Susceptibility to Memory Interference Effects following Frontal Lobe Damage: Findings from Tests of Paired-Associate Learning

1995 ◽  
Vol 7 (2) ◽  
pp. 144-152 ◽  
Author(s):  
Arthur P. Shimamura ◽  
Paul J. Jurica ◽  
Jennifer A. Mangels ◽  
Felick B. Gershberg ◽  
Robert T. Knight
Keyword(s):  
Frontal Lobe ◽  
Paired Associate ◽  
Memory Function ◽  
Paired Associate Learning ◽  
Interference Effects ◽  
Associate Learning ◽  
Memory Interference ◽  
Frontal Lobe Lesions ◽  
List Learning ◽  
Different Response

Patients with frontal lobe lesions were adminstered tests of paired-associate learning in which cue and response words are manipulated to increase interference across two study lists. In one test of paired-associate learning (AB-AC test), cue words used in one list are repeated in a second list but are associated with different response words (e.g., LION-HUNTER, LION-CIRCUS). In another test (AB-ABr test), words used in one list are repeated in a second list but are rearranged to form new pairs. Compared to control subjects, patients with frontal lobe lesions exhibited disproportionate impairment of second-list learning as a result of interference effects. In particular, patients exhibited the poorest performance during the initial trial of the second list, a trial in which interference effects from the first list would be most apparent. These findings suggest that the on-line control of irrelevant or competing memory associations is disrupted following frontal lobe lesions. This disruption may be indicative of an impaired gating or filtering mechanism that affects not only memory function but other cognitive function as well.

Verbal Fluency, Free Recall, and Paired-Associate Learning Speed

1965 ◽  
Vol 16 (2) ◽  
pp. 659-660
Author(s):  
James G. Greeno
Keyword(s):  
Free Recall ◽  
Verbal Fluency ◽  
Paired Associate ◽  
Word List ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Verbal Skills ◽  
Learning Speed ◽  
List Learning ◽  
Positive Correlations

This study investigated the relation between performance in paired-associate learning and other verbal skills (verbal fluency to word and nonsense stimuli, recall of a word list). Ss learned two lists of word-CVC pairs. Significant positive correlations were found between fluency measures and learning of both lists. Recall scores were similarly correlated with second-list, but not first-list, learning.

Phonetic Mediation in A-B, A-B' Transfer with Young Children

1975 ◽  
Vol 37 (3_suppl) ◽  
pp. 1196-1198
Author(s):  
Fred A. Minnigerode
Keyword(s):  
Young Children ◽  
Age Differences ◽  
Paired Associate ◽  
Mixed List ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
List Learning

60 4-, 5- and 6-yr.-old children learned two 3-item paired-associate lists. A mixed-list design was used. List 2 contained pairs representing A-B, C-D, A-B, A-B', and A-B, A-C transfer paradigms. Terms B and B' were related via rhyme. In second-list learning, more correct responses in the first two anticipation trials occurred on A-B' pairs than on A-C pairs and more correct responses on C-D pairs than on A-B' pairs. Age differences were nonsignificant. Conditions under which children might successfully utilize mediational rhyme strategies in paired-associate learning were suggested.

Paired Associate Learning Revisited: Paradigm for Assessing Ease of Learning and Transfer of Command Mnemonics

1989 ◽  
Vol 33 (18) ◽  
pp. 1206-1209
Author(s):  
Colleen Serafin ◽  
David W. Biers
Keyword(s):  
Paired Associate ◽  
Usability Testing ◽  
Paired Associate Learning ◽  
Criterion Measure ◽  
Associate Learning ◽  
Command Language ◽  
Software Usability ◽  
List Learning ◽  
Correct Measure

The present study investigated the use of a classic laboratory paradigm, paired-associate (PA) learning, to assess the ease of learning and transfer of command mnemonics. This paradigm was applied to the ease of learning text editing command language where the stimulus was a command (e.g., Delete Block) and the response was the keystroke sequence associated with that command (e.g., ^DB). Two types of command keystroke sequences were employed; meaningful (M) abbreviations which were mnemonically related to command names (e.g., Delete Block = ^DB), and nonmeaningful (MN) abbreviations which are not mnemonically related to command names (e.g., Delete Block = ^LK). There was evidence for differential transfer only for the average number correct measure but not the trials-to-criterion-measure. For both first and second list learning, it took significantly fewer trials to criterion to learn the M than NM keystroke sequences. The present results point toward the use of the PA paradigm to standardize the ease of learning of command languages in software usability testing. It may be concluded that the trials-to-criterion measure and the average number correct measrues are sufficiently senstive metrics to differentiate ease of learning good from bad command mnemonics.

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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