Search PubMed⌕ Search

SEARCH · Search PubMed

Results for “Serial Learning”

Search indexed PubMed citations on genomics, clinical trials, systematic reviews and public health. Explore titles, authors and supplied subject terms, then open the PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 667 records · Page 37Linked to original sources
PubMed2005

Sequential processing in hemispheric word recognition: the impact of initial letter discriminability on the OUP naming effect.

The cerebral hemispheres have been proposed to engage different word recognition strategies: the left hemisphere implementing a parallel, and the right hemisphere, a sequential, analysis. To investigate this notion, we asked participants to name words with an early or late orthographic uniqueness point (OUP), presented horizontally to their left (LVF), right (RVF), or both fields of vision (BVF). Consistent with past foveal research, Experiment 1 produced a robust facilitatory effect of early OUP for RVF/BVF presentations, indicating the presence of sequential processes in lexical retrieval. The effect was absent for LVF trials, which we argue results from the disadvantaged position of initial letters of words presented in the LVF. To test this proposition, Experiment 2 assessed the discriminability of various letter positions in the visual fields using a bar-probe task. The obtained error functions highlighted the poor discriminability of initial letters in the LVF and latter letters in the RVF. To confirm that this asymmetry in initial letter acuity was responsible for the absent OUP effect for LVF presentations, Experiment 3 replicated Experiment 1 using vertical stimulus presentations. Results indicated a marked facilitatory effect of early OUP across visual fields, supporting our contention that the lack of OUP effect for LVF presentations in Experiment 1 resulted from poor discriminability of the initial letters. These findings confirm the presence of sequential processes in both left and right hemisphere word recognition, casting doubt on parallel models of word processing.

Adult↗
PubMed2006

Mnemonic functions of the hippocampus: a comparison between animals and humans.

This review summarizes a series of experiments aimed at answering the question whether the hippocampus in rats and humans performs parallel functions focusing on studies that assess spatial and temporal pattern separation, sequential learning, spatial and temporal pattern association, spatial and temporal pattern completion, and short-term and intermediate-term memory. It is recognized that a comparison of the functions of the rat hippocampus with human hippocampus is difficult, because of differences in methodology, differences in complexity of life experiences, and differences in the degree of hippocampal damage as well as damage to interconnected brain regions. Yet, in general the data support the idea that with respect to spatial and temporal pattern separation, sequential learning, spatial and temporal pattern associations, spatial and temporal pattern completion, and short-term and intermediate-term memory, similar functions are observed in rats and humans with hippocampal damage using analogous tasks. These data provide support for evolutionary continuity in cognitive function assigned to the hippocampus of rats and humans.

Animals↗
PubMed2006

Role of the human supplementary eye field in the control of saccadic eye movements.

The precise function of the supplementary eye field (SEF) is poorly understood. Although electrophysiological and functional imaging studies are important for demonstrating when SEF neurones are active, lesion studies are critical to establish the functions for which the SEF is essential. Here we report a series of investigations performed on an extremely rare individual with a highly focal lesion of the medial frontal cortex. High-resolution structural imaging demonstrated that his lesion was confined to the region of the left paracentral sulcus, the anatomical locus of the SEF. Behavioural testing revealed that the patient was significantly impaired when required to switch between anti- and pro-saccades, when there were conflicting rules governing stimulus-response mappings for saccades. Similarly, the results of an arbitrary stimulus-response associative learning task demonstrated that he was impaired when required to select the appropriate saccade from conflicting eye movement responses, but not for limb movements on an analogous manual task. When making memory-guided saccadic sequences, the patient demonstrated hypometria, like patients with Parkinson's disease, but had no significant difficulties in reproducing the order of saccades correctly on a task that emphasized accuracy with a wide temporal segregation between responses. These findings are consistent with the hypothesis that the SEF plays a key role in implementing control when there is conflict between several, ongoing competing saccadic responses, but not when eye movements need to be made accurately in sequence.

Association Learning↗
PubMed2001

Endogenous plasma testosterone levels and commission errors in women: A preliminary report.

A correlation between elevated testosterone and aggressive behavior has been demonstrated in animals and to a lesser degree in humans, primarily in the context of dominance. Some aggression, namely non-premeditated aggression, is characterized by impaired impulse control. Real-world aggressive histories and self-reported impulsivity have correlated with commission errors (failures to withhold responses to nontarget stimuli) in versions of the continuous performance test (CPT). To begin exploring whether testosterone may play a role in aggression due more to a direct relationship with impaired impulse control, we related plasma total testosterone concentrations of 27 psychiatrically healthy women to commission errors in two variants of the CPT - with and without interstimulus distracters. Controlling for age and IQ, testosterone did not relate to rates of correct detections in either task, but correlated positively with commission errors in the distracter CPT variant. In light of the fact previous studies find commission errors on the CPT are associated with impulsivity, the results of this study support a positive relationship between testosterone and impulsivity.

