Biomedical subjects

Steven Graham

Publications and source records attributed to Steven Graham.

4 recordsLinked to original sources

PubMed2005

Acquired distinctiveness and equivalence in human discrimination learning: evidence for an attentional process.

In a first stage of training, participants learned to associate four visual cues (two different colors and two different shapes) with verbal labels. For Group S, one label was applied to both colors and another to both shapes; for Group D, one label was applied to one color and one shape, and the other label to the other cues. When subsequently required to learn a task in which a given motor response was required to one of the colors and one of the shapes, and a different response to the other color and the other shape, Group D learned more readily than Group S. The task was designed so that the associations formed during the first stage of training could not generate differential transfer to the second stage. The results are consistent, however, with the proposal that training in which similar cues are followed by different outcomes will engage a learning process that boosts the attention paid to features that distinguish these cues.

Association Learning↗

PubMed2004

Recognition memory for studied words is determined by cortical activation differences at encoding but not during retrieval.

Prior work has shown that when responses to incidentally encoded words are sorted, subsequently remembered words elicit greater left prefrontal BOLD signal change relative to forgotten words. Similarly, low-frequency words elicit greater activation than high-frequency words in the same left prefrontal regions, contributing to their better subsequent memorability. This study examined the relative contribution of encoding and retrieval processes to the correct recognition of target words. A mixture of high- and low-frequency words was incidentally encoded. Scanning was performed at encoding as well as during retrieval. During encoding, greater activation in the left prefrontal and anterior cingulate regions predicted a higher proportion of hits for low-frequency words. However, data acquired during recognition showed that word frequency did not modulate activation in any of the areas tracking successful recognition. This result demonstrates that under some circumstances, the recognition of studied words is determined purely by processes that are active during encoding. In contrast to the finding for hits, activation associated with correctly rejected foils was modulated by word frequency, being higher for high-frequency words in the left lateral parietal and anterior prefrontal regions. These findings were replicated in two further experiments, one in which the number of test items at recognition was doubled and another where encoding strength for high-frequency words was varied (once vs. 10 times). These results indicate that word frequency modulates activity in the left lateral parietal and anterior prefrontal regions contingent on whether the item involved is correctly recognized as a target or a foil. This observation is consistent with a dual process account of episodic memory.

Adult↗

PubMed2003

Word frequency and subsequent memory effects studied using event-related fMRI.

Event-related fMRI was used to evaluate the effect of printed word frequency on the subsequent recognition of words incidentally encoded while 16 healthy right-handed volunteers performed living/nonliving judgments. Semantic judgment took longer for low-frequency words. These words were more accurately recognized than high-frequency words at later testing. Low-frequency words were also associated with relatively greater left prefrontal, left fusiform gyrus, and anterior cingulate activation. Words that were subsequently recognized were associated with greater activation in the left prefrontal region compared to those that were forgotten. These findings suggest the specific brain regions where less commonly encountered words are processed in a manner that facilitates their subsequent recognition.

Adult↗

PubMed2003

Acquired equivalence and distinctiveness in human discrimination learning: evidence for associative mediation.

In the first stage of Experiments 1-3, subjects learned to associate different geometrical figures with colors or with verbal labels. Performance in Stage 2, in which the figures signaled which of 2 motor responses should be performed, was superior in subjects required to make the same response to figures that had shared the same Stage 1 associate. A third stage of testing showed that the events used as associates in Stage 1 were capable of evoking the motor response trained in Stage 2, an outcome predicted by an associative interpretation of such transfer effects. Experiment 4 provided evidence that the relevant associations can be effective in controlling motor responding even when subjects report an antagonistic relationship between events.

Adolescent↗