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  1.  58
    Implicit Learning and Acquisition of Music.Martin Rohrmeier & Patrick Rebuschat - 2012 - Topics in Cognitive Science 4 (4):525-553.
    Implicit learning is a core process for the acquisition of a complex, rule‐based environment from mere interaction, such as motor action, skill acquisition, or language. A body of evidence suggests that implicit knowledge governs music acquisition and perception in nonmusicians and musicians, and that both expert and nonexpert participants acquire complex melodic, harmonic, and other features from mere exposure. While current findings and computational modeling largely support the learning of chunks, some results indicate learning of more complex structures. Despite the (...)
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  2.  28
    Incidental and online learning of melodic structure.Martin Rohrmeier, Patrick Rebuschat & Ian Cross - 2011 - Consciousness and Cognition 20 (2):214-222.
    The cognition of music, like that of language, is partly rooted in enculturative processes of implicit and incidental learning. Musicians and nonmusicians alike are commonly found to possess detailed implicit knowledge of musical structure which is acquired incidentally through interaction with large samples of music. This paper reports an experiment combining the methodology of artificial grammar learning with musical acquisition of melodic structure. Participants acquired knowledge of grammatical melodic structures under incidental learning conditions in both experimental and untrained control conditions. (...)
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  3.  6
    Learning vocabulary and grammar from cross-situational statistics.Patrick Rebuschat, Padraic Monaghan & Christine Schoetensack - 2021 - Cognition 206 (C):104475.
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  4.  36
    Language and Music as Cognitive Systems.Patrick Rebuschat, Martin Rohrmeier, John A. Hawkins & Ian Cross (eds.) - 2011 - Oxford University Press.
    The past 15 years have witnessed an increasing interest in the comparative study of language and music as cognitive systems. This book presents an interdisciplinary study of language and music, exploring the following core areas - structural comparisons, evolution, learning and processing, and neuroscience.
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  5.  22
    A Single Paradigm for Implicit and Statistical Learning.Padraic Monaghan, Christine Schoetensack & Patrick Rebuschat - 2019 - Topics in Cognitive Science 11 (3):536-554.
    This article focuses on the implicit statistical learning of words and syntax. Monaghan, Schoetensack and Rebuschat introduce a novel paradigm that combines theoretical and methodological insights from the two research traditions, implicit learning and statistical learning. Their cross‐situational learning paradigm has been used in the statistical learning literature, while their measures of awareness have widely been used in implicit learning research. They illustrate how the two literatures can be conjoined in a single paradigm to explore implicit statistical learning.
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  6.  23
    Editors’ Introduction: Aligning Implicit Learning and Statistical Learning: Two Approaches, One Phenomenon.Patrick Rebuschat & Padraic Monaghan - 2019 - Topics in Cognitive Science 11 (3):459-467.
    In their editors’ introduction, Rebuschat and Monaghan provide the background to the special issue. They outline the rationale for bringing together, in a single volume, leading researchers from two distinct, yet related research strands, implicit learning and statistical learning. The editors then introduce the new contributions solicited for this special issue and provide their perspective on the agenda setting that results from combining these two approaches.
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  7.  17
    Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory.Simón Ruiz, Kaitlyn M. Tagarelli & Patrick Rebuschat - 2018 - Frontiers in Psychology 9.
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