Aggression↗
PubMedDate not supplied

Effects of cholinesterase inhibitors on a two-component chained schedule performance in rats.

The acetylcholinesterase (AChE) inhibitors physostigmine (PHY), tacrine (THA), and heptylphysostigmine (HEP) have been evaluated as potential therapeutics for treatment of Alzheimer's disease (AD) and as prophylactics against organophosphate (OP) poisoning. The above medical applications are based upon the neurochemical principles of elevation of transient levels of acetylcholine (ACh) in brain and reversible inhibition of AChE in blood and brain, respectively. The present study was undertaken to evaluate the effects of these drugs on performance of a two-component chained schedule of differential-reinforcement-of-high-rate (DRH) reward/differential-reinforcement-of-low-rate (DRL) nonreward contingencies, for water reinforcement in 2-h experimental sessions in rats. Both PHY (0.031-0.25 mg/kg, SC) and HEP (0.625-10.0 mg/kg, SC) decreased overall reinforcement rate and nonreinforced response in a dose-related and parallel manner, whereas THA (0.625-5.0 mg/kg) decreased the overall reinforcement rate in a dose-related manner, but did not significantly affect nonreinforced response. The least significant doses of PHY (0.625 mg/kg), THA (1.25 mg/kg), and HEP (1. 25 mg/kg) on the behavioral performance were associated with oral movements and/or muscle fasciculation. Moderate to high doses of these drugs (i.e., PHY >/= 0.624, THA >/= 1.25, and HEP >/= 1.25 mg/kg) produced behavioral suppression, which resulted mostly from the cessation of responding in the presence of cholinergic adverse events. The ED(50) values of the behavioral disruption (as documented by overall reinforcer loss) for PHY, THA, and HEP were 0. 081, 3.87, and 2.89 mg/kg, respectively, and the behavioral-deficit-free (BDF) doses were 0.031, 0.625, and 0.625 mg/kg, respectively. Preclinical data revealed that the BDF doses of both PHY and HEP have moderate inhibition of AChE, which leads to an efficacious elevation of ACh level in the brain, whereas the BDF dose of THA shows no significant AChE inhibition or elevation of brain ACh level; however, they all have cognition enhancing effects at their respective safety doses. The above data suggest that the BDF doses of PHY and HEP may have prophylactic efficacy against OP poisoning, whereas THA may not. The BDF doses of these three drugs are comparable to the maximum tolerated doses in clinical practice, suggesting that the present rat model may have potential value in predicting the clinical safety of AChE inhibitors developed for therapy of AD and prophylaxis against OP poisoning as well.

Animals↗
PubMed2005

Ordinal representation of numeric quantities by brown capuchin monkeys (Cebus apella).

Using techniques established by E. M. Brannon and H. S. Terrace (2000) with rhesus macaques (Macaca mulatta), the authors tested the ability of brown capuchins (Cebus apella) to order arrays of items ranging in quantity from 1 to 9. Three monkeys were trained on a touch screen to select the quantities 1-4 in ascending order. The monkeys exhibited successful transfer of this ability to novel representations of the quantities 1-4 and to pairs of the novel quantities 5-9. Patterns of responding with respect to numeric distance and magnitude were similar to those seen in human subjects, suggesting the use of similar psychological processes. The capuchins demonstrated an ordinal representation of quantity equivalent to that shown in Old World monkeys.

Animals↗
PubMed2002

A study of parallel implicit and explicit information processing in patients with obsessive-compulsive disorder.

OBJECTIVE: This study examined implicit sequence learning in patients with obsessive-compulsive disorder (OCD) under dual-task conditions. Frontal-striatal networks support implicit learning and are implicated in the pathophysiology of OCD. Neuroimaging data suggest that during implicit learning, OCD patients use neural systems normally active during explicit learning to compensate for striatal dysfunction. METHOD: The authors examined implicit sequence learning in 25 OCD patients and 25 healthy comparison subjects using a dual-task paradigm, with subjects simultaneously engaged in an explicit memory task and an implicit learning task. They predicted that implicit learning in OCD subjects would be disrupted because concurrent explicit information-processing demands would prevent use of compensatory processes. RESULTS: OCD patients failed to show evidence of implicit learning and exhibited a significant deficit in comparison with healthy subjects. CONCLUSIONS: These results are consistent with the hypothesis that concurrent explicit and implicit information-processing demands interfere with implicit learning in OCD patients.

