Aryn Pyke
Carnegie Mellon University
RecallFraction (mathematics)Human–computer interactionMetacognitionGeneration effectNounDevelopmental psychologyMathematics educationNoun phraseArtificial intelligencePsychologyCognitionCognitive psychologyCognitive scienceSemantic memoryNatural language processingKnowledge levelCalculatorReferentFluencyTest (assessment)Context (language use)Task (project management)Word choiceComputer scienceLinguisticsComputationCurriculumComprehensionReading (process)Social psychologyTheoretical computer scienceAchievement testTeaching methodArithmetic
24Publications
6H-index
213Citations
Publications 23
Newest
#1Aryn Pyke (USMA: United States Military Academy)H-Index: 6
Last. Norbou BuchlerH-Index: 13
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#1Aryn Pyke (CMU: Carnegie Mellon University)H-Index: 6
#2Gary Bourque (Carleton University)
Last. Jo-Anne LeFevre (Carleton University)H-Index: 43
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Before achieving arithmetic automaticity (direct answer recall), learners self-compute answers or use calculators/tables. Mechanisms supporting arithmetic automaticity are of interest because automaticity predicts math achievement and employment outcomes. Future recall is enhanced when, during study, learners attempt to recall the to-be-learned information (“testing effect”). However, learners may not attempt retrieval when another strategy is available (computation, re-reading). We expected lea...
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#1Aryn Pyke (CMU: Carnegie Mellon University)H-Index: 6
#2Jon M. Fincham (CMU: Carnegie Mellon University)H-Index: 19
Last. John R. Anderson (CMU: Carnegie Mellon University)H-Index: 134
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Abstract How does processing differ during purely symbolic problem solving versus when mathematical operations can be mentally associated with meaningful (here, visuospatial) referents? Learners were trained on novel math operations (↓, ↑), that were defined strictly symbolically or in terms of a visuospatial interpretation (operands mapped to dimensions of shaded areas, answer = total area). During testing (scanner session), no visuospatial representations were displayed. However, we expected v...
5 CitationsSource
#1David W. Braithwaite (CMU: Carnegie Mellon University)H-Index: 7
#2Aryn Pyke (CMU: Carnegie Mellon University)H-Index: 6
Last. Robert S. Siegler (CMU: Carnegie Mellon University)H-Index: 100
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: Many children fail to master fraction arithmetic even after years of instruction, a failure that hinders their learning of more advanced mathematics as well as their occupational success. To test hypotheses about why children have so many difficulties in this area, we created a computational model of fraction arithmetic learning and presented it with the problems from a widely used textbook series. The simulation generated many phenomena of children's fraction arithmetic performance through a ...
18 CitationsSource
#1John R. Anderson (CMU: Carnegie Mellon University)H-Index: 134
#2Aryn Pyke (CMU: Carnegie Mellon University)H-Index: 6
Last. Jon M. Fincham (CMU: Carnegie Mellon University)H-Index: 19
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To advance cognitive theory, researchers must be able to parse the performance of a task into its significant mental stages. In this article, we describe a new method that uses functional MRI brain activation to identify when participants are engaged in different cognitive stages on individual trials. The method combines multivoxel pattern analysis to identify cognitive stages and hidden semi-Markov models to identify their durations. This method, applied to a problem-solving task, identified fo...
17 CitationsSource
#1Robert Thomson (CMU: Carnegie Mellon University)H-Index: 5
#2Aryn Pyke (CMU: Carnegie Mellon University)H-Index: 6
Last. Guy L. Lacroix (Carleton University)H-Index: 8
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The size of a previously experienced object has a significant effect on depth judgments in visually sparse environments. The present research explored whether familiar object size also significantly influences judgments of lateral separation. Experiment 1 required participants to detect changes in lateral separation using a one-shot change detection paradigm with a closer/same/farther forced-choice response. Participants accurately detected changes in lateral separation, although concurrent chan...
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#1Aryn Pyke (CMU: Carnegie Mellon University)H-Index: 6
#2Shawn Betts (CMU: Carnegie Mellon University)H-Index: 8
Last. John R. Anderson (CMU: Carnegie Mellon University)H-Index: 134
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Different external representations for learning and solving mathematical operations may affect learning and transfer. To explore the effects of learning representations, learners were each introduced to two new operations (b↑n and b↓n) via either formulas or graphical representations. Both groups became adept at solving regular (trained) problems. During transfer, no external formulas or graphs were present; however, graph learners’ knowledge could allow them to mentally associate problem expres...
6 CitationsSource
#1Robert ThomsonH-Index: 5
#2Aryn Pyke (CMU: Carnegie Mellon University)H-Index: 6
Last. J. Greg TraftonH-Index: 2
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Associative learning is an important part of human cognition, and is thought to play key role in list learning. We present here an account of associative learning that learns asymmetric itemto-item associations, strengthening or weakening associations over time with repeated exposures. This account, combined with an existing account of activation strengthening and decay, predicts the complicated results of a multi-trial free and serial recall task, including asymmetric contiguity effects that st...
4 Citations
Jul 1, 2014 in BICA (Biologically Inspired Cognitive Architectures)
#2Matthew A. Kelly (Carleton University)H-Index: 6
Last. Aryn Pyke (CMU: Carnegie Mellon University)H-Index: 6
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Abstract We describe the DSHM (Dynamically Structured Holographic Memory) model of human memory, which uses high dimensional vectors to represent items in memory. The complexity and intelligence of human behavior can be attributed, in part, to our ability to utilize vast knowledge acquired over a lifetime of experience with our environment. Thus models of memory, particularly models that can scale up to lifetime learning, are critical to modeling human intelligence. DHSM is based on the BEAGLE m...
11 CitationsSource
#1Jo-Anne LeFevreH-Index: 1
Last. Wendy Ann DeslauriersH-Index: 1
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Canadian university students (N = 461; aged between 17 and 22) were tested between 1993 and 2005 on a timed multi-digit arithmetic test. This test is closely related to the speed with which people can retrieve answers to arithmetic facts from memory. Scores declined by over 20% in this time period. These findings are discussed in relation to the changes in mathematics curricula that have taken place in North America over the past 20 years.
2 Citations