Facilitative training: Acquisition, retention, and modes of assessment.

Examined 10 hr. of didactic-experiential training in facilitative functioning for acquisition, retention, and equivalence of modes of assessing levels of facilitative functioning. 20 prerated moderate-level and 20 low-level functioning counselors-in-training were assigned to treatment and control groups according to a randomized block design. Results confirm previous research indicating that levels of facilitation can be increased, whether assessed from written or oral modes of responding. Prerated moderate Ss appeared more able to use the training for formulating higher facilitative oral responses in a counseling interview than low-level Ss. Posttraining levels of functioning were maintained throughout the 4-wk latency period by both prerated moderate- and low-level Ss. Equivalence in levels of facilitative functioning between written and oral modes of responding was not found for any of the prerated subgroups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Odor-guided fear conditioning in rats: 1. Acquisition, retention, and latent inhibition.

Three experiments examined the acquisition, retention, and latent inhibition of odor-guided fear conditioning in rats. The results of Experiment 1 indicate that forward conditioned stimulus (CS)–unconditioned stimulus (US) pairings resulted in robust freezing responses to subsequent presentation of the CS alone. In Experiment 2, rats in one group (PRE) received unreinforced preexposures to the odorant CS, and those in a second group (NON) were not preexposed to the odorant. All rats then received forward CS–US pairings. PRE rats exhibited a marked attenuation of freezing to subsequent exposure to the CS relative to NON rats. All rats were then retested at one of the following posttraining delays: 17, 24, or 31 days. Freezing behavior of the NON rats declined significantly across these delays, whereas rats in the PRE group froze no more at any delay than they had 24 hr after training. Experiment 3 examined the contextual specificity of latent inhibition. Only those rats that were preexposed and were trained in the same context exhibited latent inhibition. These results indicate that odor-guided fear conditioning is a robust and useful paradigm suitable for future studies of the neural bases of associative learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fluent rereading: Repetition, automaticity, and discrepancy.

Six experiments examined readers' sensitivity to discrepancies introduced into familiar texts. Across 4 or 5 trials, Ss crossed out misspellings as they read. Reading times decreased across repeated readings, and even though misspellings differed on every reading, their detection remained constant or improved across readings. Thus, reading became fluent but remained accurate across experiences. On the final reading, small discrepancies were unexpectedly introduced into the familiar texts. Results showed clear sensitivity to discrepancies in visual features (Exps 1, 2, and 5) and in lexical and semantic characteristics (Exps 3, 4, and 6) of familiar texts. Exps 5 and 6 showed that this sensitivity was on-line, occurring in the interval in which the discrepancy was encountered. The findings are discussed in terms of episodic transfer across repetitions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Slow reacquisition following extinction: Context, encoding, and retrieval mechanisms.

Investigated the slow reacquisition (RAQ) of responding in rats that occurs when the conditioned stimulus/stimuli (CS) and unconditioned stimulus/stimuli (UCS) are paired again after prolonged extinction training. In Exp 1, an extinguished CS acquired less suppression than a novel CS during a final conditioning phase, but more suppression than CSs that had received comparable nonreinforcement without initial conditioning. In Exp 2, CS–UCS pairings resumed in the context of extinction caused the least RAQ of suppression: Pairings in a neutral context produced better RAQ, while return of the CS to the conditioning context caused an immediate renewal of responding to the CS. In Exp 3, a return of the CS to the extinction context after RAQ training caused renewed extinction performance and interfered with performance appropriate to RAQ. This effect was not due to demonstrable inhibitory conditioning of the extinction context. Results suggest that representations of conditioning and extinction (or CS–UCS and CS–no UCS relations) are both retained through extinction and that performance appropriate to either phase can be cued by the corresponding context. RAQ may thus be slow when the context retrieves an extinction memory. Similar mechanisms may also play a role in other Pavlovian interference paradigms. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acquisition and retention of a letter-detection skill.

