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At least 163 records · Page 9Linked to original sources
PubMed1991

Serial processing and the "phonetic route:" lessons learned in the functional reorganization of deep dyslexia.

A patient with chronic agrammatic Broca's aphasia presented with symptoms of deep dyslexia, in which it is presumed that phonologic processing of the written message is disrupted. Functional reorganization of the "nonlexical" or phonetic route of reading was undertaken according to principles of A. R. Luria, whereby the patient must learn consciously to control behaviors that had formerly been unconscious and automatic. This patient's responses in treatment made it clear that the phonetic route encompasses at least two dissociable functions, grapheme-phoneme conversion and sequential analysis. This is discussed in light of Luria's ideas regarding the functions of the precentral and postcentral regions of sensori-motor cortex.

Adult↗
PubMed1991

[Interaction between visual and auditory memories in repetitive learning].

A serial recall experiment under same- and cross-modality conditions was carried out according to Hebb's (1961) paradigm. Subjects memorized strings of nine digits in 18 trials, which were divided into early trials and late ones. Under the same-modality condition the strings used in the 18 trials were presented through the same modality, i.e., visual or auditory, whereas under the cross-modality condition the strings used in the early and late trials were presented through two different modalities. A repeated string and unrepeated strings were presented 3 and 6 times respectively in both early and late trials. The results showed that (1) repetitive learning in the same-modality occurred for both visual and auditory; (2) there was a non-additivity of cross-modal repetitive learning from auditory to visual, whereas there was an additivity of cross-modal repetitive learning from visual to auditory. We inferred that the visual inputs received both visual coding and auditory coding through an audio-transformation so as to be separately memorized in visual and auditory memories, whereas the auditory inputs were memorized in the auditory memory through the auditory coding alone.

Adult↗
PubMed1990

New approaches to the study of comparative cognition.

The rat's memory capacity and performance render it an excellent model of human memory. Rats display serial position, serial anticipation learning, temporal coding, and repetition lag functions as well as utilization of retrospective and prospective codes that are nearly equivalent to that observed for humans. Furthermore, based on the above-mentioned memory performance functions, there are comparable memory-deficit patterns between brain-damaged rats and humans. Thus, the rat can serve as an excellent animal model to evaluate the efficacy of pharmacological treatments or brain damage upon memory.

Animals↗
PubMed1991

Behavioural rigidity and rule-learning deficits following isolation-rearing in the rat: neurochemical correlates.

Isolation-reared rats were compared to those reared in social groups on the acquisition of a conditional visual discrimination (Expt. I), a simultaneous (simple) light/dark discrimination and serial reversal learning (Expt. II). In Expt. I, rats reared in social isolation made more errors during the acquisition of the conditional discrimination but did reach a level of accurate performance which was comparable with that of socially-reared rats. Discrimination performance in isolates was less disruptable by manipulations of the task requirements. Reducing the number of stimulus lights or the introduction of a distracting stimulus increased the number of errors committed by socially-reared rats but did not significantly affect accuracy in isolates. Performance in isolated rats was also remarkably resistant to changes in motivational variables. Isolates responded more frequently during conditions of extinction and were virtually unaffected by pre-feeding prior to testing. In Expt. II, isolation-reared rats were not impaired in the acquisition of a simultaneous discrimination but unlike socially-reared rats isolates failed to show improvement with successive reversals of this discrimination. Isolates exhibited stronger position habits than socially-reared rats following reversal of the contingencies. These results of these two experiments combined have demonstrated a specific impairment in rule learning in isolates. Isolated rats were not impaired on a simultaneous discrimination in which accurate performance can be achieved simply by approaching the stimulus associated with reinforcement, but performed worse than controls on both the conditional discrimination and on serial reversal learning, another form of conditional task. In both of these latter tasks each stimulus becomes equally associated with reward and therefore performance can be improved by learning a rule. Post-mortem neurochemical measurements made at the completion of Expt. II revealed selective alterations in dopaminergic, serotoninergic and cholinergic markers in isolated rats. Correlational analyses indicated specific relationships between neurochemical and behavioural measurements.

Animals↗
PubMed1985

Memorability as a measure of processing: a unit analysis of prose and list learning.

The percentage of subjects recalling each unit in a list or prose passage is considered as a dependent measure. When the same units are recalled in different tasks, processing is assumed to be the same; when different units are recalled, processing is assumed to be different. Two collections of memory tasks are presented, one for lists and one for prose. The relations found in these two collections are supported by an extensive reanalysis of the existing prose memory literature. The same set of words were learned by 13 different groups of subjects under 13 different conditions. Included were intentional free-recall tasks, incidental free recall following lexical decision, and incidental free recall following ratings of orthographic distinctiveness and emotionality. Although the nine free-recall tasks varied widely with regard to the amount of recall, the relative probability of recall for the words was very similar among the tasks. Imagery encoding and recognition produced relative probabilities of recall that were different from each other and from the free-recall tasks. Similar results were obtained with a prose passage. A story was learned by 13 different groups of subjects under 13 different conditions. Eight free-recall tasks, which varied with respect to incidental or intentional learning, retention interval, and the age of the subjects, produced similar relative probabilities of recall, whereas recognition and prompted recall produced relative probabilities of recall that were different from each other and from the free-recall tasks. A review of the prose literature was undertaken to test the generality of these results. Analysis of variance is the most common statistical procedure in this literature. If the relative probability of recall of units varied across conditions, a units by condition interaction would be expected. For the 12 studies that manipulated retention interval, an average of 21% of the variance was accounted for by the main effect of retention interval, 17% by the main effect of units, and only 2% by the retention interval by units interaction. Similarly, for the 12 studies that varied the age of the subjects, 6% of the variance was accounted for by the main effect of age, 32% by the main effect of units, and only 1% by the interaction of age by units.(ABSTRACT TRUNCATED AT 400 WORDS)

Adolescent↗
PubMed1991

Elicited responding in chain schedules.

An omission procedure was employed to study elicited pecking in the first component of a two-component chain schedule. Both components were fixed-interval schedules correlated with colored keylights. The first response following the initial-link schedule produced a second fixed-interval schedule. We studied several fixed-interval lengths in two conditions: a standard response-dependent condition and an omission-contingent condition. The omission-contingent condition differed from the response-dependent condition in that responses during the initial fixed interval terminated the trial (omitting the terminal component and grain). If the terminal component was not omitted, a response following the terminal link's requirement produced 4-s access to grain. Pigeons responded during more than 70% of the initial links in the omission-contingent condition and responded during more than 90% of the initial links in the response-dependent condition. In general, rates of responding were consistent with the percentage data. The responding in the omission condition suggests that there may be elicited pecking, in chain schedules using pigeons, that is not the result of contingent conditioned reinforcement.

Animals↗