PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Serial Learning”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 433 records · Page 24Linked to original sources
PubMed1966

Serial discrimination-reversal learning with and without errors by the California sea lion.

A sea lion under water performed virtually without errors on a series of three form-discrimination reversals. Significant training requirements were the combining of a previously well-established size cue preference with the nonpreferred form cue, followed by the gradual reduction of the size cue until it was completely eliminated. Orienting responses reached a peak and then decreased during progressive-dimensional-change training, suggesting critical stages in the transition of attention from the size dimension to the form dimension. Further experimentation revealed that intensive training during these critical stages obviated the need to reduce very gradually the size cue. Without special training sea lions make perseverative errors on a series of form-discrimination reversals. "Emotional" or nontest-oriented behavior was associated only with the occurrence of successive errors.

Animals↗
PubMed2002

Dissociation between priming and recognition in the expression of sequential knowledge.

Exposure to a repeating sequence of target stimuli in a speeded localization task can support both priming of sequence-consistent responses and recognition of sequence components. Here, a task is introduced in which measures of priming and recognition are obtained concurrently, and it is demonstrated that priming of sequence-consistent responses occurs even when test stimuli are not recognized. The results show that sequence knowledge can be expressed in the absence of conscious recognition. However, we also show that this result is consistent with a simple model in which priming and recognition depend on exactly the same underlying memory strength variable.

Attention↗
PubMed1998

The role of item distinctiveness in short-term recall of order information.

In two experiments, we examined short-term recall of order information using a partial-report distractor task. We manipulated the characteristics of a single letter in one of two four-letter segments. Participants knew in advance the identity of the letters in each segment. We made a single letter distinctive at presentation either by printing it in red or by replacing it with a red dash. Presenting the letter in red did not affect overall recall of the positions of the letters in the segment but did facilitate specific recall of the position of the distinct letter. Replacing the letter with a red dash inhibited overall recall as well as specific recall of the distinct letter. Participants were also less likely to respond in the regular output order when there was a dash replacing a letter in the segment. These effects of distinctiveness are explained in terms of output order processes in recent versions of the perturbation model.

Adult↗
PubMed1977

Stimulus relations, blocking, and sorting in the free recall and organization of EMR adolescents.

Educable mentally retarded adolescents received a list of either clusterable or unrelated words according to one of three presentation methods. In blocked groups, words were presented both spatially blocked in fours and consistently ordered from trial-to-trial. In sorting groups, subjects were required to group the stimuli themselves into four groups of four. Subjects in the blocked-random conditions received the items spatially grouped in fours, but they were not consistently ordered; i.e., the groupings changed from trial-to-trial. Results indicated that clusterable items were recalled better than unrelated items and that both consistent blocking and sorting produced better recall than did the blocked-random treatment. The data for organizational measures generally parallel those for correct recall. The results were discussed in terms of appropriate techniques for remediating input organizational deficits.

Adolescent↗
PubMed1989

Learning about rules but not about reward is impaired following lesions of the cholinergic projection to the hippocampus.

Common marmosets with bilateral ibotenic acid-induced destruction of the neurones of the vertical limb of the diagonal band of Broca, which provide the major cholinergic input to the hippocampal formation, were impaired on the acquisition but not on the retention of a repeated-trial visuospatial discrimination learning task. They were also impaired on serial spatial reversal learning (but not on serial object reversal learning), on acquisition of a trial-independent successive concurrent discrimination using novel objects (but not on acquisition of a comparable discrimination in which two familiar objects had predictable reward value) and were unable to acquire a difficult conditional object discrimination. It is argued that the role of the hippocampus is in the acquisition but not the retention of ruled-based behaviour (which includes spatial responding) in contrast to the acquisition of discriminations based on stimulus-reward association formation.

Animals↗
PubMed2002

Motor learning by observation: evidence from a serial reaction time task.

This study sought evidence of observational motor learning, a type of learning in which observation of the skilled performance of another person not only facilitates motor skill acquisition but does so by contributing to the formation of effector-specific motor representations. Previous research has indicated that observation of skilled performance engages cognitive processes similar to those occurring during action execution or physical practice, but has not demonstrated that these include processes involved in effector-specific representation. In two experiments, observer subjects watched the experimenter performing a serial reaction time (SRT) task with a six-item unique sequence before sequence knowledge was assessed by response time and/or free generation measures. The results suggest that: (1) subjects can acquire sequence information by watching another person performing the task (Experiments 1-2); (2) observation results in as much sequence learning as task practice when learning is measured by reaction times (RTs) and more than task practice when sequence learning is measured by free generation performance (Experiment 2, Part 1); and (3) sequence knowledge acquired by model observation can be encoded motorically--that is, in an effector-specific fashion (Experiment 2, Part 2).

Adult↗
PubMed1978

Further evidence of impaired tactile learning after removals of the second somatic sensory projection cortex (SII) in the monkey.

Four rhesus monkeys with bilateral removals of SII and five unoperated monkeys were trained on tests of tactile equivalence, weight discrimination and generalization, tactile discrimination learning (including concurrent learning and serial reversal) and inter-manual transfer of tactile learning. Lesioned animals were impaired on almost all tactile learning tasks and on inter-manual transfer but not on the test of tactile equivalence nor on the propioceptive tasks. The results are considered in the context of previous studies of somatosensory and parietal cortex.

Animals↗
PubMed1991

The detection of faked deficits on the Rey Auditory Verbal Learning Test: the effect of serial position.

