Effect of verbal cues on recognition memory and pleasantness evaluation of unfamiliar odors

The experiment investigated the effect of verbal cues on recognition memory for unfamiliar odors. 58 participants learned 20 odors of chemical substances. The control group learned the odors without accompanying verbal labels whereas two other groups learned the odors with accompanying verbal labels. The labels referred to relatively pleasant or unpleasant odor sources. On a memory test, administered 15 min. and also 1 wk. after the learning phase, participants were asked to recognize 10 learned odors from 10 unlearned odors and to evaluate each odor's pleasantness. Analysis showed (a) the verbal labels did not facilitate recognition of the unfamiliar odors, (b) recognition performance was lower after 1 wk. than after 15 min., and (c) rated pleasantness tended to be affected by the verbal label assigned to the odor in the learning phase.     

Transfert d'une stratégie de mémorisation chez des enfants de 10 ans: étude des différences individuelles.

Studied spontaneous or induced use of an organization strategy on free recall tasks by children differing with regard to perceptual field dependence–field independence (i.e., global vs analytic perceptual style). Human Ss: 72 normal male and female school-age children (mean age 10 yrs). In a 2 by 2 by 2 experimental design, Ss were divided into 8 groups according to gender, perceptual style (global vs analytic), and treatment (control vs experimental). The groups received a brief illustration of a semantic organization strategy designed to promote memorization of verbal material. Ss performed 3 successive and identical recall tasks followed by 2 different tasks requiring either a transfer of maintenance or a transfer of generalization. Intergroup differences in memorization strategies and recall performances were analyzed. Tests used: The Group Embedded Figures Test. (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptual organization in Alzhiemer's disease.

The ability of 16 AD patients and 16 age-matched control Ss to discriminate degraded forms was compared. Also examined were the effects of aging on perceptual organization by comparison of performance of normal Ss ranging in age from 20 to 86 years. Ss discriminated 2 forms, a circle and a square, each composed of randomly distributed dots concurrently embedded in visual noise. By means of a forced-choice procedure, the threshold signal-to-noise ratios at 4 levels of figure degradation were obtained, each presented at 3 durations. Performance by the normal Ss did not vary with age for long-duration stimuli, but did decline with age for briefly presented stimuli. Relative to age-matched control Ss, AD patients had significantly elevated thresholds at all form densities. Disruption of visual processing at the level of perceptual organization is likely a contributing factor to impairment of high-order visual function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ontogeny of cerebral dominance: Evidence from time-sharing asymmetry in children.

Used a dual-task procedure as a measure of speech lateralization in 151 normal, right-handed, 3–12 yr old children. Ss engaged in unimanual finger tapping with and without concurrent speech. It was hypothesized that if speech is left lateralized, talking should disrupt right-hand tapping (an instance of intrahemispheric interference) more than left-hand tapping (an instance of interhemispheric interference). Results for 2 different verbal tasks show the predicted overall asymmetry but no developmental trend in degree of asymmetry. The data suggest that lateralization is as marked in young children as in older children. About 70% of the Ss showed the predicted effect; there was no significant change in incidence as a function of grade level. Analyses of verbal production indicated that the performance asymmetry could not be attributed to an asymmetrical trade-off between talking and tapping. No sex differences in performance asymmetry were found. The results contradict the traditional model of progressive lateralization but corroborate the developmental invariance frequently observed using perceptual measures of language lateralization. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effect of Verbal Context on Olfactory Perception.

Three experiments were conducted to examine how verbal context and sensory stimulation interact to influence odor hedonic perception. Eight common odors were presented in their natural and synthetic forms, and verbal labels designating name and source (natural, synthetic) information were either explicitly given, self-generated, falsely provided, or not provided. Results revealed that verbal information about source influenced hedonic ratings whether or not the odorant itself was also present. When odorants were presented without verbal labels, olfactory evaluations were based in sensation. Name and source information contributed different levels of meaning and influence to perceptual evaluations. The findings are discussed with reference to an experiential-collocation model for odor-label interactions and a dual-coding hypothesis for olfactory perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of success and failure on the discrimination learning of normal and retarded children.

30 normal and 30 retarded children learned a 3-choice size discrimination following exposure to experimental tasks under conditions of success, failure, or neutrality. Both normal and retarded children learned more quickly following success and failure than under the neutral condition. In a 2nd study, 32 normal and 32 retarded children learned the same criterion task under success or failure conditions. Here, both success and failure again facilitated the performance of both normal and retarded Ss. Also, social responsivity interacted with intelligence and exeprimental conditions in influencing the children's learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning and use of logical symbols by deaf and hearing subjects.

