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Zeitschriftenartikel zum Thema „Visual-Verbal paired associate learning“

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1

Yang, Ting, Yan Cai, Hong Liu und Xiangping Liu. „The Nature of Paired Associate Learning Deficits in Chinese Children with Developmental Dyslexia“. Brain Sciences 13, Nr. 2 (19.01.2023): 172. http://dx.doi.org/10.3390/brainsci13020172.

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Previous studies have found that individuals with dyslexia perform poorly in paired associate learning (PAL) tasks, which were explained by a deficit in cross-modal association or verbal demand in alphabetic language. However, the nature of PAL deficits in non-alphabetic languages remains unclear. In this study, we conducted PAL and priming tasks in visual–visual, visual–verbal, verbal–visual, and verbal–verbal conditions to dissociate the cross-modal and verbal demands in Chinese children with dyslexia. In Experiment 1, children with dyslexia performed worse in verbal-involved PAL (visual–verbal, verbal–visual, and verbal–verbal) than the control children. Experiment 2 revealed that children with dyslexia performed better than the control children in the verbal–visual condition. Our results suggest that children with dyslexia have an intact ability to form cross-modal associations, which also implies that phonological deficits might be the key to PAL deficits in Chinese children with dyslexia.

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SCHATZ, JEFFREY, SUZANNE CRAFT, MYLES KOBY und T. S. PARK. „Associative learning in children with perinatal brain injury“. Journal of the International Neuropsychological Society 3, Nr. 6 (November 1997): 521–27. http://dx.doi.org/10.1017/s1355617797005213.

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Associate learning for visual nonverbal and auditory verbal items was examined in 21 children with spastic diplegic cerebral palsy (SDCP) and 28 healthy children using four paired associate tasks. SDCP children showed poorer performance than the comparison group for learning pairs that required visual nonverbal responses, regardless of the stimulus modality. Within the SDCP group, lesion severity was assessed in 17 of the children. Lesion severity was related to the level of performance on paired associate tasks requiring visual nonverbal responses; lesion severity did not reach statistical significance for tasks requiring auditory verbal responses. The study suggests: (1) periventricular white matter regions are important for the development of basic learning processes, such as associative learning, and (2) learning of visual nonverbal material is disproportionately affected following white matter injury early in life. (JINS, 1997, 3, 521–527.)

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3

Litt, Robin A., Hua-Chen Wang, Jessica Sailah, Nicholas A. Badcock und Anne Castles. „Paired associate learning deficits in poor readers: The contribution of phonological input and output processes“. Quarterly Journal of Experimental Psychology 72, Nr. 3 (15.03.2018): 616–33. http://dx.doi.org/10.1177/1747021818762669.

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It is well-established that poor readers exhibit deficits in paired associate learning (PAL), and there is increasing evidence for a phonological locus of these deficits. However, it remains unclear whether poor performance stems from difficulties specific to the phonological output system or difficulties that affect both phonological input and output processes. Understanding these deficits is important not only in the context of PAL but also for informing broader theories of typical and atypical reading development. We developed a novel paradigm that allowed us to assess PAL in the presence and absence of phonological output demands. In total, 14 poor readers and 14 age-matched controls were first trained to criterion in verbal-visual PAL before being tested in the visual-verbal direction. The results showed that poor readers learned at the same rate as controls in verbal-visual PAL, even when the nonword stimuli were phonologically confusable. Yet, despite having reached the same criterion as controls in verbal-visual PAL, poor readers exhibited robust impairments for those same paired associates in visual-verbal PAL. The overall pattern of results is most consistent with the conclusion that PAL deficits reflect impairments to the phonological output system; however, results that may challenge this interpretation are also discussed.

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4

Robert Yohman, J., und Oscar A. Parsons. „Intact verbal paired‐associate learning in alcoholics“. Journal of Clinical Psychology 41, Nr. 6 (November 1985): 844–51. http://dx.doi.org/10.1002/1097-4679(198511)41:6<844::aid-jclp2270410620>3.0.co;2-#.

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5

Elwood, Richard W. „Episodic and Semantic Memory Components of Verbal Paired-Associate Learning“. Assessment 4, Nr. 1 (März 1997): 73–77. http://dx.doi.org/10.1177/107319119700400110.

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One argument for distinguishing between hard (i.e., low-associate) and easy (i.e., high-associate) paired-associate learning is that hard associates provide a selective measure of episodic memory, whereas easy associates reflect both episodic and semantic memory. This study examined correlations between hard and easy verbal paired associates and episodic and semantic memory in a mixed clinical sample. When age and education were controlled, hard paired associates correlated as much with category fluency (i.e., semantic memory) as they did with immediate recall or retention (i.e., episodic memory). Correlations with hard and easy associates differed more on retention than on immediate recall. Letter fluency was essentially unrelated to either easy or hard associates. The study concludes that hard paired associate learning should not be presumed to selectively measure episodic memory.

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Ogino, Tatsuya, Yoko Ohtsuka, Yumiko Ido, Yoshiaki Mayanagi, Eiju Watanabe und Eiji Oka. „Memory function decline over 18 months after selective amygdalohippocampectomy“. Epileptic Disorders 6, Nr. 2 (Juni 2004): 115–20. http://dx.doi.org/10.1684/j.1950-6945.2004.tb00058.x.