In two experiments, we examined the acquisition and retention of a letter-detection skill with a consistent-mapping procedure. In Experiment 1, subjects were trained from 0 to 4 sessions at detecting the letter H in displays containing random letters, and retesting occurred after a 1-month delay. Performance improved and in some cases became more automatic, and the performance level was maintained over the retention interval. When tested with a prose passage, the high error rate on the word THE was eliminated after training and after the retention interval, regardless of the amount of training. In Experiment 2, two subjects were given 12 sessions of training followed by a retention test 6 months later. For 1 subject there was also a retention test 15 months after acquisition. Performance improved dramatically with training, and substantial but not complete automaticity was achieved. Performance on the retention tests was close to the final acquisition level. The surprising lack of forgetting in this study was contrasted with the substantial forgetting typically found in studies of verbal learning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Skill and automaticity: Relations, implications, and future directions.

Argues that automaticity and skill are closely related but are not identical. Automatic processes are components of skill, but skill is more than the sum of the automatic components. Automaticity and skill are similar in that both are learned through practice. Implications are discussed for (1) current studies of the co-occurrence of properties of automaticity, (2) the relation between multiple resources and automaticity, and (3) the relation between control and automaticity. It is concluded that many of the issues in automaticity may be resolved or at least revised by considering the role that automatic processes play in performing a skill. (French abstract) (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attention, automaticity, and developmental dyscalculia.

People suffering from developmental dyscalculia (DD) show an abnormal pattern of the size congruity effect. They do not display a facilitation component in a numerical Stroop task. In this task, participants are presented with 2 digits that differ both in physical size and numerical value, and they have to compare the digits while ignoring one of the dimensions. The present study examined performance of those with DD and control participants in the numerical Stroop task under cognitive load. The no-load condition replicated previous findings (i.e., lack of facilitation in the physical task for the DD group). Load had opposite effects on interference and facilitation. Load eliminated facilitation and increased interference in the control group. Load increased interference only in the physical task in the DD group. The opposite effect of load on facilitation and interference suggests that these components are related to different cognitive mechanisms. The fact that load produced a DD-like pattern in the control group could suggest that individuals with DD suffer from difficulty in recruiting attention in addition to the deficits in numerical processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Expanding retrieval practice (T. K. Landauer & R. A. Bjork, 1978) is regarded as a superior technique for promoting long-term retention relative to equally spaced retrieval practice. In Experiments 1 and 2, the authors found that expanding retrieval practice of vocabulary word pairs produced short-term benefits 10 min after learning, conceptually replicating Landauer and Bjork's results. However, equally spaced retrieval produced superior retention 2 days later. This pattern occurred both with and without feedback after test trials. In Experiment 3, the 1st test occurred immediately or after a brief delay, and repeated tests were expanding or equally spaced. Delaying the first test improved long-term retention, regardless of how the repeated tests were spaced. The important factor for promoting long-term retention is delaying initial retrieval to make it more difficult, as is done in equally spaced retrieval but not in expanding retrieval. Expanding the interval between repeated tests had little effect on long-term retention in 3 experiments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instance-based learning: Integrating sampling and repeated decisions from experience.

In decisions from experience, there are 2 experimental paradigms: sampling and repeated-choice. In the sampling paradigm, participants sample between 2 options as many times as they want (i.e., the stopping point is variable), observe the outcome with no real consequences each time, and finally select 1 of the 2 options that cause them to earn or lose money. In the repeated-choice paradigm, participants select 1 of the 2 options for a fixed number of times and receive immediate outcome feedback that affects their earnings. These 2 experimental paradigms have been studied independently, and different cognitive processes have often been assumed to take place in each, as represented in widely diverse computational models. We demonstrate that behavior in these 2 paradigms relies upon common cognitive processes proposed by the instance-based learning theory (IBLT; Gonzalez, Lerch, & Lebiere, 2003) and that the stopping point is the only difference between the 2 paradigms. A single cognitive model based on IBLT (with an added stopping point rule in the sampling paradigm) captures human choices and predicts the sequence of choice selections across both paradigms. We integrate the paradigms through quantitative model comparison, where IBLT outperforms the best models created for each paradigm separately. We discuss the implications for the psychology of decision making. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Distinctiveness effects in children's long-term retention.