Attention↗
PubMed2005

Effects of sleep deprivation on auditory and visual memory tasks.

Probe recognition tasks have shown the effects of sleep deprivation following a full night of sleep loss. The current study investigated shorter durations of deprivation by testing 11 subjects for accuracy and response time every 2 hr. from 10 p.m. through 8 a.m. We replicated Elkin and Murray's auditory single-probe recognition task using the number triplets and added two visual tasks with number and shape triplets. Series of six stimuli were each followed by a probe, which was presented after 2.5 sec. as a short delay or 20 sec. as a long delay. Accuracy performance showed a significant decrease for the long delay beginning after 4 a.m. for the two visual tasks. Response times were significantly slower for the visual shapes task using the short delay. Visual tasks, especially shapes, may be more prone to disruption by sleep deprivation, given the visual information load and the briefness of iconic memory.

Adolescent↗
PubMed1996

Visual memory skills in Japanese and Caucasians.

Two visual memory tasks were administered to 80 subjects, 48 Japanese and 32 Caucasian, 49 female and 31 male. Japanese subjects were divided into 2 groups, those brought up in Japan with knowledge of kanji and Americans of Japanese ancestry with no kanji experience. The Caucasian subjects were subdivided into two groups, those who had learned kanji as adults, and others without knowledge of kanji. The purpose of the experiment was to examine the possible influence of kanji on the finding that Japanese children and adults score higher than their Caucasian peers in tests of visual ability. A knowledge of kanji did not appear to influence the scoring pattern.

Adult↗
PubMed2003

Subjective measures of awareness and implicit cognition.

In this article, we examine whether artificial grammar learning is implicit according to a subjective criterion of awareness based on confidence ratings. In four experiments, participants discriminated between grammatical and ungrammatical sequences in both the same (Experiment 1) and a novel (Experiments 2-4) vocabulary and indicated their confidence in each decision. Replicating earlier studies, confidence judgments reported on a continuous scale (50%-100%) were only weakly related to accuracy, suggesting that learning was implicit. In contrast, confidence judgments reported on a binary scale (high vs. low) revealed that confidence was related to accuracy. We show that participants are better able to place their phenomenal states on a binary scale, as compared with a continuous scale.

Awareness↗
PubMed1996

Seriation, conservation, and theory of mind abilities in individuals with autism, individuals with mental retardation, and normally developing children.

Seriation, conservation, and theory of mind abilities were examined in individuals with autism (N = 16), mental retardation (N = 16), and in normally developing children (N = 16). Seriation tasks included seriation of tubes, blocks, and flat squares. Conservation tasks included conservation of area, number, substance, quantity, and weight. Theory of mind tasks involved predicting false belief and understanding value and fact beliefs. Participants with autism performed better than participants with mental retardation on seriation, while no differences emerged between these groups on conservation and false belief. Individuals with autism performed less well than individuals with mental retardation on the value and fact belief tasks; however, when verbal ability was held as a covariant, the difference was no longer significant. Normally developing children performed better than the other two groups on all tasks. These results suggest that autism does not involve a specific impairment in theory of mind and that theory of mind deficits are not unique to autism.

Adolescent↗
PubMed2005

The attentional blink is not a unitary phenomenon.

Identification of the second of two targets is impaired if it is presented less than about 500 ms after the first. Three models of this second-target deficit, known as attentional blink (AB), were compared: resource-depletion, bottleneck, and temporary loss of control (TLC). Five experiments, in which three sequential targets were inserted in a stream of distractors, showed that identification accuracy for the leading target depended on an attentional switch whose magnitude varied with distractor-target similarity. In contrast, accuracy for the trailing target depended on similarity between the target and the trailing mask. These results strongly suggest that the AB is not a unitary phenomenon. Resource-depletion was ruled out as a viable account. The effect of attentional switching was handled naturally by the TLC model, while bottleneck models offered the best account of the effect of backward masking.

Attention↗
PubMed1996

Learning and memory for hierarchical relationships in the monkey: effects of aging.

Young and aged rhesus monkeys were tested on 2 versions of a transitive inference task measuring learning and memory for hierarchical relationships. Animals initially acquired 4 object discrimination problems arranged such that the relationship between the stimuli followed the hierarchy A > B > C > D > E. The second version of the task was similar but involved a series of 7 objects. Learning and memory for the hierarchical relationships were evaluated during probe trials in which novel pairs of nonadjacent items (e.g., B and D) were presented for a response. Standard task accuracy measures failed to distinguish young and aged subjects at any point in training. In contrast, response latency effects that are indicative of relational information processing in young monkeys were entirely absent in aged subjects. The findings highlight the value of a relational memory framework for establishing a detailed neuropsychological account of cognitive aging in the monkey.

