Effect of Interim Testing on Learners’ Metacognitive Judgments, Study Time, and Learning Performance in Concept and Category Learning

2019 ◽  
Vol 33 (2) ◽  
pp. 125-152
Author(s):  
Hyorim Ha ◽  
Hee Seung Lee
Keyword(s):  
Category Learning ◽  
Study Time ◽  
Learning Performance ◽  
Metacognitive Judgments ◽  
Interim Testing

scholarly journals Inefficient Coding: Limits of the Effects of Short-Term Exposure to Statistical Regularities on Representations and Behavior

2020 ◽  
Author(s):  
Casey L Roark ◽  
Lori L. Holt
Keyword(s):  
Category Learning ◽  
Learning Performance ◽  
Short Term ◽  
Statistical Structure ◽  
Limited Impact ◽  
Passive Exposure ◽  
Short Term Exposure ◽  
Statistical Regularities ◽  
Perceptual Representations ◽  
And Behavior

Research suggests that the auditory system rapidly and efficiently encodes statistical structure of acoustic information through passive exposure. We investigated how exposure to short-term acoustic regularities may change representations and categorization behavior in humans. In Experiment 1, we found that passive exposure to a correlation between two acoustic dimensions had limited influence on similarity-based representations. In Experiment 2, we found that, early in category learning, performance and decision-bound strategies did not differ based on prior exposure. Instead, there were large and persistent differences in performance based on the whether the distinction between categories involved a positively-sloped boundary or a negatively-sloped boundary in the two-dimensional acoustic input space. These experiments demonstrate that short-term passive exposure to acoustic regularities has limited impact on perceptual representations and behavior, and that other perceptual biases may place stronger constraints on the course of learning.

scholarly journals Concurrent Dynamics of Category Learning and Metacognitive Judgments

2016 ◽  
Vol 7 ◽  
Author(s):  
Valnea Žauhar ◽  
Igor Bajšanski ◽  
Dražen Domijan
Keyword(s):  
Category Learning ◽  
Metacognitive Judgments

An Examination of Study Time Allocation as a Contributor to Sex Differences in Multitrial Verbal Learning Performance

2021 ◽  
pp. 003329412198929
Author(s):  
Lacy E. Krueger
Keyword(s):  
Sex Differences ◽  
Verbal Memory ◽  
Time Allocation ◽  
Memory Performance ◽  
Verbal Learning ◽  
Memory Task ◽  
Study Time ◽  
Learning Performance ◽  
Superiority Effect ◽  
Study Time Allocation

Researchers have noted sex differences in verbal memory performance with females showing a memory superiority effect. Research paradigms have largely incorporated experimenter-timed materials. Therefore, the extent to which self-regulating study time influences this pattern of sex differences is unclear. The researcher reexamined data from a published paper to determine whether sex differences in multitrial verbal learning are minimized when individuals self-regulate their study time, or if sex differences would still remain. The results from this study showed that females outperformed males on subsequent test trials, and they allocated more study time. Controlling for the influence of study time allocation reduced or eliminated sex differences in memory performance, and only study time allocation was related to whether items were gained or lost across trials. These findings suggest the importance of self-regulated learning in reducing sex differences on a verbal memory task and the contribution of study time allocation to memory performance.

scholarly journals Single-trial neural dynamics influence auditory category learning

2020 ◽  
Author(s):  
Kelsey Mankel ◽  
Philip I. Pavlik ◽  
Gavin M. Bidelman
Keyword(s):  
Computational Modeling ◽  
Category Learning ◽  
Brain Activity ◽  
Educational Data Mining ◽  
Training Session ◽  
Performance Model ◽  
Learning Performance ◽  
Single Trial ◽  
Brain Behavior ◽  
The Brain

