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PubMed1980

Perceptual isolation and position judgment.

Prior findings showed that perceptual isolation of one item in a low similarity list facilitated total-list learning of order. A reconstruction procedure in which a spatial framework was provided during test trials, was used in those studies. In order to extend the generality of those findings, a position judgment procedure was used in the present experiments; subjects estimated ordinal position of each item following each of six study trials in which the 12 CVC items were displayed in a fixed sequence. That to-be-learned sequence was defined temporally in Experiment 1, which failed to corroborate prior findings, but was presented simultaneously and spatially in Experiment 2, which did. Interpretation focused on conditions necessary for finding homologous effects for supplied anchors and isolating stimuli, suggesting that absolute judgment can be regarded as a special case of serial learning, and vice versa, and on circumstances allowing utilization of an isolating stimulus as an organizational device.

Humans↗
PubMed2003

Differences in incidental and intentional learning of sensorimotor sequences as revealed by event-related brain potentials.

The present study investigated differences in sequential learning between subjects who were or were not informed of the presence of a repeating sequence (intentional or incidental group, respectively). Subjects had to learn a 16-letter-long repeating sequence that was irregularly disrupted by deviating stimuli. Reaction times indicated that both groups learned the sequential regularities. Intentional learners showed a larger learning effect. Event-related brain potentials (ERPs) recorded during performance of the task showed a reliably enhanced amplitude for the N2b- and P3b-components for deviant letters for intentional learners, but not for incidental learners. These results are discussed in the context of models proposing that different neural structures are involved in implicit and explicit serial learning.

Adult↗
PubMed1979

An auditory von Restorff effect.

In this experiment 60 undergraduates were given a serial learning task to assess the possibility of an auditory von Restorff effect. Fifteen males and 15 females learned a list of nine words presented aurally (recorded) with the same male voice (control groups). Fifteen males and 15 females (experimental groups) learned the same list as the control groups except that the sixth word was spoken by a female voice: i.e., it was isolated. The results of this study parallel the results of studies using visual stimuli. The von Restorff effect was demonstrated with auditory stimuli in that one of the experimental groups (female) learned the list with significantly fewer errors than the comparable control group. No difference was found between the male groups.

Female↗
PubMed2005

On aims and methods in the neuroimaging of derived relations.

Ingenious and seemingly powerful technologies have been developed recently that enable the visualization in some detail of events in the brain concomitant upon the ongoing behavioral performance of a human participant. Measurement of such brain events offers at the very least a new set of dependent variables in relation to which the independent variables familiarly manipulated in the operant laboratory may be explored. Two related paradigms in which a start has been made in such research concern the derivation of novel or emergent relations from a baseline set of trained relations, and include the phenomenon of transitive inference (TI), observed in studies of stimulus equivalence (SE) and serial learning (SL) or seriation. This paper reviews some published and forthcoming neuroimaging studies of these and related phenomena, and considers how this line of research both demands and represents a welcome synthesis between types of question and levels of explanation in behavioral science that often have been seen as antithetical.

Animals↗
PubMed2003

Unique transitions between stimuli and responses in SRT tasks: evidence for the primacy of response predictions.

The present experiments aimed at separating the impact stimulus and response predictions have on serial learning and performance in SRT tasks. In Experiment 1, a unique transition between two of four responses in an otherwise random response sequence was triggered by ambiguous stimulus transitions, allowing local response predictions but no stimulus predictions. The data indicated explicit transition knowledge and strong performance benefits. In Experiments 2 and 3, unique transitions between two of four stimuli in otherwise random stimulus sequences allowed local stimulus predictions under conditions of ambiguous response transitions. The data indicated fragmentary explicit transition knowledge but no performance effects. Experiments 4a and 4b reveal that the inefficacy of the unique stimulus transitions in Experiments 2 and 3 was presumably due to the fact that the stimuli differed with respect to conjunctions of response relevant and response irrelevant features which participants did not have to attend. However, although in Experiments 4a and 4b unique transitions between response relevant stimuli were applied, substantial explicit transition knowledge but only marginal performance effects resulted. It is argued i) that in SRT tasks learning mechanisms are addressed that primarily strive for reliable predictions of forthcoming responses and ii) that for these mechanisms to work the predictors have to be attended. Response transitions are easily learned and used because both criteria are fulfilled. In contrast, pure stimulus transitions are learned only if the predictive stimuli are attended, and learned stimulus transitions become effective only to the extent that the predicted stimuli specify the required responses.

Adult↗
PubMed1985

Levels of association theory.

Three levels of association theory are distinguished: (a) empirical laws relating operationally definable units; (b) theoretical concepts of association, supported by converging lines of evidence; and (c) theories assimilating concepts of association into more elaborate structures. These levels correspond roughly to stages in the evolution of association theory from the mid-19th century to the present. Ebbinghaus's major contribution as a theorist was to accomplish the transition from the first level to the second. The analysis of serial learning in terms of his conception of multiple types of associations may prove to have greater generality than has yet been realized. However, to account for many phenomena of practical and theoretical interest, this model requires augmentation by a control concept that provides a basis for organization beyond serial linkages of units.