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ABSTRACT We report on a 22 year‐old woman with left temporal lobe epilepsy who had suffered complex partial seizures since childhood. At 19 years 10 months of age she underwent selective amygdalohippocampectomy, which resulted in a complete cessation of seizures. Preoperatively, the Logical Memory II section of the WMS‐R revealed poor logical memory function. Postoperatively, the patient's scores on several neuropsychological tests had deteriorated, namely, the Miyake Paired‐Associate Word Learning Test (related and unrelated pairs), several sections of the WMS‐R (Figural Memory, Logical memory I, Visual Reproduction II, Visual Paired Associates I, and Verbal Paired Associates I and II), and the BVRT‐R. In particular, her scores on the Visual Paired Associates I, Verbal Paired Associates I and II sections of the WMS‐R, and the BVRT‐R not only declined at one and three months post‐surgery, but also showed progressive deterioration at 16 and 18 months post‐surgery. It should be kept in mind that selective amygdalohippocampectomy can result in progressive postoperative, deterioration in some aspects of memory function.

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Fifer, Joanne M., Ayla Barutchu, Mohit N. Shivdasani und Sheila G. Crewther. „Verbal and novel multisensory associative learning in adults“. F1000Research 2 (28.05.2013): 34. http://dx.doi.org/10.12688/f1000research.2-34.v2.

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To date, few studies have focused on the behavioural differences between the learning of multisensory auditory-visual and intra-modal associations. More specifically, the relative benefits of novel auditory-visual and verbal-visual associations for learning have not been directly compared. In Experiment 1, 20 adult volunteers completed three paired associate learning tasks: non-verbal novel auditory-visual (novel-AV), verbal-visual (verbal-AV; using pseudowords), and visual-visual (shape-VV). Participants were directed to make a motor response to matching novel and arbitrarily related stimulus pairs. Feedback was provided to facilitate trial and error learning. The results of Signal Detection Theory analyses suggested a multisensory enhancement of learning, with significantly higher discriminability measures (d-prime) in both the novel-AV and verbal-AV tasks than the shape-VV task. Motor reaction times were also significantly faster during the verbal-AV task than during the non-verbal learning tasks. Experiment 2 (n = 12) used a forced-choice discrimination paradigm to assess whether a difference in unisensory stimulus discriminability could account for the learning trends in Experiment 1. Participants were significantly slower at discriminating unisensory pseudowords than the novel sounds and visual shapes, which was notable given that these stimuli produced superior learning. Together the findings suggest that verbal information has an added enhancing effect on multisensory associative learning in adults

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8

McWalter, Gregor J., Daniela Montaldi, Gita E. Bhutani, Stephen McCrory, Anthony Moffoot, Elizabeth Barron und D. Neil Brooks. „Paired associate verbal learning in dementia of Alzheimer's type.“ Neuropsychology 5, Nr. 3 (Juli 1991): 205–11. http://dx.doi.org/10.1037/0894-4105.5.3.205.

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9

Messbauer, Vera C. S., und Peter F. de Jong. „Effects of Visual and Phonological Distinctness on Visual–verbal Paired Associate Learning in Dutch Dyslexic and Normal Readers“. Reading and Writing 19, Nr. 4 (Juni 2006): 393–426. http://dx.doi.org/10.1007/s11145-005-5121-7.

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10

Uttl, Bob. „Measurement of Individual Differences“. Psychological Science 16, Nr. 6 (Juni 2005): 460–67. http://dx.doi.org/10.1111/j.0956-7976.2005.01557.x.

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An examination of test manuals and published research indicates that widely used memory tests (e.g., Verbal Paired Associates and Word List tests of the Wechsler Memory Scale, Rey Auditory Verbal Learning Test, and California Verbal Learning Test) are afflicted by severe ceiling effects. In the present study, the true extent of memory ability in healthy young adults was tested by giving 208 college undergraduates verbal paired-associate and verbal learning tests of various lengths; the findings demonstrate that healthy adults can remember much more than is suggested by the normative data for the memory tests just mentioned. The findings highlight the adverse effects of low ceilings in memory assessment and underscore the severe consequences of ceiling effects on score distributions, means, standard deviations, and all variability-dependent indices, such as reliability, validity, and correlations with other tests. The article discusses the optimal test lengths for verbal paired-associate and verbal list-learning tests, shows how to identify ceiling-afflicted data in published research, and explains how proper attention to this phenomenon can improve future research and clinical practice.

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Vannest, Jennifer, Kenneth P. Eaton, David Henkel, Miriam Siegel, Rebecca K. Tsevat, Jane B. Allendorfer, Bruce K. Schefft, Christi Banks und Jerzy P. Szaflarski. „Cortical correlates of self-generation in verbal paired associate learning“. Brain Research 1437 (Februar 2012): 104–14. http://dx.doi.org/10.1016/j.brainres.2011.12.020.

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12

Georgiou, George, Cuina Liu und Shiyang Xu. „Examining the direct and indirect effects of visual–verbal paired associate learning on Chinese word reading“. Journal of Experimental Child Psychology 160 (August 2017): 81–91. http://dx.doi.org/10.1016/j.jecp.2017.03.011.