In 3 experiments, kindergarten and second-grade children's retention was examined in the context of 2 distinctiveness manipulations, namely, the von Restorff and bizarre imagery paradigms. Specifically, children learned lists of pictures (Experiments la and lb) or interactive images (Experiment 2) and were asked to recall them 3 weeks later. In Experiments la and lb, distinctiveness was manipulated perceptually (changing colors) and conceptually (changing categories or switching to a numeral), whereas in Experiment 2, distinctiveness concerned the interaction (common or bizarre) between the referents. The results showed that (a) older children retained more information than younger children, (b) younger but not older children failed to benefit from numerically distinct information, and (c) distinctiveness in other domains facilitated children's retention. These results highlight the importance of distinctive information in children's retention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Identification of typographically transformed words: Instance-based skill acquisition.

Tested 2 hypotheses concerning the development of skill at identifying typographically transformed words. One claim is that a general skill independent of specific training instances is involved, and the other is that skill is based on memory for the analysis of specific instances encountered during training. Contrary to the general skill view, a series of experiments with 64 university students demonstrated that transfer of word identification skill was highly specific and occurred only when training and test instances shared common letters printed in the same case (i.e., uppercase or lowercase). Transfer of skill also depended on the visual patterns formed by adjacent letters and word shape. Presentation of a word in training and test phases significantly improved test phase identification of that word even when a unique visual pattern was used. It is concluded that these results are compatible with an instance-based view of word identification skill in which it is assumed that Ss develop skilled analysis of the visual and conceptual characteristics of specific words, and that this skill can be used to identify repeatedly presented words as well as predictable sets of novel words. (42 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Metrifonate improves associative learning and retention in aging rabbits.

The cholinergic system is known to show deterioration during aging and Alzheimer's disease (AD). In response, a therapeutic approach to AD has been to attempt to compensate for the decrease in central cholinergic function by potentiating the activity of the remaining intact cholinergic cells with cholinesterase (ChE) inhibitors. In this study treatment with the long-lasting ChE inhibitor metrifonate facilitated acquisition and retention of eyeblink conditioning in aging rabbits. Metrifonate treatment resulted in steady-state, dose-dependent acetylcholinesterase (AChE) inhibition in red blood cells. Maximal behavioral efficacy was achieved with AChE inhibition of approximately 40%, with no further improvements resulting from increased levels of inhibition. Metrifonate was behaviorally effective in the absence of the severe side effects that can plague ChE inhibitors, supporting metrifonate as a possible treatment for the cognitive deficits resulting from normal aging and AD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interference effects in young children's long-term retention.

Classical interference effects were examined in preschool and kindergarten children's paired-associate recall (Experiment 1) and free recall (Experiment 2). Children in the control conditions learned a single picture list, whereas children in the experimental conditions learned 2 picture lists in succession. After 24 hr, children recalled items from the one list they had learned (control conditions), items from only List 1 (retroactive interference conditions), or items from both lists (modified free-recall conditions). Analyses based on the trace-integrity framework indicated that (a) children were susceptible to interference, (b) the locus of interference effects was at storage, (c) both younger (preschool) and older (kindergarten) children experienced similar amounts of interference, and (d) variations in trace strength generally did not modulate the magnitude of interference effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acquisition, retention, and extinction of operant discriminations in rats with nucleus basalis magnocellularis lesions.

Effects of bilateral ibotenic acid lesions of nucleus basalis magnocellularis (NBM) and scopolamine treatment on different aspects of learning and memory in an operant discrimination task were assessed. In Experiment 1, NBM lesions impaired acquisition performance. In Experiment 2, scopolamine lowered response rates but did not affect discrimination accuracy in lesioned or control rats. In Experiment 3, although pretrained rats showed transient increases in commission errors, percentage correct responding remained above chance levels after lesion. During extinction in Experiment 4, operant responding diminished more quickly in pretrained NBM-lesioned rats than in controls, but subsequent reacquisition performance was equivalent in both groups. Results suggest the NBM is importantly involved in discrimination learning, but cholinergic activity may be less critical for memory retention than for acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Inevitability and automaticity: A response to Fisk.

