience with a large text corpus. Both context and order information are learned into the same composite representation by simple summation and convolution mechanisms (cf. Murdock, B.B. (1982). A theory for the storage and retrieval of item and associative information. Psychological Review, 89, 609–626). We compare the similarity structure of representations learned by the holographic model, Latent Semantic Analysis (LSA; Landauer, T.K., & Dumais, S.T. (1997). A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211–240), and the Hyperspace Analogue to Language (HAL; Lund, K., & Burgess, C., (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instrumentation, and Computers, 28, 203–208) at predicting human data in a variety of semantic, associated, and mediated priming experiments. We found that both word context and word order information are necessary to account for trends in the human data. The representations learned from the holographic system incorporate both types of structure, and are shown to account for priming phenomena across several tasks.
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High-dimensional semantic space accounts of priming
Journal of Memory and Language, 2006Co-Authors: Michael N. Jones, Walter Kintsch, Douglas J.k. MewhortAbstract:A broad range of priming data has been used to explore the structure of semantic memory and to test between models of word representation. In this paper, we examine the computational mechanisms required to learn distributed semantic representations for words directly from unsupervised experience with language. To best account for the variety of priming data, we introduce a holographic model of the lexicon that learns word meaning and order information from experience with a large text corpus. Both context and order information are learned into the same composite representation by simple summation and convolution mechanisms (cf. Murdock, B.B. (1982). A theory for the storage and retrieval of item and associative information. Psychological Review, 89, 609-626). We compare the similarity structure of representations learned by the holographic model, Latent Semantic Analysis (LSA; Landauer, T.K., & Dumais, S.T. (1997). A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211-240), and the Hyperspace Analogue to Language (HAL; Lund, K., & Burgess, C., (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instrumentation, and Computers, 28, 203-208) at predicting human data in a variety of semantic, associated, and mediated priming experiments. We found that both word context and word order information are necessary to account for trends in the human data. The representations learned from the holographic system incorporate both types of structure, and are shown to account for priming phenomena across several tasks. © 2006 Elsevier Inc. All rights reserved.
Michael N. Jones - One of the best experts on this subject based on the ideXlab platform.
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high dimensional semantic space accounts of priming
Journal of Memory and Language, 2006Co-Authors: Michael N. Jones, Walter Kintsch, Douglas J.k. MewhortAbstract:A broad range of priming data has been used to explore the structure of semantic memory and to test between models of word representation. In this paper, we examine the computational mechanisms required to learn distributed semantic representations for words directly from unsupervised experience with language. To best account for the variety of priming data, we introduce a holographic model of the lexicon that learns word meaning and order information from experience with a large text corpus. Both context and order information are learned into the same composite representation by simple summation and convolution mechanisms (cf. Murdock, B.B. (1982). A theory for the storage and retrieval of item and associative information. Psychological Review, 89, 609–626). We compare the similarity structure of representations learned by the holographic model, Latent Semantic Analysis (LSA; Landauer, T.K., & Dumais, S.T. (1997). A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211–240), and the Hyperspace Analogue to Language (HAL; Lund, K., & Burgess, C., (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instrumentation, and Computers, 28, 203–208) at predicting human data in a variety of semantic, associated, and mediated priming experiments. We found that both word context and word order information are necessary to account for trends in the human data. The representations learned from the holographic system incorporate both types of structure, and are shown to account for priming phenomena across several tasks.