Association↗
PubMed1975

Effects of visual and tactual stimulus presentation on learning two-choice patterned and semirandom sequences.

Three experiments compared the effects of visual and tactual stimulus presentation in two-choice sequential learning situations requiring a predictive response. In Experiments 1 and 2, subjects received a five- or six-unit repeating pattern; in Experiment 3, they received a semirandom sequence. Tactual as compared to visual stimulus presentation resulted in less trials to criterion in predicting a repearing pattern and in earlier frequency matching in predicting a semirandom sequence. These results suggest an unusual tactual adeptness in binary serial learning. Additionally, a new method of analyzing conditional responding in th brobability learning paradigm is described and applied to the data in Experiment 3.

Adolescent↗
PubMed1977

Eye movements and over rehearsal in wood recall.

Rates of overt rehearsal and eye movement were compared to each other, and were also compared as predictors of immediate and delayed recall, using practiced subjects who studied lists of eight simultaneously presented words. The correlation between number of eye fixations per word and number of rehearsals per word was greater in immediate than in delayed recall. Also, the number of fixations exceeded the number of overt rehearsals, especially under delayed-recall conditions. However, both overt rehearsals and eye movements were slower in delayed recall. The number of overt rehearsals and the number of fixations per word were good predictors of immediate recall, but neither was highly correlated with delayed recall. Engaging in overt rehearsal had the following effects: It slowed down eye movements, seemed to bias the subject toward a serial learning strategy, improved immediate recall, and did not reduce delayed recall. It was concluded that total looking time was the best predictor of long-term retention and that recall performance following overt rehearsal was different from recall performance following silent study.

Attention↗
PubMed1993

Effect of phosphatidylcholine on explicit memory.

Previous studies have not demonstrated a consistent relationship between precursors to acetylcholine (ACh) and memory function in normal human subjects. This experiment (N = 80, college students) employed a double-blind mixed design to test the effect of phosphatidylcholine (PCh) on explicit memory. Dose of placebo and PCh was compared at two levels (10 and 25 g) as was time of testing postingestion (60 and 90 min). With 25 g of PCh, which supplies 3.75 g of choline, significant improvement in explicit memory, as measured by a serial learning task, was observed at 90 min postingestion and slight improvement was observed at 60 min postigestion. Further analyses indicated that this improvement may have been due to the responses of slow learners. This is the first study to test the relationship between a single dose of PCh and explicit memory on normal human subjects.

Adult↗
PubMed1988

Representation of serial order in monkeys (Cebus apella).

Cebus monkeys were trained on a five-item serial learning task, symbolized as ABCDE; the initial stages of training were on the shorter subseries AB, ABC, and ABCD. To assess the monkeys' knowledge of the sequential position of each item, pair-wise tests were given to 2 subjects after acquisition of the ABCD series and to 4 subjects after reaching criterion on the ABCDE series. In both tests, the monkeys performed at high levels on the interior pairs, which were BC for the ABCD series, and BC, BD, and CD for the ABCDE series. These results, as well as the orderly relations observed in the pair-wise tests between first-item response latency and first-item position and between second-item response latency and number of missing items, indicated that the monkeys had developed a well-organized internal representation of the four- and five-item series. Although pigeons are also capable of learning four-item and five-item series, they apparently do not develop a comparable representational structure. The disparity between the monkeys' and pigeons' representational competence for serial order is predictable from the difference in their capacities for associative transitivity.

Animals↗
PubMed1996

The serial organisation of behaviour by non-human primates; an evaluation of experimental paradigms.

On close examination of research programs which focus, either implicitly or explicitly, on the problem of the organisation of serial order in non-human primates, it is possible to detect some limitations in the paradigms conventionally used. Serial learning studies, which focus on the acquisition of arbitrary lists of unconnected elements point towards a distinction between the representation of ordered series formed by monkeys and pigeons. However, the use of unconnected items prevents an assay of the degree to which primates might be able to impose a structure over the list to be reported. The study of transitive reasoning has been implemented by means of a paradigm where the order of a series is conveyed be presenting a common item in pairs of binary discriminations. Animals tested with this paradigm develop control strategies using more information than that provided by reward contingencies alone. A restriction of this paradigm is that, in its binary form, it does not allow a differentiation between the performance of monkeys and pigeons and even simple models account for a transitive bias in the task. On the basis of these observations it is proposed that novel paradigms which go beyond the binary context, feature multiple connected items, and accord a high degree of spontaneity to the subjects might allow better than traditional ones to uncover qualitative different ways in which different organisms serially organise their behaviour. Some recent research programs based on such rationale, and implemented as search tasks, are then outlined and compared with other approaches to the study of search behaviour. Preliminary results obtained from these studies indicate that the spontaneous serial organisation of multiple connected items might uncover new dimensions of promising comparative relevance.

