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PubMed1990

[Context-dependence of implicit and explicit memory characteristics].

The present experiments explore whether repetition priming in a word-stem completion task is context-dependent. In the first experiment, the environmental context was changed or remained constant at the testing stage. Implicit memory performance did not reveal any effects of environmental context. When tested by free recall, however, the same subjects showed an environmental congruency effect. On the other hand, effects of a change in presentation modality were restricted to implicit memory measures. In the second experiment, self-awareness was manipulated to create congruent or incongruent internal contexts at the testing stage. Performance on the word-stem completion task was seen to be influenced by internal contextual information. This pattern of results corroborates a processing account of implicit memory phenomena. Implicit and explicit expressions of memory utilize episodic information, but in a different way.

Adult↗
PubMed1990

[Anxiety in the context of cognitive semantic processes].

In this experiment anxiety is understood as an indicator for specific structures in the semantic memory. In order to prove this hypothesis a number of positive (12) and negative (11) events were associated. Furthermore the events have been classified the scale "anxious--non anxious". In the experiment 69 subjects took part. Previously the subjects completed the STAI-Trait-part; these data were used to divide the subjects into groups of high (HA) and low (LA) anxious persons (median of the sample). Those associations were analysed in a qualitative and quantitative way. ANOVAS were calculated as well as overlap coefficients and Type-Token-Ratios. HA have more negative associations. LA produce more positive associations. LA show a significantly higher overlap coefficient with positive events, respectively a smaller TTR. The results are discussed in context with psycholinguistic theories.

Adult↗
PubMed1990

Priming word recognition with orthographic neighbors: effects of relative prime-target frequency.

Four lexical decision experiments were performed with an orthographic priming paradigm in which test words were preceded by orthographically related or unrelated prime words. When prime words were presented for 350 ms without a mask, it was observed that primes that are lower frequency orthographic neighbors of the target interfered with target processing relative to an unrelated condition. When primes were higher frequency neighbors of the target, no interference or facilitation was observed. On the other hand, with briefly presented masked primes, interference was observed with higher frequency prime words. Finally, facilitatory effects in masked repetition priming were obtained with both high- and low-frequency prime-target pairs. The results are interpreted in terms of activation and selection processes operating in visual word recognition.

Adult↗
PubMed1990

Lexical priming deficits as a function of age.

The effects of age on implicit memory were assessed in elderly young adults using 2 priming procedures. Subjects also completed the WAIS-R, 3 tests to assess frontal lobe function, and 2 recall and 2 recognition tests of explicit memory. In Experiment 1, subjects were exposed to the low-frequency member of a homophone pair in a test purported to assess general knowledge. Subsequently, subjects completed a spelling test that contained the previously presented homophones to assess priming. Young subjects demonstrated priming (p less than .01). Elderly subjects demonstrated a high baseline that may have obscured priming. In Experiment 2, subjects from each decade of life from the 20s through the 80s were given a word-stem completion test of priming. All age conditions demonstrated an effect of priming (p less than .01). However, subjects in their 70s and 80s demonstrated lower priming scores (p less than .05). Elderly subjects were also impaired on immediate-and delayed-recall tests. These results suggest an age-related decline in both implicit and explicit memory.

Adolescent↗
PubMed1990

Environmental context-dependent homophone spelling.

Two experiments provided evidence of environmental context-dependent memory using a homophone spelling test (e.g., Jacoby & Witherspoon, 1982), an implicit, indirect measure of memory (Richardson-Klavehn & Bjork, 1988). Context reinstatement significantly increased priming in both experiments. The finding of environmental context reinstatement effects with this implicit memory test and others (Garberg & Radtke, 1986; Graf, 1988) indicates that the effect can be found reliably using a test that does not encourage subjects to generate their own context cues from memory.

Attention↗
PubMed1978

Associative symmetry in the PA learning of retarded and nonrerarded children.

Mentally retarded and nonretarded children learned pairs of pictures in a single-function order (A and B terms of each pair were in the same position throughout) or in a double-function order (all items were re-paired and served as A and B terms). Associative symmetry was demonstrated by all groups when the lists were presented single-function; forward asymmetry was demonstrated when the list was presented double-function. When categorized pairs were presented double-function, items that were correctly associated by category produced symmetry; items that were correctly associated but not by category produced forward asymmetry. The possible influence of single vs. multiple associations on associative symmetry was discussed.

Child↗
PubMed1977

Sentence mediation and stimulus blocking in free recall.

In a two-phasing training study, EMR adolescents were initially provided with sentences linking each pair of 2 words in a 20-word list to be free recalled. In a second phase, subjects were required to create and verbalize their own sentences. This sentence-mediation condition was compared with (a) one in which items were presented in the same fixed pairs from trial-to-trial, but without sentences and (b) a group that received items in changing pairs. Results indicated superiority of both sentence-mediation and fixed-pairs treatments in comparison to the changing-pairs condition on both correct recall and subjective organization. Sentences did not facilitate recall more than did consistent ordering. The results were discussed in the context of the growing evidence that providing input structure can remediate organization deficits in retarded persons.

Adolescent↗
PubMed1976

Cognitive processes and academic achievement in EMR adolescents.