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High-dimensional semantic space accounts of priming
Journal of Memory and Language, 2006Co-Authors: Michael N. Jones, Walter Kintsch, Douglas J.k. MewhortAbstract:A broad range of priming data has been used to explore the structure of semantic memory and to test between models of word representation. In this paper, we examine the computational mechanisms required to learn distributed semantic representations for words directly from unsupervised experience with language. To best account for the variety of priming data, we introduce a holographic model of the lexicon that learns word meaning and order information from experience with a large text corpus. Both context and order information are learned into the same composite representation by simple summation and convolution mechanisms (cf. Murdock, B.B. (1982). A theory for the storage and retrieval of item and associative information. Psychological Review, 89, 609-626). We compare the similarity structure of representations learned by the holographic model, Latent Semantic Analysis (LSA; Landauer, T.K., & Dumais, S.T. (1997). A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211-240), and the Hyperspace Analogue to Language (HAL; Lund, K., & Burgess, C., (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instrumentation, and Computers, 28, 203-208) at predicting human data in a variety of semantic, associated, and mediated priming experiments. We found that both word context and word order information are necessary to account for trends in the human data. The representations learned from the holographic system incorporate both types of structure, and are shown to account for priming phenomena across several tasks. © 2006 Elsevier Inc. All rights reserved.
Walter Kintsch - One of the best experts on this subject based on the ideXlab platform.
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high dimensional semantic space accounts of priming
Journal of Memory and Language, 2006Co-Authors: Michael N. Jones, Walter Kintsch, Douglas J.k. MewhortAbstract:A broad range of priming data has been used to explore the structure of semantic memory and to test between models of word representation. In this paper, we examine the computational mechanisms required to learn distributed semantic representations for words directly from unsupervised experience with language. To best account for the variety of priming data, we introduce a holographic model of the lexicon that learns word meaning and order information from experience with a large text corpus. Both context and order information are learned into the same composite representation by simple summation and convolution mechanisms (cf. Murdock, B.B. (1982). A theory for the storage and retrieval of item and associative information. Psychological Review, 89, 609–626). We compare the similarity structure of representations learned by the holographic model, Latent Semantic Analysis (LSA; Landauer, T.K., & Dumais, S.T. (1997). A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211–240), and the Hyperspace Analogue to Language (HAL; Lund, K., & Burgess, C., (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instrumentation, and Computers, 28, 203–208) at predicting human data in a variety of semantic, associated, and mediated priming experiments. We found that both word context and word order information are necessary to account for trends in the human data. The representations learned from the holographic system incorporate both types of structure, and are shown to account for priming phenomena across several tasks.
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High-dimensional semantic space accounts of priming
Journal of Memory and Language, 2006Co-Authors: Michael N. Jones, Walter Kintsch, Douglas J.k. MewhortAbstract:A broad range of priming data has been used to explore the structure of semantic memory and to test between models of word representation. In this paper, we examine the computational mechanisms required to learn distributed semantic representations for words directly from unsupervised experience with language. To best account for the variety of priming data, we introduce a holographic model of the lexicon that learns word meaning and order information from experience with a large text corpus. Both context and order information are learned into the same composite representation by simple summation and convolution mechanisms (cf. Murdock, B.B. (1982). A theory for the storage and retrieval of item and associative information. Psychological Review, 89, 609-626). We compare the similarity structure of representations learned by the holographic model, Latent Semantic Analysis (LSA; Landauer, T.K., & Dumais, S.T. (1997). A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211-240), and the Hyperspace Analogue to Language (HAL; Lund, K., & Burgess, C., (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instrumentation, and Computers, 28, 203-208) at predicting human data in a variety of semantic, associated, and mediated priming experiments. We found that both word context and word order information are necessary to account for trends in the human data. The representations learned from the holographic system incorporate both types of structure, and are shown to account for priming phenomena across several tasks. © 2006 Elsevier Inc. All rights reserved.
Jeremy Trevelyan Burman - One of the best experts on this subject based on the ideXlab platform.
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Searching for the structure of early American psychology: Networking Psychological Review, 1909-1923.
