Noun imagery and frequency in paired-associate and free-recall learning.

Investigates the effects of rated imagery (I) and Thorndike-Lorge frequency (F) of nouns in paired-associate (PA) and free-recall (FR) learning. In the PA task, I and F were factorially varied on the stimulus and response sides of 16-pair mixed lists. Ss (77 male high school graduates) had 4 PA study and recall trials with each of 2 such lists. In agreement with previous findings, I was strongly related to learning, more so on the stimulus than on the response side of pairs. Weaker effects of F were positive on the response side but negative on the stimulus side under certain combinations of stimulus and response I revealed by interaction effects. The FR task involved factorial variation of I and F in 32-item lists. 52 undergraduates were presented 10 trials with 2 such lists. Recall was consistently better for high-I than for low-I nouns. Frequency had a consistent positive effect when the nouns were high in I, but its effect was negative on early trials when the nouns were abstract. I and F therefore were clearly differentiated empirically in both tasks. Findings are discussed in terms of such factors as stimulus-evoked mediating imagery and response availability. (French summary) (21 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Noun and adjective imagery and order in paired-associate learning by French and English subjects.

Varied rated noun imagery (I), rated adjective I, and noun-adjective order in a paired-associate (PA) learning task. 98 10th graders learned 2 PA lists, 1 with noun-adjective (N-A) pairs and 1 with adjective-noun (A-N) pairs. Within each list rated I of both nouns and adjectives was varied factorially. Both English- and French-speaking Ss learned the lists in their own languages. Results support the predictions from an hypothesis based on mediating imagery. N-A recall was superior to A-N recall for all combinations of word I, except when nouns were low and adjectives high in I. In the latter case, A-N recall was higher. This pattern was the same for both English- and French-speaking Ss. Results are interpreted as further evidence of the important role played by imagery in verbal learning. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instructional modeling and the development of visual- and verbal-mediation skills by TMR children

A study-recall paired-associate (PA) learning task administered to 40 TMR children under one of four instructional-modeling conditions: imagery, verbal mediation, imagery and verbal mediation, and a control condition. On one-half of the PA-learning study trials, the children were provided modeled mediating responses (connective pictures and/or sentences) and on the other trials no model was provided. The children's use of mediating responses on study trials was evaluated as was their recall performance. Each instructional-modeling condition resulted in more effective mediator use and better recall than the control condition. Verbal-mediation training was more effective than instruction in the use of visual imagery. Generation of mediators was most apparent when youngsters were first provided with models and then required to generated their own mediating responses. Gains in mediator use and recall were retained over a period of several days.     

Incidental learning, noun imagery-concreteness and direction of associations in paired-associate learning.

Examined the effect of imagery-concreteness pairs in incidental learning. In Exp. I with 96 undergraduates, intentional learning was superior to incidental learning. Recall of concrete-concrete noun pairs was significantly better than recall of all other pairs, while concrete-abstract and abstract-concrete nouns did not differ from each other but did differ from abstract-abstract recall. In Exp. II with 64 Ss, instructions to use imagery during the orientation task resulted in similar performance for incidental and intentional learning Ss. Concreteness yielded a greater effect on the stimulus side than on the response side of pairs, particularly for stimulus-response recall. Associative directionality had no reliable effects in either experiment. Results are discussed in terms of A. Paivio's conceptual peg hypothesis and 2-process theory of verbal and imaginal memory. (French summary) (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intrapair imagery effects in verbal discrimination and incidental associative learning.

Administered 4 study-test trials to 80 17-38 yr. Old students on a verbal discrimination learning (vdl) task where the items varied in imagery (i) value. Ss were then tested for incidental associative learning. The 32-pair mixed list consisted of 8 pairs of high-i and 8 pairs of low-i nouns, and 16 pairs in which 1 item was high-i and the other low-i. For 1/2 of the latter pairs the high-i word was correct. Significantly more errors occurred during vdl with homogeneous low-i pairs than with the other 3 pair types, which did not differ reliably from each other. Incidental associative learning was highest for homogeneous high-i pairs, and stimulus i was more effective than response i when the stimuli had been wrong but not when they had been right during prior vdl. The latter condition was characterized particularly by sharply depressed performance on high-i-low-i pairs. The vdl results are discussed in terms of imagery and frequency hypotheses, and the associative memory data in terms of the effects of the experimental conditions on the amount of attention devoted to 1 or both members during vdl. (french summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imagery and verbal associative latencies as a function of imagery ability.

Examines RTs of Ss high or low in imagery ability under instructions to elicit a verbal associate or arouse an image to concrete and abstract noun stimuli. 16 high and 14 low imagers were selected from a sample of 77 volunteer undergraduates. Latencies were significantly shorter for high than low imagers, for concrete than abstract words, and for verbal than imagery instructions. 1 interaction showed that imagery latencies were shorter to concrete than to abstract stimuli, whereas the latencies of verbal associations did not differ for the 2 types of words; another revealed that the relative superiority of high over low imagers in reaction speed was greater when the stimuli were abstract. Correlational data suggest that verbal associations may be mediated by both verbal and imaginal processes, thus favoring high imagers in both instruction conditions, and that self-reports of imagery ability can reliably predict imaginal behavior. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A reexamination of the role of imagery in learning and memory.

