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At least 91 records · Page 5Linked to original sources
PubMed1992

Auditory and visual verbal short-term memory in aphasia.

Phonological short-term memory was investigated in 24 aphasic left brain-damaged patients and in 12 matched controls. Aphasic patients have a reduced auditory and visual immediate memory span and show the standard detrimental effect of phonological similarity on immediate retention only when the stimuli are auditorily presented, while in the control group the effect is present with both auditory and visual input. Most patients have phonological processing deficits, but two patients have an impaired immediate verbal memory in the absence of analysis disorders. These results, in line with most individual case studies of patients with selective deficits of verbal short-term memory, are interpreted with reference to a model distinguishing a phonological short-term store component of memory, to which auditory input has direct and automatic access, and a rehearsal component, that, after phonological recoding, conveys visually presented stimuli to the phonological store. This latter system, that appears to become fully operational later in development, is less resistive to brain damage.

Adult↗
PubMed1988

Evidence for auditory temporal distinctiveness: modality effects in order and frequency judgments.

Two new, long-lasting phenomena involving modality of stimulus presentation are documented. In one series of experiments we investigated effects of modality of presentation on order judgments. Order judgments for auditory words were more accurate than order judgments for visual words at both the beginning and the end of lists, and the auditory advantage increased with the temporal separation of the successive items. A second series of experiments investigated effects of modality on estimates of presentation frequency. Frequency estimates of repeated auditory words exceeded frequency estimates of repeated visual words. The auditory advantage increased with frequency of presentation, and this advantage was not affected by the retention interval. These various effects were taken as support for a temporal coding assumption, that auditory presentation produces a more accurate encoding of time of presentation than does visual presentation.

Adult↗
PubMed1991

Does organization improve priming?

In five experiments, the effects of organization on implicit memory or priming tests were compared with its effects on the explicit memory tests of free and cued recall. Organization was manipulated by varying list structure (blocked vs. random presentation of categorized items) and by instructions. The results showed that organization had parallel effects on the category-production priming test and free- and cued-recall tests; performance was enhanced by organization on both types of tests. It was also demonstrated that the effect of organization on priming was limited to the category-production test and was not obtained with the word-identification priming test. These results suggest that performance on implicit and explicit memory tests is similarly affected by experimental manipulations when both types of tests rely on conceptually driven processing. In addition, performance on two implicit tests is dissociated when one test relies on conceptually driven processing and the other on data-driven processing.

Adult↗
PubMed1986

Memory self-ratings and objective test performance in a normal elderly sample.

Self-rated decline in memory relative to estimated abilities at age 60 was investigated in a group of 88 normal elderly subjects age 60 to 90. Self-ratings of storage, retrieval, attention/concentration, remote memory, and depression formed a factor which was orthogonal to objective measures of memory function. Self-rated remote memory was also associated with objective measures of recent/remote memory, and self-rated depression was additionally related to objective measures of attention/concentration.

Aged↗
PubMed1977

Stimulus relations, blocking, and sorting in the free recall and organization of EMR adolescents.

Educable mentally retarded adolescents received a list of either clusterable or unrelated words according to one of three presentation methods. In blocked groups, words were presented both spatially blocked in fours and consistently ordered from trial-to-trial. In sorting groups, subjects were required to group the stimuli themselves into four groups of four. Subjects in the blocked-random conditions received the items spatially grouped in fours, but they were not consistently ordered; i.e., the groupings changed from trial-to-trial. Results indicated that clusterable items were recalled better than unrelated items and that both consistent blocking and sorting produced better recall than did the blocked-random treatment. The data for organizational measures generally parallel those for correct recall. The results were discussed in terms of appropriate techniques for remediating input organizational deficits.

Adolescent↗
PubMed1989

Learning about rules but not about reward is impaired following lesions of the cholinergic projection to the hippocampus.

Common marmosets with bilateral ibotenic acid-induced destruction of the neurones of the vertical limb of the diagonal band of Broca, which provide the major cholinergic input to the hippocampal formation, were impaired on the acquisition but not on the retention of a repeated-trial visuospatial discrimination learning task. They were also impaired on serial spatial reversal learning (but not on serial object reversal learning), on acquisition of a trial-independent successive concurrent discrimination using novel objects (but not on acquisition of a comparable discrimination in which two familiar objects had predictable reward value) and were unable to acquire a difficult conditional object discrimination. It is argued that the role of the hippocampus is in the acquisition but not the retention of ruled-based behaviour (which includes spatial responding) in contrast to the acquisition of discriminations based on stimulus-reward association formation.

Animals↗
PubMed1978

Further evidence of impaired tactile learning after removals of the second somatic sensory projection cortex (SII) in the monkey.

Four rhesus monkeys with bilateral removals of SII and five unoperated monkeys were trained on tests of tactile equivalence, weight discrimination and generalization, tactile discrimination learning (including concurrent learning and serial reversal) and inter-manual transfer of tactile learning. Lesioned animals were impaired on almost all tactile learning tasks and on inter-manual transfer but not on the test of tactile equivalence nor on the propioceptive tasks. The results are considered in the context of previous studies of somatosensory and parietal cortex.

Animals↗
PubMed1988

Learning of a complex arithmetic skill in amnesia: evidence for a dissociation between compilation and production.

