Interference in spatial memory.

Four experiments examined interference in human spatial memory. The first two tested for retroactive interference by varying the similarity between the interpolated task and the task that was learned originally. Retroactive interference was observed during relearning of a radial stylus maze and during relearning of the locations of pairs of playing cards in a concentration game. In the third and fourth experiments, proactive interference was tested during the relearning of the locations of pairs in a concentration game. Some proactive interference was observed when the number of proactive games was varied (Experiment 3), and substantial proactive interference was found when the similarity between the proactive and target tasks was the independent variable (Experiment 4). Although extensive evidence indicates that spatial memory differs from other types of memory, spatial memory is subject to interference effects, as are verbal memory, motor memory, visual discriminative memory in animals, and animal spatial memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of memory in concept learning.

Studies manipulating variables in the attempt to produce different memory requirements in concept learning are reviewed. Many of them have tested Underwood's theoretical position of response contiguity. Performance is generally improved by increasing the availability of previous stimulus information. The degree to which instances of the same concept occur contiguously directly affects acquisition of the concept. Attempts to demonstrate inferior performance with spaced practice have not been successful, although procedural problems make any conclusion tentative. There is some suggestion that memory effects could be classified as proactive and retroactive inhibition. A basic problem concerns the indirect type of question posed by investigators. (36 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Backward associations.

A review of the literature on backward associations in paired associate (PA) learning is presented, with an initial section being devoted to definitional and measurement problems. Similar to forward PA learning, backward learning was conceptualized as involving 2 processes: (1) stimulus learning and (2) backward associative learning. A review of the variables involved in backward learning and a discussion of the evidence for and against the Asch-Ebenholtz principle of associative symmetry follow. Finally, the role of backward associations in different verbal-learning situations is discussed with particular reference to transfer, retroactive and proactive inhibition, mediation, S-R similarity, and prefamiliarization. (2 p. ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Retroactive and proactive inhibition of verbal learning.

All studies dealing with the retroactive inhibition (RI) and proactive inhibition (PI) of verbal learning from 1941 to 1959 are discussed under the general headings: Degree of Acquisition, Similarity of Materials, Extrinsic Factors, Temporal Effects, and Major Theoretical Positions. Relatively little change has occurred in the theoretical approaches to RI within the last 10 years. Research interest in PI in general has been lower than that for RI, thus leaving many questions unanswered. Some 18 pressing problems are enumerated. (110-item bibliogr.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interference effects in the memory for serially presented locations in clark's nutcrackers, Nucifraga columbiana.

The authors tested the spatial memory of serially presented locations in Clark's nutcrackers (Nucifraga columbiana). Birds were serially presented with locations in an open room. The authors buried a seed in a sand-filled cup at each location and then tested nutcrackers for their memory for each location in the list by using the cluster method. For each item in the list, the authors opened a cluster of 6 holes. Accuracy was measured by how many tries were required for the bird to find the correct location within each cluster. In Experiments 1 and 2, the authors presented 2 lists of locations and found evidence for proactive and retroactive interference. Nutcrackers made errors by visiting the interfering list of locations during recovery of the target list. This finding demonstrates that nutcrackers are susceptible to proactive and retroactive interference during the recall of spatial information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Semantic matching, response mode, and response mapping as contributors to retroactive and proactive priming.

Two experiments examined proactive and retroactive semantic priming with reported 50-msec primes in 6 target tasks: standard and go/no-go versions of manual lexical decision, vocal lexical decision, and pronunciation. In go/no-go tasks, responses were made only to words. No task differences were found in retroactive priming, which might be a form of proactive priming. Standard manual lexical decision showed more proactive priming, perhaps reflecting response mapping. Go/no-go versions of pronunciation and manual lexical decision showed similar priming, suggesting that semantic matching biases the lexical decision rather than the overt response. Latencies suggested response interference in vocal lexical decision. Exp 3, which included 200-msec primes, did not require prime report. Responses were generally faster, but priming was lower and showed a complex pattern. The tasks tap different underlying processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effector-Dependent Learning by Observation of a Finger Movement Sequence.