Responds to the comments of A. D. Fisk (see record 1986-16289-001) on the present authors' (see record 1985-27168-001) work on automatic processing of fundamental information. The present authors use the term automaticity as a process by which some attributes of an attended to stimulus are encoded into memory. It is suggested that Fisk's view of automaticity is derived from the study of automatic search mechanisms, particularly as they slowly develop in multiple frame visual search tasks; therefore, several methodological problems that Fisk addresses do not fit the concerns of the present authors or are irrelevant to them. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies and automaticity: I. Basic findings and conceptual framework.

Evaluated the contributions of strategic and data-driven factors to skilled performance by manipulating the predictability of the class of stimuli used in a memory search task. In Exp 1, when consistent mapping (CM) and varied mapping (VM) conditions were blocked, large performance differences were observed; however, when CM and VM trials were mixed, performance differences were reduced. In Exp 2, mixed training led to a less skilled performance than blocked training. Moreover, transfer conditions revealed a critical interval for learning to adopt and deploy differential response strategies. Exp 3 demonstrated that the differential response strategies were not stimulus specific. Analysis suggests that skilled performance can be conceptualized as an interaction between enhanced evidence accumulation and strategic setting of response criteria. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Primary aging, secondary aging, and intelligence.

The distinction between primary aging, representing innate maturational processes, and secondary aging, representing the effects of environment and disease (E. W. Busse, 1969), was used to develop a model for the assessment of factors that are associated with age-related individual differences in intelligence. Intelligence was measured by performance on a number of tests that measure cognitive abilities known to decline with age. In a hierarchical multiple regression analysis, primary aging and education but not health explained a significant portion of the variance in fluid intelligence. Chronological age had a residual effect over and above that of primary and secondary aging, indicating that there was remaining age-associated variance unaccounted for in the proposed model. The results suggest that the model of primary and secondary aging is a valid means of operationalizing chronological age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attention, automaticity, and levels of representation in number processing.

Participants performed same–different judgments for pairs of numerals in 2 conditions: numerical matching (responding "same" to pairs such as 2–TWO), or physical matching (responding "different" to pairs such as 2–TWO). In most cases, a distance effect was obtained, with the different responses being slower when the 2 numbers were numerically close together (e.g., 1–2) than when they were further apart (e.g., 1–8). This indicates that numbers were automatically converted mentally into quantities, even when the participants had been told to attend exclusively to their physical characteristics. As postulated by several models of number processing, (e.g., Dehaene, see PA, Vol 80:4300; McCloskey, see PA, Vol 80:6390) Arabic and verbal numerals thus appear to converge toward a common semantic representation of quantities. However, the present results suggest that an asemantic transcoding route might allow for a direct mapping of Arabic and verbal numbers, perhaps by means of a common phonological representation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies and automaticity: II. Dynamic aspects of strategy adjustment.

Examined the temporal dynamics of strategic adjustment of response criteria by comparing performance in blocked conditions, in which all stimulus-response mappings were either consistent (CM) or varied (VM), to performance in mixed conditions, in which CM and VM items were presented in the same block of trials. The degree of flexibility that Ss exhibit in deploying differential response strategies was examined. Surprisingly, Ss were unable to use a variety of informative pre-cues to rapidly shift between response strategies associated with automatic (CM) and nonautomatic (VM) processing. However, an analysis of sequential dependencies indicated that repetition of stimuli from the same class (CM vs VM) gradually led to shifts in response strategies. These results are interpreted within the framework of an extension of M. Treisman and T. C. Williams's (see record 1984-08523-001) 2-stage criteria adjustment model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Acquisition and extended retention of a conditioned taste aversion in preweanling rats.

Four experiments employed a taste aversion conditioning procedure appropriate for both neonatal and adult rats to investigate the ontogeny of extended retention. In Exp I, 200 outbred albino rats trained at 1, 10, 20, or 60 days of age were tested for retention of the taste aversion 25 days later. At testing, only those Ss conditioned when 20 or 60 days old demonstrated significant taste aversions. Exps II and III, with 190 Ss, established that Ss 14–25 days old and older were able to retain significant taste aversions following a 25-day retention interval. 80 younger Ss did, however, acquire and retain the aversion for several days and showed a gradual retention loss over progressively longer retention intervals (Exp IV). Findings suggest that preweanling rats demonstrate initial consolidation, storage, and retrieval of conditioned taste aversions. It is only after this initial period that retention deficits become evident. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)