16 11-17 yr. old deaf Ss were as able as hearing Ss matched on age, IQ, and socioeconomic background in learning and using logical concepts, and superior to hearing Ss matched on written language comprehension, IQ, and socioeconomic background in learning these concepts. Verbal language comprehension apparently does not possess an exclusive determining influence in learning and grasping the significance of these concepts. It seems justifiable that the ability to identify correspondences between logical symbolic expressions and their stimulus combinations, to verbalize accurately the rules of these correspondences, and to use learned symbols in new contexts constitute increasingly more difficult levels of conceptual behavior. Supplementary verbalization of rules leads to more successful transfer than learning the rules without correct verbal formulations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of deficits in intelligence test performance of preschool children to perinatal experience.

The intelligence test records of 193 children age 3 and of 119 age 5 were analyzed in relation to their perinatal experiences and intelligence level (average or superior). The children were classified as unstressed (Group 1), suspect (Group 2), and presumably stressed (Group 3). At both ages, significant differences were found at both intelligence levels between Groups 1 and 2 + 3 in ability to copy forms. At 3 yr. a significant difference between Groups 1 and 2 + 3 in verbal skill was found among the average Ss. It is concluded that isolated deficits on complex verbal and visuomotor tasks may be indicative of minimal birth injury and that such injury is more observable among average than superior children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recognition memory, sleep and circadian rhythms.

Examined the effects of sleep on memory. In Exp 1, 43 Ss learned a list of words and were tested for recognition 24 hrs later. For the delayed sleep group, learning was followed by a period of wakefulness; for the immediate sleep group, it was followed by a period of sleep. Retention was significantly better for the immediate sleep group. In Exp 2, 69 Ss were tested approximately 8 hrs after learning. The normal waking group learned and was tested after a period of daytime wakefulness; the normal sleep group learned and was tested after a period of nighttime sleep; and the sleep deprivation group learned and was tested after a period of nighttime wakefulness. In agreement with previous work (e.g., J. G. Jenkins and K. M. Dallenbach, 1924), retention for the normal sleep group was superior to that of the normal waking group; however, retention was not better for the normal sleep group than for the sleep deprivation group. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perception of disability labels: Effect of attitude and stimulus presentation.

60 undergraduates aged (18–25 yrs) were classified as having high or low attitudes toward disabled persons based on responses to the Scale to Measure Attitudes Toward Disabled Persons. Ss made all possible comparisons between pairs of disabilities; half the Ss completed a general disability label matrix, and half completed a specific disability label matrix. Results suggest an interaction between attitude and type of disability label. High attitude Ss generated a perceptual space different from low attitude Ss when the disability labels were specific. When the disability labels were general, the perceptual space generated between the 2 attitude conditions was similar. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experience-dependent recovery of visuospatial functioning in older alcoholic persons.

Exposed 2 groups of alcoholic males to verbal and visuospatial paired-associate learning tasks known to be sensitive to alcohol dysfunction. Group 1, with 16 Ss (mean age 52.19 yrs), received 4 task administrations 3–4 days apart, beginning 4 days after drinking stopped. Group 2, with 14 Ss (mean age 49.79 yrs), received identical administration beginning 16 days after drinking stopped. An alternate form of the tasks was administered at the final session to assess transfer of training. Two matched nonalcoholic control groups of 12 Ss each (mean age 50.79 yrs) established normative performance on both forms of the tasks. Although the alcoholic Ss' verbal learning was unimpaired, visuospatial functioning was equally impaired initially in both alcoholic groups despite differing periods of abstinence, indicating the lack of time-dependent recovery. However, practice with the visuospatial task resulted in improved visuospatial performance and positive transfer of training not significantly different from normal Ss. It is suggested that since alcoholism treatment outcome is related to neuropsychological status, rehabilitation of cognitive functioning may improve treatment success. (41 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of mnemonic instructions on paired-associate recognition memory for faces or names.

96 undergraduates (4 experimental and 2 control groups) learned 2 lists of 10 pairs of number-faces or number-names. Experimental Ss learned the 2nd list under a mnemonic rhyme condition. 1/2 of the experimental Ss used imagery as a mediator while the remainder were given verbal mediation sets. Ss took longer to learn faces than names and longer to learn under mnemonic than control conditions. On recognition tests, faces evoked slower latency responses than names, whereas mnemonic sets, in particular imagery as opposed to verbal, reduced response time. Names were recognized better than faces, mnemonics improved recognition scores, and recognition of faces but not of names was facilitated by the mnemonics. Control-group data show that results are not attributable to practice effects. Questionnaire reports of learning strategies are also examined. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recognition memory in preschool children.

