The nature and specificity of paired associate learning deficits in children with dyslexia

2014 ◽  
Vol 71 (1) ◽  
pp. 71-88 ◽  
Author(s):  
Robin A. Litt ◽  
Kate Nation
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Learning Deficits

P3-470: PAIRED ASSOCIATE LEARNING DEFICITS ASSOCIATED WITH ELEVATED BETA-AMYLOID IN COGNITIVELY NORMAL OLDER ADULTS

2006 ◽  
Vol 14 (7S_Part_24) ◽  
pp. P1300-P1301
Author(s):  
Jenalle E. Baker ◽  
Yen Lim ◽  
Judith Jaeger ◽  
David Ames ◽  
Robert H. Pietrzak ◽  
...  
Keyword(s):  
Older Adults ◽  
Paired Associate ◽  
Beta Amyloid ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Learning Deficits ◽  
Cognitively Normal

Visual paired associate learning deficits associated with elevated beta-amyloid in cognitively normal older adults.

2019 ◽  
Vol 33 (7) ◽  
pp. 964-974 ◽  
Author(s):  
Jenalle E. Baker ◽  
Robert H. Pietrzak ◽  
Simon M. Laws ◽  
David Ames ◽  
Victor L. Villemagne ◽  
...  
Keyword(s):  
Older Adults ◽  
Paired Associate ◽  
Beta Amyloid ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Learning Deficits ◽  
Cognitively Normal

Paired associate learning deficits in poor readers: The contribution of phonological input and output processes

2018 ◽  
Vol 72 (3) ◽  
pp. 616-633 ◽  
Author(s):  
Robin A Litt ◽  
Hua-Chen Wang ◽  
Jessica Sailah ◽  
Nicholas A Badcock ◽  
Anne Castles
Keyword(s):  
Paired Associate ◽  
Reading Development ◽  
Poor Performance ◽  
Paired Associate Learning ◽  
Poor Readers ◽  
Associate Learning ◽  
Learning Deficits ◽  
Paired Associates ◽  
Input And Output ◽  
Output System

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.

Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
Author(s):  
Eylul Tekin ◽  
Henry L. Roediger
Keyword(s):  
Target Word ◽  
Paired Associate ◽  
Judgments Of Learning ◽  
Paired Associate Learning ◽  
Levels Of Processing ◽  
Pleasantness Rating ◽  
Associate Learning ◽  
Counting Task ◽  
Reactive Effect ◽  
Target Words

Abstract. Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

Age, pacing, and imagery in paired-associate learning.

1976 ◽  
Vol 12 (2) ◽  
pp. 119-124 ◽  
Author(s):  
Nancy J. Treat ◽  
Hayne W. Reese
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning
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