[Memory, biochemical and pharmacological problems].
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Amantadine↗
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Results for “Paired-Associate Learning”
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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↗
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↗
Some research findings in association for application by teachers and parents.
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Cues↗
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↗
Event-related brain potentials in intoxicated and detoxified alcoholics during visuospatial learning.
Event-related potentials and visuospatial learning performance were examined to understand the effects of chronic alcohol use on complex information processing. A total of 18 alcoholic male in-patients in an alcohol treatment program served as participants. Nine persons were seen at time of admission to the program while intoxicated (mean BAC = 18.0 mg/dl). The second group of nine persons was seen detoxified after 4 weeks in the treatment program. Learning consisted of a paired-associate paradigm requiring participants to learn the distinct spatial positions of six, randomly presented "nonsense" shapes. The visuospatial learning performance of the intoxicated alcoholics was superior to that of the detoxified alcoholics. Evaluation of event-related potentials during the visuospatial learning task indicated that while both groups displayed greater right hemisphere amplitudes of P3, P2, N1, and N2-P3 components, the amplitudes of the latter three components were significantly greater in the intoxicated alcoholics. The overall results suggest that compared to the intoxicated alcoholic, the detoxified alcoholic may suffer a disruption in attentional mechanisms related to visuospatial information processing, providing support for a theory that alcohol ingestion serves to balance information processing in the chronic alcoholic.
Adult↗
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↗
Spatial learning of visual 'nonsense figures' during experimental ethanol intoxication.
The interaction of alcohol and visuospatial learning was evaluated during two experimental sessions. During one session, participants were experimentally intoxicated to obtain a blood alcohol concentration of at least 0.10%. During another session, a nonalcohol placebo was administered. The learning task consisted of a paired-associate paradigm requiring participants to learn the distinct spatial positions of 6 visually presented "nonsense shapes." The visuospatial learning of participants in the placebo condition was generally superior to their learning while intoxicated. However, intercorrelations of performance measures indicated that the relation between alcohol ingestion and performance differences across conditions was not linear.
Adult↗
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↗
Age and individual differences in immediate and delayed effectiveness of mnemonic instructions.
Young and older adults' performance was followed over three paired-associate trials, one on each of three lists. All subjects received standard learning instructions prior to the first (baseline) list. Mnemonic instructions, given prior to the second list to half the subjects, had significantly greater immediate benefit for the older adults relative to the benefit of practice alone. However, there was a significant delayed effect of List 2 mnemonic instructions on List 3 performance for the young adults. All subjects, both young and old, showed greater gains in performance level from List 1 to List 2 than from List 2 to List 3. The implications of these findings for a production deficiency explanation of age-related performance differences are discussed. Scores on the WAIS-R Information subtest were significantly correlated with List 1 performance for the older adults, but not for the young. Self-reported anxiety level was no different for young and old and was unrelated to baseline or to subsequent list performance.
Adolescent↗
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↗
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↗
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↗
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↗
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↗
Rekitting the Wechsler Paired-Associate Task: the Waterford Index.
The Waterford Index provides a new scoring system for the Wechsler paired-associate task. Item performances across successive trials were coded so as to reflect the psychological phenomena of learning, forgetting and item effects (N = 50). The Index describes two rules for differentiating between cases of cognitive impairment and non-impairment. Rule 1 contrasts the respective contributions of learning and forgetting. Rule 2 takes account of cases characterized by a high proportion of correct responses. Against a criterion index based on performances on other psychological tests of organic dysfunction, the Waterford Index yielded higher predictive efficiencies than associated with other Wechsler indices, intelligence, and age.
Adult↗
Extroversion and reminiscence following a frustrating paired-associate task.
Two experiments were reported relating extroversion to reminiscence following a frustrating paired-associate (PA) task. In the first experiment a group of 30 male and female college students was randomly assigned to one of two tasks in which they learned a PA list of high or low stimulus similarity. All PA lists were mixed lists composed of half solvable and half unsolvable (randomized) stimulus-response items. Recall for solvable items was tested immediately, 15 min, and 30 min after criterion was reached. Results indicated a significant difference between high and low stimulus similarity with superior recall for low similarity. The predicted reminiscence effect for high stimulus similarity recall was present but not significant. Comparison of recall scores for extroverts and introverts indicated a significant difference in recall favoring the introverts. The second experiment made a similar test of recall for two groups of S s that had been established as extreme extroverts or introverts (N = 8 in each group). The superiority of recall for introverts was replicated, and a reminiscence effect was found for the extroverts. Results were discussed in relation to Eysenck's formulation and previous conflicting results.
Extraversion, Psychological↗
Acquisition and retention of verbal associations to olfactory and abstract visual stimuli of varying similarity.
The similarity among a set of stimuli used in a paired-associate (PA) task was controlled by psychological scaling. Three lists of odorants and two lists of abstract figures (forms) with six stimuli in each list were constructed to have varying degrees of intralist similarity. Independent groups learned to associate digit responses with one stimulus list in a PA training session. Recognition of training stimuli presented among 12 distractor stimuli and recall of the associations was tested after 7 days. Within each modality, increased intralist similarity impaired PA acquisition. Between modalities, acquisition was inferior with the odor stimuli. During recognition testing, the olfactory modality supported inferior performance. In recall testing, equivalently learned responses in the two modalities were equally well retained. There appears to be a perceptual limitation in olfaction relative to vision that influences stimulus encoding and stimulus retrieval processes but that does not affect retrieval of associated responses.
Association↗