The role of meaningfulness (m) in paired-associate verbal learning.

1957 ◽  
Vol 53 (1) ◽  
pp. 16-22 ◽  
Author(s):  
Clyde E. Noble ◽  
Deldon A. McNeely
Keyword(s):  
Paired Associate ◽  
Verbal Learning

Effect of Forced Paired-Comparison on Paired-Associate Learning and Meaningfulness

1964 ◽  
Vol 14 (3) ◽  
pp. 871-878 ◽  
Author(s):  
R. C. de Bold
Keyword(s):  
Negative Transfer ◽  
Paired Associate ◽  
Paired Comparison ◽  
Verbal Learning ◽  
Great Difficulty ◽  
Paired Associate Learning ◽  
Production Test ◽  
Associate Learning ◽  
Continued Learning

Two methods of familiarization were used to explore the role of differentiation in verbal learning: simple frequency pretraining, and practice on a paired-comparisons rating task which was designed to increase differentiability. Results showed that the differentiation pretraining resulted in superior learning to frequency pretraining. But, there was significant negative transfer for the frequency groups. The negative transfer was attributed to incorrect habits due to weak interitem associations built up during familiarization. The divergence of these results from earlier work on familiarization may be due to a displacement backward of the course of learning due to the great difficulty of the task and the low availability of the items after familiarization. This divergence may be overcome in a less difficult task by continued learning or by increased familiarization. Pretraining had no effect on a production test of meaningfulness.

Effect of Motivating Instructions on Verbal Learning According to Age and Race

1980 ◽  
Vol 46 (3_suppl) ◽  
pp. 1167-1170
Author(s):  
Robert G. Summerlin ◽  
Charles V. Lair ◽  
William N. Confer
Keyword(s):  
Paired Associate ◽  
Verbal Learning ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Instructional Condition ◽  
Associate Learning

Young and old white ( n = 48) and black ( n = 48) women were compared on a paired-associate learning task. The groups were divided as to a motivational instructional condition of support, challenge, or neutral. Both the younger and the white groups had more correct responses and learned in fewer trials. A three-way interaction suggests that old blacks make more errors of omission and commission under supportive instructions, whereas young whites do best under challenge. Various trends and implications for these findings were discussed.

Alcohol-influenced changes in activation peaking during paired-associate verbal learning.

1984 ◽  
Vol 45 (6) ◽  
pp. 493-499 ◽  
Author(s):  
S L Schandler ◽  
M J Cohen ◽  
B D Naliboff
Keyword(s):  
Paired Associate ◽  
Verbal Learning

Speech Monitoring and Verbal Learning

1963 ◽  
Vol 6 (3) ◽  
pp. 249-254
Author(s):  
George R. Davis ◽  
Joseph G. Sheehan
Keyword(s):  
Auditory Feedback ◽  
Direct Relationship ◽  
Paired Associate ◽  
Verbal Learning ◽  
Feedback Condition ◽  
Delayed Auditory Feedback ◽  
Learning Tasks ◽  
Verbal Tasks ◽  
Speech Monitoring ◽  
Auditory Monitoring

The effects of interference with auditory feedback on two verbal learning tasks were studied. Twenty-seven adults without speech or hearing handicaps practiced two verbal tasks (reading comprehension and paired associate) under three auditory monitoring conditions. A synchronous auditory feedback condition provided amplified but almost simultaneous auditory feedback. To provide an irrelevant feedback condition, S’s heard their own previously recorded voices reading other material. Delayed auditory feedback provided a second experimental condition. Results confirmed that delayed auditory feedback interfered significantly with efficient verbal learning. A clear and direct relationship between the amount and relevance of verbal feedback and the efficiency of speech-based learning was demonstrated.

scholarly journals A-48 The Role of Processing Speed in Verbal and Nonverbal Learning within a Clinical Sample of Older Adults.

2019 ◽  
Vol 34 (6) ◽  
pp. 907-907
Author(s):  
N Hawley ◽  
H Brunet ◽  
J Miller
Keyword(s):  
Older Adults ◽  
Processing Speed ◽  
Clinical Sample ◽  
Digit Span ◽  
Memory Performance ◽  
Verbal Learning ◽  
Adult Intelligence Scale ◽  
Nonverbal Learning ◽  
Learning Trials

Abstract Objective Prior research revealed that processing speed predicts nonverbal learning in healthy older adults (Tam & Schmitter-Edgecombe, 2013). This study aims to examine the role of processing speed in both verbal and nonverbal learning in a clinical sample. We expect that processing speed will lend the most variance to the initial learning trials. Method Records from 718 patients were reviewed (mean age = 74). Hierarchical regression analyses were conducted using Brief Visuospatial Memory Test –Revised (BVMT-R) and Hopkins Verbal Learning Test –Revised (HVLT-R) learning trials as outcome variables. Demographics were entered in a first step followed by BVMT-R copy or Wechsler Adult Intelligence Scale (WAIS-IV) Digit Span –longest digit span forward raw score, to account for visuoconstruction or simple auditory attention for nonverbal and verbal learning outcomes respectively. A processing speed composite of sample-standardized raw scores was entered in a final step. Results Processing speed accounted for 5.4% of the variance in BVMT-R trial 1, 7.5% of the variance in trial 2, and 8.5% of the variance in trial 3, all p < .001. Processing speed accounted for 6.6% of the variance in HVLT-R trial 1, 11.1% of the variance in trial 2, and 11.5% of the variance in trial 3, all p < .001. Conclusions Processing speed significantly predicted all verbal and nonverbal learning trials. Contrary to our hypotheses, processing speed actually had a greater contribution during subsequent learning trials. These findings have implications for evaluating memory performance in patients with syndromes where processing speed is typically affected (e.g., cerebrovascular disease, Parkinson’s disease).

