Information, Similarity and Vocalization in Serial Learning of Digits

1969 ◽  
Vol 28 (1) ◽  
pp. 311-316 ◽  
Author(s):  
Stefan Slak
Keyword(s):  
Serial Position ◽  
Factorial Design ◽  
Serial Position Curve ◽  
Serial Learning ◽  
Learning Task ◽  
The Other ◽  
Intralist Similarity ◽  
Two Factors ◽  
Decimal Numbers ◽  
The Difference

32 Ss were given a serial learning task involving either quinary or decimal numbers. The reading of items was silent for one half and aloud for the other half of the Ss in a 2 × 2 factorial design. As evidenced by trials-to-criterion, quinary numbers were significantly more difficult to learn. Vocalization resulted in slower learning, but the difference was not significant. There was no interaction between the two factors. Additional analysis revealed a strong difference in the serial position curve between the two vocalization conditions, the aloud condition resulting in a stronger recency and weaker primacy effect. In learning numerically coded information, the decimal code was interpreted as superior to the quinary code because of higher information per item and lower intralist similarity.

scholarly journals Two Factors in Face Recognition: Whether You Know the Person’s Face and Whether You Share the Person’s Race

Perception ◽  
2021 ◽  
pp. 030100662110140
Author(s):  
Xingchen Zhou ◽  
A. M. Burton ◽  
Rob Jenkins
Keyword(s):  
Face Recognition ◽  
Factorial Design ◽  
Performance Measures ◽  
Recognition Accuracy ◽  
The Other ◽  
Familiarity Effect ◽  
Race Effect ◽  
Two Factors ◽  
Unfamiliar Face

One of the best-known phenomena in face recognition is the other-race effect, the observation that own-race faces are better remembered than other-race faces. However, previous studies have not put the magnitude of other-race effect in the context of other influences on face recognition. Here, we compared the effects of (a) a race manipulation (own-race/other-race face) and (b) a familiarity manipulation (familiar/unfamiliar face) in a 2 × 2 factorial design. We found that the familiarity effect was several times larger than the race effect in all performance measures. However, participants expected race to have a larger effect on others than it actually did. Face recognition accuracy depends much more on whether you know the person’s face than whether you share the same race.

Effects of Name Learning on Serial Learning, Position Learning, and Recognition Learning with Random Shapes

1963 ◽  
Vol 13 (3) ◽  
pp. 663-678 ◽  
Author(s):  
Howard B. Ranken
Keyword(s):  
Serial Position ◽  
Serial Learning ◽  
Spatial Arrangement ◽  
Temporal Sequence ◽  
Effective Stimulus ◽  
Subsequent Learning ◽  
Position Learning ◽  
The Difference ◽  
Recognition Learning

The effects of learning relevant names for random shapes on subsequent serial, position, and recognition learning were investigated in a series of four experiments. Name learning facilitated all three kinds of subsequent learning. The effect of naming was greater when an ordering of the shapes was learned as a temporal sequence (serial learning) than when it was learned as a spatial arrangement (position learning). Position learning was more rapid than serial learning, and the difference was greater for unnamed than for named shapes. Serial learning was as rapid with named shapes as with the names alone. Naming facilitated position learning even after Named and Unnamed groups had met the same criterion in recognition learning. Implications for various hypotheses concerning the mechanisms underlying the effects of naming are discussed. The results are interpreted as suggesting separate effects of naming on discriminability and on ease of association. The bearing of the findings on the question of the effective stimulus in serial learning is also considered.

PENGARUH UMPAN ASLI DAN UMPAN BUATAN DENGAN WAKTU PENANGKAPAN YANG BERBEDA PADA ALAT TANGKAP PANCING TANGAN (HAND LINE) TERHADAP JUMLAH DAN JENIS IKAN DI PERAIRAN TELUK MAUMERE

2018 ◽  
Vol 9 (2) ◽  
pp. 128-136
Author(s):  
Erfin Erfin
Keyword(s):  
Hypothesis Testing ◽  
Experimental Method ◽  
Combination Treatment ◽  
The Other ◽  
Fishing Gear ◽  
Night Time ◽  
The Real ◽  
Urban Village ◽  
Two Factors ◽  
The Difference