The ability of subjects to fake deficits on the Rey Auditory Verbal Learning Test (AVLT) was evaluated. Subjects were randomly assigned to one of two malingering groups - one with a financial incentive (N = 30) and one without (N = 28) - or a control group (C) (N = 28), and a group of closed head injury patients (CHI) (N = 18) was matched on age, sex, and education level. The two malingering groups did not differ significantly and were combined into a single malingering group (M) (N = 57). There was a significant serial position (the pattern of "recency" and "primacy" effects in recall) by group interaction effect, which may be the most promising indicator of deliberate distortion. When only level of performance was examined, the M group could fake believable deficits, but when the serial position effect was examined, it revealed that this was accomplished by suppression of recall from the first third of the word list (reducing the "primacy effect"), a recall pattern which did not occur in either the C or CHI group and may be an indication of malingering.

Clinical Trial↗
PubMed1983

Digit repetition in learning-disabled children.

Investigated digit repetition performance in learning-disabled children in an effort to assess its clinical and theoretical significance. Clinically, learning-disabled children were found to demonstrate a higher than expected incidence of large verbal-performance discrepancies, although mean overall digit repetition performance did not differ appreciably from that expected on the basis of intelligence (N = 100). Children with large discrepancies did not differ from those with no such discrepancies when compared on a variety of psychometric and neurobehavioral factors. Theoretically, a hemispheric specialization model and a neuropsychological function model have been proposed to underlie performance on the two somewhat different digit repetition tasks (forward and backward repetition). Some support was found for the neuropsychological function model, with significant correlations obtained between digits forward and a measure of language function and between digits backward and a test of visual constructional ability. Stronger evidence that could have been provided by a double dissociation of correlational findings was limited by a smaller, but significant, correlation between digits forward and Bender Gestalt errors. However, the results are consistent with previous research in suggesting that digit repetition can be an avenue to the study of brain-behavior relationships.

Child↗
PubMed2003

Effector-independent and effector-dependent learning in the discrete sequence production task.

This study examined whether skill in the discrete sequence production task involves, apart from the typical effector-independent component, an effector-dependent component. To that end, 12 participants practiced two 5-key sequences, each for 1,060 trials. One group practiced with three fingers of one hand, the other group with three fingers of two hands. In a subsequent test phase, participants in both groups executed the same sequences and two new sequences with the hand configuration they had used during practice, and with the hand configuration of the other group. The results provide support for an effector-dependent component in that both groups performed the practiced sequences faster with the hand configuration they had used during practice than with the hand configuration that was new to them. In addition, the unpracticed hand configuration performed the practiced sequences faster than the new sequence, which demonstrated the effector-independent component.

Adult↗
PubMed1988

Learning of a complex arithmetic skill in amnesia: evidence for a dissociation between compilation and production.

Two patients with severe amnesia following rupture of anterior communicating artery aneurysms were able to learn a complex algorithm for mentally squaring two-digit numbers. Although both patients learned the algorithm at a similar rate, one patient's improvement was accounted for by savings in the steps of the algorithm. The other patient, however, showed little improvement in the steps while performance of the whole algorithm improved dramatically. Neither patient showed savings in the Hebb Digit Span procedure. The results suggested a dissociation between amnesics in their capacity to learn the constituent "productions" or steps of a skill and their capacity to organize those productions into a single coherent act.

Adult↗
PubMed1996

Effects of convulsant and anticonvulsant agents on memory in squirrel monkeys.

1. It has been reported that subconvulsive doses of convulsant agents such as strychnine and pentylenetetrazole can enhance memory in rodents studied under various behavioral procedures. The present study was designed to determine if similar results might be obtained in squirrel monkeys. 2. Responding by squirrel monkeys was maintained by food presentation under a repeated acquisition of behavioral chains procedure. Each subject acquired a different three-response chain each session. 3. Sequence completions were reinforced under a fixed-ratio 5 schedule (FR 5) and errors produced a brief timeout. After the subject reached a predetermined acquisition criterion, the session was stopped and a 24 hr delay was interposed. Following the delay, the subject was retested on the same discrimination and retention was quantified as percent savings. 4. When administered immediately after the subject reached the acquisition criterion, strychnine (0.0056 -0.18 mg/kg) and pentylenetetrazole (0.32-42 mg/kg) neither enhanced nor disrupted percent savings under the 24 hour delay. Similarly, the delta opioid agonist, BW373U86 (0.0056-3.2 mg/kg) [(+/-)-4 -((alpha-R*)-alpha-((2S*,5R*)-4-allyl-2,5-dimethyl -1-piperazinyl)-3-hydroxybenzyl)-N,N-diethylbenzamide dihydrochloride], had little or no effect on percent savings following a 24 hr delay. This was true even at doses of BW373U86 which produced convulsions. In contrast, triazolam (1-1.8 mg/kg) decreased percent savings following the 24 hr delay at doses which had little or no effect on response rate. 5. These results suggest that at subconvulsive doses, convulsant agents have little or no effect on memory storage, while at higher doses agents such as triazolam can disrupt memory processes in squirrel monkeys.

Animals↗
PubMed2005

Contrasting effects of phonological priming in aphasic word production.

Two fluent aphasics, IG and GL, performed a phonological priming task in which they repeated an auditory prime then named a target picture. The two patients both had selective deficits in word production: they were at or near ceiling on lexical comprehension tasks, but were significantly impaired in picture naming. IG's naming errors included both semantic and phonemic paraphasias, as well as failures to respond, whereas GL's errors were mainly phonemic and formal paraphasias. The two patients responded very differently to phonological priming: IG's naming was facilitated (both accuracy and speed) only by begin-related primes (e.g. ferry-feather), whereas GL benefited significantly only from end-related primes (e.g. brother-feather), showing no more than a facilitatory trend with begin-related primes. We interpret these results within a two-stage model of word production, in which begin-related and end-related primes are said to operate at different stages. We then discuss implications for models of normal and aphasic word production in general and particularly with respect to sequential aspects of the phonological encoding process.

Anomia↗