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13

Goldstein, Laura H., A. G. M. Canavan und C. E. Polkey. „Verbal and Abstract Designs Paired Associate Learning After Unilateral Temporal Lobectomy“. Cortex 24, Nr. 1 (März 1988): 41–52. http://dx.doi.org/10.1016/s0010-9452(88)80016-9.

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14

Jha, Amishi P., Neal E. A. Kroll, Kathleen Baynes und Michael S. Gazzaniga. „Memory Encoding Following Complete Callosotomy“. Journal of Cognitive Neuroscience 9, Nr. 1 (Januar 1997): 143–59. http://dx.doi.org/10.1162/jocn.1997.9.1.143.

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Three patients with complete resection of the corpus callosum were tested in a series of memory tasks to determine the effects of callosotomy on the encoding and retrieval of information in memory. Verbal and pictorial conjunction tests were administered to measure patients' ability to consolidate the elements of a stimulus into an accurate composite memory. Patients were also tested in a paired-associate learning task to determine the consequences of callosotomy on the encoding and retrieval of associations between stimuli. Although callosotomy patients were unimpaired in the verbal conjunction task, results from both the pictorial conjunction task and the paired-associate learning task suggest that the absence of callosal cross-talk impairs encoding in these patients. In addition, the pattern of results in the paired-associate learning task suggests that callosotomy impairs retrieval processes. The role of the callosum in the formation of memory traces for nonverbal material and associations between verbal stimuli is discussed.

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15

Baving, Lioba, Brigitte Rockstroh, Patricia Rößner, Rudolf Cohen, Thomas Elbert und Walton T. Roth. „Event-Related Potential Correlates of Acquisition and Retrieval of Verbal Associations in Schizophrenics and Controls“. Journal of Psychophysiology 14, Nr. 2 (April 2000): 87–96. http://dx.doi.org/10.1027//0269-8803.14.2.87.

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Abstract Reduced amplitudes of event-related potentials (ERP) have often been reported for schizophrenic patients. Positive ERPs were examined in 16 schizophrenic patients and 16 controls in a visual paired-associate learning task, in which successful learning of word pairs was evidenced by recognition of “old” versus “new” word pairs. Patients performed significantly poorer than controls. During acquisition the to-be-associated word pairs evoked a P2 and positive Slow Wave (SW) of similar amplitude in both groups. Although the recognition of items as “old” induced larger positive ERPs in controls, ERPs did not vary with recognition in patients. The presentation of the word pairs (50% old, 50% new combinations) evoked a pronounced posterior positive SW in patients but an anterior negative SW in controls. This pattern is identical to the one obtained from a previous paired-associate learning task with cue-recall and suggests that schizophrenic patients are capable of producing large amplitude positive waves under conditions different from those typical for P300 evocation in normals. The larger positive SW may indicate increased effort to compensate for deficient acquisition or association formation.

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Weber, Peter B., und George A. Ojemann. „Neuronal recordings in human lateral temporal lobe during verbal paired associate learning“. NeuroReport 6, Nr. 4 (März 1995): 685–89. http://dx.doi.org/10.1097/00001756-199503000-00025.

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17

Warmington, Meesha, und Charles Hulme. „Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability“. Scientific Studies of Reading 16, Nr. 1 (Januar 2012): 45–62. http://dx.doi.org/10.1080/10888438.2010.534832.

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18

Wass, Malin, Teresa Y. C. Ching, Linda Cupples, Hua-Chen Wang, Björn Lyxell, Louise Martin, Laura Button et al. „Orthographic Learning in Children Who Are Deaf or Hard of Hearing“. Language, Speech, and Hearing Services in Schools 50, Nr. 1 (28.01.2019): 99–112. http://dx.doi.org/10.1044/2018_lshss-17-0146.

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Purpose The purpose of the current study was to investigate the relationship between orthographic learning and language, reading, and cognitive skills in 9-year-old children who are deaf or hard of hearing (DHH) and to compare their performance to age-matched typically hearing (TH) controls. Method Eighteen children diagnosed with moderate-to-profound hearing loss who use hearing aids and/or cochlear implants participated. Their performance was compared with 35 age-matched controls with typical hearing. Orthographic learning was evaluated using a spelling task and a recognition task. The children were assessed on measures of reading ability, language, working memory, and paired-associate learning. Results On average, the DHH group performed more poorly than the TH controls on the spelling measure of orthographic learning, but not on the recognition measure. For both groups of children, there were significant correlations between orthographic learning and phonological decoding and between visual–verbal paired-associate learning and orthographic learning. Conclusions Although the children who are DHH had lower scores in the spelling test of orthographic learning than their TH peers, measures of their reading ability revealed that they acquired orthographic representations successfully. The results are consistent with the self-teaching hypothesis in suggesting that phonological decoding is important for orthographic learning.

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LOWNDES, G. J., M. M. SALING, D. AMES, E. CHIU, L. M. GONZALEZ und G. R. SAVAGE. „Recall and recognition of verbal paired associates in early Alzheimer's disease“. Journal of the International Neuropsychological Society 14, Nr. 4 (25.06.2008): 591–600. http://dx.doi.org/10.1017/s1355617708080806.

