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At least 1,459 records · Page 81Linked to original sources
PubMed1997

Orthographic analogies and developmental dyslexia.

Goswami (1986, 1988) has demonstrated that children can use orthographic analogies (particularly at the onset-rime level) between the spelling patterns in words to help to decode new words (e.g. using 'beak' to read 'peak'). This strategy has been shown in children as young as six years old. Since it is known that children with developmental dyslexia find it particularly difficult to read words that they have not been specifically taught (Lovett, Warren-Chaplin, Ransby & Borden, 1990), the present study investigated whether dyslexic children might be unable to use analogies. Employing a design similar to that used by Goswami (1988), it was hypothesized that dyslexics would find it difficult to transfer spontaneously knowledge of a 'clue' word to decode new words that could be read by analogy with the clue word. The results of Expt 1 indicated that the dyslexic readers read significantly fewer of the analogous words than a reading age-matched comparison group of younger children. Furthermore, none of the nine dyslexic children read as many of the analogous words as the lowest scoring control child. In a second experiment, a design similar to that of Muter, Snowling & Taylor (1994) was used with a new and larger sample of dyslexic children. In this experiment, all the children were brought to criterion in reading the clue words before the analogous words were presented. Once again, the dyslexic children read significantly fewer words that were analogous with the clue words than did a reading age-matched comparison group. The number of analogous words that the dyslexic children read was significantly correlated with their performance on a test that is sensitive to the ability to detect rhyme. It is argued that a failure to make analogies may be one of the main causes of the reading impairment experienced by children with developmental dyslexia.

Child↗
PubMed1986

Vibrotactile perception of suprasegmental features of speech: a comparison of single-channel and multichannel instruments.

The recognition of three suprasegmental aspects of speech--the number of syllables in a word, the stress pattern of a word, and rising or falling intonation patterns--through a single-channel tactile device and through a 24-channel tactile vocoder, using two groups of normal-hearing subjects, was compared. All subjects received an initial pretest on three recognition tasks, one for each prosodic feature. Half the subjects from each group then received 12 h of training with feedback on the tasks and stimuli used in the pretest. All subjects received a post-test which contained physically different stimuli from those previously tested. Performance was significantly better on the syllable-number and syllabic stress tasks with the single-channel than with the multichannel device on both the pre- and post-tests; no difference was found for the intonation task. Performance on the post-test was poorer for all trained subjects compared to their final training results, suggesting that cues learned in training were not readily transferable to new stimuli, even those with similar prosodic characteristics. Overall, the results provide support for the notion that certain prosodic features of speech may be conveyed more readily when the waveform envelope is preserved.

Adult↗
PubMedDate not supplied

Transfer of a speed of processing intervention to near and far cognitive functions.

BACKGROUND: Evidence establishing the potential for modification of cognitive functioning in later adulthood has begun to accumulate. OBJECTIVE: The primary goal of the current study was to evaluate, among older adults, the extent to which standardized speed of processing training transfers to similar and dissimilar speeded cognitive measures as well as to other domains of cognitive functioning. METHODS: Ninety-seven older adults (mean age 73.71 years) were administered a battery of cognitive tests assessing intelligence, memory, attention, verbal fluency, visual-perceptual ability, speed of processing, and functional abilities. Forty-four of the participants received ten 1-hour sessions of speed of processing training. The remainder of participants were in a no-contact control group. Approximately 6 weeks after the pretraining assessment, all participants repeated the same battery of tests. RESULTS: The results revealed training effects for some speed of processing measures, including performance of instrumental activities of daily living, but no transfer to other domains of cognitive functioning. CONCLUSION: Speed of processing training may enhance the speed at which older adults can perform instrumental activities of daily living.

Activities of Daily Living↗
PubMed1968

Successive reversals of a classically conditioned heart-rate discrimination.

Rats were trained to criterion in successive reversals of a classically conditioned heart-rate discrimination. Criterion was attained more rapidly in the later reversals in the series than in the early reversals and the inter-problem learning curve was of the same general form as that found with successive instrumental discrimination reversal in the same species.

Animals↗
PubMed1977

Transfer of oddity-from-sample performance in pigeons.

Four pigeons were trained on a modified three-key oddity-from-sample task in which an observing response to the sample (center-key) stimulus lighted a single comparison (side-key) stimulus. If the comparison stimulus was different from the sample stimulus, a single peck to the lighted comparison was reinforced. If the comparison and sample stimuli were identical, the pigeons had to refrain from pecking the comparison for 4.6 seconds to terminate the matching comparison and to produce immediately a nonmatching comparison on the remaining side key. Each peck to the matching comparison reset the 4.6-second delay interval. Three hues were used during acquisition. During tests for transfer of the oddity performance, two novel hues were substituted either individually or together for one or two of the original training hues. For three birds, latencies to novel nonmatching hues were identical to baseline nonmatching latencies. Latencies to novel matching hues were shorter than baseline matching latencies but were consistently longer than novel nonmatching latencies. These transfer data demonstrate that the pigeons learned the oddity concept.

Journal Article↗
PubMed1999

Memory retrieval under the control of the prefrontal cortex.

Memory retrieval is a process wherein a distributed neural network reactivates the brain's representation of past experiences. Sensory long-term memory is represented among a population of neurones in the modality-specific posterior association cortex. The coded representation of memory can be retrieved by interactions of hierarchically different cortical areas along bottom-up and top-down anatomical connections. We examined the function of the prefrontal cortex in memory retrieval by two different approaches. Firstly, a meta-analysis of brain imaging studies revealed that the prefrontal cortex is reliably activated by memory retrieval in humans. Secondly, in order to determine the causal relationship between the prefrontal activations and memory retrieval, we designed a new experimental paradigm using posterior-split-brain monkeys. Following section of the splenium of the corpus callosum and the anterior commissure, visual stimulus-stimulus association learning within one hemisphere did not transfer to the other. Nevertheless, when a visual cue was presented to one hemisphere, the prefrontal cortex could instruct the contralateral hemisphere to retrieve the correct stimulus specified by the cue. These findings suggest that the prefrontal cortex can regulate the recall of long-term memory in the absence of bottom-up sensory inputs.

Animals↗
PubMed2006

Does the effect of familiarity on proofreading change with encoding task and time?

The authors examined whether the beneficial effect of text familiarity on proofreading is dependent on the type of encoding operations performed on the text prior to proofreading (i.e., surface vs. deep), and on the time elapsed between encoding and proofreading. In the present study, familiarity, irrespective of the nature of the encoding operations and delay, improved proofreading times, whereas only surface encoding made proofreading more accurate. These results represent a challenge for the transfer-appropriate processing model of memory.

Attention↗
PubMed2006

Impoverished cue support enhances subsequent retention: support for the elaborative retrieval explanation of the testing effect.

In three experiments, we investigated the role of transfer-appropriate processing and elaborative processing in the testing effect In Experiment 1, we examined whether the magnitude of the testing effect reflects the match between intervening and final tests by factorially manipulating the type of intervening and final tests. Retention was not enhanced for matching, relative to mismatching, intervening and final tests, contrary to the transfer-appropriate-processing view. In Experiment 2, we examined final retention as a function of the number of cues needed to retrieve items on intervening cued recall tests. In this case, fewer retrieval cues were associated with better memory on the final test. Experiment 3 replicated the findings of Experiment 2 while controlling for individual item difficulty and directly manipulating the number of cues present. These findings suggest that an intervening test may be most beneficial to final retention when it provides more potential for elaborative processing

Attention↗