This research has been carried out on stairs 01 to samapai 30 july 2015 in wailiti urban village. The purpose of this research is to know the effect of the use of two kinds of treatments, namely the Original Feed (squid) and artificial rubber (rubber ventil) with the difference of time of catching the number and yield of the fish by using the fishing gear (hand line) in the waters of Teluk maumere sikka. The method used in this research is an experimental method in which the researcher is directly involved in the operation of catching with the fishing gear (hand line) by catching each of the two factors namely first, using the original feed difference (squid) and artificial feed (rubber vents). While the second factor is the difference of arrest wktu (morning, afternoon, and night). Of the two treatments, the catches obtained in the hand-fishing line operation, ie, in the treatment and replication that used the original uma (squid), obtained by catching sebanayak 321 fish with an average of 107. While mengguanakan bait making ( rubber ventil) obtained the catch sebanayak 293 tails with an average of 97.67. From the result of hypothesis testing, it was found that Fatbel real level of 0.05 and 0.01 showed the real result or Fcount = 3,477> Ftabel> (0,05). Then reject H0 is received with H1 with significant result. So the influence of the bait on the catch. Then the next will be calculated manggunakan Test Differences Honest (BNJ). At the BNJ Test, the highest yield of the A3B1 treatment was obtained by using original feed (squid) at night time capture.The conclusion obtained from this research is the treatment of kmbinasi which gives the best catch is the treatment of kimbinasi A3B1 which is significantly different from the other combination treatment

Efficiency of experimental designs for estimating common-row-and-column (CRAC) effects

1995 ◽  
Vol 124 (3) ◽  
pp. 325-334
Author(s):  
J. Connolly
Keyword(s):  
Optimal Allocation ◽  
Optimal Estimation ◽  
Diallel Cross ◽  
The Other ◽  
Systematic Effect ◽  
Two Factors ◽  
Even Order ◽  
Major Increase ◽  
The Difference ◽  
Three Factor

SUMMARYTwo factor designs are considered in which the levels of the two factors are linked (e.g. certain diallel cross and reciprocal transplant experiments). A common-row-and-column (CRAC) effect is defined as a systematic effect in the response when the treatment combination has the same level of the two factors. The efficiency of designs for estimating CRAC effects is discussed. Square designs with various levels of extra replication for CRAC treatment combinations and strand designs, based on omitting certain treatment combinations for which the two factors do not have the same level of the two factors, are defined and their efficiency examined.In the design for optimal estimation of a single CRAC effect in square or strand designs, half the total replication is in CRAC treatment combinations and half in the other combinations. This gives a major increase in design efficiency, particularly where the number of levels of the factors is five or greater. Designs with equal replication of all treatment combinations are generally very inefficient. The optimal square and strand designs have equal efficiency for estimating the CRAC effect, but the strand designs are more flexible in practice, requiring fewer plots to make a complete block and this relative flexibility increases with the number of levels of the factors.Most of the square or strand designs allow the estimation of n separate CRAC effects where n is the number of levels of the factors. Optimal square designs for estimation of separate CRAC effects give replication of CRAC combinations as ((n–1)(n–2)/2)½ times that of other combinations, which is different from the optimum value for estimating the single CRAC effect. However, for many designs, the difference is not of major importance because optimal designs for the estimation of a single CRAC effect are relatively insensitive to small deviations from the optimal ratio.When the replication of CRAC combinations differs from that of the other treatment combinations, the designs are less efficient in estimating the factor effects. Where estimation of factor effects is also of relevance, a trade-off between increased efficiency in the estimation of CRAC effects and of factor effects may be desirable.Strand designs are not as efficient as the optimal square design for estimating separate CRAC effects. For three-strand designs of even order examined, the CRAC effects are confounded with factor effects and are not all separately estimable. When factor effects and/or separate CRAC effects are of interest, square are preferable to strand designs.Some of the results generalize readily to three linked factors. There is a three-factor CRAC effect and three two-factor CRAC effects. The replication allocation for CRAC relative to other combinations, to optimize the estimation of the three-factor CRAC effect is (n–1)(n–2)/2 for the three-factor CRAC combinations and (n–2)/2 for the two-factor CRAC combinations. Selection to optimize the estimation of the two-factor CRAC effects gives very different optimal allocation.

Determinants of Primacy for Items in Continuous Serial Learning

1968 ◽  
Vol 22 (3) ◽  
pp. 965-975 ◽  
Author(s):  
E. Rae Harcum ◽  
Martin E. Pschirrer ◽  
Edwin W. Coppage
Keyword(s):  
Serial Position ◽  
Serial Position Curve ◽  
Serial Learning ◽  
Relative Effectiveness ◽  
Temporal Series ◽  
Nonsense Syllables

This study investigates the learning of continuous serial lists of nonsense syllables in terms of the strategies by which Ss select the syllables to be learned first. Three hypotheses were tested and verified by the results: (a) Ss select the first temporal item of a series as cognitively first when instructional and structural bases for differentiation are not provided by E; (b) Ss also tend to cognize a structurally isolated item as first in the series; and (c) the relative effectiveness of these two anchoring tendencies depends upon the position of the structurally isolated syllable within the temporal series. Results support the theory that the cognition of one or more “beginning” items establishes the serial-position curve because the anchors provided by these items, which are learned first, facilitate the acquisition of the remaining items.