Five experiments were conducted to examine whether the superior recall of concrete over abstract words might be better accounted for in terms of relative differences in the processing of relational and distinctive information rather than redundant verbal and imaginal memory codes. Concrete and abstract word pairs were presented in the standard paired-associated learning task or under conditions intended to affect the nature and extent of relational processing between pair members. Concreteness effects were attenuated or eliminated when relational processing was prevented at encoding (Experiments 3, 4, and 5) or when the use of encoded relations within pairs was prevented at recall (Experiments 1, 2, and 3). The results indicated the viability of an account of concreteness effects in paired-associate learning based on the joint functions of distinctive and relational information. They also remove theoretical constraints imposed on imagery theories by the incorrect assumption of a uniform presence of concreteness effects in memory for word lists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A test of the developmental imagery hypothesis in children's associative learning.

Two samples of kindergartners (a total of 125 Ss) were administered a paired-associate learning task at the beginning and end of the school year, under either regular (control) or self-generated visual imagery instructions. Consistent with previous speculations about the relationship between maturation and the efficacy of imagery instructions on this task, age predicted paired-associate learning performance in the imagery condition even when general ability and amount of formal schooling were controlled. In contrast, age was not significantly related to learning in the control condition. Results support the developmental imagery hypothesis. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Host genetic and adjuvant factors influence epitope specificity to a major recombinant grass allergen

Detection of a sensory stimulus is facilitated when attention is directed towards the stimulus source. Neuronal substrates for this psychological effect were studied in monkeys performing an attention-demanding task, by simultaneous recording of neuronal activity and pupillary dilation as an indicator of attentive state. We found that neurons in the postcentral somatosensory cortex (SI) started to discharge concurrent with the pupil dilation onset which occurred well before the somatosensory stimulus. Neuronal firing rates were positively correlated with the degree of dilation, suggesting that the SI neural activity is under the direct influence of the attentional process.     

Spatial and verbal abilities in children's crossmodal recognition: A dual coding approach.

Conducted 2 experiments to study the relative importance of visuospatial (VSAs) and verbal referential abilities (VRAs) to 184 English-speaking children's (aged 4 yrs 11 mo to 8 yrs) crossmodal performance under imagery, naming, and control instructions. Using the Minnesota Paper Form(s) Board Test Revised, imagery instructions induced Ss to implement a visual imagery strategy that depended primarily on VSA, whereas naming instructions promoted use of a naming strategy that depended relatively more on VRA. No instructions resulted in use of a verbal/naming strategy similar to that used by naming Ss. (French abstract) (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Phonemic storage of concrete and abstract words with auditory presentation.

Conducted 2 experiments in which Ss' recognition memory for aurally presented concrete and abstract nouns was tested. In Exp I, 56 undergraduates heard study and test lists of 20 concrete and abstract nouns. The test list contained the same 20 nouns plus 20 new nouns which rhymed or did not rhyme with the study stimuli. In Exp II, 56 new undergraduates heard the same lists as in Exp I, but also heard lists in which concrete distractors rhymed with abstract study items and vice versa. Results show that false recognition depends upon the phonemic similarity of distractors to study words, and that the effect is independent of the concreteness of the words or whether the distractor matches the study word in concreteness. While the results may be inconsistent with aspects of the dual process theory of verbal coding, they may indicate that learners use phonemic attributes for recognition when imaginal attributes are insufficient. The appearance of an overall effect of concreteness on false alarms indicates that auditory presentation can produce imagery codes. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal conditionability and Wechsler Picture Arrangement scores.

Compared performance for high and low scorers on Wechsler's Picture Arrangement (PA) subtest with 115 undergraduates on Greenspoon's classic plural nouns verbal conditioning task. According to clinical hypotheses, high PA Ss are supposedly more sensitive to subtle social cues and therefore should emit more plural nouns in this situation than low PA Ss. Results supported this hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imagery versus meaningfulness of nouns in paired-associate learning.

Investigated effects of noun imagery (I) and meaningfulness (m) on paired-associate (PA) learning using 3 PA lists. In 1 list, I was varied on stimulus and response sides in a factorial design while m was held constant; in another, m was similarly varied while I was controlled; in the 3rd, I and m were covaried. 33 undergraduates served as Ss. 4 study-test trials with each list showed that I was alone had strong positive effects, more so on the stimulus than response side of pairs, whereas m alone showed negative effects attributable mainly to superior learning of low m-low m pairs. The covarying attributes had intermediate effects, suggesting again that the contribution of m was negative. Exp. II yielded insignificant effects for m when varied on stimulus and response sides using homogeneous lists. 68 Canadian Forces trainees served as Ss. The patterns of learning data and post learning reports of learning strategies are consistent with an interpretation of the effects of I in terms of mediating imagery. The negative effect of m suggests associative interference. (French summary) (22 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of separate and interactive imagery on the recall of movement patterns.

