Approaching text genre: How contextualized experience shapes task-specific performance

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Approaching text genre : How contextualized experience shapes task-specific performance. / Milin, Petar; Nenadic, Filip; Ramscar, Michael.

In: Scientific Study of Literature, Vol. 10, No. 1, 09.12.2020, p. 3-34.

Research output: Contribution to journalArticlepeer-review

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@article{9481c57e2315439dbdf9c64f43aa0a6b,
title = "Approaching text genre: How contextualized experience shapes task-specific performance",
abstract = "In the present study, we sought to clarify how differences in contextualized experience influence the performance of participants engaged in genre decision-making. Using a simple learning algorithm, we ran a series of computational simulations to model the effects that context and cue competition have on the way readers of different backgrounds make genre decisions. Next, we used the results of those simulations as predictions for our behavioural genre decision experiment. Differences in test performance were strongly influenced by the factors that have long been known to influence learning: Cue competition and its embedding in a specific context jointly modulate what gets learned and that inevitably affects later performance. We discuss our findings in the context of learning and literary genres.",
keywords = "genre, poetry, learning, experience, context, cue competition",
author = "Petar Milin and Filip Nenadic and Michael Ramscar",
year = "2020",
month = dec,
day = "9",
doi = "10.1075/ssol.19020.mil",
language = "English",
volume = "10",
pages = "3--34",
journal = "Scientific Study of Literature",
issn = "2210-4372",
publisher = "John Benjamins Publishing",
number = "1",

}

RIS

TY - JOUR

T1 - Approaching text genre

T2 - How contextualized experience shapes task-specific performance

AU - Milin, Petar

AU - Nenadic, Filip

AU - Ramscar, Michael

PY - 2020/12/9

Y1 - 2020/12/9

N2 - In the present study, we sought to clarify how differences in contextualized experience influence the performance of participants engaged in genre decision-making. Using a simple learning algorithm, we ran a series of computational simulations to model the effects that context and cue competition have on the way readers of different backgrounds make genre decisions. Next, we used the results of those simulations as predictions for our behavioural genre decision experiment. Differences in test performance were strongly influenced by the factors that have long been known to influence learning: Cue competition and its embedding in a specific context jointly modulate what gets learned and that inevitably affects later performance. We discuss our findings in the context of learning and literary genres.

AB - In the present study, we sought to clarify how differences in contextualized experience influence the performance of participants engaged in genre decision-making. Using a simple learning algorithm, we ran a series of computational simulations to model the effects that context and cue competition have on the way readers of different backgrounds make genre decisions. Next, we used the results of those simulations as predictions for our behavioural genre decision experiment. Differences in test performance were strongly influenced by the factors that have long been known to influence learning: Cue competition and its embedding in a specific context jointly modulate what gets learned and that inevitably affects later performance. We discuss our findings in the context of learning and literary genres.

KW - genre

KW - poetry

KW - learning

KW - experience

KW - context

KW - cue competition

U2 - 10.1075/ssol.19020.mil

DO - 10.1075/ssol.19020.mil

M3 - Article

VL - 10

SP - 3

EP - 34

JO - Scientific Study of Literature

JF - Scientific Study of Literature

SN - 2210-4372

IS - 1

ER -