Tested 18 males and 18 females from each of 2 age groups (mean ages, 37 and 53 mo) on a recognition test under each of 3 conditions: (a) verbal only, (b) visual only, and (c) verbal-visual. Correct recognition was obtained for all Ss. Older Ss, however, performed significantly better than younger. Neither age group benefited from E-provided labels; performance in the visual-only and visual-verbal conditions was comparable. It is concluded that the development of mechanisms other than verbal mediator production must account for any age-related improvement in recognition performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Corpus d'extraits musicaux: indices relatifs à la familiarité, à l'age d'acquisition et aux évocations verbales.

Studied the degree of familiarity, the age of acquisition, and verbal associations with regard to 144 musical excerpts drawn from the repertory of tunes that is expected to be shared by all French-speaking Quebec university students. Human Ss: 60 normal male and female Canadian adults (aged 21–45 yrs) (university students) (Group 1). 60 normal male and female Canadian adults (aged 19–43 yrs) (university students) (Group 2). The excerpts were presented to all Ss in synthesized, monophonic recordings. Ss in Group 1 were asked to indicate their degree of familiarity with each excerpt and the age at which they learned the excerpt. Ss in Group 2 were asked to indicate whether the original tune was vocal or instrumental and to provide verbal associations for the excerpts. The degree of familiarity, developmental period of acquisition, frequency of verbal associations, and dominant verbal association were determined for each excerpt. (English abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychopathy and punishment.

An experiment to test the hypothesis that psychopathy is associated with deficient passive avoidance learning under punishment. 75 High Pd and 75 Low Pd female undergraduates, equated for intelligence, learned a list of 10 nonsense syllables under 1 of 3 conditions of reinforcement: verbal reward, verbal punishment, and absence of comment by E. Punishment significantly retarded the learning of Low Pd Ss, but not that of High Pd Ss. No significant differences occurred under reward or neutral conditions. The hypothesis was considered confirmed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Further studies of the striate and extrastriate visual cortex in the tree shrew.

Trained 9 tree shrews (3 normal, 3 with striate cortex lesions, and 3 with temporal cortex lesions) to choose between 2 stimuli on the basis of orientation of stripes. The stimuli also differed in hue. When Ss reached criterion, hue became the relevant dimension, and shifts between orientation and hue continued. Normal Ss learned the original task and showed evidence of a learning set. Ss with temporal lesions were retarded in initial learning and reverted to chance level with each shift. Ss with striate lesions failed to master the initial problem. The temporal group was also impaired on daily intradimensional reversals. Results are interpreted as evidence for complementary functions of the 2 areas. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects on recall of hypnotic induction, motivational suggestions, and suggested regression: A methodological and experimental analysis.

90 Ss were assessed for recall of syllables (learned 2 mo. previously) under 1 of 9 experimental conditions in a 3 X 3 factorial design. The 3 levels of the 1st independent variable were: hypnotic induction, eyes closed; no induction, eyes closed; and no induction, eyes open. The 3 levels of the 2nd independent variable were: recall without suggestions; recall with motivational suggestions; and recall with suggestions to regress to the time of original learning. Recall was not affected by the independent variables or their interaction. A comparable number of Ss in each of the 9 experimental groups testified postexperimentally that, during the experiment, they had imagined, felt, and believed they were back in the original learning situation. (30 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of high intensity noise on retention.

48 male Ss practiced 3 verbal learning tasks under quiet and high intensity sound conditions (111 db. approximately flat to 6000 cps). It was concluded that: "1. Noise of the intensity and frequencies employed in this experiment does not significantly affect the recall of verbal material learned under controlled conditions. 2. The recall of material learned by means of auditory stimulation is not interfered with by noise to a greater extent than the recall of material learned by visual stimulation. 3. According to… subjective reports… the noise stimulus… aroused [disturbing] minimal reactions… . 4. Subjective reports… indicated some initial disturbances… but that adaptation was quickly achieved." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of controlled background interference on test performance by right and left hemiplegics.

Studied the general and lateralized effects of background interference on verbal and perceptual/motor functioning as a function of presence and lateralization of brain damage. 30 non-brain-damaged control patients and 30 right and 30 left hemiplegics (all Ss 53–72 yrs old) were given a word-naming task and the Bender Gestalt Test under noninterference and background interference conditions. As hypothesized, (a) brain-damaged Ss had significantly greater overall interference effects than controls; and (b) laterality effects were significant; verbal interference was greatest in the left-hemisphere-damaged group, and perceptual interference was greatest in the right-hemisphere-damaged group. Implications for treatment programs with such patients are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)