Imagery and paired-associate learning.

In Exp. I with 20 undergraduates, the rate of paired-associate learning varied with the type of stimulus, from fastest to slowest: pictures (P), object names (ON), and category names (CN). The stimulus materials did not differ in meaningfulness, and ON had shorter imaginal latencies than CN. The ON-CN difference was replicated in Exp. II with 15 Ss, but presentation of the appropriate P together with an ON or CN on the 1st study trial did not facilitate acquisition of either list. Exp. III with 20 Ss involved the short-term retention of pairs. Using a measure of conditional recall (of responses, given stimulus recall), forgetting occurred over 18 sec., primarily in the 1st 3 sec., but was unaffected by the type of stimulus. The data led to a reevaluation of the conceptual peg hypothesis. (French summary) (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Associative learning of abstract and concrete nouns and their subject-drawn pictorial representations.

Conducted 2 experiments to examine undergraduates' associative learning and pictorial representations of 48 concrete and 48 abstract noun pairs. In Exp. I, 24 Ss drew their own pictures of each noun. In Exp. II, another 24 Ss chose S-drawings that best represented their subjective meaning of the word referents. These Ss also received pretraining in labelling the S-drawings. Results from both experiments show that recall of noun pairs was superior to recall of S-drawn picture pairs. These findings conflict with the literature on picture and word paired-associate learning. In addition, concreteness of items facilitated recall. In Exp. I, concrete S-drawings were significantly better retrieval cues than abstract S-drawings. Results are discussed in terms of Pavio's theory of verbal and imagery processes of memory. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memorability as a measure of processing: A unit analysis of prose and list learning.

Presented the same set of unrelated words to 13 different groups of Ss under 13 different conditions to show the effects of another dependent variable in memory studies. Included were intentional free-recall tasks, incidental free recall following lexical decision, and incidental free recall following ratings of orthographic distinctiveness and emotionality. Probability of recall was similar among tasks. Imagery encoding and recognition produced relative probabilities of recall that were different from each other and from free recall. Similar results were then obtained with a prose passage: A story was learned by 13 groups of Ss under 13 conditions. Eight free-recall tasks, which varied with respect to incidental or intentional learning, retention interval, and the age of the Ss, produced similar relative probabilities of recall, whereas recognition and prompted recall produced relative probabilities of recall that were different from each other and from the free-recall tasks. A review of the prose literature was undertaken to test the generality of these results. For the 12 studies that manipulated retention interval, an average of 21% of the variance was accounted for by the main effect of retention interval, 17% by the main effect of units, and only 2% by the retention interval by units interaction. Similarly, for the 12 studies that varied the age of the Ss, 6% of the variance was accounted for by the main effect of age, 32% by the main effect of units, and only 1% by the interaction of age by units. (80 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory for pictures and sounds: Independence of auditory and visual codes.

Examined the mnemonic independence of auditory and visual nonverbal stimuli (pictures, corresponding environmental sounds, or picture-sound pairs) in free recall. In Exp 1 with 169 undergraduates, free recall was tested under 3 learning conditions (standard intentional, intentional with a rehearsal-inhibiting distracter task, or incidental with the distracter task). In all groups, recall was best for the picture-sound items, and appeared to be additive relative to pictures or sounds alone when the distracter task was used. Exp 2 with 76 undergraduates included a group that saw 2 copies of the same picture simultaneously, and a group that saw 2 different pictures of the same concept. Recall in the picture-sound condition was greater than in either single-modality condition. Exp 3 with 24 undergraduates doubled exposure time, resulting in additively higher recall for repeated pictures with different exemplars. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age differences in incidental learning.

Examined the effects of age and of incidental-learning tasks on recall of a categorized word list. Ss were 50 18-30 yr old college students and 50 55-65 yr old teachers. The control groups were instructed to remember the words; incidental-learning groups performed orienting tasks, but were not informed that they would have to recall the words. 2 orienting tasks required that Ss process the meaning of the words; the other 2 orienting tasks did not involve semantic processing. Analysis of the free-recall data indicates that the semantic processing tasks led to much greater recall and organization of recall than the nonsemantic orienting tasks. In recall, there was a significant interaction between age and orienting task, with old Ss only manifesting incidental learning that was inferior to young Ss, whose orienting task involved semantic processing. The findings indicate that the presence or absence of an age-related decrement in incidental learning is predictable from the depth of processing of the incidentally acquired material. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"How good is the evidence for a production deficiency among learning disabled students?": Correction to Shepherd et al.