Two patients with severe amnesia following rupture of anterior communicating artery aneurysms were able to learn a complex algorithm for mentally squaring two-digit numbers. Although both patients learned the algorithm at a similar rate, one patient's improvement was accounted for by savings in the steps of the algorithm. The other patient, however, showed little improvement in the steps while performance of the whole algorithm improved dramatically. Neither patient showed savings in the Hebb Digit Span procedure. The results suggested a dissociation between amnesics in their capacity to learn the constituent "productions" or steps of a skill and their capacity to organize those productions into a single coherent act.

Adult↗
PubMed1985

Effects of the knowledge base on children's memory strategies.

In this article, the importance of examining the linkage between knowledge and strategic factors in children's memory has been suggested. Indeed, it has been argued that a more complete analysis of the development of remembering in children requires a consideration of the operation of memory strategies in the context of the growing knowledge base. The effects of the knowledge base were analyzed in terms of concurrent influences on the use of strategies and long-term consequences for the development of increasingly skilled memory processing. The available evidence suggests that age-related changes in the contents of the knowledge system, as well as increases in the ease with which information can be accessed, contribute to the strategies that are used by children of different ages, and influence the development of efficient modes of processing. Continued research on the concurrent effects of the knowledge base should provide a more complete account of children's memory than that currently available, taking into consideration knowledge of the materials, understanding of the task demands, as well as overall strategic abilities. Similarly, research on the long-term developmental effects of the knowledge base on memory strategies should facilitate an understanding of the mechanisms by which memory processing becomes more efficient and less effortful. Ideally, studies that examine these issues should be longitudinal in scope (Ornstein et al., 1985a), but even cross-sectional research that explores the interrelationships between strategies and knowledge will facilitate an understanding of the development of memory in children.

Adolescent↗
PubMed1990

[Time order error and position effect of a standardized stimulus in discrimination of short time duration].

In comparison judgments of two successively presented time intervals ranging from 30 to 70 msec a time-order error (TOE) as well as a systematic effect depending on the constant position error (CPE) were demonstrated. The effects proved to be independent. Contrary to Vierordt's law, a negative TOE was found. When presenting the standard interval first, an increased hit rate resulting in a positive CPE was established. Furthermore, a test statistic is introduced that allows analysis of experiments utilizing all available information of a subject's psychometric function.

Adult↗
PubMed1978

Autistic children: a study of learning characteristics and programming needs.

Learning-acquisition characteristics of six autistic children were studied in order to examine programming needs. Two studies were conducted. Study 1 showed that the first step of a color-cued sequencing task required four times more trials to learn than did the remaining five steps, producing a significant learning-to-learn curve. Study 2 confirmed earlier findings that extra-stimulus prompts are comparatively ineffective with autistic children when compared to within-stimulus prompts and showed extra-stimulus prompting to be effective following the use of within-stimulus prompting on a similar task.

Autistic Disorder↗
PubMed1977

Nonverbal visual short-term memory as a function of age and dimensionality in learning-disabled children.

A serial recognition task was used to compare performance of 2 learning disability age groups with 2- and 3-dimensional representations of nonlabeled 8-point random shapes. Age-related increases in short-term memory (STM) performance for both dimensions were found. No significant differences were found between 2- or 3-dimensional stimuli. Contrary to reports of STM performance with normal children, learning-disabled children showed no primacy effect for the 2-dimensional treatment, and second choices were not consistently correct when the first choice was incorrect, These findings were interpreted according to Flavell's notions of mediational inefficiencies.

Age Factors↗
PubMed1979

Developmental recall lag in learning-disabled children: perceptual deficit or verbal mediation deficiency?

To investigate the development of mediational deficiencies in verbal and nonverbal visual short-term memory of learning-disabled children, the recall task of Atkinson, Hansen, and Bernback was administered to learning-disabled children in two experimental conditions. In Experiment 1 no significant differences on nonverbal short-term memory recall between normal and learning-disabled children were found. Similar recall responses (e.g., middle response bias, primacy effects, and recency effects) were found for both groups. Nonverbal recall was comparable for disabled and normal children as suggested by stimulus content and association scores. Experiment 2 found that while the effects of overt rehearsal on pretrained labels on learning-disabled children's recall was negligible, labels provided superior recall for normal children. Results suggested that learning-disabled children suffer from a verbal mediational deficiency consistent with Flavell's (1970) mediation deficiency hypothesis.

Child↗
PubMed1991

Visual learning deficits in nonresected patients with right temporal lobe epilepsy.

A visual learning test Diagnostikum für Zerebralschäden (DCS) was revised and applied to three matched patient groups defined by interictal and ictal EEG findings: 24 patients with left temporal lobe epilepsy (LTE), 19 patients with right temporal lobe epilepsy (RTE) and 34 patients with a bitemporal epileptic involvement (BTE). Fifty seven healthy subjects served as controls. Performance on a measure of sustained attention and visual construction was also assessed. Results were as follows: (1) In contrast to controls and LTE patients, patients with right temporal epileptic involvement (RTE/BTE) showed a significantly reduced immediate recall as well as a reduced learning capacity and mean learning performance. (2) Patients made significantly more errors than controls, with RTE patients exhibiting the most visuo-spatial errors. (3) RTE/BTE patients additionally showed impaired performances on visuo-construction, but when visual construction scores were used as covariate, they did not diminish the strong group effects upon learning. (4) Attentional deficits were independent from memory deficits and rather reflected the bitemporal extention of epilepsy. As a conclusion, the data suggest an impairment of visual-spatial consolidation processes in patients with right temporal lobe epilepsy.

Adult↗