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At least 19 recordsLinked to original sources
PubMed1977

Sex, verbal ability, and pacing differences in serial learning.

Serial rote learning was examined as a function of sex, verbal ability (average and high), and stimulus presentation rate (4 and 10 sec.) among 64 individuals aged 60-79 years. At the fast pacing speed, the men with average skills produced fewer responses and performed less well than their female counterparts whose performance was similar to that of the high verbal men and women. The average men benefited the most from the slower pacing speed. No sex difference was found at the 10-sec presentation speed.

Adult↗
PubMed1975

Utilization of position cues by retarded children in serial learning.

The ordinal position hypothesis of serial learning was tested using a population of mentally retarded subjects (IQ=46 to 86). The subjects learned two serial lists by either the serial-recall of serial-anticipation procedures. One-half of the items from the first list retained their same serial positions in the second list (experimental items); the other half were switched to new positions (control items). Support for the ordinal-position hypothesis (faster learning of experimental than control items) was obtained only when the first serial list was learned by the serial-anticipation procedure. The results were consistent with earlier findings using nonretarded subjects.

Adolescent↗
PubMed1977

Sex differences in serial learning for aged persons with high verbal ability.

Serial rote learning was examined in men and women with high verbal ability aged 60-74 years. No sex differences were found in total errors, commission errors, or omissions errors. The results are in accord with the findings reported in a study by Wilkie and Eisdorfer (1977) and suggest that high verval ability may, in part, mediate sex differences in serial learning.

Aged↗
PubMed1979

Serial learning in the pigeon.

Three pigeons learned to peck four colors in a particular sequence, regardless of how these colors were positioned on four response keys and without feedback following each response. This demonstrates that serial learning is possible in subprimate animals.

Animals↗
PubMed1978

Human serial learning: enhancement with arecholine and choline impairment with scopolamine.

Arecholine (4 milligrams), a cholinergic agonist, and choline (10 grams), a precursor of acetylcholine, significantly enhanced serial learning in normal human subjects. The subjects received methscopolamine prior to both arecholine and placebo injections. Conversely, scopolamine (0.5 milligram), a cholinergic antagonist, impaired learning and this impairment was reversed by arecholine and choline and the impairment after scopolamine were inversely proportional to the subject's performance on placebo; that is, "poor" performers were more vulnerable to both the enhancing effect of cholinergic agonist and precursor and the impairment after cholinergic antagonist than "good" performers.

Acetylcholine↗
PubMed1992

[Neuropsychologic evaluation in Parkinson disease].

For decades Parkinson's disease has been considered to be limited to disturbed motor functions and its association with a cognitive deterioration is very recent. The frequency of cognitive decline varies according to the authors between 3% and 93% depending on the different criteria of evaluation. Owing to the discrepancy among the previous studies our object has been to determine the existence of cognitive changes of statistical significance, since even nowadays the relation between neuropsychology and physiopathology has been misunderstood. A total of 50 patients between 52 and 85 years old with Parkinson's disease have been neurological and neuropsychologically evaluated and the results correlated with 50 healthy controls. Patients, who presented clinical signs of demence according to the criteria of DSM III or any other neurological or general disease were excluded because of possible side effects on the motor cognitive phase. For the neuropsychological study Signoret's Battery of Cognitive Efficiency test (BEC 96) was used, it evaluates: the attention, orientation, thinking, memory, recognition, serial learning, fluency, naming and constructional functions. It was observed that all the patients with Parkinson's disease performed these tests worse than the controls, except for attention. From the statistical point of view the differences are highly significant (p < 0.001) for serial learning and constructional tests and significant (p < 0.05) for orientation, thinking fluency and naming. In the area of mnesic functions the patients with Parkinson's disease show an alteration that predominates significantly on serial learning, however, it is less important for logical memory. All the alterations correspond to the long term memory.(ABSTRACT TRUNCATED AT 250 WORDS)

Aged↗
PubMed1978

Cautiousness and verbal learning in adulthood.

Twenty-two young (age 17-21)and 22 old (age 60-74) men and women participated in an investigation designed to determine the extent to which age differences in omission errors and performance in a serial learning task are accounted for by cautiousness. Age differences were found on the measures of cautiousness, and verbal learning, with young adults making more correct responses and proportionately fewer omission errors on the learning task and taking greater risks on the risk-taking tasks. The results indicated that cautiousness measures accounted for age differences in omission errors but not in performance.

Adolescent↗
PubMed1979

An auditory von Restorff effect.

In this experiment 60 undergraduates were given a serial learning task to assess the possibility of an auditory von Restorff effect. Fifteen males and 15 females learned a list of nine words presented aurally (recorded) with the same male voice (control groups). Fifteen males and 15 females (experimental groups) learned the same list as the control groups except that the sixth word was spoken by a female voice: i.e., it was isolated. The results of this study parallel the results of studies using visual stimuli. The von Restorff effect was demonstrated with auditory stimuli in that one of the experimental groups (female) learned the list with significantly fewer errors than the comparable control group. No difference was found between the male groups.

Female↗
PubMed1975

Effects of visual and tactual stimulus presentation on learning two-choice patterned and semirandom sequences.

Three experiments compared the effects of visual and tactual stimulus presentation in two-choice sequential learning situations requiring a predictive response. In Experiments 1 and 2, subjects received a five- or six-unit repeating pattern; in Experiment 3, they received a semirandom sequence. Tactual as compared to visual stimulus presentation resulted in less trials to criterion in predicting a repearing pattern and in earlier frequency matching in predicting a semirandom sequence. These results suggest an unusual tactual adeptness in binary serial learning. Additionally, a new method of analyzing conditional responding in th brobability learning paradigm is described and applied to the data in Experiment 3.