Reports an error in "How good is the evidence for a production deficiency among learning disabled students" by Margaret J. Shepherd, Lynn M. Gelzheiser and Roberta A. Solar (Journal of Educational Psychology, 1985[Oct], Vol 77[5], 553-561). Figures 1 and 2 (p. 557 and 559, respectively) are reversed. The captions are correct, but Figure 1 should be above the caption for Figure 2 and Figure 2 should be above the caption for Figure 1. (The following abstract of the original article appeared in record 1986-14779-001.) Investigated the spontaneous use of mnemonic strategies by learning disabled (LD) and non-LD children and adolescents to examine whether LD Ss can be distinguished from their non-LD peers on the basis of strategy use and recall. In Exp I, 105 LD and 105 non-LD 9-15 yr olds were administered a picture study/recall task, in which the strategies of interest were categorical organization during study and clustering during recall. In Exp II, 140 LD and 140 non-LD 11-17 yr olds were administered a paired-associate recall task, in which the strategy of interest was elaboration. In both studies, LD Ss earned lower mean recall scores than did the non-LD Ss. As a group, LD Ss did not differ from non-LD Ss in the use of categorical organization during study but showed less categorical clustering at recall. Fewer LD Ss used elaboration. Despite these differences, recall and strategy use were not useful predictors of classification as LD or non-LD and were only weak to moderate correlates of academic achievement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bizarre imagery: The misremembered mnemonic.

Conducted 2 experiments with 56 undergraduates to measure the effects of bizarre imagery and image interaction on the brief and long-term memory of word pairs. Ss in Exp I performed an incidental learning task and were administered free- and cued-recall tests either 5 min or 1 wk after the task. Ss in Exp II received more intensive training in the learning task and completed 2 cued-recall tests in the same session and another cued-recall test 1 wk later. In both experiments, bizarre imagery did not improve memory more than plausible, interactive imagery. The degree of interaction in the image was a strong determinant of cued-recall performance at both retention intervals. Most Ss in Exp II believed that they had remembered more bizarre than plausible pairs, even though this was clearly not the case. Possible reasons for the acceptance of the notion that bizarre imagery improves memory are discussed. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Judgments of learning are affected by the kind of encoding in ways that cannot be attributed to the level of recall.

The authors investigated the theoretical question of whether different kinds of encoding can affect judgments of learning (JOLs) beyond any indirect effects arising from the differences those kinds of encoding produce on the likelihood of recall. They found that JOLs were more accurate after encoding by means of intentional learning than after encoding by means of incidental learning, even when the likelihood of recall did not differ for those kinds of encoding (Experiment 1), and were more accurate when intentional encoding occurred by generating the responses than by reading the responses (Experiment 2). An aggregation effect for JOLs was also discovered: Making JOLs about the likelihood of recall for an aggregate of items yielded less overconfidence (and even underconfidence) in contrast to the typical overconfidence of item-by-item JOLs. The overall pattern of findings suggests that JOLs are theoretically rich and are based on more than whatever underlies the likelihood of recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of experience and subjects' use of directions upon learning from prose.

Investigated the effects of 4 objective treatments (none, before text, after text, and combined before and after text) and 2 types of experience (practical and experimental) for intentional and incidental learning. A 1st analysis showed (a) greater overall performance with, rather than without, experience, (b) greater intentional than incidental learning, and (c) an Objective * Learning interaction. The primary finding of a 2nd analysis was that 2 types of experience (practical and experimental) did not differentially affect learning with the 4 objective treatments. The main finding of a 3rd analysis was that the inclusion of additional test items to measure incidental learning did not differentially affect learning with the 4 objective treatments. The 4th analysis showed that the 4 objective treatments consumed varying amounts of inspection time when the Ss were inexperienced, but not when they were experienced. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Probability learning on incidentally observed dimensions: A response bias effect.

