EXPRESS: Facilitation effect of incidental environmental context on the computer screen for paired-associate learning

2021 ◽  
pp. 174702182110110
Author(s):  
Takeo Isarida ◽  
Toshiko K. Isarida ◽  
Takayuki Kubota ◽  
Yannan Yin ◽  
Ibuki Sakakibara ◽  
...  
Keyword(s):  
Paired Associate ◽  
Environmental Context ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Context Condition ◽  
Facilitation Effect ◽  
Associate Learning ◽  
Computer Screen ◽  
Gray Background ◽  
Significant Difference

Three experiments, in which a total of 198 undergraduates engaged, investigate whether the incidental environmental context on the computer screen influences paired-associate learning. Experiment 1 compared the learning of foreign and native language words between a constant context condition, where the stimulus and response pairs were presented twice on the same 5-s video background context, and a varied context condition, where the pairs were presented twice on different video contexts. Repetition in the same context resulted in better learning than in different contexts, evaluated with a paper-and-pencil test. Experiment 2 investigated learning of paired-associate foreign and native words in the same video-contexts, or photograph-contexts, or on a neutral gray background. Both the video and the photograph contexts equally facilitated the paired-associate learning compared to the gray background. Experiment 3 investigated whether the incidental environmental context similarly facilitated face-name paired-associate learning. We added a new condition of spot illustrations, and a second testing one day later. The repetition of face-name pairs within the same complex incidental environmental context on the computer screen (either video or photograph background) facilitated the paired-associate learning. There was no significant difference in learning performance between video and photograph background contexts, which were significantly better than gray or spot illustration backgrounds which did not differ from each other. The retention interval did not interact with the effect of the background. The present results show that repetition within the same video or photograph context, covering the entire background of the video screen on which each item pair was superimposed, facilitates paired-associate learning.

Wechsler Memory Scale Paired-Associate Learning in Discrimination of Brain-Damaged and Non-Brain-Damaged Psychiatric Patients

1974 ◽  
Vol 39 (1) ◽  
pp. 227-230 ◽  
Author(s):  
Terrill R. Holland
Keyword(s):  
Repeated Measures ◽  
Paired Associate ◽  
Psychiatric Patients ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Associate Learning ◽  
Wechsler Memory Scale ◽  
Memory Functioning ◽  
Versus Trial ◽  
The Brain

The Wechsler Memory Scale paired-associate learning performance of 32 brain-damaged and 32 non-brain-damaged age-matched inpatients was examined to assess the extent to which the groups would improve at different rates across the three administrations of the list. Both mean-difference and individual prediction analyses suggested that the non-brain-damaged Ss were improving more rapidly than the brain-damaged patients for Trial 1 versus Trial 2, although this was not the case for Trial 2 versus Trial 3. Moreover, an index based on relative improvement from Trial 1 to Trial 2 differentiated between the groups independently of their over-all level of memory functioning as reflected in Memory Quotient. These findings were interpreted as lending support to the hypothesis that repeated measures on the same Ss and under the same stimulus conditions might be useful in discriminating between brain-damaged and non-brain-damaged patients who did not differ on ability measures yielding single scores.

Extraversion and Increased Interference in Paired-Associate Learning

1969 ◽  
Vol 29 (2) ◽  
pp. 403-406 ◽  
Author(s):  
Edgar Howarth
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Associate Learning ◽  
Personality Differences ◽  
Learning Tasks ◽  
The Face ◽  
Animal Names ◽  
Standard Learning ◽  
Competing Responses

A previous study had shown that extraverts were superior in serial learning under distraction by competing responses from previously learned material. The present study introduced an incremental interference technique applied to paired-associate learning and verified the previous finding that personality differences can systematically affect standard learning tasks. The learning performance of 11 extraverts, 11 controls and 11 introverts was compared on a task consisting of five pairings of a color and a short animal name, e.g., Black-pig. After S had mastered the first series, the animal names were differently assigned among the colors so S had to learn in the face of competing responses. Finally, the pairings were changed in a third series, at which time the extraverts significantly outperformed (trials to criterion) the introverts, control Ss occupying an intermediate position.

