Event Related Potentials of Brain (CNV and P300) In A Paired Associate Learning Paradigm

1977 ◽  
Vol 14 (6) ◽  
pp. 579-585 ◽  
Author(s):  
Jon F. Peters ◽  
Thomas W. Billinger ◽  
John R. Knott
Keyword(s):  
Paired Associate ◽  
Event Related Potentials ◽  
Paired Associate Learning ◽  
Learning Paradigm ◽  
Associate Learning ◽  
Related Potentials

scholarly journals Event-Related Potential Correlates of Acquisition and Retrieval of Verbal Associations in Schizophrenics and Controls

2000 ◽  
Vol 14 (2) ◽  
pp. 87-96 ◽  
Author(s):  
Lioba Baving ◽  
Brigitte Rockstroh ◽  
Patricia Rößner ◽  
Rudolf Cohen ◽  
Thomas Elbert ◽  
...  
Keyword(s):  
Paired Associate ◽  
Event Related Potentials ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Event Related Potential ◽  
New Combinations ◽  
Associate Learning ◽  
Schizophrenic Patients ◽  
Related Potentials ◽  
The One

Abstract Reduced amplitudes of event-related potentials (ERP) have often been reported for schizophrenic patients. Positive ERPs were examined in 16 schizophrenic patients and 16 controls in a visual paired-associate learning task, in which successful learning of word pairs was evidenced by recognition of “old” versus “new” word pairs. Patients performed significantly poorer than controls. During acquisition the to-be-associated word pairs evoked a P2 and positive Slow Wave (SW) of similar amplitude in both groups. Although the recognition of items as “old” induced larger positive ERPs in controls, ERPs did not vary with recognition in patients. The presentation of the word pairs (50% old, 50% new combinations) evoked a pronounced posterior positive SW in patients but an anterior negative SW in controls. This pattern is identical to the one obtained from a previous paired-associate learning task with cue-recall and suggests that schizophrenic patients are capable of producing large amplitude positive waves under conditions different from those typical for P300 evocation in normals. The larger positive SW may indicate increased effort to compensate for deficient acquisition or association formation.

scholarly journals Examining Three-way Binding as a Constraint on Statistical Learning

2018 ◽  
Author(s):  
Hyungwook Yim ◽  
Simon Dennis ◽  
Vladimir Sloutsky
Keyword(s):  
Statistical Learning ◽  
Explicit Memory ◽  
Paired Associate ◽  
Empirical Studies ◽  
Learning Task ◽  
Paired Associate Learning ◽  
The Other ◽  
Learning Paradigm ◽  
Associate Learning ◽  
Memory Structures

Models of statistical learning do not place constraints on the complexity of the memory structure that is formed during statistical learning, while empirical studies using the statistical learning task have only examined the formation of simple memory structures (e.g., two-way binding). On the other hand, the memory literature, using explicit memory tasks, has shown that people are able to form memory structures of different complexities and that more complex memory structures (e.g., three-way binding) are usually more difficult to form. We examined whether complex memory structures such as three-way bindings can be implicitly formed through statistical learning by utilizing manipulations that have been used in the paired-associate learning paradigm (e.g., AB/ABr condition). Through three experiments, we show that while simple two-way binding structures can be formed implicitly, three-way bindings can only be formed with explicit instructions. The results indicate that explicit attention may be a necessary component in forming three-way memory structures and suggest that existing models should place constraints on the representational structures that can be formed.

Effects of Configuration on the Paired-Associate Learning of Blissymbols by Preschool Children With Normal Cognitive Abilities

1992 ◽  
Vol 35 (6) ◽  
pp. 1376-1383 ◽  
Author(s):  
Donald R. Fuller ◽  
Lyle L. Lloyd
Keyword(s):  
Preschool Children ◽  
Cognitive Abilities ◽  
Present Experiment ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
High Complexity ◽  
Learning Paradigm ◽  
Associate Learning ◽  
Cognitively Normal

Translucency appears to be a potent variable in the learning of Blissymbols by preschool children with normal cognitive abilities. Complexity does not appear to influence learning for these individuals when there is a concurrent condition of high translucency. However, a condition of high complexity seems to enhance the learnability of Blissymbols having low translucency. For the present experiment, an attempt was made to determine if symbol configuration affects the learning of highly complex Blissymbols that bear little relationship to their referents. A paired-associate learning paradigm was used to present 30 Blissymbols to 20 cognitively normal preschool children. These symbols were evenly divided into superimposed and nonsuperimposed groups. Results indicated that the children learned more superimposed symbols than their nonsuperimposed counterparts. The implications of this finding for the teaching of Blissymbols are discussed.

The Effect of Organization on Learning Menu Access

1982 ◽  
Vol 26 (6) ◽  
pp. 546-550 ◽  
Author(s):  
Linda S. Liebelt ◽  
James E. McDonald ◽  
Jim D. Stone ◽  
John Karat
Keyword(s):  
Target Item ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Learning Paradigm ◽  
Associate Learning ◽  
Natural Category ◽  
Accurate Performance ◽  
Category Exemplars ◽  
Terminal Cluster

This study examines whether different ways of organizing items in a menu produce differences in the menu's learnability. A paired associate learning paradigm was employed in which subjects were required to learn to associate a three-letter response with each target item (an exemplar of a natural category). Responses were structured hierarchically such that terminal clusters of items shared the first two letters of their responses. Two methods of structuring the items were compared: Organized and Random. In the Organized menus, the items in a terminal cluster were all members of the same natural category. In the Random menus, items were assigned to terminal clusters such that no two category exemplars appeared in the same cluster. The meaningfulness of the choice points in the Organized menus yielded faster and more accurate performance than was observed on the Random menus. Implications for the structuring of menu systems are discussed.

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

2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
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.

Age, pacing, and imagery in paired-associate learning.

1976 ◽  
Vol 12 (2) ◽  
pp. 119-124 ◽  
Author(s):  
Nancy J. Treat ◽  
Hayne W. Reese
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning
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