Consolidation in human memory: Retrograde amnestic effects of confusable items in paired-associate learning

Associative learning is the process whereby humans and other animals learn the predictive relationship between cues in their environment. This process underlies simple forms of learning from rewards, such as classical and operant conditioning. In this chapter, we introduce the basics of associative learning and discuss the role that memory processes play in the establishment and maintenance of this learning. We then discuss the role that associative learning plays in human memory, including through paired associate learning, the enhancement of memory by reward, and the formation of episodic memories. Finally, we illustrate how the memory process influences choice in decision-making, where associative learning allows people to learn the values of different options. We conclude with some suggestions about how models of associative learning, memory, and choice can be integrated into a single theoretical framework.

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Effect of Rem Sleep Deprivation on Learning and Recall by Humans

Perceptual and Motor Skills ◽

10.2466/pms.1972.34.1.283 ◽

1972 ◽

Vol 34 (1) ◽

pp. 283-294 ◽

Cited By ~ 48

Author(s):

D. A. Chernik

Keyword(s):

Rem Sleep ◽

Performance Test ◽

Serial Learning ◽

Paired Associate ◽

Human Memory ◽

Learning Task ◽

Paired Associate Learning ◽

Associate Learning ◽

Rem Sleep Deprivation ◽

And Control

16 Ss were deprived of rapid eye movement (REM) sleep for 2 nights by awakening them at the first sign of each REM period. 16 control Ss, initially matched with REM-deprived Ss on a paired-associate learning task, were awakened a similar number of times, but only from sleep without REMs. There were no significant differences between REM-deprived and control Ss on post-deprivation recall of paired-associate adjectives learned prior to deprivation or on the post-deprivation serial learning of trigrams. The results fail to support an important role for REM sleep in human memory or learning. Neither did REM-deprived and control Ss differ significantly on two mood check lists or on a number cancellation performance test.

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The Supposed Effect of Interactive Imagery in Paired Associate Learning

The Quarterly Journal of Experimental Psychology Section A ◽

10.1080/027249896392342 ◽

1996 ◽

Vol 49 (4) ◽

pp. 888-900

Author(s):

Richard N. Wilton ◽

Patricia Mathieson

Keyword(s):

Paired Associate ◽

Paired Associate Learning ◽

Associate Learning ◽

Interactive Imagery

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Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000425 ◽

2020 ◽

Vol 228 (4) ◽

pp. 278-290 ◽

Cited By ~ 1

Author(s):

Eylul Tekin ◽

Henry L. Roediger

Keyword(s):

Target Word ◽

Paired Associate ◽

Judgments Of Learning ◽

Paired Associate Learning ◽

Levels Of Processing ◽

Pleasantness Rating ◽

Associate Learning ◽

Counting Task ◽

Reactive Effect ◽

Target Words

Abstract. Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

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