Can observational learning be effector dependent? In 3 experiments, observers watched a model respond to a 6-item unique sequence in a serial reaction time task. Their sequence knowledge was then compared with that of controls who had performed an unrelated task or observed a model responding to random targets. Observational learning was indicated when the introduction of a new sequence was associated with more reaction time elevation in observers than in controls. The authors found evidence of observational learning only when observers used the finger movement sequence that they observed during training, not when they responded at the same sequence of locations using different digits. Free generation and recognition tests also detected observational learning. These results imply that observational learning can be both explicit and effector dependent. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning disorders after ruptured aneurysms of the anterior communicating artery

The aim of this study was to reevaluate short term and long term memory disorders after anterior communicating artery rupture, then to more specifically assess the importance and the role of forgetting, proactive and retroactive interferences, impaired memory for temporal order, attention disorders and dysexecutive syndrome, and finally MRI-defined brain lesions. Twenty one patients presenting with selective anterior brain injury, were assessed at the secondary and late post stroke phases. The short term memory analysis showed the digit span was reduced at the secondary stage, but that mean performances were preserved in the Peterson and Sternberg paradigms. Verbal and visuospatial learning in long term memory showed a severe deficit in free recall, chiefly serial, and associative recall. Recognition was mildly impaired at the secondary phase, and later normalized. A definite and lasting increase of proactive and retroactive interferences and an impairment in discriminating the temporal order of word presentations were observed. Amnesic impairment was relatively well correlated with forgetting, severity of interferences and temporal order amnesia, so as with disorders of attention and executive functions (Wisconsin Card Sorting Test). However, intrusions in free recall and false recognitions were not clearly related with the dysexecutive syndrome. The severity of amnesia was associated with lesions of the left anterior cingulate cortex, and of the corpus callosum. These results suggest that these patients mainly had a deficit in information retrieval, mostly compromising long term memory, but also to a lesser degree short term memory. Forgetting, interferences and the dysexecutive syndrome probably play an important role in the decline of mnemonic performance, but do not clearly explain intrusions in recall and errors in recognition.     

Retroactive inhibition for lists learned under interference conditions.

Determined whether a list of pairs acquired under conditions of interference is more susceptible to retroactive inhibition (RI) produced by additional interpolated interference than a list learned under noninterference conditions. The RI produced by groups differing in the type of prior learning administered, i.e., lists forming either an A-B, C-D, or an A-B, A-D relationship with the list being recalled, was compared. Results of modified-modified free recall test strongly support the susceptibility hypothesis. Data suggest (a) some evidence for proactive inhibition, but the demonstration was not reliable; and (b) that Ss who received nonspecific practice prior to their learning of 2 lists corresponding to an A-B, A-D paradigm showed less RI than Ss who had had no practice. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Within-subject decline in delayed-non-match-to-sample radial arm maze performance in aging Sprague-Dawley rats.

A within-subject design was used to examine delayed-non-match-to-sample radial arm maze performance in aging (6–18 months) male Sprague-Dawley rats. A decrease in correct choices and an increase in retroactive errors were observed at all retention intervals at 18 months of age compared with performance at 6 or 12 months. No age by retention interval interaction was observed. Neither age nor increasing retention interval influenced proactive errors during the retention test. The observation of an age- and delay-dependent increase in retroactive errors, but not proactive errors, suggests that the deficit relates to a memory dysfunction as opposed to a generalized performance deficit. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"What matters in implicit task sequence learning: Perceptual stimulus features, task sets, or correlated streams of information?" Correction to Weiermann et al. (2010).

