PubMed · 4139728
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A Falk. 1974. Border symbolism.. https://pubmed.ncbi.nlm.nih.gov/4139728/
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The associative net model of heteroassociative memory with binary-valued synapses has been extended to include recent experimental data indicating that in the hippocampus, one form of synaptic modification is a change in the probability of synaptic transmission. Pattern pairs are stored in the net by a version of the Hebbian learning rule that changes the probability of transmission at synapses where the presynaptic and post-synaptic units are simultaneously active from a low, base value to a high, modified value. Numerical calculations of the expected recall response of this stochastic associative net have been used to assess the performance for different values of the base and modified probabilities. If there is a cost incurred with generating the difference between these probabilities, then a difference of about 0. 4 is optimal. This corresponds to the magnitude of change seen experimentally. Performance can be greatly enhanced by using multiple cue presentations during recall.
J. A. Bowey, L. Vaughan, and J. Hansen (1998, Journal of Experimental Child Psychology, 68, 108-133) carried out two experiments on 6- and 7-year-old children's use of orthographic analogies in word reading. They reported that, following apparently stringent controls for phonological priming effects, beginning analogies (beak-bean) were more frequent in this age group than rime (beak-peak) analogies. From this, they concluded that beginning readers do not reliably use orthographic rimes in reading, even in the clue word task (p. 129). However, the clue word task was not used in this study. This comment highlights two problems with Bowey et al.'s paper. The first is a theoretical one, and the second is methodological. Firstly, Bowey et al. base their investigation on a misunderstanding of U. Goswami and P. E. Bryant's (1990, Phonological skills and learning to read, Hillsdale, NJ: Erlbaum) claims about the role of rhyme and analogy in beginning reading. Secondly, methodological weaknesses, in particular unintended intralist priming effects, seriously limit the conclusions that can be drawn from Bowey et al.'s booklet analogy task.
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