James L Mcclelland

Publications (183) View all

• Source

  Available from: Amy H Criss

  Article: A Differentiation Account of Recognition Memory: Evidence from fMRI.

  Amy H Criss, Mark E Wheeler, James L McClelland
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  ABSTRACT: Differentiation models of recognition memory predict a strength-based mirror effect in the distributions of subjective memory strength. Subjective memory strength should increase for targets and simultaneously decrease for foils following a strongly encoded list compared with a weakly encoded list. An alternative explanation for the strength-based mirror effect is that participants adopt a stricter criterion following a strong list than a weak list. Behavioral experiments support the differentiation account. The purpose of this study was to identify the neural bases for these differences. Encoding strength was manipulated (strong, weak) in a rapid event-related fMRI paradigm. To investigate the effect of retrieval context on foils, foils were presented in test blocks containing strong or weak targets. Imaging analyses identified regions in which activity increased faster for foils tested after a strong list than a weak list. The results are interpreted in support of a differentiation account of memory and are suggestive that the angular gyrus plays a role in evaluating evidence related to the memory decision, even for new items.
  Journal of Cognitive Neuroscience 10/2012; · 5.18 Impact Factor
• Article: Connectionist models of memory.

  James L. McClelland
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  ABSTRACT: Topics include: local and distributed representation in connectionist networks; a distributed auto-associator model of memory; connectionist vs symbolic models of semantic memory (training the network with back propagation, cognitive and developmental implications); catastrophic interference and complementary systems in memory; and current directions in connectionist models of memory (attentional and strategic aspects of memory, relation of connectionist models of Bayesian and other optimal approaches, Hebbian vs error-correcting learning rules). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
  10/2012;
• Article: Retrospective. R. Duncan Luce (1925-2012).

  James L McClelland
  Science 09/2012; 337(6102):1619. · 31.20 Impact Factor
• Article: Generalization through the recurrent interaction of episodic memories: a model of the hippocampal system.

  Dharshan Kumaran, James L McClelland
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  ABSTRACT: In this article, we present a perspective on the role of the hippocampal system in generalization, instantiated in a computational model called REMERGE (recurrency and episodic memory results in generalization). We expose a fundamental, but neglected, tension between prevailing computational theories that emphasize the function of the hippocampus in pattern separation (Marr, 1971; McClelland, McNaughton, & O'Reilly, 1995), and empirical support for its role in generalization and flexible relational memory (Cohen & Eichenbaum, 1993; Eichenbaum, 1999). Our account provides a means by which to resolve this conflict, by demonstrating that the basic representational scheme envisioned by complementary learning systems theory (McClelland et al., 1995), which relies upon orthogonalized codes in the hippocampus, is compatible with efficient generalization-as long as there is recurrence rather than unidirectional flow within the hippocampal circuit or, more widely, between the hippocampus and neocortex. We propose that recurrent similarity computation, a process that facilitates the discovery of higher-order relationships between a set of related experiences, expands the scope of classical exemplar-based models of memory (e.g., Nosofsky, 1984) and allows the hippocampus to support generalization through interactions that unfold within a dynamically created memory space.
  Psychological Review 07/2012; 119(3):573-616. · 7.76 Impact Factor
• Source

  Available from: Erin M Ingvalson

  Article: Can native Japanese listeners learn to differentiate /r–l/ on the basis of F3 onset frequency? *

  Erin M. Ingvalson, Lori L. Holt, James L. McClelland
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  ABSTRACT: Many attempts have been made to teach native Japanese listeners to perceptually differentiate English /r–l/ (e.g. rock–lock). Though improvement is evident, in no case is final performance native English-like. We focused our training on the third formant onset frequency, shown to be the most reliable indicator of /r–l/ category membership. We first presented listeners with instances of synthetic /r–l/ stimuli varying only in F3 onset frequency, in a forced-choice identification training task with feedback. Evidence of learning was limited. The second experiment utilized an adaptive paradigm beginning with non-speech stimuli consisting only of /r/ and /l/ F3 frequency trajectories progressing to synthetic speech instances of /ra–la/; half of the trainees received feedback. Improvement was shown by some listeners, suggesting some enhancement of /r–l/ identification is possible following training with only F3 onset frequency. However, only a subset of these listeners showed signs of generalization of the training effect beyond the trained synthetic context. Keywords: /r–l/, second language speech perception, training Learning a new language in adulthood can present challenges. One challenge that often arises is learning to perceive and produce the new language's sounds. A well-studied example is the difficulty native Japanese (NJ) speakers have with the English sounds /r/ as in rock and /l/ as in lock. Theories about the source of this difficulty vary (e.g., Flege, 2002; Kuhl, 1993; Lenneberg, 1967), furthering interest in this topic as a means of identifying constraints on adult language learning (Flege, Takagi & Mann, 1996; Guion, Flege, Akahane-Yamada & Pruitt, 2000; Takagi & Mann, 1995). Additionally, a considerable amount of effort has been directed at targeted interventions that aim to teach participants to differentiate non-native contrasts reliably (e.g., Jamieson & Morosan, 1986; Strange & Dittman, 1984). These studies, while demonstrating that improvement is possible, have also served to highlight the difficulty NJ listeners have with English /r–l/ (Bradlow, Akahane-Yamada, Pisoni & Tohkura, 1999; Bradlow, * We wish to thank Daniel Dickison for serving as translator and interpreter and Robert Kass for numerous statistical consultations, particularly the suggestion of Fisher's combined probability test. We also wish to thank several anonymous reviewers for their helpful comments. Portions of this work were presented at the 2003 meeting of the Psychonomic Society and the 2005 meeting of the Cognitive Science Society.
  Bilingualism: Language and Cognition. 04/2012; 146(15):255-274.