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At least 127 records · Page 7Linked to original sources
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↗
PubMed1985

Auditory-successive selective attention for learning disabled and normal boys.

Improvement in auditory-successive selective attention was noted across the age range of 9 through 16 yr. In contrast to comparable paradigms with visual-simultaneous materials, 30 learning disabled and 30 normal boys did not differ. Results of research on selective attention may be affected by task materials and encoding requirements.

Adolescent↗
PubMed1991

Double response to Stroop stimuli.

To reexamine Klein's 1964 findings we carried out two experiments on the double response made to Stroop stimuli. In Exp. 1 incongruent color-word stimuli were presented on a CRT online with a microcomputer. A color-word card was used in Exp. 2. Subjects were asked to read words before naming colors or, conversely, to name colors before reading words. An analysis of variance (the task x the type of task) was performed on response times in both experiments. Two main effects and interactions were nonsignificant. Some subjects made an error-like reverse-order response on the double-response task. The present findings do not support Klein's findings or the competition explanation of the Stroop effect.

Adult↗
PubMed1992

Conditional stimulus control of childrens' sequence production.

Normally capable children were first taught to touch in sequence each of a set of five physically dissimilar stimuli (Sequence A). Another set of stimuli was then used to train sequence B. Next, direct training established conditional control of the production of the A sequence and its reversal: in the presence of one printed word, touching the stimuli in the order A1----A2----A3----A4----A5 was reinforced; in the presence of another word, touching the stimuli in the order A5----A4----A3----A2----A1 was reinforced. During probe sessions, the printed words also exercised conditional control over production of the B sequence and its reversal for five of six subjects, suggesting the formation of stimulus classes. Four of these five subjects also performed mixed sequences under conditional control of the words (e.g., A1----B2----A3----B4----A5 and its reversal), verifying that the stimuli which occupied the same position in each sequence were members of the same class.

Attention↗
PubMed1991

A comparison of the single-dose effects of alprazolam, buspirone, and placebo upon memory function.

The effects of alprazolam and buspirone at varying dosages were compared with placebo in a battery of memory and cognitive tests in a sample of 125 young, healthy medical students by utilizing a single-dose, double-blind design. Although the dosages in this study did not impair visuomotor reaction time in any of the experimental groups, 1.0 mg of alprazolam did result in significantly impaired performance on selective aspects of memory function as assessed by the memory battery.

Adult↗
PubMed1992

Short-term memory for the temporal order of events in monkeys.

Two monkeys (Macaca fascicularis) demonstrated short-term memory for the recency of unpredictable visual events in a probe recognition task. On each trial, from two to five 3-dimensional objects were randomly selected from a pool of 200 and presented sequentially. In the test probe that followed, the subjects saw two objects from the preceding list and chose the one that had appeared earlier. Overall accuracy was 73% correct. Like human judgments of recency, accuracy varied inversely with the lag and directly with the temporal separation of the objects in the probe. The data suggest that monkeys encode information about object order as well as object identity, their mnemonic representation of the ordered list contains information about all of its constituent elements, and recency judgments are made at the time the probe is presented and not before. Monkey processing of temporal order information is in these respects similar to human order memory.

Animals↗
PubMed1990

Random number generation by normal, alcoholic and schizophrenic subjects.

Controls (N = 45), schizophrenics (N = 20) and alcoholics (N = 23) were asked to choose at random a number between 1 and 10, 100 times. The correlation matrices of five different randomization indices were used to study within group variation; these matrices were similar for the normal and alcoholic groups, but very different for the schizophrenic group. The differences between the three groups were studied by canonical analysis and, in terms of the canonical variables, the mean performance of the normal group is clearly discriminated from that of the alcoholic and schizophrenic subjects.

Adult↗
PubMed1989

Implicit learning of new verbal associations.

Implicit learning of a series of new verbal associations was studied in four experiments. The first two experiments demonstrated that learning of a repeating sequence of verbal stimuli may occur without awareness, but only when the stimulus-response mapping requires an attention-demanding activity: Subjects who were unaware of the sequence learned when instructed to categorize the stimuli, but not when instructed simply to read them. However, in both situations, unaware subjects performed no better than untrained control subjects in expressing their knowledge of the sequence explicitly. In Experiments 3 and 4, subjects showed implicit learning when the task involved either motor responses to verbal stimuli or verbal responses to spatially arranged stimuli. These findings are discussed in terms of the conditions under which implicit learning can be obtained. First, they demonstrate implicit learning of a set of new associations in the verbal domain. Second, the data suggest that attention is important in implicit learning. Finally, the degree of interitem organization that is familiar preexperimentally seems to partially determine the amount of implicit learning.

Adult↗
PubMed1988

Temporal memory over the adult lifespan.

Performances of noncollege student young adults, middle-aged adults, and elderly adults were contrasted on word temporal memory and paired-associate learning tasks. A comparison group of college-student subjects was also evaluated on each task. Significant effects for age variation were found for each task. The age sensitivity for temporal memory conflicts with one of the criteria commonly established for determining the automaticity of a memory task. In addition, moderately high positive correlations were found for each age group between word temporal memory scores and paired-associate learning scores, implying the involvement of effortful processes over the adult lifespan in word temporal memory.

Adult↗
PubMed1990

Connectionist models of recognition memory: constraints imposed by learning and forgetting functions.

Multilayer connectionist models of memory based on the encoder model using the backpropagation learning rule are evaluated. The models are applied to standard recognition memory procedures in which items are studied sequentially and then tested for retention. Sequential learning in these models leads to 2 major problems. First, well-learned information is forgotten rapidly as new information is learned. Second, discrimination between studied items and new items either decreases or is nonmonotonic as a function of learning. To address these problems, manipulations of the network within the multilayer model and several variants of the multilayer model were examined, including a model with prelearned memory and a context model, but none solved the problems. The problems discussed provide limitations on connectionist models applied to human memory and in tasks where information to be learned is not all available during learning.

Attention↗
PubMed1975

Hand preference in sequential and spatial discrimination tasks.

Hand preference in sensorimotor discrimination tasks was tested on 80 right handed subjects in four experiments. One set of experiments compared the abilities of the two hands to perform sequential tasks. The other set compared spatial abilities of the two hands. Within each set one experiment involved unimanual performance, and the other bimanual performance. The results showed that subjects performed better with their right hand on the bimanual sequential task, and better with their left hand on the bimanual spatial task. No hand preference was found in the unimanual tasks. The results are interpreted as reflecting the differential sensorimotor dominance of the left and right hemispheres for sequential and spatial tasks respectively.

Discrimination Learning↗