Ordinal position in serial learning.

1968 ◽  
Vol 78 (3, Pt.1) ◽  
pp. 536-538 ◽  
Author(s):  
Wilma A. Winnick ◽  
Rhea L. Dornbush
Keyword(s):  
Serial Learning ◽  
Ordinal Position

Ordinal position number as a cue in serial learning.

1967 ◽  
Vol 73 (3) ◽  
pp. 427-438 ◽  
Author(s):  
Robert K. Young ◽  
David T. Hakes ◽  
R. Yale Hicks
Keyword(s):  
Serial Learning ◽  
Ordinal Position

Animal cognition: thinking without language

1985 ◽  
Vol 308 (1135) ◽  
pp. 113-128 ◽  
Keyword(s):  
Serial Learning ◽  
Animal Cognition ◽  
Ordinal Position ◽  
Linguistic Competence ◽  
Negative Results ◽  
Grammatical Skills ◽  
Animal Representations ◽  
The Individual

Recent attempts to teach apes rudimentary grammatical skills have produced negative results. The basic obstacle appears to be at the level of the individual symbol which, for apes, functions only as a demand. Evidence is lacking that apes can use symbols as names, that is, as a means of simply transmitting information. Even though non-human animals lack linguistic competence, much evidence has recently accumulated that a variety of animals can represent particular features of their environment. What then is the non-verbal nature of animal representations? This question will be discussed with reference to the following findings of studies of serial learning by pigeons. While learning to produce a particular sequence of four elements (colours), pigeons also acquire knowledge about the relation between non-adjacent elements and about the ordinal position of a particular element. Learning to produce a particular sequence also facilitates the discrimination of that sequence from other sequences.

scholarly journals Absolute and relative knowledge of ordinal position

2018 ◽  
Author(s):  
Tina Kao ◽  
Greg Jensen ◽  
Charlotte Michaelcheck ◽  
Vincent P Ferrera ◽  
Herbert S Terrace
Keyword(s):  
Serial Learning ◽  
Ordinal Position ◽  
Transitive Inference ◽  
Absolute Position ◽  
Acquisition Rate ◽  
Photographic Stimuli ◽  
Human Participants ◽  
Trial Participants

For more than 100 years, psychologists have struggled to determine what is learned during serial learning. The method of derived lists is a powerful tool for studying this question. In two experiments, we trained human participants to learn implicit lists by the Transitive Inference (TI) method. We then tested their knowledge of ordinal position of those items. In Experiment 1, participants were presented with pairs of photographic stimuli from five different 5-item training lists by presenting adjacent pairs of items from one list on every trial. Participants were then tested on pairs of items drawn from different lists, in which each item maintained its original ordinal position as it had during training. In Experiment 2, a different group of participants was trained on the same five 5-item lists as that of Experiment 1. However, the order of the items in the derived lists of Experiment 2 was changed systematically. In this latter experiment, the acquisition rate for the derived lists varied inversely with the degree of change of ordinal position. We explain these results by using a model in which participants learn to make positional, as well as transitive inferences, allowing them to infer the relative and absolute position of each item during testing on derived lists.

scholarly journals Absolute and relative knowledge of ordinal position

2018 ◽  
Author(s):  
Tina Kao ◽  
Greg Jensen ◽  
Charlotte Michaelcheck ◽  
Vincent P Ferrera ◽  
Herbert S Terrace
Keyword(s):  
Serial Learning ◽  
Ordinal Position ◽  
Transitive Inference ◽  
Absolute Position ◽  
Acquisition Rate ◽  
Photographic Stimuli ◽  
Human Participants ◽  
Trial Participants

For more than 100 years, psychologists have struggled to determine what is learned during serial learning. The method of derived lists is a powerful tool for studying this question. In two experiments, we trained human participants to learn implicit lists by the Transitive Inference (TI) method. We then tested their knowledge of ordinal position of those items. In Experiment 1, participants were presented with pairs of photographic stimuli from five different 5-item training lists by presenting adjacent pairs of items from one list on every trial. Participants were then tested on pairs of items drawn from different lists, in which each item maintained its original ordinal position as it had during training. In Experiment 2, a different group of participants was trained on the same five 5-item lists as that of Experiment 1. However, the order of the items in the derived lists of Experiment 2 was changed systematically. In this latter experiment, the acquisition rate for the derived lists varied inversely with the degree of change of ordinal position. We explain these results by using a model in which participants learn to make positional, as well as transitive inferences, allowing them to infer the relative and absolute position of each item during testing on derived lists.

scholarly journals Ordinal position in the serial learning of rats

1999 ◽  
Vol 27 (3) ◽  
pp. 272-279 ◽  
Author(s):  
Richard A. Burns ◽  
John A. Dunkman ◽  
Stacy L. Detloff
Keyword(s):  
Serial Learning ◽  
Ordinal Position

Nonhuman sequence learning findings argue against Hoerl and McCormack's two systems of temporal cognition

2019 ◽  
Vol 42 ◽  
Author(s):  
Benjamin J. De Corte ◽  
Edward A. Wasserman
Keyword(s):  
Sequence Learning ◽  
Past Research ◽  
Ordinal Position ◽  
Temporal Cognition ◽  
Two Systems

Abstract Hoerl & McCormack propose that animals learn sequences through an entrainment-like process, rather than tracking the temporal addresses of each event in a given sequence. However, past research suggests that animals form “temporal maps” of sequential events and also comprehend the concept of ordinal position. These findings suggest that a clarification or qualification of the authors’ hypothesis is needed.

Die Entwicklung des strategischen Gedächtnisses im Laufe der Grundschulzeit

2009 ◽  
Vol 41 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Michael Hünnerkopf ◽  
Veronika Kron-Sperl ◽  
Wolfgang Schneider
Keyword(s):  
Free Recall ◽  
Serial Learning

Zusammenfassung. Es werden Ergebnisse der Würzburger Längsschnittstudie dargestellt, in der der Entwicklungsverlauf des strategischen Gedächtnisses vom letzten Kindergartenjahr bis zum Ende der vierten Klasse in halbjährigem Abstand untersucht wurde. Für eine Stichprobe von ca. 100 Kindern konnte das in der Münchner LOGIK-Studie gefundene Muster des sprunghaften Strategieerwerbs für die Sortierstrategie bestätigt werden, während sich bei der Wiederholungsstrategie kein bedeutsamer Unterschied in der Art des Strategieerwerbs zeigte. Der kombinierte Gebrauch von Sortier- und Wiederholungsstrategie brachte Vorteile bei der Abrufleistung der Sort-Recall-Aufgabe, nicht aber der Serial Learning-Free-Recall-Aufgabe. Für zukünftige Forschungsarbeiten wird der Einsatz einer Aufgabe zur Untersuchung der Strategieentwicklung empfohlen.

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