Information, Similarity and Vocalization in Short-Term Recognition Memory for Numbers

1969 ◽  
Vol 29 (2) ◽  
pp. 387-393 ◽  
Author(s):  
Stefan Slak
Keyword(s):  
Recognition Memory ◽  
Recognition Task ◽  
The Other ◽  
Short Term ◽  
Transmitted Information ◽  
Decimal Numbers ◽  
The Difference ◽  
Memory Recognition

32 men and 32 women were given a memory-recognition task involving either quinary or decimal numbers. One half of Ss in each group vocalized the presented items, while the other half read them silently. The design was a 2 × 2 × 2 factorial. Quinary numbers resulted in a greater number of errors of omission and commission than did decimal numbers. Vocalization resulted in greater number of errors of commission in women but the difference did not occur with errors of omission. Recognition was discussed in terms of the amount of transmitted information. The difference in transmitted information between quinary and decimal numbers was analyzed into components accruing from the difference in the number of bits per item and from the difference in the formal interitem similarity.

Experimenter-Made vs Subject-Made Mnemonics in Paired-Associate Learning

1968 ◽  
Vol 22 (1) ◽  
pp. 227-231 ◽  
Author(s):  
Lewis R. Lieberman ◽  
William M. Walters ◽  
William Miles Cox
Keyword(s):  
Paired Associate ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Scholastic Aptitude Test ◽  
The Other ◽  
Associate Learning ◽  
Paired Associates ◽  
Scholastic Aptitude ◽  
Mnemonic Devices ◽  
The Difference

Two groups of Ss learned 42 pairs of words as a standard paired-associates learning task. One group was provided with mnemonic devices as an aid in learning the pairs and the other group was told to make up their own mnemonic aids. The difference in the number of pairs learned was not significant. Correlation between recall scores and Scholastic Aptitude Test verbal scores approached 0. There was a high correlation between the number of Ss who recalled a given pair correctly in the two groups. This suggests that certain pairs of words are easier to learn than others, regardless of whether S is given a mnemonic aid or has to contrive his own.

Effects of Task Structure on Serial-Order-Learning Task

1975 ◽  
Vol 36 (2) ◽  
pp. 561-562
Author(s):  
Jack R. Haynes
Keyword(s):  
Serial Learning ◽  
Serial Order ◽  
Random Order ◽  
Learning Task ◽  
The Other ◽  
Task Structure ◽  
Proximity Analysis

A serial-learning task composed of eight trigrams scaled by proximity analysis was given to two groups. The same items were used for both groups, but the order was different. The trigrams were in a random order for one group while the other group had their list structured according to radex theory. The structured list produced faster learning with fewer errors than the random order.

Effects of Set on the Serial-Position Curve for Typographically-Differentiated Lists

1964 ◽  
Vol 19 (2) ◽  
pp. 515-519 ◽  
Author(s):  
John F. Wing
Keyword(s):  
Serial Position ◽  
Serial Position Curve ◽  
The Other ◽  
Control Group ◽  
Experimental Group ◽  
Nonsense Syllables ◽  
Experimentally Induced

The problem was to determine whether typographic differentiation of a list was sufficient to facilitate learning and alter the shape of the serial-position curve, or whether an experimentally-induced set was also important. Three groups learned a list of 12 nonsense-syllables. For a control group this list was printed in black caps, but for two experimental groups the first and last halves of the list were typographically-differentiated. One experimental group (No Set) was simply instructed to learn the list. The other group (Set) was told to learn two lists simultaneously. No facilitation of learning was found for either experimental group. The Set group, however, did produce a distinct, double-bowed curve which reflected significantly fewer anticipatory failures at the middle serial positions. This establishes set as an important factor in the altered serial-position curve for differentiated lists.

Cognitive Anchoring of Different Errors in Continuous Serial Learning

1969 ◽  
Vol 25 (1) ◽  
pp. 79-82 ◽  
Author(s):  
E. Rae Harcum
Keyword(s):  
Serial Position ◽  
Serial Position Curve ◽  
Serial Learning ◽  
Cognitive Factors ◽  
Symmetrical Component ◽  
Different Types ◽  
Cognitive Selection ◽  
Selection Of

This paper investigated different types of errors in serial learning, via a further analysis of the data obtained by Harcum, Pschirrer, and Coppage (1968) with continuous presentation of 10-trigram lists. The purpose was to discover whether the particular distributions of extralist intruding errors (ELI), intralist intruding errors (ILI), and failures to respond (FTR), which have been obtained using the conventional temporal gap between successive trials, are found when trials are continuous. Similar distributions would indicate that the relevant determinants are intervening cognitive factors, rather than stimulus variables. The results with continuous trials were similar to those for conventional pacing; FTR errors showed both asymmetrical and symmetrical (bowing) components, the ILI distribution was more nearly symmetrical with the minimum at the cognitively first item, and ELI errors, which were infrequent, varied little among serial positions. These results support the conclusion that an asymmetrical component of the serial-position curve is produced by the cognitive selection of one item to be learned first, to become the anchor for the later learning, and a symmetrical component is the result of associative or positional confusion.

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