Adolescent↗
PubMed1977

Eye movements and over rehearsal in wood recall.

Rates of overt rehearsal and eye movement were compared to each other, and were also compared as predictors of immediate and delayed recall, using practiced subjects who studied lists of eight simultaneously presented words. The correlation between number of eye fixations per word and number of rehearsals per word was greater in immediate than in delayed recall. Also, the number of fixations exceeded the number of overt rehearsals, especially under delayed-recall conditions. However, both overt rehearsals and eye movements were slower in delayed recall. The number of overt rehearsals and the number of fixations per word were good predictors of immediate recall, but neither was highly correlated with delayed recall. Engaging in overt rehearsal had the following effects: It slowed down eye movements, seemed to bias the subject toward a serial learning strategy, improved immediate recall, and did not reduce delayed recall. It was concluded that total looking time was the best predictor of long-term retention and that recall performance following overt rehearsal was different from recall performance following silent study.

Attention↗
PubMed1977

The effect of cyclandelate in depressed and demented patients: a controlled study in psychogeriatric patients.

In a double-blind clinical trial the effects of the vasodilator drug cyclandelate (in a dose of 1200 mg daily) were studied in a group of patients with depressive illnesses or dementing conditions. The measures used before treatment and after six weeks' treatment were: clinical rating, psychometric tests (Paired Associate Learning Test, Digit Copying Test, Digit Substitution Test, and Serial Learning Test), cortical evoked potentials, the sedation threshold and the Gresham Questionnaire. In the depressive group there were no significant differences in the changes in scores at six weeks in three groups: those who received cyclandelate plus amitriptyline, those who received placebo plus amitriptyline, and those who received neither placebo nor cyclandelate. In the demented group there were significant changes in favour of the placebo on two measures (Digit Copying test, and one component of the auditory evoked response). The results do not support the previously reported views claiming, in a number of studies, a significant improvement in the performance of both demented and normal elderly subjects treated with cyclandelate. The significance of these findings is discussed.

Aged↗
PubMed1979

Differential effects of age and cerebral atrophy upon span of immediate recall and paired-associate learning in older patients suspected of dementia.

Seventy-eight patients suspected of dementia, 50 years of age or older and without evidence of focal cerebral lesion or systemic illness, were administered the Digit-Span Forward and Paired-Associate Learning subtests of the Wechsler Memory Scale. Computerized axial tomography, allowing a visualization and measurement of the lateral ventricles and cortical sulci, was employed to measure cerebral atrophy. Four groups were defined as follows: (1) age 50-69, without atrophy (N = 27), (2) age 50-69, with atrophy (N = 17), (3) age 70-89, without atrophy (N = 18), (4) age 70-89, with atrophy (N = 16). Results of analyses of variance indicate that Digit-Span is affected by cerebral atrophy but not by age, while Paired-Associate Learning is affected by both age and cerebral atrophy. No interaction effect between age and cerebral atrophy was found for either task. These results are discussed within the context of previous research, and implications for both models of memory and theories of the effects of cerebral atrophy in different ag groups are suggested.

Age Factors↗
PubMed1978

Operativity and reversibility in children's understanding of pictorial sequences.

The role of reversibility in children's comprehension and memory for sequences of pictures was investigated. Bidirectionality in the ability to remember and infer antecedents and consequences was assessed. Preschoolers were significantly more accurate at identifying consequences of portrayed events than the antecedents. Kindergartners and older children correctly identified beginnings and endings of sequences with equal proficiency. This developmental shift from relatively unidirectional to reversible comprehension was observed both on trials involving figurative memory and operative inference judgments.

Child↗
PubMedDate not supplied

Effect of prenatal heat stress on brain growth and serial discrimination reversal learning in the guinea pig.

Exposure of pregnant guinea pigs to an environmental temperature of 42 degrees C for 1 hr daily on Days 20-24 of gestation resulted in a significant reduction in the birthweight and brainweight of newborn offspring. These deficits persisted to early maturity and were still evident at 250 days of age following behavioral testing. Although some degree of postnatal neurogenesis and brain growth had occurred, this was not sufficient to compensate for the retarding influence of prenatal hyperthermia. Heat stress was also observed to seriously impair learning performance on the original discrimination task and this tendency persisted over the subsequent 4 reversals for both initial and perseverative errors. Impaired learning performance was related to reduction in brainweight. Animals with lower brainweights made significantly more initial, perseverative and total number of errors over the 5 problems. In addition, 12 of the 14 behaviorally tested stressed progeny had brainweights that were at least 2 standard deviations below the mean of the controls and as a result were classified as micrencephalic. Although heat stressed animals showed a significant reduction in the number of amacrine synapses in the inner plexiform layer of the retina, performance differences were not atrributed to changes in synaptic organisation of the retinal circuitry or to visual or other ophthalmic defects, but brain function. Animals with higher mean maternal poststressing core temperatures gave birth to progeny which had smaller whole and part wet-brainweights. Examination of the effect of poststressing core temperature on brainweight revealed that brain growth, independent of bodyweight, was retarded when this temperature elevated above 41.5 degrees C. This represented a rise of approximately 2.1 degrees C above normal and for each 1 degree C rise above this temperature, brainweight was reduced by 0.4227 g of the control value. Analysis of the atmospheric content of the incubator during stressing sessions ruled out the possibility that changes in level of oxygen and carbon dioxide may have contributed to the retarding influence on fetal development and learning ability in the guinea pig.

Animals↗