Abstract
Abstract
In the present study, we sought to clarify how differences in contextualized experience influence the performance of
participants engaged in genre decision-making. Using a simple learning algorithm, we ran a series of computational simulations to model the
effects that context and cue competition have on the way readers of different backgrounds make genre decisions. Next, we used the results of
those simulations as predictions for our behavioural genre decision experiment. Differences in test performance were strongly influenced by
the factors that have long been known to influence learning: Cue competition and its embedding in a specific context jointly modulate what
gets learned and that inevitably affects later performance. We discuss our findings in the context of learning and literary genres.
© John Benjamins Publishing Company
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