Huang Ham
Dados Biográficos
| ID | 4601800 |
|---|---|
| NOME | Huang Ham |
| PRENOMES | Huang |
| SOBRENOME | Ham |
| ASSINATURA | HAM H |
| AFILIAÇÕES | Department of Psychology Princeton University |
| ORCID | 0009-0007-8630-3350 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 2 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 2 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2025 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
Dual effects of dual-tasking on instrumental learning
How automatic is reinforcement learning (RL)? Here, using a recent computational framework that separates contributions from working memory versus RL during instrumental learning, we asked if taxing higher executive functions influences a putatively lower-level, procedural RL system. Across three experiments, we found that dual-tasking could indeed disrupt RL, even when isolating RL from working memory's contributions to behavior. These results s…
Teaching Recombinable Motifs Through Simple Examples
A hallmark of effective teaching is that it grants learners not just a collection of facts about the world, but also a toolkit of abstractions that can be applied to solve new problems. How do humans teach abstractions from examples? Here, we applied Bayesian models of pedagogy to a necklace‐building task where teachers create necklaces to teach a learner “motifs” that can be flexibly recombined to create new necklaces. In Experiment 1 ( N = 151)…
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Dual effects of dual-tasking on instrumental learning
How automatic is reinforcement learning (RL)? Here, using a recent computational framework that separates contributions from working memory versus RL during instrumental learning, we asked if taxing higher executive functions influences a putatively lower-level, procedural RL system. Across three experiments, we found that dual-tasking could indeed disrupt RL, even when isolating RL from working memory's contributions to behavior. These results s…
Teaching Recombinable Motifs Through Simple Examples
A hallmark of effective teaching is that it grants learners not just a collection of facts about the world, but also a toolkit of abstractions that can be applied to solve new problems. How do humans teach abstractions from examples? Here, we applied Bayesian models of pedagogy to a necklace‐building task where teachers create necklaces to teach a learner “motifs” that can be flexibly recombined to create new necklaces. In Experiment 1 ( N = 151)…
Artificial Intelligence (2 obras) · Computer Science (2 obras) · Artificial Intelligence (1 obras) · Cognition (1 obras) · Cognitive psychology (1 obras) · Cognitive science (1 obras) · Dual (grammatical number) (1 obras) · EEG and Brain-Computer Interfaces (1 obras) · Epistemology (1 obras) · Executive functions (1 obras)