Performed 2 experiments with 140 university students which demonstrate the occurrence of response bias effects as a function of previous probability learning and which are independent of stimulus dimensions. In Exp I, Ss first received training predicting the alternatives on a brightness dimension of metric patterns on a 70-30 probability distribution with the incidental dimensions of symmetry and concentration varying independently either on 70-30 or 50-50 distributions. After 200 trials, Ss were shifted to an incidental dimension; they predicted dimension alternatives on the incidental dimensions at a rate higher than appropriate controls Ss with no prior training. Exp II demonstrated that the response bias effect was dependent on the nature of the prior probability training. Ss first predicted on a 70-30 distribution of shape and were shifted to either a 70-30 or 50-50 distribution of nonsense syllables. Comparisons with nontraining control groups showed that Ss with prior training predicted the nonsense syllable alternatives at a higher rate. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How good is the evidence for a production deficiency among learning disabled students?

[Correction Notice: An erratum for this article was reported in Vol 77(6) of Journal of Educational Psychology (see record 2008-10974-001). Figures 1 and 2 (p. 557 and 559, respectively) are reversed. The captions are correct, but Figure 1 should be above the caption for Figure 2 and Figure 2 should be above the caption for Figure 1.] Investigated the spontaneous use of mnemonic strategies by learning disabled (LD) and non-LD children and adolescents to examine whether LD Ss can be distinguished from their non-LD peers on the basis of strategy use and recall. In Exp I, 105 LD and 105 non-LD 9–15 yr olds were administered a picture study/recall task, in which the strategies of interest were categorical organization during study and clustering during recall. In Exp II, 140 LD and 140 non-LD 11–17 yr olds were administered a paired-associate recall task, in which the strategy of interest was elaboration. In both studies, LD Ss earned lower mean recall scores than did the non-LD Ss. As a group, LD Ss did not differ from non-LD Ss in the use of categorical organization during study but showed less categorical clustering at recall. Fewer LD Ss used elaboration. Despite these differences, recall and strategy use were not useful predictors of classification as LD or non-LD and were only weak to moderate correlates of academic achievement. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attentional strategies, attention, and metacognition in Puerto Rican children.

60 2nd-, 5th-, and 8th-grade Puerto Ricans participated in a strategy assessment task and an incidental learning task that provided a measure of attentional performance. Metacognition concerning attention was assessed by asking Ss to predict how much incidental material they would recall. ANOVAs revealed no developmental changes in the use of an efficient attentional strategy, the amount of central recall, the amount of incidental recall, or in metacognitive knowledge. Results differ from a previous study by the 1st author and M. G. Weiss with 60 predominantly White, middle-class Florida children in which attention and strategies became increasingly efficient as a function of age. In comparison to the Florida sample, Puerto Rican 2nd graders' strategies were more efficient and the 8th graders' strategies were less efficient. Attention on the incidental learning task was less selective for the Puerto Rican Ss than the Florida Ss. (9 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)     

Genetic differences in avoidance learning by Rattus norvegicus: Escape/avoidance responding, sensitivity to electric shock, discrimination learning, and open-field behavior.

Studied the behaviors of Long-Evans rats selectively bred for either good (SHA line) or poor (SLA line) shuttle box avoidance learning. The results of Exp I indicated that the phenotypic difference in avoidance learning was not associated with differences in speed of escape or avoidance responding. Differences between the lines in frequency of intertrial responses (ITRs), which appeared during training but not during pretest, suggest that ITRs in Ss of the low-avoidance SLA line were more suppressed by electric shock than in Ss of the high-avoidance SHA line. This result suggests that SLA Ss may be more emotionally responsive than SHA Ss. Exp II demonstrated that the Ss of the 2 lines did not differ in absolute sensitivity to electric shock, and Exp III showed that the poor performance of the SLA line was not due to an inability to learn. Ss also provided evidence that the poor avoidance learning by SLA Ss was due to their emotional reactivity. Observations of open-field behavior in Exp IV were consistent with this hypothesis. It is concluded that the major consistent correlate of the phenotypic difference in avoidance learning was greater emotionality or emotional reactivity in SLA than in SHA Ss. (57 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paired-associate learning and priming effects in amnesia: A neuropsychological study.