History of Psychology, 2015Co-Authors: Christopher D. Green, Ingo Feinerer, Jeremy Trevelyan BurmanAbstract:This study continues a previous investigation of the intellectual structure of early American psychology by presenting and analyzing 3 networks that collectively include every substantive article published in Psychological Review during the 15-year period from 1909 to 1923. The networks were laid out such that articles (represented by the network's nodes) that possessed strongly correlated vocabularies were positioned closer to each other spatially than articles with weakly correlated vocabularies. We identified distinct research communities within the networks by locating and interpreting the clusters of lexically similar articles. We found that the Psychological Review was in some turmoil during this period compared with its first 15 years attributable, first, to Baldwin's unexpected departure in 1910; second, to the pressures placed on the discipline by United States entry into World War I; and, third, to the emergence of specialty psychology journals catering to research communities that had once published in the Review. The journal emerged from these challenges, however, with a better-defined mission: to serve as the chief repository of theoretical psychology in the United States.
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Searching for the structure of early American psychology: Networking Psychological Review, 1894-1908
History of Psychology, 2015Co-Authors: Christopher D. Green, Ingo Feinerer, Jeremy Trevelyan BurmanAbstract:This study investigated the intellectual structure of early American psychology by generating 3 networks that collectively included every substantive article published in Psychological Review during the 15-year period from the journal's start in 1894 until 1908. The networks were laid out so that articles with strongly correlated vocabularies were positioned close to each other spatially. Then, we identified distinct research communities by locating and interpreting article clusters within the networks. We found that, from the first 5-year time block to the second, Psychological specialties rapidly differentiated themselves from each other. Between the second and third 5-year time blocks, however, the number of specialties shrunk. We discuss the degree to which this shift may have been attributable either to a change in the journal's editorship in 1904, or to a broader crisis of confidence, beginning that same year, in the use of "consciousness" as the discipline's defining concept.
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Beyond the Schools of Psychology 2: A Digital Analysis of Psychological Review, 1904–1923
Journal of The History of The Behavioral Sciences, 2014Co-Authors: Christopher D. Green, Ingo Feinerer, Jeremy Trevelyan BurmanAbstract:In order to better understand the broader trends and points of contention in early American psychology, it is conventional to organize the relevant material in terms of “schools” of psychology—structuralism, functionalism, etc. Although not without value, this scheme marginalizes many otherwise significant figures, and tends to exclude a large number of secondary, but interesting, individuals. In an effort to address these problems, we grouped all the articles that appeared in the second and third decades of Psychological Review into five-year blocks, and then cluster analyzed each block by the articles’ verbal similarity to each other. This resulted in a number of significant intellectual “genres” of psychology that are ignored by the usual “schools” taxonomy. It also made “visible” a number of figures who are typically downplayed or ignored in conventional histories of the discipline, and it provide us with an intellectual context in which to understand their contributions.
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Beyond the Schools of Psychology 1: A Digital Analysis of Psychological Review, 1894–1903
Journal of The History of The Behavioral Sciences, 2013Co-Authors: Christopher D. Green, Ingo Feinerer, Jeremy Trevelyan BurmanAbstract:Traditionally, American psychology at the turn of the twentieth century has been framed as a competition among a number of “schools”: structuralism, functionalism, behaviorism, etc. But this is only one way in which the “structure” of the discipline can be conceived. Most psychologists did not belong to a particular school, but they still worked within loose intellectual communities, and so their work was part of an implicit Psychological “genre,” if not a formalized “school.” In this study, we began the process of discovering the underlying genres of American psychology at the turn of the twentieth century by taking the complete corpus of articles from the journal Psychological Review during the first decade of its publication and conducting a statistical analysis of the vocabularies they employed to see what clusters of articles naturally emerged. Although the traditional functionalist school was among the clusters we found, we also found distinct research traditions around the topics of color vision, spatial vision, philosophy/metatheory, and emotion. In addition, momentary clusters corresponding to important debates (e.g., the variability hypothesis) appeared during certain years, but not others.
Christopher D. Green - One of the best experts on this subject based on the ideXlab platform.
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Searching for the structure of early American psychology: Networking Psychological Review, 1909-1923.
