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Related Concept Videos

Storage01:23

Storage

A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze each...
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Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Implicit Memories01:24

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Related Experiment Video

Updated: May 31, 2026

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks
08:32

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks

Published on: September 5, 2019

An activation-based model of sentence processing as skilled memory retrieval.

Richard L Lewis1, Shravan Vasishth

  • 1Departments of Psychology and Linguistics, University of MichiganInstitute for Linguistics, University of Potsdam.

Cognitive Science
|June 28, 2011
PubMed
Summary
This summary is machine-generated.

This study introduces a computational model for sentence comprehension, explaining working memory retrievals using Adaptive Control of Thought-Rational (ACT-R). Fluctuating activation and similarity-based interference are key factors in processing complex sentence structures.

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Area of Science:

  • Cognitive Science
  • Computational Linguistics
  • Psychology

Background:

  • Sentence comprehension relies on working memory for processing linguistic input.
  • Existing models often struggle to explain the nuances of processing complexity, particularly with center-embedded structures.

Purpose of the Study:

  • To present a detailed process theory of working memory retrievals during sentence comprehension.
  • To formalize cognitive principles of memory and skill within the ACT-R architecture for sentence parsing.
  • To explain the difficulty associated with center-embedded sentences through a novel computational approach.

Main Methods:

  • Developed a process theory of sentence comprehension based on associative memory retrievals.
  • Implemented the theory computationally within the Adaptive Control of Thought-Rational (ACT-R) architecture.
  • Conducted 6 sets of simulations to model effects of length, structural interference, and center-embedding difficulty.

Main Results:

  • The model quantitatively accounts for the effects of length and structural interference on sentence processing.
  • A graded taxonomy of center-embedding difficulty was generated, explained by reliance on retrieval cues over serial order.
  • Model fits were achieved with minimal free parameters, using ACT-R defaults.

Conclusions:

  • Fluctuating activation and similarity-based interference are critical factors in working memory during sentence processing.
  • The ACT-R model provides a robust explanation for sentence processing complexity, including center-embedding.
  • The theory offers novel predictions and contrasts with existing accounts of sentence comprehension.