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At least 451 records · Page 25Linked to original sources
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↗
PubMed1981

The differential contribution of the verbal code in the course of visual learning: evidence from hemisphere-damaged patients.

Control patients and patients with hemispheric lesion were given a paired-associate memory test made up of meaningful figures and their performance was compared on two measures: number of errors over the first three trials and trials to criterion. Impairment on the former measure was associated with left brain damage and found to be related to the degree of aphasic deficit, suggesting the involvement of the verbal code in the early stages of the learning process. However, analysis of trials to criterion showed that a defective performance was confined to patients of either hemispheric group having posterior lesions and bore non relationship to measures of language impairment. It is inferred that, as the learning process consolidates, the aid provided by verbal mediation to recognizing visual images progressively recedes.

Brain Damage, Chronic↗
PubMed1997

Memory and aphasia.

Sixty-one acute and 17 chronic vascular left-hemisphere damaged patients were tested with five memory tasks that investigated verbal short-term (digit span) and long-term (paired-associate and story learning) memory, and spatial short- and long-term memory (Corsi's span and learning). Both brain-damaged groups were significantly impaired in all memory tasks (except for chronic patients in the story learning task) compared to normal controls. The presence of aphasia and locus of lesion (anterior, posterior and deep) had no effect on the memory impairment, with only one exception of paired-associate learning that was better performed by non-aphasic than aphasic patients. Eleven subjects were better at paired-associate learning than story recall, the reverse dissociation was never found. Finally, chronic patients performed significantly better than acute patients only in the Corsi's learning task.

Acute Disease↗
PubMed1985

Effects of the knowledge base on children's memory strategies.

In this article, the importance of examining the linkage between knowledge and strategic factors in children's memory has been suggested. Indeed, it has been argued that a more complete analysis of the development of remembering in children requires a consideration of the operation of memory strategies in the context of the growing knowledge base. The effects of the knowledge base were analyzed in terms of concurrent influences on the use of strategies and long-term consequences for the development of increasingly skilled memory processing. The available evidence suggests that age-related changes in the contents of the knowledge system, as well as increases in the ease with which information can be accessed, contribute to the strategies that are used by children of different ages, and influence the development of efficient modes of processing. Continued research on the concurrent effects of the knowledge base should provide a more complete account of children's memory than that currently available, taking into consideration knowledge of the materials, understanding of the task demands, as well as overall strategic abilities. Similarly, research on the long-term developmental effects of the knowledge base on memory strategies should facilitate an understanding of the mechanisms by which memory processing becomes more efficient and less effortful. Ideally, studies that examine these issues should be longitudinal in scope (Ornstein et al., 1985a), but even cross-sectional research that explores the interrelationships between strategies and knowledge will facilitate an understanding of the development of memory in children.

Adolescent↗
PubMed2003

Operant learning and differential-reinforcement-of-low-rate 36-s responding in 5-HT1A and 5-HT1B receptor knockout mice.

Previous studies with mice lacking 5-HT(1A) (1AKO) and 5-HT(1B) (1BKO) receptors in hippocampus-dependent learning and memory paradigms, suggest that these receptors play an important role in learning and memory, although their precise role is unclear. In the present study, 1AKO and 1BKO mice were studied in operant behavioural paradigms of decision making and response inhibition, to further study the putative involvement of these receptors in prefrontal cortex-dependent learning and memory. Moreover, because 1AKO mice have been shown to exhibit an antidepressant-like phenotype and 1BKO mice to be more impulsive in ethological studies, mice were trained in a differential-reinforcement-of-low-rates (DRL) procedure. Overall, results indicate that 1AKO and 1BKO mice display subtle differences in operant paradigms of decision making and response inhibition compared to wild type (WT) mice. In addition, when responding under a DRL 36-s schedule had stabilised, 1BKO mice showed a phenotype indicative of increased impulsivity, whereas 1AKO mice did not differ from WT mice. In conclusion, 5-HT(1B) receptors appear to play an important role in impulsivity and a minor role in prefrontal cortex-dependent learning and memory as shown by the results obtained in serial reversal learning and extinction. In contrast, 5-HT(1A) receptors appear to be involved in facilitation of autoshaping, but their role in impulsivity and prefrontal cortex-dependent learning and memory appears to be limited.

Animals↗
PubMed2002

Random number generation in autism.

This study explored the ability of individuals with autism to generate a unique series of digits. Fourteen low-functioning individuals with autism, 14 intellectually disabled individuals, and 14 postgraduate university students generated a series of pseudo-random digits. Individuals with autism were more likely to repeat previous digits than were either of the control groups. The normal control group, however, was less likely to attempt cycling through all digits before repeating. Accordingly, low-functioning individuals with autism may exhibit a short-fall in response inhibition. This finding supports the executive dysfunction theory of autism.

Adolescent↗
PubMed1995

Intralist interference in recognition memory.

Three experiments on recognition memory were carried out to define the nature of intralist interference effects. Experiment 1 replicated the findings of an earlier study (A. I. Schulman, 1971) on what appeared to be combined study (input) and test (output) order effects and added information on the presence of speed-accuracy trade-off effects. Experiment 2 demonstrated that only test order was effective and that study order effects did not occur. Experiment 3 demonstrated again that only test order was effective and also showed that the effect remained when response times were controlled. Attention/likelihood theory was fitted to the data of the final, clarified interference effect.

Adult↗
PubMed1996

"Remembering" words not presented in lists: relevance to the current recovered/false memory controversy.

H.L. Roediger and K.B. McDermott (1995) found that when participants studied a list of words with a common but not presented associate, participants frequently falsely reported remembering the never presented associated word as part of the list. Roediger and McDermott suggest that this finding is generalizable to the current controversy surrounding contested memories of child abuse. The present authors urge caution in making such a generalization, arguing that there are critical differences between Roediger and McDermott's findings and contested memories of abuse.