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The primary impairment in early Alzheimer's disease (AD) is encoding/consolidation, resulting from medial temporal lobe (MTL) pathology. AD patients perform poorly on cued-recall paired associate learning (PAL) tasks, which assess the ability of the MTLs to encode relational memory. Since encoding and retrieval processes are confounded within performance indexes on cued-recall PAL, its specificity for AD is limited. Recognition paradigms tend to show good specificity for AD, and are well tolerated, but are typically less sensitive than recall tasks. Associate-recognition is a novel PAL task requiring a combination of recall and recognition processes. We administered a verbal associate-recognition test and cued-recall analogue to 22 early AD patients and 55 elderly controls to compare their ability to discriminate these groups. Both paradigms used eight arbitrarily related word pairs (e.g., pool-teeth) with varying degrees of imageability. Associate-recognition was equally effective as the cued-recall analogue in discriminating the groups, and logistic regression demonstrated classification rates by both tasks were equivalent. These preliminary findings provide support for the clinical value of this recognition tool. Conceptually it has potential for greater specificity in informing neuropsychological diagnosis of AD in clinical samples but this requires further empirical support. (JINS, 2008, 14, 591–600.)

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20

BURGER, AGNES L., und L. S. BLAGKMAN. „IMAGERY AND VERBAL MEDIATION IN PAIRED-ASSOCIATE LEARNING OF EDUCABLE MENTALLY RETARDED ADOLESCENTS“. Journal of Intellectual Disability Research 22, Nr. 2 (28.06.2008): 125–30. http://dx.doi.org/10.1111/j.1365-2788.1978.tb00968.x.

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21

Pantelis, C., S. J. Wood, A. Tarnawski, T. Proffitt, S. Francey, W. Brewer, L. Phillips et al. „Verbal paired associate learning in schizophrenia, schizophreniform psychosis and ‘at risk’ mental state“. Schizophrenia Research 60, Nr. 1 (März 2003): 151–52. http://dx.doi.org/10.1016/s0920-9964(03)80979-9.

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22

Donnelly, Katharine, und Richard S. Velayo. „Visual and Auditory Elaborative Imagery: Modality Effects on Paired-Associate Learning“. Psi Chi Journal of Psychological Research 9, Nr. 3 (2004): 114–18. http://dx.doi.org/10.24839/1089-4136.jn9.3.114.

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23

Messbauer, Vera C. S., und Peter F. de Jong. „Word, nonword, and visual paired associate learning in Dutch dyslexic children“. Journal of Experimental Child Psychology 84, Nr. 2 (Februar 2003): 77–96. http://dx.doi.org/10.1016/s0022-0965(02)00179-0.

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24

Best, Michael R., und W. Robert Batsell. „A Classroom Demonstration of Taste-Aversion Learning“. Teaching of Psychology 25, Nr. 2 (April 1998): 116–18. http://dx.doi.org/10.1207/s15328023top2502_8.

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Rats readily avoid tastes paired with illness, although they associate exteroceptive cues less well with toxicosis. In this article, we describe a demonstration that recreates the central features of taste-aversion research. A dark, tasty fluid is paired with a toxin. Students can directly observe the animal's behavior to conclude that the taste component, not the visual component, is associated with internal malaise. This demonstration places in a more concrete context the contribution of animal research to the principles of psychology.

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25

O'Donnell, Jade, Robert H. Pietrzak, Kathryn C. Ellis, Peter J. Snyder und Paul Maruff. „Understanding failure of visual paired associate learning in amnestic mild cognitive impairment“. Journal of Clinical and Experimental Neuropsychology 33, Nr. 10 (19.09.2011): 1069–78. http://dx.doi.org/10.1080/13803395.2011.596821.

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26

Bowers, Robin L., Trina P. Doran, Philip A. Edles und Kim May. „Paired-Associate Learning with Visual and Olfactory Cues: Effects of Temporal Order“. Psychological Record 44, Nr. 4 (Oktober 1994): 501–7. http://dx.doi.org/10.1007/bf03395140.

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27

Baker, Jenalle E., Robert H. Pietrzak, Simon M. Laws, David Ames, Victor L. Villemagne, Christopher C. Rowe, Colin L. Masters, Paul Maruff und Yen Ying Lim. „Visual paired associate learning deficits associated with elevated beta-amyloid in cognitively normal older adults.“ Neuropsychology 33, Nr. 7 (Oktober 2019): 964–74. http://dx.doi.org/10.1037/neu0000561.

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28

Lawrence, Emma J., Philip K. McGuire, Matthew Allin, Muriel Walshe, Vincent Giampietro, Robin M. Murray, Larry Rifkin und Chiari Nosarti. „The Very Preterm Brain in Young Adulthood: The Neural Correlates of Verbal Paired Associate Learning“. Journal of Pediatrics 156, Nr. 6 (Juni 2010): 889–95. http://dx.doi.org/10.1016/j.jpeds.2010.01.017.

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29

Vannest, Jennifer, Thomas Maloney, Benjamin Kay, Miriam Siegel, Jane B. Allendorfer, Christi Banks, Mekibib Altaye und Jerzy P. Szaflarski. „Age related-changes in the neural basis of self-generation in verbal paired associate learning“. NeuroImage: Clinical 7 (2015): 537–46. http://dx.doi.org/10.1016/j.nicl.2015.02.006.