Conducted 4 experiments investigating the role of priming effects in paired-associate learning. Ss for all 4 experiments were 5 male and 3 female alcoholics (mean age 53.8 yrs; WAIS—R IQs 85–203) with Korsakoff syndrome. Control Ss were 26 male alcoholics (mean age 47.6 yrs). Exp I illustrated the distinction between the memory impairment of amnesic (Korsakoff) Ss and their intact priming ability. In Exp II, amnesic Ss showed good paired-associate learning for related word pairs but controls performed significantly better. Exp II also showed that the forgetting of related word pairs by amnesic Ss followed the same time course as the decay of word priming. Exp III showed that amnesic Ss were as good as controls at learning related word pairs when word-association tests were used. Exp IV showed that amnesic Ss exhibited normal priming when they were asked to free associate to words that were semantically related to previously presented words. Results indicate that both priming effects and paired-associate learning of related words depended on activation, a process that is preserved in amnesia. Activation is a transient phenomenon presumed to operate on and facilitate access to preexisting representations. (67 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the implicit learning of novel associations by amnesic patients and normal subjects.

Examined whether amnesic patients and normal Ss can acquire novel associations implicitly and whether such learning can occur rapidly in a single trial. In 2 experiments, Ss studied novel word pairs either once or multiple times and were then asked to read old, new, and recombined word pairs as quickly as possible. In this paradigm, the learning of novel associations would be indicated by slower reading times for recombined word pairs than for old word pairs. In a 3rd experiment, a perceptual identification paradigm was used to assess implicit learning of new associations. One-trial learning of new associations was not observed in the 1st 2 experiments, but learning of new associations did occur after multiple learning trials. An advantage of old vs recombined word pairs was obtained after a single trial only in Exp 3 (using perceptual identification) when the results were combined across S groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of orienting tasks on the retention of prose material.

Two studies investigated the effects of orienting tasks on retention of prose material. Exp I, with 200 undergraduates, assessed several such tasks under incidental and intentional instructions. Dependent variables were recall and recall per unit time (efficiency). Outlining and copying tasks generated good recall that forced more interaction with the material. A sorting task affected the quality of interaction with material. Exp II, with 280 undergraduates, investigated the effects of different strengths of instructions. Strong instructions induced more interaction, resulting in better recall under intentional than under incidental instructions. Intentional instructions had greater impact on less efficient tasks and less effect on more efficient tasks. Maximum recall and efficiency occurred with simple instructions to read the passage. An activity or levels of processing hypothesis is proposed. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of context manipulation on memory and reversal learning in rats with hippocampal lesions.

Conducted 3 experiments with 83 male Long-Evans rats to investigate (a) the memory of hippocampus-damaged Ss, and (b) their ability to modify response strategies in relation to the influence of familiar contextual cues. In Exp I, groups of hippocampal and control Ss learned a simultaneous discrimination habit and were subsequently tested for its retention under variable contextual conditions. All groups recalled the discrimination response to an equally high level when testing conditions were constant throughout, but the hippocampal group showed impaired memory when contextual stimuli at recall testing did not conform to those of original learning. Results of Exp II indicate that the hippocampal impairment was not simply the result of introducing novel stimuli. In Exp III, Ss were administered a reversal learning task with contextual stimuli varied between the 2 tests. The typically observed impairment of hippocampal Ss on this task was reduced by contrasting contextual conditions. Results are seen to support a context-retrieval interpretation of hippocampal function. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Unsolicited interpretation and recall of interpersonal events.

Conducted 4 experiments with a total of 246 undergraduates to examine the variables that influence interpretations and cued recall of interpersonal events. In Exp I, Ss were given a set to empathize with or to be detached from a couple who were shown having an intimate discussion on videotape. The discussion culminated in either a seriously or a moderately negative outcome (SO or MO). A greater amount of attribution (AT) and more accurate recall were found for the empathy set vs the detached set. Greater AT was also found for SO vs MO conditions. In Exp II with a different videotaped event, an SO version and a set to remember the event led to more AT than did an MO version or no set, respectively. Memory-set Ss showed greater recall than no-memory set Ss. In Exp III, Ss given a set to anticipate interaction with 1 of the stimulus persons showed more AT and more accurate recall (R) than did Ss given no such set and an SO led to more AT than did an MO. In Exp IV, Ss given a set about the emotional condition of a stimulus person before observing the event exhibited greater AT and more accurate recall than did Ss given the same set after observing the event or Ss given no set at all. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)