To demonstrate the Serial Learning-positioning among Early adolescents and Late Adolescents

Learning is a process of living that enables us to move forward in life. Learning is much deeper than just recalling and memorizing. Learning done on a daily basis involves understanding, relating opinions and making connective links between the information learnt previously with the new information learnt recently. There are various forms in which learning can be practiced. The aim of this research is to study about the memory and learning ability of Early and Late adolescents with regards to the objectives set to be; to differentiate the learning ability of Early and Late adolescents as well as to adhere to the early psychological research that was done on the memory power of different stages of Adolescents. The hypothesis of this study is that there will be a significant difference in learning between Early adolescents and the Late adolescents. 60 samples were taken, 30 in each group. The methodology used in this study are ‘serial leaning and serial positioning’ which were used to demonstrate how individuals of different ages can recall information associated with time delay of 10 minutes between serial learning (orderly manner) and serial positioning (disorderly manner). The groups were Early Adolescents and Late adolescents from an educational institute located around the college campus. Adolescents with physical disabilities were not included in the study and all the adolescents in this study are from an English medium institution. For the results, Standard deviation and t-test were used to score. The study was proven that Late adolescents have higher memory recall ability compared to that of the early adolescents.

Analisis Tahapan dalam Belajar Verbal (Verbal Learning)

Artikel ini membahas tentang analisis tahapan dalam belajar verbal menggunakan rujukan dari kajian literatur yang relevan, dalam konsepnya belajar verbal ( Verbal Learning) merupakan kegiatan pembelajaran yang mendorong siswa untuk memberikan respon terhadap materi verbal seperti sebuah kata dan tanggapan- tanggapan yang bersifat verbal, ruang lingkup belajar verbal terdiri dari materi dan prosedur yang terurai dalam konteks- konteks pengembangan yaitu, Serial Learning, Paired Assosiated Learning, Free Recall,dan Recognation Learning. adapun tahap- tahap dalam belajar verbal yaitu, Respon and Stimulus Learning, stimulus and Descrimination, stimulus selection, dan stimulus Coding.

Positional Inference in Rhesus Macaques

Understanding how organisms make transitive inferences is critical to understanding their general ability to learn serial relationships. In this context, transitive inference (TI) can be understood as a specific heuristic that applies broadly to many different serial learning tasks, which have been the focus of hundreds of studies involving dozens of species. In the present study, monkeys learned the order of 7-item lists of photographic stimuli by trial and error, and were then tested on “derived” lists. These derived lists combined stimuli from multiple training lists in ambiguous ways. We found that subjects displayed strong preferences when presented with novel test pairs. These preferences were helpful when test pairs had an ordering congruent with their ranks during training, but yielded consistently below-chance performance when pairs had an incongruent order relative to training. This behavior can be explained by the joint contributions of transitive inference and another heuristic that we refer to as “positional inference.” Positional inferences play a complementary role to transitive inferences in facilitating choices between novel pairs of stimuli. The theoretical framework that best explains both transitive and positional inferences is a spatial model that represents both the position and uncertainty of each stimulus. A computational implementation of this framework yields accurate predictions about both correct responses and errors for derived lists.

Transitive inference after minimal training in rhesus macaques (Macaca mulatta)

Rhesus macaques, trained for several hundred trials on adjacent items in an ordered list (e.g. A>B, B>C, C>D, etc.), are able to make accurate transitive inferences (TI) about previously untrained pairs (e.g. A>C, B>D, etc.). How that learning unfolds during training, however, is not well understood. We sought to measure the relationship between the amount of training and the resulting response accuracy in four rhesus macaques, including the absolute minimal case of seeing each of the six adjacent pairs only once prior to testing. We also ran conditions with 24 and 114 trials. In general, learning effects were small, but they varied in proportion to the square root of the amount of training. These results suggest that subjects learned serial order in an incremental fashion. Thus, rather than performing transitive inference by a logical process, serial learning in rhesus macaques proceeds in a manner more akin to a statistical inference, with an initial uncertainty about list position that becomes gradually more accurate as evidence accumulates.

Category Learning in a Transitive Inference Paradigm

The implied order of a ranked set of visual images can be learned by transitive inference, without reliance on stimulus features that explicitly signal their order. Such learning is difficult to explain by associative mechanisms but can be accounted for by cognitive representations and processes such as transitive inference. Our study seeks to determine if those representations may be applied to categories of images without explicit verbal instruction. Specifically, we asked whether participants can (a) infer that images being presented belonged to familiar categories, even when every image presented during every trial is unique, and (b) perform transitive inferences about the ordering of those categories. To address these questions, we compared the performance of humans during a standard TI task, which used the same set of images throughout the session, to performance in a category TI tasks, which drew images from a set of categories. Each of the images used in the category TI task was only presented once, limiting the extent to which stimulus-outcome associations could be learned. Participants were able to learn the order of the categories based on transitive inference. However, participants in the category TI condition did not produce a symbolic distance effect. These findings collectively suggest that differing cognitive processes may underpin serial learning when learning about specific stimuli versus stimulus categories.