History of Psychology, 2015Co-Authors: Christopher D. Green, Ingo Feinerer, Jeremy Trevelyan BurmanAbstract:This study continues a previous investigation of the intellectual structure of early American psychology by presenting and analyzing 3 networks that collectively include every substantive article published in Psychological Review during the 15-year period from 1909 to 1923. The networks were laid out such that articles (represented by the network's nodes) that possessed strongly correlated vocabularies were positioned closer to each other spatially than articles with weakly correlated vocabularies. We identified distinct research communities within the networks by locating and interpreting the clusters of lexically similar articles. We found that the Psychological Review was in some turmoil during this period compared with its first 15 years attributable, first, to Baldwin's unexpected departure in 1910; second, to the pressures placed on the discipline by United States entry into World War I; and, third, to the emergence of specialty psychology journals catering to research communities that had once published in the Review. The journal emerged from these challenges, however, with a better-defined mission: to serve as the chief repository of theoretical psychology in the United States.
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Searching for the structure of early American psychology: Networking Psychological Review, 1894-1908
History of Psychology, 2015Co-Authors: Christopher D. Green, Ingo Feinerer, Jeremy Trevelyan BurmanAbstract:This study investigated the intellectual structure of early American psychology by generating 3 networks that collectively included every substantive article published in Psychological Review during the 15-year period from the journal's start in 1894 until 1908. The networks were laid out so that articles with strongly correlated vocabularies were positioned close to each other spatially. Then, we identified distinct research communities by locating and interpreting article clusters within the networks. We found that, from the first 5-year time block to the second, Psychological specialties rapidly differentiated themselves from each other. Between the second and third 5-year time blocks, however, the number of specialties shrunk. We discuss the degree to which this shift may have been attributable either to a change in the journal's editorship in 1904, or to a broader crisis of confidence, beginning that same year, in the use of "consciousness" as the discipline's defining concept.
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Beyond the Schools of Psychology 2: A Digital Analysis of Psychological Review, 1904–1923
Journal of The History of The Behavioral Sciences, 2014Co-Authors: Christopher D. Green, Ingo Feinerer, Jeremy Trevelyan BurmanAbstract:In order to better understand the broader trends and points of contention in early American psychology, it is conventional to organize the relevant material in terms of “schools” of psychology—structuralism, functionalism, etc. Although not without value, this scheme marginalizes many otherwise significant figures, and tends to exclude a large number of secondary, but interesting, individuals. In an effort to address these problems, we grouped all the articles that appeared in the second and third decades of Psychological Review into five-year blocks, and then cluster analyzed each block by the articles’ verbal similarity to each other. This resulted in a number of significant intellectual “genres” of psychology that are ignored by the usual “schools” taxonomy. It also made “visible” a number of figures who are typically downplayed or ignored in conventional histories of the discipline, and it provide us with an intellectual context in which to understand their contributions.
-
Beyond the Schools of Psychology 1: A Digital Analysis of Psychological Review, 1894–1903
Journal of The History of The Behavioral Sciences, 2013Co-Authors: Christopher D. Green, Ingo Feinerer, Jeremy Trevelyan BurmanAbstract:Traditionally, American psychology at the turn of the twentieth century has been framed as a competition among a number of “schools”: structuralism, functionalism, behaviorism, etc. But this is only one way in which the “structure” of the discipline can be conceived. Most psychologists did not belong to a particular school, but they still worked within loose intellectual communities, and so their work was part of an implicit Psychological “genre,” if not a formalized “school.” In this study, we began the process of discovering the underlying genres of American psychology at the turn of the twentieth century by taking the complete corpus of articles from the journal Psychological Review during the first decade of its publication and conducting a statistical analysis of the vocabularies they employed to see what clusters of articles naturally emerged. Although the traditional functionalist school was among the clusters we found, we also found distinct research traditions around the topics of color vision, spatial vision, philosophy/metatheory, and emotion. In addition, momentary clusters corresponding to important debates (e.g., the variability hypothesis) appeared during certain years, but not others.