AbstractPercepts are naturally grouped into meaningful categories to process continuous stimulus variations in the environment. Theories of category acquisition have existed for decades, but how they arise in the brain due to learning is not well understood. Here, advanced computational modeling techniques borrowed from educational data mining and cognitive psychology were used to trace the development of auditory categories within a short-term training session. Nonmusicians were rapidly trained for 20 min on musical interval identification (i.e., minor and major 3rd interval dyads) while their brain activity was recorded via EEG. Categorization performance and neural responses were then assessed for the trained (3rds) and novel untrained (major/minor 6ths) continua. Computational modeling was used to predict behavioral identification responses and whether the inclusion of single-trial features of the neural data could predict successful learning performance. Model results revealed meaningful brain-behavior relationships in auditory category learning detectible on the single-trial level; smaller P2 amplitudes were associated with a greater probability of correct interval categorization after learning. These findings highlight the nuanced dynamics of brain-behavior coupling that help explain the temporal emergence of auditory categorical learning in the brain.

scholarly journals Temperament and Visual Category Learning Strategy Use

2021 ◽  
Author(s):  
Tianshu Zhu ◽  
John Paul Minda
Keyword(s):  
Negative Affect ◽  
Positive Affect ◽  
Category Learning ◽  
Attentional Control ◽  
Memory Task ◽  
Strategy Use ◽  
Learning Performance ◽  
Control Factor ◽  
Affective Temperament ◽  
Temperament Traits

Transient affective states have been shown to affect cognition, including category learning, but less is known about the role of stable temperament traits and categorization. We examined affective temperament traits to see whether the tendency to experience negative and positive affect is predictive of category learning performance and strategy use. Working memory and attentional control were measured as covariates. Participants first completed the Adult Temperament Questionnaire (Evans & Rothbart, 2007) including two affective temperament factors and an attentional control factor. Then they completed a memory task followed by either a conjunctive rule-based (CR) or an information integration (II) category learning task. Results showed that people who tend to experience more positive affect and less negative affect achieved higher accuracy and were more likely to find the optimal strategy in the II task compared to people who tend to experience more negative affect and less positive affect. However, no performance or strategy use difference was seen in the CR task across different temperament profiles. These results extend prior literature and provide additional insights on the effects of stable traits on category learning.

Learning and Consolidation of Verbal Declarative Memory in Patients with Posttraumatic Stress Disorder

2010 ◽  
Vol 218 (2) ◽  
pp. 135-140 ◽  
Author(s):  
Slawomira J. Diener ◽  
Herta Flor ◽  
Michèle Wessa
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Verbal Memory ◽  
Stress Disorder ◽  
Declarative Memory ◽  
Memory Performance ◽  
Verbal Learning ◽  
Depression Scale ◽  
Learning Performance ◽  
Ptsd Symptoms

Impairments in declarative memory have been reported in posttraumatic stress disorder (PTSD). Fragmentation of explicit trauma-related memory has been assumed to impede the formation of a coherent memorization of the traumatic event and the integration into autobiographic memory. Together with a strong non-declarative memory that connects trauma reminders with a fear response the impairment in declarative memory is thought to be involved in the maintenance of PTSD symptoms. Fourteen PTSD patients, 14 traumatized subjects without PTSD, and 13 non-traumatized healthy controls (HC) were tested with the California Verbal Learning Test (CVLT) to assess verbal declarative memory. PTSD symptoms were assessed with the Clinician Administered PTSD Scale and depression with the Center of Epidemiological Studies Depression Scale. Several indices of the CVLT pointed to an impairment in declarative memory performance in PTSD, but not in traumatized persons without PTSD or HC. No group differences were observed if recall of memory after a time delay was set in relation to initial learning performance. In the PTSD group verbal memory performance correlated significantly with hyperarousal symptoms, after concentration difficulties were accounted for. The present study confirmed previous reports of declarative verbal memory deficits in PTSD. Extending previous results, we propose that learning rather than memory consolidation is impaired in PTSD patients. Furthermore, arousal symptoms may interfere with successful memory formation in PTSD.

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