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At least 217 records · Page 12Linked to original sources
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↗
PubMed1981

The differential contribution of the verbal code in the course of visual learning: evidence from hemisphere-damaged patients.

Control patients and patients with hemispheric lesion were given a paired-associate memory test made up of meaningful figures and their performance was compared on two measures: number of errors over the first three trials and trials to criterion. Impairment on the former measure was associated with left brain damage and found to be related to the degree of aphasic deficit, suggesting the involvement of the verbal code in the early stages of the learning process. However, analysis of trials to criterion showed that a defective performance was confined to patients of either hemispheric group having posterior lesions and bore non relationship to measures of language impairment. It is inferred that, as the learning process consolidates, the aid provided by verbal mediation to recognizing visual images progressively recedes.

Brain Damage, Chronic↗
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↗
PubMed1978

Autistic children: a study of learning characteristics and programming needs.

Learning-acquisition characteristics of six autistic children were studied in order to examine programming needs. Two studies were conducted. Study 1 showed that the first step of a color-cued sequencing task required four times more trials to learn than did the remaining five steps, producing a significant learning-to-learn curve. Study 2 confirmed earlier findings that extra-stimulus prompts are comparatively ineffective with autistic children when compared to within-stimulus prompts and showed extra-stimulus prompting to be effective following the use of within-stimulus prompting on a similar task.

Autistic Disorder↗
PubMed1977

Nonverbal visual short-term memory as a function of age and dimensionality in learning-disabled children.

A serial recognition task was used to compare performance of 2 learning disability age groups with 2- and 3-dimensional representations of nonlabeled 8-point random shapes. Age-related increases in short-term memory (STM) performance for both dimensions were found. No significant differences were found between 2- or 3-dimensional stimuli. Contrary to reports of STM performance with normal children, learning-disabled children showed no primacy effect for the 2-dimensional treatment, and second choices were not consistently correct when the first choice was incorrect, These findings were interpreted according to Flavell's notions of mediational inefficiencies.

Age Factors↗
PubMed1979

Developmental recall lag in learning-disabled children: perceptual deficit or verbal mediation deficiency?

To investigate the development of mediational deficiencies in verbal and nonverbal visual short-term memory of learning-disabled children, the recall task of Atkinson, Hansen, and Bernback was administered to learning-disabled children in two experimental conditions. In Experiment 1 no significant differences on nonverbal short-term memory recall between normal and learning-disabled children were found. Similar recall responses (e.g., middle response bias, primacy effects, and recency effects) were found for both groups. Nonverbal recall was comparable for disabled and normal children as suggested by stimulus content and association scores. Experiment 2 found that while the effects of overt rehearsal on pretrained labels on learning-disabled children's recall was negligible, labels provided superior recall for normal children. Results suggested that learning-disabled children suffer from a verbal mediational deficiency consistent with Flavell's (1970) mediation deficiency hypothesis.

Child↗