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30

Scruggs, Thomas E., und Margo A. Mastropieri. „Spontaneous Verbal Elaboration in Gifted and Non-Gifted Youths“. Journal for the Education of the Gifted 9, Nr. 1 (Oktober 1985): 1–10. http://dx.doi.org/10.1177/016235328500900102.

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In two experiments, differences were investigated between gifted youths and comparison groups with respect to: (a) performance on paired-associate tasks involving meaningful and nonmeaningful words; (b) reported use of spontaneously produced learning strategies; and (c) degree to which learning strategies facilitated recall. Under free-study conditions, gifted youths outperformed their age peers in recall and strategy use, for both meaningful and nonmeaningful word pairs. In both experiments, gifted youths appeared to benefit greatly from mediational strategy use. Results of this and previous investigations, taken together, suggest that the learning of gifted students may be inhibited by rate learning environments which are too highly structured. When gifted learners were allowed to study at their own pace and develop their own learning strategies, performance increased.

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Engelkamp, Johannes, Hubert D. Zimmer und Michel Denis. „Paired associate learning of action verbs with visual-or motor-imaginal encoding instructions“. Psychological Research 50, Nr. 4 (April 1989): 257–63. http://dx.doi.org/10.1007/bf00309262.

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32

Okuno, Hiroyuki, Wataru Tokuyama, Yue Xin Li, Takanori Hashimoto und Yasushi Miyashita. „Detection of transcriptional activation during visual paired associate learning in split-brain macaques“. Neuroscience Research 31 (Januar 1998): S223. http://dx.doi.org/10.1016/s0168-0102(98)82322-5.

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33

Wannan, C. M. J., C. F. Bartholomeusz, V. L. Cropley, T. E. Van Rheenen, A. Panayiotou, W. J. Brewer, T. M. Proffitt et al. „Deterioration of visuospatial associative memory following a first psychotic episode: a long-term follow-up study“. Psychological Medicine 48, Nr. 1 (19.06.2017): 132–41. http://dx.doi.org/10.1017/s003329171700157x.

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BackgroundCognitive deficits are a core feature of schizophrenia, and impairments in most domains are thought to be stable over the course of the illness. However, cross-sectional evidence indicates that some areas of cognition, such as visuospatial associative memory, may be preserved in the early stages of psychosis, but become impaired in later established illness stages. This longitudinal study investigated change in visuospatial and verbal associative memory following psychosis onset.MethodsIn total 95 first-episode psychosis (FEP) patients and 63 healthy controls (HC) were assessed on neuropsychological tests at baseline, with 38 FEP and 22 HCs returning for follow-up assessment at 5–11 years. Visuospatial associative memory was assessed using the Cambridge Neuropsychological Test Automated Battery Visuospatial Paired-Associate Learning task, and verbal associative memory was assessed using Verbal Paired Associates subtest of the Wechsler Memory Scale - Revised.ResultsVisuospatial and verbal associative memory at baseline did not differ significantly between FEP patients and HCs. However, over follow-up, visuospatial associative memory deteriorated significantly for the FEP group, relative to healthy individuals. Conversely, verbal associative memory improved to a similar degree observed in HCs. In the FEP cohort, visuospatial (but not verbal) associative memory ability at baseline was associated with functional outcome at follow-up.ConclusionsAreas of cognition that develop prior to psychosis onset, such as visuospatial and verbal associative memory, may be preserved early in the illness. Later deterioration in visuospatial memory ability may relate to progressive structural and functional brain abnormalities that occurs following psychosis onset.

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Brito, Gilberto N. O., Gloria R. B. Araujo und J. Angelo Papi. „Neuropsychological, neuroimage and psychiatric aspects of primary Sjögren's syndrome“. Arquivos de Neuro-Psiquiatria 60, Nr. 1 (März 2002): 28–31. http://dx.doi.org/10.1590/s0004-282x2002000100006.

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We report a case of a 49-year-old woman diagnosed with primary Sjögrens Syndrome (pSS) who was submitted to extensive neuropsychobiological assessment. Examination revealed a Wechsler Adult Intelligence Scale-Revised (WAIS-R) Full Scale IQ of 97 with no Verbal/Performance IQ discrepancy and performance below estimated premorbid levels on arithmetic skills, visual tracking, naming and delayed paired associate learning/memory. CT scans of the brain were normal. However, there were subcortical hyperintensities on MRI and left parieto-temporal hypoperfusion on SPECT. Neuropsychological impairment is consistent with the pattern of neuroimage findings. We hypothesize that the pathophysiological mechanisms of pSS involve direct immune attack on neurons in addition to indirect effects through small-vessel angiopathy and thereby induce natural fracture lines in behavior according to location in the central nervous system.

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Clayton, Francina J., Claire Sears, Alice Davis und Charles Hulme. „Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability“. Journal of Experimental Child Psychology 171 (Juli 2018): 46–54. http://dx.doi.org/10.1016/j.jecp.2018.01.004.