Twelve cognitive process variables were investigated as predictors of reading and arithmetic achievement and studied for internal structure, with 115 EMR adolescent subjects. Stepwise regression and factor analyses were employed to study prediction and structure, respectively. Memory variables were the most important predictors of reading. They were also involved in arithmetic but to a lesser extent. The data suggested that the ability to generate and utilize strategies facilitating the recall of unstructured material as well as the capacity to be sensitive to strategy-relevant structure embedded in stimuli were important prerequisites for the acquisition of reading skills. An oddity task, measuring the ability to maintain the same relational focus for successive applications to new stimulus material, was found to be most pertinent for predicting arithmetic computational skills.

Achievement↗
PubMed1991

Knowledge and ability factors underlying simple learning by accretion.

In this study, the relationships between simple learning by accretion and various cognitive ability variables were explored. Computerized tests of five sources of individual differences were administered to a sample of 714 Air Force recruits, along with a trigram-English word paired-associate task, which was presented as a foreign language vocabulary learning task. Subjects were assigned at random to one of three groups: control, semantic elaboration, or interactive imagery. Subjects in the semantic elaboration group were instructed to generate sentences to link the trigram and word in a memorable way. Subjects in the interactive imagery group were given the additional instruction of visualizing the generated sentence. Trigrams (CVCs) varied in meaningfulness across the two lists of eight pairs in the task. Results showed that meaningfulness and strategy had the expected main effects on learning and that strategy interacted with verbal knowledge in initial learning so that learners with more knowledge benefitted more than learners with less knowledge edge. Regression analyses showed that a representative measure from each proposed source made a significant unique contribution to the explained variance in paired-associate learning.

Adolescent↗
PubMed1992

Induced arousal and orienting tasks as determinants of intentional recall.

In this study, the author examined the effects of intention to learn, noise, and different types of orienting tasks on short-term and long-term recall for 15 Hindi paired-associates. Intention to learn improved recall, as did encoding of semantic features, and noise impaired both short-term and long-term recall. The analysis of short-term recall scores indicated that there were no significant interactions between these factors, but the analysis of long-term recall scores indicated that there were significant interactions between noise and orienting tasks and between intentionality and orienting tasks.

Adolescent↗
PubMed1989

Effects of training in use of executive strategies on a verbal memory problem resulting from closed head injury.

This case study reports attempts to improve the recall performance of an adolescent (GC) who had suffered a closed-head injury. GC had a very limited range of ways of processing both spoken and written information and showed significant recall problems. Initial training in the use of strategies for list learning resulted in improvement in paired-associate recall but showed that initiation and use of the newly learned strategies would not occur without prompting. Executive strategy training was provided to improve GC's ability to identify a memory problem and to initiate a general plan for dealing with that problem. This training involved consideration of task analysis, strategy selection and initiation, and monitoring of strategy use. Evidence of long-term maintenance of improvement in level of recall on both paired-associate and free recall tests was noted following the executive strategy training.

Adolescent↗
PubMedDate not supplied

Age, rate and instructional conditions: empirical support against the pacing variable.

The present study was an attempt to determine if the pacing effect was an artifact of the confounding of presentation rate and total learning time. Two presentation rates were factorially varied with three instructional conditions for two different age groups in a paired-associate and free-recall task. The results of the study replicated the pacing effect when learning time was deliberately confounded. When total learning time was equated for the presentation rates the pacing effect was not replicated, demonstrating that pacing is an artifact. It was suggested that the total time principle, not pacing, was the viable explanatory concept. The results of the manipulation of instructional conditions suggest that it is inappropriate to assume that a set of instructions will result in equivalent performance for both young and old samples.

Adolescent↗
PubMed1977

Processing of interactive and noninteractive pictures in PA learning by retarded persons.

Retarded persons, at two MA levels, were exposed to a list of paired-associates (PAs) in which the stimulus terms were picture compounds of one animate and one inanimate object. One-half of the subjects in each MA group learned the associations with the stimulus components presented in meaningful interaction, and half learned the associations with the components depicted in noninteraction. Stimulus interaction facilitated list acquisition by the higher MA but not by the lower MA subjects. Transfer tests following PA learning indicated that the interactive stimulus components had been processed as units by the higher MA subjects, suggesting that these individuals may have spontaneously elaborated the interactive-stimulus components.

Cognition↗
PubMed1977

Verbal learning dysfunction with combined centre median and amygdala lesions.

Stereotaxic lesions in either or both amygdala did not impair verbal learning ability (presented by ear as a paired-associates test). Centre median lesions alone did not impair this form of learning; however, when combined with a left amygdala lesion a significant decrease in scores occurred which persisted for up to two years after operation. The data support a hypothesis that medial thalamic structures have alerting functions in learning mechanisms.

Amygdala↗
PubMed1976

The effects of experimentally induced changes in self-concept on associative learning.

It has been hypothesized that self-concept influences ability to learn. This experiment systematically manipulated the self-concepts of learners regarding their abilities to learn a foreign language and measured their subsequent learning of a synthetic foreign language vocabulary list. Eleven Ss were randomly assigned to each of three groups: self-concept raised, self-concept lowered, control. Ss were college freshman who were not enrolled in a foreign language course or had not previously taken more than one semester of a foreign language. Self-concepts were measured as self-description of ability to learn a foreign language. Self-concepts were raised or lowered by providing false scores on a foreign language aptitude test. Learning was measured as performance on a paired-associates task utilizing random shapes and CVCs. Ss with lowered self-concepts learned more slowly than control Ss or Ss with raised self-concepts.

Achievement↗