Contrasted separate imagery instructions with interactive imagery instructions on memory for movement patterns. 48 undergraduates were presented pairs of movement patterns and were instructed to form separate images of each pattern or to form interactive images linking the patterns together. Cued recall performance and the organization of free recall was enhanced following interactive imagery instructions compared with separate imagery instructions. Total free recall, however, was similar for interactive and separate imagery. The advantage of interactive imagery over separate imagery in cued recall was attenuated when Ss were given instructions that imposed restrictions on the formation of their interactive images. Several explanations of the memorial consequences of imagery instructions are considered in light of these results, including I. Begg's (see record 1983-04913-001) organization-redintegration account of imagery instructions. (French abstract) (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of repeated cold stress on feeding, avoidance behavior, and pain-related nerve fiber activity

BACKGROUND: Estimation of the mu-agonist opioid effect in anesthetized and paralyzed patients is often imprecise and can be obscured by concomitant administration of drugs that affect the sympathetic nervous system, such as beta-adrenergic blocking agents. As an alternative to hemodynamic measures of opioid effect, the authors tested the hypothesis that the pupillary light reflex or pupillary reflex dilation correlated with alfentanil concentrations during isoflurane anesthesia. METHODS: Six volunteers were anesthetized on 4 days with 0.8% isoflurane. Alfentanil was administered intravenously to target total plasma concentrations of 0, 25, 50, and 100 ng/ml. A 5-s tetanic electrical stimulus was applied to the skin. Pupil size and the pupillary light reflex were recorded before and after alfentanil administration, and before and for 8 min after the stimulus. RESULTS: Alfentanil exponentially impaired reflex pupillary dilation, decreasing the maximum response amplitude from 5 mm at 0 ng/ml, to 2.3 mm at 25 ng/ml, to 1.0 mm at 50 ng/ml, and finally to 0.2 mm at 100 ng/ml. In contrast, only the highest concentration of alfentanil depressed the dilation of the pupil in the first 2 s after the stimulus. Alfentanil administration had no effect on the pupillary light reflex. CONCLUSIONS: Dilation of the pupil in response to a noxious stimulus is a measure of opioid effect in isoflurane-anesthetized volunteers. In contrast, the pupillary light reflex is unaffected by alfentanil during isoflurane anesthesia. These data suggest that stimulus-induced pupillary dilation may be used to evaluate the analgesic component of a combined volatile and opioid anesthetic.     

Picture mediation in abstract-concrete paired associates

The present study investigated the hypothesis that pictures of abstract-concrete paired associates would serve to make the abstract stimulus member more concrete thereby enhancing the learning process. 60 subjects were equally divided into 6 groups, varying conditions of concreteness and abstractness of the stimulus items and pictures or no picture. The results supported the basic proposition that the picture mediation presented during the learning-testing condition facilitated the learning of the abstract paired associates.     

Imagery elaboration and the recall of French article-noun pairs.

Examined the effect of an imagery-based study technique, called the "hook," on the acquisition of French article–noun pairs. 40 undergraduates with some background in French as a 2nd language studied a list of items under imagery elaboration or under rote rehearsal instructions. Under each type of instruction, half the Ss were asked to use the peg words learned prior to the experiment, whereas the remaining half were not asked to use them. When the English translation equivalents were presented as retrieval cues, recall was substantially better under imagery than under rote instructions. The use of mnemonic peg words had a slight detrimental effect on recall, regardless of the type of instructions received. It is concluded that rote repetition, as prescribed in language textbooks, is not as effective as imagery elaboration for learning French article–noun pairs. (French abstract) (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age-related differences in memory as a function of imagery processing.

The effects of aging on imagery production and use (following the learning of concrete and abstract words) and their relations to subsequent memory performance were explored in 2 experiments. Both experiments demonstrated better free recall of concrete than of abstract words (the concreteness effect). Exp 1 showed this superiority to be greater for young Ss only under explicit imagery instructions. Exp 2 revealed that the advantage of concrete over abstract words reflects the use of differential imagery production. The results are discussed in terms of age differences in imagery utilization and the effects of visual processing on recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of familiarity and unitization on new-association priming.

The role of familiarity and stimulus unitization was examined for nonverbal associations. Implicit memory was tested using a color-naming task. In 2 experiments spatially separated words, novel shapes, or nonwords and colors were presented, and the encoding instructions encouraged their unitization. New-association priming occurred between words and colors but not between abstract shapes and colors or between nonwords and colors. The results suggest that new-association priming occurs for familiar stimuli that are not physically integrated. However, when the stimuli are neither familiar nor unitized, new-association priming does not occur. It is possible that during encoding, memory representations are activated. If the stimuli are neither familiar nor unitized, then these processes must be carried out at study at the expense of learning of the associations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)