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36

Litt, Robin A., Peter F. de Jong, Elsje van Bergen und Kate Nation. „Dissociating crossmodal and verbal demands in paired associate learning (PAL): What drives the PAL–reading relationship?“ Journal of Experimental Child Psychology 115, Nr. 1 (Mai 2013): 137–49. http://dx.doi.org/10.1016/j.jecp.2012.11.012.

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Harris, L. J., und Jeffrey C. Amundson. „Human Classical Conditioning of Visual Compound Stimuli in Paired-Associate Tasks“. Perceptual and Motor Skills 87, Nr. 1 (August 1998): 227–41. http://dx.doi.org/10.2466/pms.1998.87.1.227.

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College students in introductory psychology participated in four experiments to investigate the salience of color versus figure elements of paired associates. The study also reviewed the process of learning paired associates within the context of first-order simultaneous classical conditioning. In Exp. 1, four separate classes received different treatments concerning the position and type of stimulus element (color of figure) they were instructed to recall. There were seven trials with a 30-min. delay between the sixth and seventh trials. The results indicated that the groups who were required to remember the figure element of the pairs, significantly out-performed the color groups and also learned the pairs much faster. Also, there was a sharp rise in mean correct responses remembered after a 30-min. delay for the group required to recall the color element of the paired associates. Exp. 2 was a within-subjects comparison of the effectiveness of the color and figure elements as stimuli. Again, the figures elicited more correct responses than colors. Exp. 3 tested the effectiveness within subjects of the stimulus elements as response factors. As responses, however, there were no significant differences in the number of correct answers when recalling color or figure elements until the 30-min. delay between Trials 6 and 7. As expected in Exp. 4, figures elicited significantly more functional descriptions than did colors, suggesting that figures possess a logographic nature which acts as a mnemonic device aiding in the memory of stimuli and responses.

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Wood, Stephen J., Aleks U. Tarnawski, Tina M. Proffitt, Warrick J. Brewer, Greg R. Savage, Vicki Anderson, Patrick D. McGorry et al. „Fractionation of Verbal Memory Impairment in Schizophrenia and Schizophreniform Psychosis“. Australian & New Zealand Journal of Psychiatry 41, Nr. 9 (September 2007): 732–39. http://dx.doi.org/10.1080/00048670701517926.

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Objectives: The characterization, aetiology, and course of verbal memory deficits in schizophrenia remain ill defined. The impact of antipsychotic medications is also unclear. The purpose of the present paper was to investigate verbal memory performance in established schizophrenia (SZ) and first-episode schizophreniform psychosis (FE). Method: Performances of 32 SZ and 33 FE patients were compared to those of 47 healthy volunteers on measures of verbal working memory, verbal associative learning and story recall. Results: Story recall deficits, but not deficits in working memory or paired associate learning, were demonstrated by both patient groups. Patients treated with typical neuroleptics had more impairment in associative learning with arbitrary word pairings than those treated with atypicals, regardless of patient group. Conclusions: The results are consistent with the notion that some neuropsychological impairment is present at the time of psychosis onset and that this impairment is non-progressive. However, deficits may be specific to subclasses of memory function.

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Porffy, Lilla Alexandra, Mitul A. Mehta, Joel Patchitt, Celia Boussebaa, Jack Brett, Teresa D’Oliveira, Elias Mouchlianitis und Sukhi S. Shergill. „A Novel Virtual Reality Assessment of Functional Cognition: Validation Study“. Journal of Medical Internet Research 24, Nr. 1 (26.01.2022): e27641. http://dx.doi.org/10.2196/27641.

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Background Cognitive deficits are present in several neuropsychiatric disorders, including Alzheimer disease, schizophrenia, and depression. Assessments used to measure cognition in these disorders are time-consuming, burdensome, and have low ecological validity. To address these limitations, we developed a novel virtual reality shopping task—VStore. Objective This study aims to establish the construct validity of VStore in relation to the established computerized cognitive battery, Cogstate, and explore its sensitivity to age-related cognitive decline. Methods A total of 142 healthy volunteers aged 20-79 years participated in the study. The main VStore outcomes included verbal recall of 12 grocery items, time to collect items, time to select items on a self-checkout machine, time to make the payment, time to order coffee, and total completion time. Construct validity was examined through a series of backward elimination regression models to establish which Cogstate tasks, measuring attention, processing speed, verbal and visual learning, working memory, executive function, and paired associate learning, in addition to age and technological familiarity, best predicted VStore performance. In addition, 2 ridge regression and 2 logistic regression models supplemented with receiver operating characteristic curves were built, with VStore outcomes in the first model and Cogstate outcomes in the second model entered as predictors of age and age cohorts, respectively. Results Overall VStore performance, as indexed by the total time spent completing the task, was best explained by Cogstate tasks measuring attention, working memory, paired associate learning, and age and technological familiarity, accounting for 47% of the variance. In addition, with λ=5.16, the ridge regression model selected 5 parameters for VStore when predicting age (mean squared error 185.80, SE 19.34), and with λ=9.49 for Cogstate, the model selected all 8 tasks (mean squared error 226.80, SE 23.48). Finally, VStore was found to be highly sensitive (87%) and specific (91.7%) to age cohorts, with 94.6% of the area under the receiver operating characteristic curve. Conclusions Our findings suggest that VStore is a promising assessment that engages standard cognitive domains and is sensitive to age-related cognitive decline.