Reports an error in "What matters in implicit task sequence learning: Perceptual stimulus features, task sets, or correlated streams of information" by Brigitte Weiermann, Josephine Cock and Beat Meier (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2010[Nov], Vol 36[6], 1492-1509). Two figures appearing on pages 1500 and 1502 contained incorrect labels for the x-axis of the control condition (ranran). The correct versions of Figure 3 and Figure 4 are provided in the erratum. (The following abstract of the original article appeared in record 2010-22281-001.) Implicit task sequence learning may be attributed to learning the order of perceptual stimulus features associated with the task sequence, learning a series of automatic task set activations, or learning an integrated sequence that derives from 2 correlated streams of information. In the present study, our purpose was to distinguish among these 3 possibilities. In 4 separate experiments, we replicated and extended a previous study by Heuer, Schmidtke, and Kleinsorge (2001). The presence or absence of a sequence of tasks, as well as that of a sequence of different task-to-response mappings, was manipulated independently within experiments. Evidence of implicit sequence learning was found only when correlated sequences of tasks and mappings were present. No sequence learning effects were found when only a single task sequence or a single mapping sequence was present, even when the structure of the single sequence was identical to the structure of the integrated sequence of task-mapping combinations. These results suggest that implicit task sequence learning is not dependent on either perceptual learning of stimulus features or automatic task-set activation per se. Rather, it appears to be driven by correlated streams of information. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

What matters in implicit task sequence learning: Perceptual stimulus features, task sets, or correlated streams of information?

[Correction Notice: An erratum for this article was reported in Vol 37(4) of Journal of Experimental Psychology: Learning, Memory, and Cognition (see record 2011-13273-005). Two figures appearing on pages 1500 and 1502 contained incorrect labels for the x-axis of the control condition (ranran). The correct versions of Figure 3 and Figure 4 are provided in the erratum.] Implicit task sequence learning may be attributed to learning the order of perceptual stimulus features associated with the task sequence, learning a series of automatic task set activations, or learning an integrated sequence that derives from 2 correlated streams of information. In the present study, our purpose was to distinguish among these 3 possibilities. In 4 separate experiments, we replicated and extended a previous study by Heuer, Schmidtke, and Kleinsorge (2001). The presence or absence of a sequence of tasks, as well as that of a sequence of different task-to-response mappings, was manipulated independently within experiments. Evidence of implicit sequence learning was found only when correlated sequences of tasks and mappings were present. No sequence learning effects were found when only a single task sequence or a single mapping sequence was present, even when the structure of the single sequence was identical to the structure of the integrated sequence of task-mapping combinations. These results suggest that implicit task sequence learning is not dependent on either perceptual learning of stimulus features or automatic task-set activation per se. Rather, it appears to be driven by correlated streams of information. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Implicit sequence learning and contextual cueing do not compete for central cognitive resources.

Sequence learning and contextual cueing explore different forms of implicit learning, arising from practice with a structured serial task, or with a search task with informative contexts. We assess whether these two learning effects arise simultaneously when both remain implicit. Experiments 1 and 2 confirm that a cueing effect can be observed under a continuous setting and that there is no interference between contextual cueing and sequence learning. Experiments 3a and 3b tested whether an interference arises specifically when the sequence becomes explicit. Results show that the expression of contextual cueing disappeared in those conditions but that context information is still acquired, and it affects performance when the sequence is removed. The results are discussed in relation to the current debates about the automaticity of implicit learning, and about the role of attention in the acquisition and expression of contextual cueing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Immediate and Sustained Effects of Planning in a Problem-Solving Task.

In 4 experiments, instructions to plan a task (water jugs) that normally produces little planning altered how participants solved the problems and resulted in enhanced learning and memory. Experiment 1 identified planning strategies that allowed participants to plan full solutions to water jugs problems. Experiment 2 showed that experience with planning led to better solutions even after planning was no longer required, whereas control participants showed little improvement. Experiments 3 and 4 showed that although the most recent planned solution could be recalled following a long filled retention interval, retroactive interference (RI) between successive problems resulted in much lower recall of earlier solutions. RI during plan generation could also explain participants' choice of depth-first planning strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supervised and unsupervised learning of multidimensional acoustic categories.

Learning to recognize the contrasts of a language-specific phonemic repertoire can be viewed as forming categories in a multidimensional psychophysical space. Research on the learning of distributionally defined visual categories has shown that categories defined over 1 dimension are easy to learn and that learning multidimensional categories is more difficult but tractable under specific task conditions. In 2 experiments, adult participants learned either a unidimensional or a multidimensional category distinction with or without supervision (feedback) during learning. The unidimensional distinctions were readily learned and supervision proved beneficial, especially in maintaining category learning beyond the learning phase. Learning the multidimensional category distinction proved to be much more difficult and supervision was not nearly as beneficial as with unidimensionally defined categories. Maintaining a learned multidimensional category distinction was only possible when the distributional information that identified the categories remained present throughout the testing phase. We conclude that listeners are sensitive to both trial-by-trial feedback and the distributional information in the stimuli. Even given limited exposure, listeners learned to use 2 relevant dimensions, albeit with considerable difficulty. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Combined effect of context change and retention interval on interference in causality judgments.

