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Biomedical subjects

M A Lindberg

Publications and source records attributed to M A Lindberg.

5 recordsLinked to original sources
PubMed1989

The development of attribute dominance in the knowledge base.

Two cuing, free-recall studies were conducted to test Bach and Underwood's (1970) hypothesis that acoustic encoding is dominant among second graders and semantic encoding is dominant among sixth graders. When retrieval cues were presented with to-be-remembered items at both input and output (Experiment 1), and when cues were presented only at output (Experiment 2), semantic cues were more efficient in elevating recall than were acoustic cues for both second and sixth graders. When these and other results generally found using recognition, sorting, incidental learning, and free-recall experimental designs are compared, it seems plausible that item presentation and memory-testing formats interact with age, and that these factors account for the different patterns of attribute dominance found in the literature. The knowledge base cannot be understood by focusing on either subject or task analyses, but only by focusing on interactions between subject and task variables as they change over time. The educational implications for young grade-school children are discussed.

Attention↗
PubMed1982

Flavor-toxicosis associations: tests of three hypotheses of long delay learning.

Rats were prepared with gastric cannulas and esophageal fistulas to assess the contribution of taste and smell, postingestinal stimuli, and the combination of the two in forming flavor-toxicosis associations. Groups were either given sugar water to drink, a stomach intubation of sugar water, both sugar water to drink and a stomach intubation of sugar water, or not given sugar water. The experimental and pseudo-conditioning control animals were given a LiCl injection and the control animals were given a NaCl injection one hour later. They were tested for drinking of sugar water the next day. It was found that taste and smell are the primary stimuli for forming food aversions. Furthermore, postingestional stimuli are not sufficient to produce this type of learning.

Animals↗
PubMed1982

Ontogenetic and phylogenetic shifts in the cognitive representation of the conditioned response.

The retention of the conditioned response was tested in a retroactive interference paradigm using subjects from kindergarten, Grades 3 and 6, and college. The conditioned stimuli (CS) were either a tone or light, and the unconditioned stimuli (US) were vibratory tactual stimulations delivered to either the right or left index finger which produced a withdrawal response. Original AB learning consisted of pairing one of the CSs with one of the USs (e.g., tone-left). Interpolated CD learning consisted of pairing the other CS with the other US (e.g., light-right). When the first stimulus was presented alone to test for retroactive interference, the college students gave the response associated with it during original learning, the B response, but the kindergartners and third graders gave the D response, which was never associated with the CS during training. A second experiment used avoidance conditioning instructions and replicated these results while including rest-control and AD groups. These data suggest that what is learned by children in simple conditioning paradigms is different than what is learned by adults in the same paradigms. The results are discussed in terms of the following two hypotheses: (a) Russian theories of conditioning and extensions of Tighe and Tighe's and Kendler's theories of the development of perception and discrimination learning in children, and (b) theories of development of separability in perceptual development.

Adolescent↗