Overlearning, Fluency, and Automaticity

Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency

Over the past decade, the field of literacy education has seen a major shift in fluency’s role in the literacy curriculum, moving from a rarely encountered instructional component to one that is often responsible for driving major instructional decisions (e.g., Riedel, 2007; Schilling, Carlisle, Scott, & Zeng, 2007). This shift is due, in part, to the identification of fluency as one of the are...

Automaticity and Emotion 1 Automaticity and Emotion

Overlearning and the Feeling of Knowing

Previous research on the feeling of knowing for nonrecalled items has focused on the validity of the feeling of knowing as a predictor for subsequent performance but generally has overlooked the question of what factors the feeling of knowing might be based upon. We explored the hypothesis that one factor underlying the feeling of knowing is the degree of prior learning for the sought-after ite...

Avoidance of overlearning characterises the spacing effect

The spacing of a fixed amount of study time across multiple sessions usually increases subsequent test performance*a finding known as the spacing effect. In the spacing experiment reported here, subjects completed multiple learning trials, and each included a study phase and a test. Once a subject achieved a perfect test, the remaining learning trials within that session comprised what is known...

Overlearning in Marginal Distribution-Based ICA: Analysis and Solutions

The present paper is written as a word of caution, with users of independent component analysis (ICA) in mind, to overlearning phenomena that are often observed. We consider two types of overlearning, typical to high-order statistics based ICA. These algorithms can be seen to maximise the negentropy of the source estimates. The first kind of overlearning results in the generation of spike-like ...