An illustration of the target detection task, for both Experiment 1 and 2.

Two sets of sample vocabulary, targets, and syllable sequences are shown. The arrows indicate where the targets are in the syllable sequence.

Reaction time (RT) data with syllable position (first, second, or third syllable in the word) on the x-axis, and word presentation (first, second, third, or fourth occurrence of the word in the stream) as different lines in the Figure.

The left panels show the raw data means and the right panels show the regression model fit. The top panels showed the data from the conceptual-replication condition and the bottom panel showed the data from the exact-replication condition. The style of the plot is similar to the ones in Batterink (2017) for ease of comparison. Error bars represent ±1 SEM.

Reaction time (RT) data with syllable position (first, second, or third syllable in the word) on the x-axis, and word presentation (first, second, third, or fourth occurrence of the word in the stream) as different lines in the Figure.

The left panels show the raw data means and the right panels show the regression model fit. The top panels showed the data for the disyllabic words and the bottom panel showed the data for the trisyllabic words. Error bars represent ±1 SEM.

Regression model fit from the three-way interaction between condition (mixed/uniform, categorical), word presentation (1-4, categorical), and position (1-3 for trisyllabic words and 1-2 for disyllabic words, continuous).

Figure 4A showed results from the uniform condition from Experiment 1, and Figure 4B showed results from the mixed condition from Experiment 2. Error bars represent ±1 SEM.

Regression model fit from the three-way interaction between condition (mixed/uniform, categorical), word presentation (1-4, categorical), and position (1-3 for trisyllabic words and 1-2 for disyllabic words, continuous) for the simulated data.

Figure 5A showed results from the simulation for the uniform condition, and Figure 5B showed results from the simulation for the mixed condition.

The beta estimates for regressions for different simulations. On the top, we show the different occ_inc values we used in each simulation. On the left, we list the different pairs of presentation that interact with syllable position, and in the table, the beta coefficient for these interactions are shown.

The content of the present simulation.

The beta estimates for regressions for different simulations.

The set-up for simulation one, where four trisyllabic words occur 10 times each.

The results for the first simulation, where Figure 2A shows the weight changes of words and part-words over the course of learning and Figure 2B shows the percentage of words and part-words discovered over the course of learning.

Importantly, at time 2 on the x-axis, there is no learning of words. The y-axis represents the weights/percentages, but since these units are arbitrary and only meaningful when comparing two curves, the units are not displayed in the plotting function of U-Learn.

The set-up for the mixed condition in Simulation 2.

The results for the second simulation, where Figures 4A and 4B show the weight and percentage changes of words and part-words over the course of learning in the uniform condition, and Figures 4C and 4D show the weight and percentage changes of words and part-words over the course of learning in the mixed condition.

On the x-axis, each number represents 1/10 of the sequence. The y-axis represents the weights/percentages, but since these units are arbitrary and only meaningful when comparing two curves, the units are not displayed in the plotting function of U-Learn.

Regression model fit from the three-way interaction between condition (mixed/uniform, categorical), word presentation (1-4, categorical), and position (1-3 for trisyllabic words and 1-2 for disyllabic words, continuous).

Figure A5A showed results from the conceptual-replication condition from Experiment 1, and Figure A5B showed results from the mixed condition from Experiment 2. Error bars represent ±1 SEM.