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At least 1,333 records · Page 74Linked to original sources
PubMed1978

Effect of familiarity on primacy performance of normal and retarded children.

On the assumption that serial recall tasks reflect spatial memory rather than verbal rehearsal, the purpose of this experiment was to determine what effect stimulus familiarity had on the spatial primacy performance of 20 retarded and 20 normal boys and girls. Linear presentation effects of familiar and nonfamiliar pictures upon serial position curve performance when overt verbalization was suppressed were investigated. Results indicated that an interaction of stimulus familiarity and spatial memory is responsible for the primacy effect found in serial position curves. No primacy effect for either the normal or retardate group was found in the nonfamiliar stimulus condition. No overall developmental effects were found between groups of children on serial position performance. Consistent with Craik and Lockhart's memory processing model, the present results indicated stimulus familiarity provided deeper levels of processing, thereby facilitating primacy effects.

Adolescent↗
PubMed1982

Perceived duration of auditory sequences.

Pure tone auditory sequences were presented in a successive comparison task to Ss who were required to make judgments as to which sequence was longer. Experiment 1 was designed to test an hypothesis that sequences with small differences in frequency between adjacent tones would be perceived as shorter in duration than would sequences with large differences. Results did not support this hypothesis. Experiment 2 considered a systematic variation of the amount of frequency change in a sequence upon its perceived duration. These data indicated a direct relationship between perceived duration and the amount of stimulus change. A presentation order effect (POE) was found in Experiment 1 but not in Experiment 2 and it was suggested that the presence or absence of a significant POE was related to the ability of the S to store the sequences in memory.

Female↗
PubMed1991

Partial report: iconic store or two buffers?

Selective recall of a subset of letters from a multiletter array declines systematically with increases in the delay of the partial report cue. The issues addressed were (a) whether such a decline is due to progressive loss of location information or to systematic loss of features and (b) whether partial report is the result of a select-then-identify or an identify-then-select process. Instructing the subjects to guess or not to guess had an effect of intra-array, displacement, and extra-array errors. Emphasizing on recall location affected both intra- and extra-array errors. The interstimulus interval manipulation had an effect on extra-array errors as well as on intra-array errors. These observations are contrary to the suggestions that intra-array errors are due to loss of location information and that extra-array errors are indicative of a joint effect on misidentification due to chance and the ratio of extra-array errors to intra-array errors. Some other results are difficult for a dual-buffer model but can readily be accounted for by the orthodox view of the iconic store.

Adult↗
PubMed1984

Rote and gist memory in relation to type of information, sensory mode, and age.

This study compared groups aged 20 to 29, 60 to 69, and 70 to 79 years. In Part 1, the comparison was of recall of meaningful prose content items classified as either more amenable to gist recall or more amenable to rote recall. The youngest group demonstrated the best recall for both types of items. The recall itself was classified as gist or rote. The age groups were similar in gist but not rote recall. In Part 2, the age comparisons were in relation to prose paragraphs and word lists. The young group performed best with both types. Visual displays permitting review were better for recall than visual displays or auditory input permitting less or no review. Part 3 examined study time. Those in their 60s took less time than their other two age groups did; their recall performances were no worse than those in their 70s, but they recalled less than the younger subjects did.

Adult↗
PubMed1991

Memory development in early childhood: encoding process in a spatial task.

A new kind of spatial task was devised to provide a description of the development of mnemonic strategy in early childhood. Five kinds of vertical arrays of drawings differing only in left-right orientation were presented one by one. Children at ages 5, 6, 7, and 9 years were asked to reconstruct the model. Most of the preschoolers succeeded only with those arrays in which drawings in the same orientation were juxtaposed. Memory for the most complicated array was not accurate enough until age 9. During the study, the oldest children usually verbalized the orientations as a sequence or the positions of the drawings in each orientation distinctively. This was interpreted as indicating that only the oldest children executed the sophisticated encoding strategies that integrate information on the orientation and position. Analysis of children's answers to the question about how to memorize revealed that awareness of using a strategy emerged at age 7 and grew clear by age 9.

Attention↗
PubMed1991

Preschoolers' construction order of event sequences related to mental ability and degree of familiarity.

Preschoolers' understanding of sequential relations was investigated in two experiments. Experiment 1 showed that appreciation of sequential relations depends on the level of mental ability and the degree of familiarity displayed with the social or behavioral phenomena under investigation. Experiment 2 reproduced the findings of Experiment 1 and, further, demonstrated that an increase in experience and familiarity through an interaction phase between children with higher and those with lower mental abilities led to a significant exchange of information and performance that was retained over the posttest phase. The data of both experiments are discussed within the framework of the "invariance hypothesis" (Bullock, 1985) in contrast to Piagetian theory (Piaget, 1946/1969).

Aptitude↗
PubMed1993

Age differences in memory-span errors: speed or inhibitory mechanisms?

This study investigated age differences in errors on the digit-span task. Protocols of 119 men and women, aged 18-99 years, were scored for the occurrence of three types of errors derived from the speed-of-processing and inhibition-deficit frameworks: omission errors, intrusion errors, and transposition errors. The types of errors made on the digit-span task varied with span size. At larger span sizes, participants were more likely to omit digits or introduce nonstimulus digits than to transpose those in storage. No age differences in intrusion errors were found, however, old-old women (75+ years) were significantly more likely than young (18-25 years) and old (60-70 years) adults of either sex to exhibit transposition errors. Consequently, old-old women were significantly less likely to exhibit omission errors. The results indicate that the digit-span task may involve two parallel processes: digit storage/recall and serial/position storage-recall. Age differences in the serial-processing component, rather than in the digit storage/recall component, may be age sensitive. These results are discussed within an inhibition-deficit framework of cognitive aging.