Four experiments studied the effects of context change and retention interval on retroactive interference in human causal learning. Experiment 1 found evidence of retroactive interference. Experiment 2 found that either a 48-hr retention interval or a change in the context after the interference treatment decreased retroactive interference. An interaction between context change and retention interval effects was also found, eclipsing the context change effect after the 48-hr retention interval. Experiments 3 and 4 found additivity between context change and retention interval effects when participants were reminded of the difference between physical contexts before the test, independently of whether the context change involved a return to the original acquisition context. These results add to the evidence suggesting that spontaneous forgetting is caused by a change in either the physical or the temporal contexts when information is acquired. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Blockade of Central Cholinergic Receptors Impairs New Learning and Increases Proactive Interference in a Word Paired-Associate Memory Task.

Experimental data and computational models suggest that blockade of muscarinic cholinergic receptors impairs paired-associate learning and increases proactive interference (E. DeRosa & M. E. Hasselmo, 2000; M. E. Hasselmo & J. M. Bower, 1993). The results presented here provide evidence in humans supporting these hypotheses. Young healthy subjects first learned baseline word pairs (A-B) and, after a delay, learned additional overlapping (A-C) and nonoverlapping (D-E) word pairs. As predicted, when compared with subjects who received the active placebo glycopyrrolate (4 μg/kg) and subjects who were not injected, those who received scopolamine (8 μg/kg) showed (a) overall impairment in new word paired-associate learning, but no impairment in cued recall of previously learned associates; and (b) greater impairment in learning overlapping (A-C) compared with nonoverlapping (D-E) paired associates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Context change as the mechanism of reinstatement in causal learning.

Four experiments were conducted to explore the mechanism of reinstatement in human causal learning. After a retroactive interference treatment in which a stimulus was first followed by an outcome (A+) and then followed by a different outcome (A*), simple exposure to the original outcome (+) in the interference-test context produced partial reinstatement of the first-learned information (A+). When exposure to the outcome took place in a context different from the interference-test context, reinstatement was not observed (Experiment 1). Equivalent results appeared when the outcome presented during reinstatement was different from the one originally related to the stimulus affected by interference, independent of whether the interfering outcome (Experiments 2, 3, and 4) or a new outcome (Experiments 3 and 4) was presented before the test. These results suggest an interpretation of reinstatement in terms of a context change between interference and testing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Illusions of Competence in Monitoring One's Knowledge During Study.

The monitoring of one's own knowledge during study suffers from an inherent discrepancy between study and test situations: Judgments of learning (JOLs) are made in the presence of information that is absent but solicited during testing. The failure to discount the effects of that information when making JOLs can instill a sense of competence during learning that proves unwarranted during testing. Using a paired-associates task, the authors examined aspects of the cue-target relationships that seemed likely contributors to such illusions of competence. These aspects have the potential to create differential strengths of a priori and a posteriori associations, that is, the probability with which a cue, when presented alone, elicits the corresponding target versus the perceived association between the cue and the target when both are present. The authors argue that the former has the greater influence on later recall, whereas the latter has the greater influence on JOLs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Proactive and retroactive priming in serial target detection.

Four experiments were concerned with priming effects that occur when participants attempt to identify each letter in a briefly presented 4-letter display. At each position of the display, 1 alternative (the target) was more probable than 4 alternatives (nontargets). The basic finding, which held true over several manipulations of display characteristics, was that retroactive effects were generally much stronger than proactive effects. These strong retroactive effects contrast with prior findings that (a) proactive effects usually dominate and (b) repetition yields inhibition (repetition blindness). This asymmetry was also noted in an additional experiment in which participants responded to only 1 letter in the array. (PsycINFO Database Record (c) 2010 APA, all rights reserved)