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At least 271 records · Page 15Linked to original sources
PubMed1990

Connectionist models of recognition memory: constraints imposed by learning and forgetting functions.

Multilayer connectionist models of memory based on the encoder model using the backpropagation learning rule are evaluated. The models are applied to standard recognition memory procedures in which items are studied sequentially and then tested for retention. Sequential learning in these models leads to 2 major problems. First, well-learned information is forgotten rapidly as new information is learned. Second, discrimination between studied items and new items either decreases or is nonmonotonic as a function of learning. To address these problems, manipulations of the network within the multilayer model and several variants of the multilayer model were examined, including a model with prelearned memory and a context model, but none solved the problems. The problems discussed provide limitations on connectionist models applied to human memory and in tasks where information to be learned is not all available during learning.

Attention↗
PubMed1975

Hand preference in sequential and spatial discrimination tasks.

Hand preference in sensorimotor discrimination tasks was tested on 80 right handed subjects in four experiments. One set of experiments compared the abilities of the two hands to perform sequential tasks. The other set compared spatial abilities of the two hands. Within each set one experiment involved unimanual performance, and the other bimanual performance. The results showed that subjects performed better with their right hand on the bimanual sequential task, and better with their left hand on the bimanual spatial task. No hand preference was found in the unimanual tasks. The results are interpreted as reflecting the differential sensorimotor dominance of the left and right hemispheres for sequential and spatial tasks respectively.

Discrimination Learning↗
PubMed1990

The effect of increased incentive on free recall by learning-disabled and nondisabled children.

Immediate free recall by learning-disabled and nondisabled children was compared under two incentive conditions. Recall of the first few words of each list by disabled children and younger nondisabled children was lower than that by older nondisabled children, and receiving a monetary reward increased early list item recall by older disabled and nondisabled learners. These findings suggest that elaborative encoding processes, such as rehearsal, are impaired in younger disabled and nondisabled children and that receiving a reward increased elaborative encoding by older children. Similar recall of the last few list items by all groups suggests that attention and immediate memory are comparable in disabled and nondisabled children of different ages. Receiving a reward increased recall of the last few list items by younger disabled and nondisabled children, suggesting that a reward increased attention, immediate memory, or both, in these groups. Because receiving a reward increased recall equally in all groups, lower motivation did not appear to be responsible for the lower recall by younger nondisabled children and learning-disabled children.

Attention↗
PubMed1995

Practitioner review: verbal working memory development and its disorders.

Working memory refers to the systems responsible for the temporary storage and manipulation of information during the performance of cognitive tasks. There is a good deal of evidence that verbal short-term memory functions as a working memory system. We review advances in our understanding of the nature and limitations of verbal short-term memory and the reasons for its development with age, and go on to consider the common association between impairments of verbal short-term memory and other impairments of cognitive development. We conclude by considering the relationship between short-term memory development and cognitive development.

Adolescent↗
PubMed1992

Efficacy of awareness of strategy and overt verbalization for recall by kindergarten students.

Two prevailing models for teaching memory strategies for remembering were compared for two kindergarten classes (45 boys, 30 girls). A third class provided a control. One class received instruction in specific and efficacious strategies for recall on three discrete tasks: sequential memory, paired-associate memory, and clustering recall. The second class received the same instruction embedded in an overt verbalization procedure adapted form Bash and Camp (1985). The control class received as much practice as the two instructional groups but no instruction on strategy or overt verbalization. Significant gains in memory were made on paired associates at posttest for both the strategy-only group and the overt-verbalization group. Overt verbalization inhibits recall on paired associates at delayed posttest and its effect on sequential memory at posttest remains equivocal.

Awareness↗
PubMed1984

Performance of goldfish (Carassius auratus) in patterned sequences of rewarded and nonrewarded trials.

The performance of goldfish was studied in a series of experiments with patterned sequences of reward (R) and nonreward (N) for response to a given stimulus (S3). Trials with two other, readily discriminable stimuli, response to one always rewarded and response to the second never rewarded, were interpolated in such a way that the outcome of any S3 trial could not be predicted from the events of the immediately preceding trial. The main purpose was to look for control of response to S3 based on memory of N like that found in previous work with pigeons. In Experiments 1 and 2, blocks of R and N trials with S3 were programmed, R trials in the first half of each session and N in the last half, or N trials in the first half and R in the last half. In Experiment 3, successive acquisition and extinction of response to S3 was studied, with the N-to-R and R-to-N transitions either within sessions or between sessions. In Experiment 4, the effects of partial and consistent reinforcement on extinction of response to S3 were compared. The results obtained are similar in important respects to those for pigeons but different in their failure to demonstrate control of performance by memory of N.

Animals↗
PubMed1984

Structural and functional perspectives on classification and seriation in psychotic and normal children.

This study describes a strategy for examining cognitive functioning in psychotic and normal children without the usual confounding effects of marked differences in cognitive structure that occur when children of the same age are compared. Participants were 14 psychotic children, 12 males and 2 females, mean age 9-2, matched with normal children at preoperational and concrete operational stage levels on a set of Piagetian classification tasks. The mean age of the normal children was 6-4, replicating the usually found developmental delay in psychotic samples. Participants were then compared on both structural level and functional abilities on a set of tasks involving seriation of sticks; the higher-level children were also administered a seriation drawing task. Analysis of children's processes of seriating and seriation drawings indicated that over and above the structural retardation, psychotic children at all levels showed functional deficits, especially in the use of anticipatory imagery. The implications for general developmental theory are that progress in structural development is not sufficient for imaginal development, and that structural development of logical concepts is relatively independent of the development of imagery. It was suggested that "thought disorder" may not be a disordered structure of thinking or a retardation in psychotic populations but rather a mismatch between higher-level logical structures and lower-level functions.

Autistic Disorder↗