Adolescent↗
PubMed2003

Effect of sequence length on the execution of familiar keying sequences: lasting segmentation and preparation?

The author assessed the mechanisms underlying skilled production of keying sequences in the discrete sequence-production task by examining the effect of sequence length on mean element execution rate (i.e., the rate effect). To that end, participants (N = 9) practiced fixed movement sequences consisting of 2, 4, and 6 key presses for a total of 588 trials per sequence. In the subsequent test phase, the sequences were executed with and without a verbal short-term memory task in both simple and choice reaction time (RT) paradigms. The rate effect was obtained in the discrete sequence-production task-including the typical quadratic increase in sequence execution time (SET, which excludes RT) with sequence length. The rate effect resulted primarily from 6-key sequences that included 1 or 2 relatively slow elements at individually different serial positions. Slowing of the depression of the 2nd response key (R2) in the 2-key sequence reduced the rate effect in the memory task condition, and faster execution of the 1st few elements in each sequence amplified the rate effect in simple RT. Last, the time to respond to random cues increased with position, suggesting that the mechanisms that underlie the rate effect in new sequences and in familiar sequences are different. The data were in line with the notion that coding of longer keying sequences involves motor chunks for the individual sequence segments and information on how those motor chunks are to be concatenated.

Adult↗
PubMed2003

Rate limits in sensorimotor synchronization with auditory and visual sequences: the synchronization threshold and the benefits and costs of interval subdivision.

Synchronization of finger taps with an isochronous event sequence becomes difficult when the event rate exceeds a certain limit. In Experiment 1, the synchronization threshold was reached at interonset intervals (IOIs) above 100 ms with auditory tone sequences (in a 1:4 tapping task) but at IOIs above 400 ms with visual flash sequences (1:1 tapping). Using IOIs above those limits, the author investigated in Experiment 2 the reduction in the variability of asynchronies that tends to occur when the intervals between target events are subdivided by additional identical events (1:1 vs. 1:n tapping). The subdivision benefit was found to decrease with IOI duration and to turn into a cost at IOIs of 200-250 ms in auditory sequences and at IOIs of 450-500 ms in visual sequences. The auditory results are relevant to the limits of metrical subdivision and beat rate in music. The visual results demonstrate the remarkably weak rhythmicity of (nonmoving) visual stimuli.

Adult↗
PubMed1981

Normative observations on neuropsychological test performances in old age.

As part of a study of dementia, 162 normal volunteers in the age range of 65-84 years were given a battery of nine neuropsychological tests assessing temporal orientation, short-term memory, language functions, and visuoperceptive capacity. When compared to subjects less than 65 years of age, the groups showed little evidence of generalized decline in cognitive function before the age of 80 years. The 80-84 years subgroup showed a higher overall failure rate on the tests than the younger subgroups. Nevertheless, 70% of all subjects in the 80-84 years subgroup made no more than one failure on the nine tests. There were substantial differences among the tests in respect to their sensitivity to the effects of aging. The largest decline in performance was shown on tests of short-term visual memory, serial digit learning, and facial recognition. The other verbal, memory, and visuoperceptive tests were performed well up to the age of 80 years. The findings are interpreted as providing limited support for the hypothesis that normal aging does not necessarily involve a general decline in level of cognitive functioning. The clinical application of the tests that were sensitive or insensitive to the effects of aging is considered.

Aged↗
PubMed1985

Memory for recent U.S. presidents in patients with cerebral disease.

Four tasks were developed to assess memory for recent U.S. presidents: free recall of presidents' names, naming their photographs, and temporal ordering of their printed names and photographs. The tasks were standardized on a sample of 250 hospital control subjects and administered to 55 patients with cerebral disease. Recall of the presidents' names, a task frequently advocated for mental status examination, was relatively difficult for hospital control patients and was least sensitive to brain disease. None of the brain-damaged patients manifested an isolated retrieval defect. Generalized memory impairment for recent presidents was not found with focal lesions. In the context of a diffuse or bilateral disease, generalized memory impairment for recent presidents was a frequent concomitant of substantial intellectual loss. This brief, multi-task assessment of memory for recent presidents may prove a more useful adjunct to neurobehavioral evaluation than testing simple recall of presidents' names.

Adult↗
PubMed1989

Cholinergic and serotonergic effects on the P3 potential and recent memory.

The effects of scopolamine (anticholinergic) and methysergide (antiserotonergic) on memory and long-latency auditory cognitive evoked potentials (EPs) were tested in 16 normal adults. Recent memory was impaired by both drugs. In contrast, scopolamine, but not methysergide, significantly delayed P3 latency and decreased P3 amplitude. Immediate memory and the earlier EP components (i.e., N1 and P2) were unaffected. The findings support the hypothesis that cholinergic neurons are important in the neuronal networks generating the P3 potential. Serotonergic neurons do not appear to play a major role in the networks that generate the P3.

Adult↗
PubMed1991

Positron emission tomographic studies during serial word-reading by normal and dyslexic adults.

Positron-emission tomography (PET) was used to study regional cerebral metabolic activity during oral reading in right-handed adult males with, and without a childhood and family history of developmental dyslexia. Significant group differences in normalized regional metabolic values were revealed in prefrontal cortex and in the lingual (inferior) region of the occipital lobe. Lingual values were bilaterally higher for dyslexic than normal readers. In contrast to the asymmetry observed in prefrontal and lingual regions in nondyslexic subjects during reading, the dyslexic pattern was more symmetric. These results demonstrate that individuals who suffered from familial developmental dyslexia as children, activate different brain regions during reading as adults, as compared to individuals without such childhood history.

Adult↗