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At least 199 records · Page 11Linked to original sources
PubMed1966

Serial discrimination-reversal learning with and without errors by the California sea lion.

A sea lion under water performed virtually without errors on a series of three form-discrimination reversals. Significant training requirements were the combining of a previously well-established size cue preference with the nonpreferred form cue, followed by the gradual reduction of the size cue until it was completely eliminated. Orienting responses reached a peak and then decreased during progressive-dimensional-change training, suggesting critical stages in the transition of attention from the size dimension to the form dimension. Further experimentation revealed that intensive training during these critical stages obviated the need to reduce very gradually the size cue. Without special training sea lions make perseverative errors on a series of form-discrimination reversals. "Emotional" or nontest-oriented behavior was associated only with the occurrence of successive errors.

Animals↗
PubMed1977

Stimulus relations, blocking, and sorting in the free recall and organization of EMR adolescents.

Educable mentally retarded adolescents received a list of either clusterable or unrelated words according to one of three presentation methods. In blocked groups, words were presented both spatially blocked in fours and consistently ordered from trial-to-trial. In sorting groups, subjects were required to group the stimuli themselves into four groups of four. Subjects in the blocked-random conditions received the items spatially grouped in fours, but they were not consistently ordered; i.e., the groupings changed from trial-to-trial. Results indicated that clusterable items were recalled better than unrelated items and that both consistent blocking and sorting produced better recall than did the blocked-random treatment. The data for organizational measures generally parallel those for correct recall. The results were discussed in terms of appropriate techniques for remediating input organizational deficits.

Adolescent↗
PubMed1989

Learning about rules but not about reward is impaired following lesions of the cholinergic projection to the hippocampus.

Common marmosets with bilateral ibotenic acid-induced destruction of the neurones of the vertical limb of the diagonal band of Broca, which provide the major cholinergic input to the hippocampal formation, were impaired on the acquisition but not on the retention of a repeated-trial visuospatial discrimination learning task. They were also impaired on serial spatial reversal learning (but not on serial object reversal learning), on acquisition of a trial-independent successive concurrent discrimination using novel objects (but not on acquisition of a comparable discrimination in which two familiar objects had predictable reward value) and were unable to acquire a difficult conditional object discrimination. It is argued that the role of the hippocampus is in the acquisition but not the retention of ruled-based behaviour (which includes spatial responding) in contrast to the acquisition of discriminations based on stimulus-reward association formation.

Animals↗
PubMed1978

Further evidence of impaired tactile learning after removals of the second somatic sensory projection cortex (SII) in the monkey.

Four rhesus monkeys with bilateral removals of SII and five unoperated monkeys were trained on tests of tactile equivalence, weight discrimination and generalization, tactile discrimination learning (including concurrent learning and serial reversal) and inter-manual transfer of tactile learning. Lesioned animals were impaired on almost all tactile learning tasks and on inter-manual transfer but not on the test of tactile equivalence nor on the propioceptive tasks. The results are considered in the context of previous studies of somatosensory and parietal cortex.

Animals↗
PubMed1983

Digit repetition in learning-disabled children.

Investigated digit repetition performance in learning-disabled children in an effort to assess its clinical and theoretical significance. Clinically, learning-disabled children were found to demonstrate a higher than expected incidence of large verbal-performance discrepancies, although mean overall digit repetition performance did not differ appreciably from that expected on the basis of intelligence (N = 100). Children with large discrepancies did not differ from those with no such discrepancies when compared on a variety of psychometric and neurobehavioral factors. Theoretically, a hemispheric specialization model and a neuropsychological function model have been proposed to underlie performance on the two somewhat different digit repetition tasks (forward and backward repetition). Some support was found for the neuropsychological function model, with significant correlations obtained between digits forward and a measure of language function and between digits backward and a test of visual constructional ability. Stronger evidence that could have been provided by a double dissociation of correlational findings was limited by a smaller, but significant, correlation between digits forward and Bender Gestalt errors. However, the results are consistent with previous research in suggesting that digit repetition can be an avenue to the study of brain-behavior relationships.

Child↗
PubMed1988

Learning of a complex arithmetic skill in amnesia: evidence for a dissociation between compilation and production.

Two patients with severe amnesia following rupture of anterior communicating artery aneurysms were able to learn a complex algorithm for mentally squaring two-digit numbers. Although both patients learned the algorithm at a similar rate, one patient's improvement was accounted for by savings in the steps of the algorithm. The other patient, however, showed little improvement in the steps while performance of the whole algorithm improved dramatically. Neither patient showed savings in the Hebb Digit Span procedure. The results suggested a dissociation between amnesics in their capacity to learn the constituent "productions" or steps of a skill and their capacity to organize those productions into a single coherent act.

Adult↗
PubMed1985

Effects of the knowledge base on children's memory strategies.

In this article, the importance of examining the linkage between knowledge and strategic factors in children's memory has been suggested. Indeed, it has been argued that a more complete analysis of the development of remembering in children requires a consideration of the operation of memory strategies in the context of the growing knowledge base. The effects of the knowledge base were analyzed in terms of concurrent influences on the use of strategies and long-term consequences for the development of increasingly skilled memory processing. The available evidence suggests that age-related changes in the contents of the knowledge system, as well as increases in the ease with which information can be accessed, contribute to the strategies that are used by children of different ages, and influence the development of efficient modes of processing. Continued research on the concurrent effects of the knowledge base should provide a more complete account of children's memory than that currently available, taking into consideration knowledge of the materials, understanding of the task demands, as well as overall strategic abilities. Similarly, research on the long-term developmental effects of the knowledge base on memory strategies should facilitate an understanding of the mechanisms by which memory processing becomes more efficient and less effortful. Ideally, studies that examine these issues should be longitudinal in scope (Ornstein et al., 1985a), but even cross-sectional research that explores the interrelationships between strategies and knowledge will facilitate an understanding of the development of memory in children.

Adolescent↗
PubMed1990

[Time order error and position effect of a standardized stimulus in discrimination of short time duration].

In comparison judgments of two successively presented time intervals ranging from 30 to 70 msec a time-order error (TOE) as well as a systematic effect depending on the constant position error (CPE) were demonstrated. The effects proved to be independent. Contrary to Vierordt's law, a negative TOE was found. When presenting the standard interval first, an increased hit rate resulting in a positive CPE was established. Furthermore, a test statistic is introduced that allows analysis of experiments utilizing all available information of a subject's psychometric function.

Adult↗