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 109 records · Page 6Linked to original sources
PubMed1995

Serial learning with a wild card by pigeons (Columba livia): effect of list length.

Pigeons (Columba livia) learned 3-, 4- or 5-item lists prior to subset and wild card tests. On the latter, a novel item replaced 1 of the list items. Pigeons who learned 3-item lists responded accurately on all subset pairs (AB, BC, and AC) and on all types of 3-item wild card trials (WBC, AWC, & ABW). Pigeons who learned 4- and 5-item lists responded at chance levels of accuracy on all subsets that did not contain a start or an end item (BC, BD, & CD, respectively, on 4- and 5-item subset tests). On wild card trials, they exceeded chance levels of performance only when the wild card replaced the last item (ABCW & ABCDW trials). Monkeys (Cebus apella) trained to produce a 5-item list perform accurately on all subsets and wild cards. (M. R. D'Amato & M. Colombo, 1988, 1989). These differences provide strong evidence that pigeons and monkeys form qualitatively different representations of lists containing four or more items.

Animals↗
PubMed1994

Effects of presentation rate and individual differences in short-term memory capacity on an indirect measure of serial learning.

In three experiments, we studied the relation between degree of implicit learning and two aspects of short-term memory: (1) the activation level of the to-be-learned information, and (2) individual differences in short-term memory capacity. In all the experiments, we used the Nissen and Bullemer (1987) serial reaction time paradigm or a modification thereof. The effects of activation level were assessed by experimentally manipulating the rate of presentation. Individual differences in short-term memory capacity were assessed via traditional span measures. The experiments demonstrated that the rate of presentation reliably affected an indirect measure of learning (i.e., response time) under both incidental and intentional task instructions and under both single-task and dual-task conditions. Short-term memory span was reliably related to the indirect measure of learning only in some experimental conditions. The findings represent important constraints for models of implicit serial learning and are discussed within a general framework for understanding implicit learning and memory.

Adolescent↗
PubMed1990

A test for order relevance in a three-element serial learning task.

Rats were trained in a straight runway on a simple three-element series of differing reward quantities. The first trial of the series ended with a two-pellet reward, and the second and third trials ended with a 12-pellet reward and a nonreward, respectively (2-12-0). All animals developed accurate anticipation of the terminal nonreward in the 2-12-0 series before it was rearranged for two test days during which the elements appeared in the order 12-2-0. The rats' anticipation of the terminal nonreward did not transfer to the reordered series, a result taken to mean that anticipation had been based upon interitem associations among memorial representations of the differing reward quantities. A second transfer test to 0-0-0, given after anticipation was reestablished to the 2-12-0 series, gave evidence that the ordinal position of the series elements was also a source of anticipation; the animals continued to run relatively slowly on the third trial in extinction. In neither transfer test was there evidence that the rats employed the strategy of enumerating rewarded trials, because counting is an order-irrelevant process.

Animals↗
PubMed1984

Monkey memory: same/different concept learning, serial probe acquisition, and probe delay effects.

Three rhesus monkeys were trained and tested in a same/different task with six successive sets of 70 item pairs to an 88% accuracy on each set. Their poor initial transfer performance (55% correct) with novel stimuli improved dramatically to 85% correct following daily item changes in the training stimuli. They acquired a serial-probe-recognition (SPR) task with variable (1-6) item list lengths. This SPR acquisition, although gradual, was more rapid for the monkeys than for pigeons similarly trained. Testing with a fixed list length of four items at different delays between the last list item and the probe test item revealed changes in the serial-position function: a recency effect (last items remembered well) for 0-s delay, recency and primacy effects (first and last list items remembered well) for 1-, 2-, and 10-s delays, and only a primacy effect for the longest 30-s delay. These results are compared with similar ones from pigeons and are discussed in relation to theories of memory processing.

Animals↗
PubMed1991

Chunking during serial learning by a pigeon: III. What are the necessary conditions for establishing a chunk?

What are the minimal conditions for the formation of chunks by a pigeon learning an arbitrary list? Experiment 1 compared the acquisition of two types of chunkable list (each composed of colors and achromatic geometric forms): A----B----C----D'----E' (or A'----B'----C'----D----E) and A----B----C'----D'----E' (or A'----B'----C----D----E). The first type of list was acquired more rapidly than the second. On both lists, however, evidence of chunking did not emerge until the four-item phase of training (e.g., pauses at the end of one category of list item). In Experiment 2, chunking was shown to occur on four-item lists in which colors and forms were segregated (A----B----C'----D' and A'----B'----C----D), but not on lists in which the two types of items were interspersed (A----B'----C'----D and A'----B----C----D'). As in Experiment 1, evidence of chunking (pauses at chunk boundaries) did not appear until the fourth item was added.

Animals↗