scholarly journals A-166 The Role of Apathy on Executive Functioning After Stroke

2020 ◽  
Vol 35 (6) ◽  
pp. 960-960
Author(s):  
Lopez A ◽  
Lopez Palacios D ◽  
Quintana A ◽  
Gibson D ◽  
Arguelles-Borge S
Keyword(s):  
Executive Functioning ◽  
Cognitive Performance ◽  
Verbal Learning ◽  
Depression Scale ◽  
Trail Making Test ◽  
Stroke Patients ◽  
Data Set ◽  
Test Part ◽  
Trail Making

Abstract Objective This study examined the role of apathy on performance of an executive functioning task. Method The data for this study was derived from the National Alzheimer’s Coordinating Center’s Uniform Data Set containing neuropsychological information for stroke patients (n = 317) who completed the Neuropsychiatric Inventory-Questionnaire (NPI-Q) and the Trail Making Test (Part B). The sample was divided into two groups. One which endorsed feelings of apathy in the last month (n = 102; mean age = 84,SD = 8.33) and a second group which denied feelings of apathy within the last month (n = 215; mean age = 86, SD = 8.02). Results After controlling for depression [as measured by the Geriatric Depression Scale (GDS)], age, gender, and motor impairment, the results of an ANCOVA showed that those who reported apathy performed significantly slower on the Trail Making Test—Part B than those who did not report it [F(1,312 = 6.01, p = .02]. Conclusions It has previously been found that cognitive performance can be impacted by depression on stroke patients. However, recently, it has been identified that apathy specifically, can have an effect on cognitive domains such as verbal learning, short-term, and long-term memory. The present study further supports that apathy may play a role in overall cognitive performance. Therefore, even if patients do not meet criteria for depression, the presence of apathy should still be taken into account. Future research should examine other possible contributing factors such as processing speed should be taken into account as they could be affecting the scores. Finally, researchers should utilize additional measures of executive functioning as only one was available for this study.

The role of MMP genes in recurrent depressive disorders and cognitive functions

2016 ◽  
Vol 28 (4) ◽  
pp. 221-231 ◽  
Author(s):  
Kinga Bobińska ◽  
Janusz Szemraj ◽  
Piotr Gałecki ◽  
Monika Talarowska
Keyword(s):  
Gene Expression ◽  
Cognitive Functions ◽  
Protein Level ◽  
Verbal Fluency ◽  
Verbal Learning ◽  
Rna Extraction ◽  
Human Organism ◽  
Enzyme Linked Immunosorbent Assay ◽  
Separate Analysis

ObjectiveAmong the 28 metalloproteinases described so far, 23 can be found in the human organism, but only few are expressed in the human brain. The main objective of this study was to analyse the relationship between MMP-2, MMP-9 and TIMP-2 gene expression and cognitive performance.MethodsThe study comprised 234 subjects: patients suffering from recurrent depressive disorder (rDD, n=139) and healthy subjects (HS, n=95). The cognitive function assessment was carried out with the help of the following tests: Trail Making Test, The Stroop Test, Verbal Fluency Test and Auditory Verbal Learning Test. Gene expression on the mRNA and protein level was evaluated for MMP-2, MMP-9 and TIMP-2 in both groups using RNA extraction, reverse transcription and enzyme-linked immunosorbent assay.ResultsBoth mRNA and protein expression levels of all the genes were significantly lower in rDD subjects as compared with HS. Having analysed the entire experimental group (N=234), significant interrelations were found between the expression of the analysed genes and the results of the tests used to measure cognitive functions. Increased expression on both the mRNA and the protein level was associated in each case with better performance of all the tests conducted. After carrying out a separate analysis on the people from the rDD group and the HS group, similar dependencies were still observed.ConclusionsThe results of our study show decreased expression of MMP-2, MMP-9 and TIMP-2 genes on both mRNA and protein levels in depression. Elevated expression of MMP-2, MMP-9, TIMP-2 positively affects cognitive efficiency: working memory, executive functions, attention functions, direct and delayed auditory–verbal memory, the effectiveness of learning processes and verbal fluency. The study highlights the important role of peripheral matrix metalloproteinases genes in depression and cognitive functions.

The role of context stimuli in verbal learning.

1957 ◽  
Vol 53 (2) ◽  
pp. 102-105 ◽  
Author(s):  
Lloyd R. Peterson ◽  
Margaret Jean Peterson
Keyword(s):  
Verbal Learning

A Simplified Paired-Associate Test for Elderly Hospital Patients

1964 ◽  
Vol 110 (464) ◽  
pp. 80-83 ◽  
Author(s):  
Bernard Isaacs ◽  
Frank A. Walkey
Keyword(s):  
Test Performance ◽  
Paired Associate ◽  
Verbal Learning ◽  
Objective Measure ◽  
The Elderly ◽  
Old People ◽  
Mental Impairment ◽  
Hospital Patients ◽  
Learning Test ◽  
The Relationship

In studies of the incidence and prognosis of disease in the elderly it is valuable to have an objective measure of the patient's mental state. In a previous paper (Isaacs, 1962) a paired-associate verbal learning test devised by Inglis (1959) was applied to a group of 50 normal and 100 hospitalized old people, and was found to give useful information on the relationship between test performance and such factors as incontinence of urine and prognosis for rehabilitation. In the present study a simplified version of this test was performed on a larger number of elderly hospital patients. The test proved valuable in determining the characteristics of patients with varying degrees of mental impairment.

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