Animals↗
PubMed2000

Prenatal cocaine exposure impairs selective attention: evidence from serial reversal and extradimensional shift tasks.

This study assessed the effects of prenatal cocaine exposure on cognitive functioning, using an intravenous (IV) rodent model that closely mimics the pharmacokinetics seen in humans after smoking or IV injection and that avoids maternal stress and undernutrition. Cocaine-exposed males were significantly impaired on a 3-choice, but not 2-choice, olfactory serial reversal learning task. Both male and female cocaine-exposed rats were significantly impaired on extradimensional shift tasks that required shifting from olfactory to spatial cues; however, they showed no impairment when required to shift from spatial to olfactory cues. In-depth analyses of discrete learning phases implicated deficient selective attention as the basis of impairment in both tasks. These data provide clear evidence that prenatal cocaine exposure produces long-lasting cognitive dysfunction, but they also underscore the specificity of the impairment.

Animals↗
PubMed1996

Impaired procedural learning after damage to the left supplementary motor area (SMA).

Two paradigms of procedural learning, serial reaction time and tracking tasks, were given to a patient with damage to the supplementary motor area (SMA) of the left mesiofrontal cortex. This patient exhibited impaired procedural learning during the serial reaction time test and mirror reversed tracking. Unreversed tracking performance was normal. Therefore the SMA--as well as the cerebellum and the striatum--participate in the development of skills requiring internal elaboration of motor behaviour.

Adult↗
PubMed2003

One night of total sleep deprivation impairs implicit learning in the serial reaction task, but not the behavioral expression of knowledge.

Implicit sequence learning in the serial reaction task suffers from total sleep deprivation. The authors compared implicit-learning scores in a sleep-deprivation (SD) group (n = 12) and a control group (n = 6). Both groups were tested immediately after learning a 1st sequence; a delayed test was conducted on the next day (after a night without sleep in the SD group). Immediately after the delayed test a 2nd sequence was learned, followed by an immediate test and a delayed test toward the end of the experiment. In the SD group implicit-learning scores were reduced in both tests of the 2nd sequence, but in neither test of the 1st sequence. Thus, 1 night of total sleep deprivation impairs the acquisition of implicit sequence knowledge, but not its behavioral expression.

Adult↗
PubMed1977

The effect of cyclandelate in depressed and demented patients: a controlled study in psychogeriatric patients.

In a double-blind clinical trial the effects of the vasodilator drug cyclandelate (in a dose of 1200 mg daily) were studied in a group of patients with depressive illnesses or dementing conditions. The measures used before treatment and after six weeks' treatment were: clinical rating, psychometric tests (Paired Associate Learning Test, Digit Copying Test, Digit Substitution Test, and Serial Learning Test), cortical evoked potentials, the sedation threshold and the Gresham Questionnaire. In the depressive group there were no significant differences in the changes in scores at six weeks in three groups: those who received cyclandelate plus amitriptyline, those who received placebo plus amitriptyline, and those who received neither placebo nor cyclandelate. In the demented group there were significant changes in favour of the placebo on two measures (Digit Copying test, and one component of the auditory evoked response). The results do not support the previously reported views claiming, in a number of studies, a significant improvement in the performance of both demented and normal elderly subjects treated with cyclandelate. The significance of these findings is discussed.

Aged↗
PubMed2006

Oculomotor evidence of sequence learning on the serial reaction time task.

Manual and oculomotor measures of sequence learning were examined on the serial reaction time (SRT) task Participants were assigned into four groups differing on response modality (manual, oculomotor) and trial type (sequence, pseudorandom). The pattern of manual RTs replicated previous studies. Frequency of anticipatory eye movements followed similar patterns as RTs. Participants made many anticipations, even in pseudorandom blocks, and frequency of anticipations did not depend on presence of concurrent manual responses. Excluding participants with explicit awareness did not change results. Anticipations were negatively related to RTs in both incidental and intentional learning. Anticipations were positively related to sequence recall in intentional, but not incidental, learning. Results suggest that (1) anticipatory eye movements reflected sequence learning and (2) participants made overt and covert shifts of visuospatial attention to likely stimulus locations prior to stimulus onset, whether or not they made manual responses and whether or not there was a sequence.

Adolescent↗
PubMed1995

Implicit learning of a nonverbal sequence in younger and older adults.

Two experiments examined age-related differences in implicit serial learning using the M. J. Nissen and P. Bullemer (1987) task. Younger adults and 2 samples of older adults who differed in educational attainment, occupational status, and verbal ability were given a 10-trial repeating sequence embedded in 100-trial blocks. On each trial, participants pressed a key that matched a designated spatial location. Implicit learning was inferred from the difference in RT between a random sequence trial block and the immediately preceding block with the repeating sequence. Results indicated that negative transfer effects were comparable for the younger and higher ability older adults, but lower ability older adults showed less evidence of implicit learning. On an explicit task, younger and higher ability older adults were more accurate than the lower ability older adults. The implications of these findings for current views on implicit learning in adulthood are discussed.

Adult↗