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At least 145 records · Page 8Linked to original sources
PubMed2001

Learning of event sequences is based on response-effect learning: further evidence from a serial reaction task.

Four experiments provide converging evidence that serial learning in a serial reaction task is based on response-effect learning, mediated by the learning of the relations between a response and the stimulus that follows it. In Experiment 1, the authors varied the stimulus sequence and the response-stimulus relations while holding the response sequence constant. Learning effects depended on the complexity of the response-stimulus relations but not on the stimulus-stimulus relations. In Experiment 2, transfer of serial learning from 1 stimulus sequence to another was only found when both sequences had identical response-stimulus relations. In Experiment 3, a variation of the stimulus sequence alone had no effect on serial learning, whereas in Experiment 4 learning effects increased when the response-stimulus relations but not the stimulus-stimulus relations were simplified. These findings suggest that serial learning is based on mechanisms of voluntary action control.

Adult↗
PubMed1982

Diazepam and learning: assessment of acquisition deficits.

Subjects treated with diazepam (0.3 mg/kg) showed significant reductions in performance on multiple-trial free recall, paired-associate learning, and serial learning tasks compared to placebo control subjects. The free recall task showed the largest drug effect with diazepam subjects failing in six acquisition trials to attain the level of performance achieved by placebo subjects on the first trial. Serial position curves in the serial learning task were changed by the diazepam treatment from their usual skewed form to symmetrical functions. Results indicate that diazepam exerts its greatest memory influence on the acquisition of new information.

Adolescent↗
PubMed2004

Serial order learning in associative formation.

Serial order learning was investigated in rats by delivering food to two spatially distinct feeders. All rats received three food pellets in feeder A delivered 10 min into the session. Three additional pellets were then delivered in feeder B after 20s, in Group Short (S), or 150 s, in Group Long (L). The rats in Group S learned the A-B association better than the rats in Group L. Of more interest, however, was that the rats in Group S showed more anticipatory responding to feeder A, suggesting subjects had better learned that feeder A delivered food "first". Implications for classical conditioning and serial order learning are considered.

Animals↗
PubMed1992

Serial pattern learning by event observation.

Serial pattern learning was investigated in a variation of the task introduced by Nissen and Bullemer (1987). We presented an asterisk at 1 of 4 spatial locations on each trial, and Ss either responded with a keypress or observed the event. The first 4 blocks contained 10 repetitions of a 10- or 16-element pattern, and the 5th block contained a random sequence. The difference in response time on the 5th random block and the previous patterned block served as an indirect measure of pattern learning. A direct measure was obtained in a final test block in which Ss predicted the next asterisk position. Equivalent learning occurred for responding and observing with indirect measures, but observation was superior with direct measures. These findings indicate that knowledge of serial order can develop through simple perceptual experience, and this is more available to deliberate recall than is knowledge acquired while responding.

Adult↗
PubMed1994

Serial pattern learning after head injury.

Nonverbal serial pattern learning in patients with traumatic brain injury was examined using a serial reaction time task developed by Nissen and Bullemer (1987). During four blocks of pattern acquisition trials, subjects responded to asterisks appearing in repetitions of a 10-element spatial sequence. An indirect measure of pattern learning was obtained by comparing response times in the fourth pattern acquisition block with response times in a fifth block where asterisks occurred in random sequence. A direct measure of pattern memory was provided by accuracy scores in a final pattern generation block in which subjects predicted the spatial sequence of asterisks. Prior research with this task has shown that individuals from several special populations--including the normal elderly, Korsakoff's syndrome patients, and Alzheimer's patients--show intact performance on the indirect measure of pattern learning, but are impaired on the direct measure. In contrast to these earlier findings, the results of this study showed that mild to moderately severe traumatic brain injury does not cause a marked disruption in the ability to learn and remember serial pattern information. There was evidence that the amount of practice required to learn the serial pattern increases after moderately severe head injury; however, the ability to use pattern memory to enhance prediction accuracy appears to be normal.

Adolescent↗
PubMed2006

Learning of serial digits leads to frontal activation in functional MR imaging.

PURPOSE: Clinical studies have shown that performance on the serial digit learning test (SDLT) is dependent upon the mesial temporal lobes, which are responsible for learning and its consolidation. However, an effective SDLT performance is also dependent upon sequencing, temporal ordering, and the utilization of mnemonic strategies. All of these processes are among the functions of the frontal lobes; in spite of this, the relationship between SDLT performance and the frontal lobes has not been demonstrated with previously used mapping techniques. The aim of this study was to investigate the areas of the brain that are activated by SDLT performance. MATERIALS AND METHODS: Ten healthy, right handed volunteers (mean age, 20.1 years; SD: 3.3) who had 12 years of education were studied with a 1.0 T MR imaging scanner. BOLD (blood oxygen level dependent) contrast and a modified SDLT were used. Activated loci were automatically mapped using a proportional grid. RESULTS: In learning, the most consistent activation was observed in B-a-7 of the right (80%) and the left hemispheres (50%). In recall, the most consistent activation was observed in B-a-7 of the right hemisphere (60%). Activations were observed in 2.5+/-0.97 Talairach volumes in learning, whereas they encompassed 1.7+/-0.95 volumes in recall. The difference between both phases (learning and recall) regarding total activated volume was significant (p < 0.05). CONCLUSION: The prefrontal activation during SDLT performance was not related to learning or to recall, but to a function that is common to both of these cognitive processes. A candidate for this common factor may be the executive functions, which also include serial position processing and temporal ordering.

Adolescent↗
PubMed1997

[Effects of item-arrangement on serial pattern learning and extinction in rats].

Two experiments using rats as subjects examined effects of item-arrangement on acquisition and extinction in serial learning. In Experiment 1, Group A received series of 16-0-16 and 1-0-1 food pellets in a runway, while Group D received 1-0-16 and 16-0-1 series. Both groups manifested a remote anticipation of the third item on Run 2, and current anticipation of the third item on Run 3. In extinction phase, resistance was greater in Group D than Group A. These results indicate that the first item signaled not only the second item, but also the third item. In Experiment 2, two of the four groups were trained with either of the following monotonic series: 0-16-0-8-0-4- 0-2-0-1 (Group M16) or 0-1-0-2-0-4-0-8-0-16 (Group M1), while the other two groups were given one of the following nonmonotonic series: 0-16-0-2-0-4-0-8-0-1 (Group NM16) or 0-1-0-8-0-4-0-2-0-16 (Group NM1). In extinction phase, Group M16 showed the least resistance. These results are discussed mainly on the basis of remote association view and structural complexity theory of serial learning.

Animals↗