Adult↗
PubMed1993

How do we know that we know? The accessibility model of the feeling of knowing.

Even when Ss fail to recall a solicited target, they can provide feeling-of-knowing (FOK) judgments about its availability in memory. Most previous studies addressed the question of FOK accuracy, only a few examined how FOK itself is determined, and none asked how the processes assumed to underlie FOK also account for its accuracy. The present work examined all 3 questions within a unified model, with the aim of demystifying the FOK phenomenon. The model postulates that the computation of FOK is parasitic on the processes involved in attempting to retrieve the target, relying on the accessibility of pertinent information. It specifies the links between memory strength, accessibility of correct and incorrect information about the target, FOK judgments, and recognition memory. Evidence from 3 experiments is presented. The results challenge the view that FOK is based on a direct, privileged access to an internal monitor.

Adult↗
PubMed2007

The role of similarity in human associative learning.

In 2 experiments, humans received sequences of patterns that were similar (AX-->BX, AY-->BY, AZ-->BZ) or dissimilar (CX-->DY, CY-->DZ, CZ-->DX). The patterns were portrayed as bugs that could be eliminated with 2 insecticide sprays (red or blue). Either spray eliminated bugs with Features A and C, and participants learned by trial and error to use one spray (e.g., red) to eliminate bugs with Feature B and the other spray (e.g., blue) to eliminate those with Feature D. In Experiment 1, participants' spray choice for bugs with Feature A came to match that used to eliminate bugs with Feature B, but there was no such associative transfer between Features C and D. That is, similarity promoted associative transfer of responding between paired patterns when the features used to manipulate similarity (i.e., X, Y, and Z) were irrelevant. In Experiment 2, in which X, Y, and Z were relevant to the solution of configural discrimination, similarity hindered such associative transfer. These results complement those found in pigeons (R. A. Rescorla & D. J. Gillan, 1980) and indicate that similarity should not be accorded independent status as a principle of associative learning.

Association Learning↗
PubMed2003

Relationship between priming and recognition in deterministic and probabilistic sequence learning.

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. In 3 experiments with both deterministic and probabilistic sequences, the authors used a novel procedure in which measures or priming and recognition were taken concurrently and asked whether these measures can be dissociated. In all of these experiments, both measures were above chance at the group level and no evidence of dissociation was found. Item-level analyses of the data in Experiment 3 did reveal dissociations in that (a) recognition judgments were affected by response speed independently of old-new status and (b) items that were not discriminated in recognition nonetheless showed priming. However, the authors show that these data, together with the group-level results, are compatible with a formal model in which priming and recognition are based on a single common memory variable.

Adolescent↗
PubMed2006

Proactive interference and cuing effects in short-term cued recall: does foil context matter?

Tehan and Humphreys's (1995, 1996) short-term cued recall paradigm showed that recall in short-term memory is cue driven. In critical trials, the participants studied two blocks of four words each and were required to forget the first block while remembering the second block. A foil in the first block (e.g., orange) was related to a target (e.g., carrot) in the second block. Proactive interference (PI) was evident when a retrieval cue was used that subsumed the foil and the target (e.g., type of juice), but not when a cue was used that subsumed only the target (e.g., type of vegetable). Four experiments were performed to examine the extent to which contextual organization in the foil block would enhance or diminish the foil's efficacy in creating PI. A novel condition was included in which the words in the foil block were studied in a phonologically related context but the target was cued semantically, and vice versa with a semantic context and phonological cue. There were no differences in recall accuracy between conditions with and without contextual organization, but reliable increases in foil intrusions were observed when contextual organization was present. Contextual organization enhanced the foil, rather than diminished it, but the strengthened foil generated PI only when the cue subsumed the foil and the target and had no effect when the cue subsumed only the target. The results are consistent with a cue-driven retrieval interpretation of short-term recall.

Attention↗
PubMed1997

The role of attention in automatization: does attention operate at encoding, or retrieval, or both?

In this research, we investigated whether attention operates in the encoding of automatized information, the retrieval of automatized information, or in both cases. Subjects searched two-word displays for members of a target category in focused-attention or divided-attention conditions that were crossed with block (training vs. transfer). To see whether subjects encoded all available items or only attended items, we compared performance for subjects in different training conditions but in the same transfer condition. Subjects encoded attended items. To see whether subjects retrieved all the items they had in memory, or only items associated with that to which they were attending at retrieval, we compared performance for subjects in the same training conditions but in different transfer conditions. Subjects retrieved attended items. Attention was found to operate at both encoding and retrieval. These findings support the instance theory of automaticity, which predicts the role of attention at encoding and retrieval.

Adult↗
PubMed2001

Two modes of transfer in artificial grammar learning.

Participants can transfer grammatical knowledge acquired implicitly in 1 vocabulary to new sequences instantiated in both the same and a novel vocabulary. Two principal theories have been advanced to account for these effects. One suggests that sequential dependencies form the basis for cross-domain transfer (e.g., Z. Dienes, G. T. M. Altmann, & S. J. Gao, 1999). Another argues that a form of episodic memory known as abstract analogy is sufficient (e.g., L. R. Brooks & J. R. Vokey, 1991). Three experiments reveal the contributions of the 2. In Experiment 1 sequential dependencies form the only basis for transfer. Experiment 2 demonstrates that this process is impaired by a change in the distributional properties of the language. Experiment 3 demonstrates that abstract analogy of repetition structure is relatively immune to such a change. These findings inform theories of artificial grammar learning and the transfer of grammatical knowledge.

Adult↗