Delay of Information in Paired-Associate Learning among Incarcerated Groups of Sociopaths and Heroin Addicts

1976 ◽  
Vol 38 (1) ◽  
pp. 143-151 ◽  
Author(s):  
Eugenia L. Gullick ◽  
Patricia B. Sutker ◽  
Henry E. Adams
Keyword(s):  
Paired Associate ◽  
Complex Function ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Associate Learning ◽  
Knowledge Of Results ◽  
Delay Of Reinforcement ◽  
Information Delay ◽  
Personality Features

The present study investigated the effects of information delay or delay of reinforcement on rate of acquisition in a paired-associate learning task using the anticipation method and appearance of the S-R term as knowledge of results in three groups of socially deviant males. Sociopaths, sociopathic addicts, and nonsociopathic controls ( n = 90) practiced on a paired-associate task under three conditions of reinforcement: nondelay, 4-sec. delay, and 8-sec. delay. Learning performance was a complex function of subject group and duration of information delay. Rate of acquisition was significantly impaired by imposition of information delay among sociopathic and sociopathic addict learners as compared to nonsociopathic controls. Findings suggest that groups of sociopaths and sociopathic addicts, because of personality features shared in common, demonstrate greater variability in learning performance than those categorized as normal depending upon the type, timing, and conditions under which reinforcement occurs.

Effect of Ego-Involvement Instructions and Intralist Similarity on Stimulus Generalization Errors in Paired-Associate Learning

1972 ◽  
Vol 31 (1) ◽  
pp. 243-248 ◽  
Author(s):  
Eva D. Ferguson
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Stimulus Generalization ◽  
Associate Learning ◽  
Paired Associates ◽  
Intralist Similarity ◽  
Ego Involvement ◽  
Generalization Errors

To assess the effect of motivation and list characteristics on verbal learning performance, 60 Ss in a 3 × 2 factorial design learned paired associates consisting of CVC as stimuli and digits as responses, in lists of high or low formal intralist similarity and under high, low, or control Ego-involvement (E-I) conditions. No significant differences in errors were found as a function of ego involvement. The increase of errors with high formal intralist similarity was specific to the effect of stimulus generalization and did not represent an over-all increase in list difficulty: no significant differences were found between lists for non-generalization errors but significant list differences were found for stimulus-generalization intrusions ( p < .01).

Mnemonic Techniques Used by College Students in Paired-Associate Learning

1972 ◽  
Vol 31 (2) ◽  
pp. 459-462 ◽  
Author(s):  
Kenneth A. Buck ◽  
Charles E. Boltwood
Keyword(s):  
College Students ◽  
Personal Experience ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Men And Women ◽  
Memory Aids ◽  
Semantic Clustering ◽  
Significant Difference ◽  
Mnemonic Techniques

9 categories of mnemonic techniques college students would employ in paired-associate learning were delineated. No significant differences were found between men and women by category of memory aids, and the 9 categories of memory aids were divided into two major classifications. The primary aids accounted for 59% of the memory aids reported and were evenly distributed (about 15%) among first letter, imagery, phonetic clustering, and simple repetition. The remaining 41% were evenly distributed (about 8%) among the secondary aids of semantic clustering, other, descriptive story, personal experience, and mediation. There was a significant difference in total percentages of memory aids between the primary and secondary classifications but not within the classifications.