Aging↗
PubMed2001

Influence of centrality and distinctiveness of actions on script sorting and ordering in patients with frontal lobe lesions.

In order to further investigate script knowledge in patients with frontal lobe lesions (FP), 30 participants with frontal brain damage, 14 controls with posterior brain damage (PC) and 30 normal controls (NC) were asked to sort script actions with various degrees of centrality and distinctiveness according to the script to which they belonged and their order of execution. Actions were given in 3 conditions: scripts with headers (SH), scripts without headers (SwH) and scripts with distractor header (SDH). Results confirmed the dual dissociation we observed in a previous study (Allain, Le Gall, Etcharry-Bouyx, Aubin, & Emile, 1999). Twelve FP made numerous errors in sequencing actions regardless of the conditions, but rejected the irrelevant title. Fourteen FP made few sequencing errors but used the irrelevant title. The last 4 FP performed as well as the PC and NC in every condition. Sorting errors made by the FP mainly concerned actions with low levels of centrality and distinctiveness. These data are consistent with the view that frontal lobe lesions selectively impair the syntactic component of script representation without affecting its semantic component.

Adult↗
PubMed2001

Temporal order and processing acuity of visual, auditory, and tactile perception in developmentally dyslexic young adults.

We studied the temporal acuity of 16 developmentally dyslexic young adults in three perceptual modalities. The control group consisted of 16 age- and IQ-matched normal readers. Two methods were used. In the temporal order judgment (TOJ) method, the stimuli were spatially separate fingertip indentations in the tactile system, tone bursts of different pitches in audition, and light flashes in vision. Participants indicated which one of two stimuli appeared first. To test temporal processing acuity (TPA), the same 8-msec nonspeech stimuli were presented as two parallel sequences of three stimulus pulses. Participants indicated, without order judgments, whether the pulses of the two sequences were simultaneous or nonsimultaneous. The dyslexic readers were somewhat inferior to the normal readers in all six temporal acuity tasks on average. Thus, our results agreed with the existence of a pansensory temporal processing deficit associated with dyslexia in a language with shallow orthography (Finnish) and in well-educated adults. The dyslexic and normal readers' temporal acuities overlapped so much, however, that acuity deficits alone would not allow dyslexia diagnoses. It was irrelevant whether or not the acuity task required order judgments. The groups did not differ in the nontemporal aspects of our experiments. Correlations between temporal acuity and reading-related tasks suggested that temporal acuity is associated with phonological awareness.

Adult↗
PubMed2006

Learning of similar complex movement sequences: proactive and retroactive effects on learning.

The authors used an interference paradigm to determine the extent to which the learning of 2 similar movement sequences influences the learning of each other. Participants (N=30) produced the sequences by moving a lever with their right arm and hand to sequentially presented target locations. They practiced 2 similar 16-element movement sequences (S1 and S2), 1 sequence on each of 2 consecutive days of practice. Control groups received only 1 day of practice on 1 of the sequences. Early in S2 practice, the experimental group demonstrated a relatively strong level of proactive facilitation arising from previous practice with S1. The advantage was not evident at the end of S2 practice or on the S2 retention test. No advantage of practicing the 1st sequence on the learning of the 2nd sequence (proactive effect) was found in the analysis of element duration in the retention and transfer tests, even though 14 of the 16 elements were common to both sequences. A strong retroactive interference on the switched elements was detected, however. Thus, the memories underpinning S1 seemed to be "overwritten" or adapted in response to the learning of S2.

Humans↗
PubMed2001

Can sequence learning be implicit? New evidence with the process dissociation procedure.

Can we learn without awareness? Although this issue has been extensively explored through studies of implicit learning, there is currently no agreement about the extent to which knowledge can be acquired and projected onto performance in an unconscious way. The controversy, like that surrounding implicit memory, seems to be at least in part attributable to unquestioned acceptance of the unrealistic assumption that tasks are process-pure--that is, that a given task exclusively involves either implicit or explicit knowledge. Methods such as the process dissociation procedure (PDP, Jacoby, 1991) have been developed to overcome the conceptual limitations of the process purity assumption but have seldom been used in the context of implicit learning research. In this paper, we show how the PDP can be applied to a free generation task so as to disentangle explicit and implicit sequence learning. Our results indicate that subjects who are denied preparation to the next stimulus nevertheless exhibit knowledge of the sequence through their reaction time performance despite remaining unable (1) to project this knowledge in a recognition task and (2) to refrain from expressing their knowledge when specifically instructed to do so. These findings provide strong evidence that sequence learning can be unconscious.

Adolescent↗