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Smith, Cybelle M., und Kara D. Federmeier. „Neural Signatures of Learning Novel Object–Scene Associations“. Journal of Cognitive Neuroscience 32, Nr. 5 (Mai 2020): 783–803. http://dx.doi.org/10.1162/jocn_a_01530.

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Objects are perceived within rich visual contexts, and statistical associations may be exploited to facilitate their rapid recognition. Recent work using natural scene–object associations suggests that scenes can prime the visual form of associated objects, but it remains unknown whether this relies on an extended learning process. We asked participants to learn categorically structured associations between novel objects and scenes in a paired associate memory task while ERPs were recorded. In the test phase, scenes were first presented (2500 msec), followed by objects that matched or mismatched the scene; degree of contextual mismatch was manipulated along visual and categorical dimensions. Matching objects elicited a reduced N300 response, suggesting visuostructural priming based on recently formed associations. Amplitude of an extended positivity (onset ∼200 msec) was sensitive to visual distance between the presented object and the contextually associated target object, most likely indexing visual template matching. Results suggest recent associative memories may be rapidly recruited to facilitate object recognition in a top–down fashion, with clinical implications for populations with impairments in hippocampal-dependent memory and executive function.

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Harel, Brian T., David Darby, Robert H. Pietrzak, Kathryn A. Ellis, Peter J. Snyder und Paul Maruff. „Examining the nature of impairment in visual paired associate learning in amnestic mild cognitive impairment.“ Neuropsychology 25, Nr. 6 (November 2011): 752–62. http://dx.doi.org/10.1037/a0024237.

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Tokuyama, W. „Induction of BDNF mRNA during visual paired associate learning: Quantitative analysis using split-brain monkeys“. Neuroscience Research 38 (2000): S31. http://dx.doi.org/10.1016/s0168-0102(00)81035-4.

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Harel, Brian T., Robert H. Pietrzak, Peter J. Snyder und Paul Maruff. „Effect of cholinergic neurotransmission modulation on visual spatial paired associate learning in healthy human adults“. Psychopharmacology 228, Nr. 4 (09.04.2013): 673–83. http://dx.doi.org/10.1007/s00213-013-3072-2.

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Cohen, Michael J., Steven L. Schandler und David L. McArthur. „Spatial Learning of Visual ‘Nonsense Figures’ during Experimental Ethanol Intoxication“. Perceptual and Motor Skills 68, Nr. 2 (April 1989): 599–606. http://dx.doi.org/10.2466/pms.1989.68.2.599.

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The interaction of alcohol and visuospatial learning was evaluated during two experimental sessions. During one session, participants were experimentally intoxicated to obtain a blood alcohol concentration of at least 0.10%. During another session, a nonalcohol placebo was administered. The learning task consisted of a paired-associate paradigm requiring participants to learn the distinct spatial positions of 6 visually presented “nonsense shapes.” The visuospatial learning of participants in the placebo condition was generally superior to their learning while intoxicated. However, intercorrelations of performance measures indicated that the relation between alcohol ingestion and performance differences across conditions was not linear.

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LI, WING-SZE, und CONNIE SUK-HAN HO. „Lexical tone awareness among Chinese children with developmental dyslexia*“. Journal of Child Language 38, Nr. 4 (22.11.2010): 793–808. http://dx.doi.org/10.1017/s0305000910000346.

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ABSTRACTThis study examined the extent and nature of lexical tone deficit in Chinese developmental dyslexia. Twenty Cantonese-speaking Chinese dyslexic children (mean age 8 ; 11) were compared to twenty average readers of the same age (CA control group, mean age 8 ; 11), and another twenty younger average readers of the same word reading level (RL control group, mean age 7 ; 4) on different measures of lexical tone awareness, rhyme awareness and visual–verbal paired-associate learning. Results showed that the Chinese dyslexic children performed significantly worse than the CA but not the RL control groups in nearly all the lexical tone and rhyme awareness measures. Analyses of individual performance demonstrated that over one-third of the dyslexic children showed a deficit in some aspects of tone awareness. Tone discrimination and tone production were found to correlate significantly with Chinese word reading. These findings confirm that Chinese dyslexic children show weaknesses in tone awareness.

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Thorp, Alicia A., Natalie Sinn, Jonathan D. Buckley, Alison M. Coates und Peter R. C. Howe. „Soya isoflavone supplementation enhances spatial working memory in men“. British Journal of Nutrition 102, Nr. 9 (01.06.2009): 1348–54. http://dx.doi.org/10.1017/s0007114509990201.