Memory and Paired-Associate Learning of Patients with Unilateral Brain Lesions

1973 ◽  
Vol 33 (3) ◽  
pp. 919-922 ◽  
Author(s):  
F. William Black
Keyword(s):  
Left Hemisphere ◽  
Right Hemisphere ◽  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Brain Lesions ◽  
Learning Performance ◽  
Associate Learning ◽  
Scale Scores ◽  
Normal Controls

Wechsler Memory Scale scores and paired-associate learning performance were compared in matched samples of Ss with right- and left-hemisphere brain lesions secondary to penetrating missile wounds and normal controls. Wechsler Memory Quotient, easy paired-associate learning scores, and difficult paired-associate learning scores for left-hemisphere Ss were significantly lower than those for normal controls; while the mean scores for right-hemisphere and normal control Ss did not differ significantly. For the latter Ss the Wechsler Memory Quotient and the difficult paired-associate learning task differed significantly with lower mean scores for left-hemisphere Ss. Significant relationships were obtained between Wechsler Memory Quotient and all paired-associate learning scores and between WAIS IQ and Wechsler Memory Quotient, total and easy paired-associate learning scores.

Paired associate performance in the early detection of DAT

2002 ◽  
Vol 8 (1) ◽  
pp. 58-71 ◽  
Author(s):  
KYLIE S. FOWLER ◽  
MICHAEL M. SALING ◽  
ELIZABETH L. CONWAY ◽  
JAMES M. SEMPLE, ◽  
WILLIAM J. LOUIS
Keyword(s):  
Paired Associate ◽  
Neuropsychological Test ◽  
Structured Interview ◽  
Paired Associate Learning ◽  
Learning Performance ◽  
Significant Deterioration ◽  
Associate Learning ◽  
Neuropsychological Measures ◽  
Questionable Dementia ◽  
Almost All

Subjects underwent longitudinal neuropsychological assessment in order to retrospectively determine which measures of cognitive function best predicted later development of dementia of the Alzheimer type (DAT). Three groups of subjects were studied: normal controls, patients with early DAT, and questionable dementia subjects (QD). All subjects were assessed using a battery of standard neuropsychological measures and two subtests from the Cambridge Neuropsychological Test Automated Battery (CANTAB), paired associate learning and delayed matching to sample. A structured interview was also used to elicit a profile of the subject's daily functioning. Subjects were assessed every 6 months for 2 years. At the 6 month assessment, almost half of the QD group exhibited significant deterioration in scores on the computerized paired associate learning subtest, while maintaining their scores on standard measures. At the conclusion of the study, all of this QD subgroup fulfilled the NINCDS–ADRDA criteria for probable DAT pertaining to significant cognitive and functional deterioration. Performance on the CANTAB paired associate learning subtest identified the onset of progressive memory deterioration in a subgroup of QD subjects. In almost all cases this was well before significant deterioration was noted on standard neuropsychological measures. Paired associate learning performance may therefore be a valuable tool for the early, preclinical detection and assessment of DAT. (JINS, 2002,8, 58–71.)

Methylphenidate Hydrochloride Given With or Before Breakfast: I. Behavioral, Cognitive, and Electrophysiologic Effects

PEDIATRICS ◽  
1983 ◽  
Vol 72 (1) ◽  
pp. 49-55
Author(s):  
James M. Swanson ◽  
Curt A. Sandman ◽  
Curtis Deutsch ◽  
Martin Baren
Keyword(s):  
Attention Deficit ◽  
Attention Deficit Disorder ◽  
Paired Associate ◽  
Paired Associate Learning ◽  
Placebo Control ◽  
Placebo Condition ◽  
Double Blind ◽  
Associate Learning ◽  
Significant Difference ◽  
Learning Test

Methylphenidate HCl (Ritalin) is usually given for the treatment of hyperactivity or attention deficit disorder (ADD) at 30 minutes to one hour before meals. This schedule is based on the assumption that, when taken with meals, its absorption or metabolism is altered. However, no behavioral or pharmacologic data exist to support this recommendation. Eleven patients with attention deficit disorder were tested to evaluate this hypothesis using a double-blind crossover design (methylphenidate with or before breakfast) with a placebo control condition. Parents' ratings, performance on a paired-associate learning test, and cortical auditoryevoked potentials were measured. All of these measurements showed clear differences between the placebo condition and conditions when medication was given. However, none of the measurements showed a significant difference between the conditions when methylphenidate was given with breakfast and the condition when methylphenidate was given 30 minutes before breakfast.

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.

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