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Females perform better in certain memory-related tasks than males. Sex differences in cognitive performance may be attributable to differences in circulating oestrogen acting on oestrogen β receptors (ERβ) which are prevalent in brain regions such as the hippocampus, frontal lobe and cortex that mediate cognitive functions. Since soya isoflavones are known to activate ERβ, chronic isoflavone supplementation in males may improve cognitive performance in memory-related tasks. A 12-week double-blind, placebo-controlled cross-over trial was conducted in thirty-four healthy men to investigate the effect of isoflavone supplementation on cognitive function. Volunteers were randomised to take four capsules/d containing soya isoflavones (116 mg isoflavone equivalents/d: 68 mg daidzein, 12 mg genistein, 36 mg glycitin) or placebo for 6 weeks, and the alternate treatment during the following 6 weeks. Assessments of memory (verbal episodic, auditory and working), executive function (planning, attention, mental flexibility) and visual-spatial processing were performed at baseline and after each treatment period. Isoflavone supplementation significantly improved spatial working memory (P = 0·01), a test in which females consistently perform better than males. Compared with placebo supplementation, there were 18 % fewer attempts (P = 0·01), 23 % fewer errors (P = 0·02) and 17 % less time (P = 0·03) required to correctly identify the requisite information. Isoflavones did not affect auditory and episodic memory (Paired Associate Learning, Rey's Auditory Verbal Learning Task, Backward Digit Span and Letter-Number Sequencing), executive function (Trail Making and Initial Letter Fluency Task) or visual-spatial processing (Mental Rotation Task). Isoflavone supplementation in healthy males may enhance cognitive processes which appear dependent on oestrogen activation.

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HU, CHIEH-FANG, und C. MELANIE SCHUELE. „Learning nonnative names: The effect of poor native phonological awareness“. Applied Psycholinguistics 26, Nr. 3 (Juli 2005): 343–62. http://dx.doi.org/10.1017/s0142716405050204.

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This research investigates the influence of phonological awareness on the learning of vocabulary in a foreign language. Thirty-seven Chinese-speaking third graders with high phonological awareness and 37 with low phonological awareness participated in multitrial word learning tasks involving nonnative sounding (English) new names paired with novel referents. The children also participated in three additional associative learning tasks: learning to associate novel native sounding names, familiar native names, and unfamiliar visual shapes with unfamiliar referents. Results indicated that children with lower phonological awareness learned both the novel nonnative names and the novel native names less accurately than children with higher phonological awareness and required more learning trials. However, these two groups did not differ in learning to associate familiar names or unfamiliar visual shapes with novel referents. The findings suggest that poor phonological awareness might slow nonnative acquisition of vocabulary via difficulty in constructing new phonological representations for new words.

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Simeon, D. T., S. M. Grantham-McGregor und M. S. Wong. „Trichuris trichiura infection and cognition in children: results of a randomized clinical trial“. Parasitology 110, Nr. 4 (Mai 1995): 457–64. http://dx.doi.org/10.1017/s0031182000064799.

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SUMMARYThe effects of mild to moderate infections of Trichuris trichiura on cognitive functions were investigated in Jamaican children aged 7 to 10 years. In all, 189 infected children and 100 uninfected classmates were studied. The infected children were randomly assigned to receive treatment (albendazole) or a placebo. All children were given cognitive tests on enrolment and 14 weeks later. These included verbal fluency (generation of ideas), digit span (working memory), number choice (speed of processing of visual stimuli), visual search (sustained attention) and a French Vocabulary test (paired-associate learning). At baseline, the infected children had lower scores than the uninfected ones in fluency (P = 0·01), search (P = 0·02) and French (P = 0·01). Treatment effects were examined among infected children and there was no significant treatment effect for any of the tests. However, there was a significant treatment by weight-for-age interaction in fluency (P < 0·05). The children with low weight-for-age (Z-score < – 1) improved with treatment while there was no improvement with treatment among the other children. We concluded that treatment of children with mild to moderate T. trichiura infections using albendazole produces little benefit in cognition if they are adequately nourished; however, undernourished children are more likely to benefit.

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Liu, Yue, Scott L. Brincat, Earl K. Miller und Michael E. Hasselmo. „A Geometric Characterization of Population Coding in the Prefrontal Cortex and Hippocampus during a Paired-Associate Learning Task“. Journal of Cognitive Neuroscience 32, Nr. 8 (August 2020): 1455–65. http://dx.doi.org/10.1162/jocn_a_01569.

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Large-scale neuronal recording techniques have enabled discoveries of population-level mechanisms for neural computation. However, it is not clear how these mechanisms form by trial-and-error learning. In this article, we present an initial effort to characterize the population activity in monkey prefrontal cortex (PFC) and hippocampus (HPC) during the learning phase of a paired-associate task. To analyze the population data, we introduce the normalized distance, a dimensionless metric that describes the encoding of cognitive variables from the geometrical relationship among neural trajectories in state space. It is found that PFC exhibits a more sustained encoding of the visual stimuli, whereas HPC only transiently encodes the identity of the associate stimuli. Surprisingly, after learning, the neural activity is not reorganized to reflect the task structure, raising the possibility that learning is accompanied by some “silent” mechanism that does not explicitly change the neural representations. We did find partial evidence on the learning-dependent changes for some of the task variables. This study shows the feasibility of using normalized distance as a metric to characterize and compare population-level encoding of task variables and suggests further directions to explore learning-dependent changes in the neural circuits.

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Okuno, Hiroyuki, und Yasushi Miyashita. „Expression of the Transcription Factor Zif268 in the Temporal Cortex of Monkeys during Visual Paired Associate Learning“. European Journal of Neuroscience 8, Nr. 10 (Oktober 1996): 2118–28. http://dx.doi.org/10.1111/j.1460-9568.1996.tb00733.x.

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