scholarly journals Changing Verbal Label Assignments Selects the Memory System for Responses in an Immediate Visual Recognition Task

2021 ◽  
Vol 1 (3) ◽  
Author(s):  
Alexa Becker ◽  
Mengxue Kang ◽  
Arnold Glass
Keyword(s):  
Reaction Time ◽  
Undergraduate Students ◽  
Test Item ◽  
Visual Recognition ◽  
Recognition Task ◽  
Verbal Label ◽  
Memory Systems ◽  
Memory System ◽  
Dual System ◽  
Mammalian Brain

The dual system hypothesis posits the existence of two neural systems for memory and learning in the mammalian brain: the habit system and the improvisational system. This study sought to determine whether both systems are involved in a visual recognition task originally outlined in Sternberg (1966) and whether each system could be selectively engaged on the basis of response assignment. Seventeen undergraduate students participated in an immediate visual recognition task where they responded whether or not a test consonant was present in a previous study sequence of one to six consonants by pressing one key for same or another key for different. When the different response was assigned to the spatially right “J” key, reaction time for targets and lures was a function of the study sequence size, indicating that the study sequence was serially scanned and compared with the test item by the habit system. However, when the same response was assigned to the spatially right “J” key, reaction time was not a function of study sequence size, indicating that the test item was not compared with the study sequence and responses were instead determined by perceived recency/novelty of the test item by the improvisational system. Differences in reaction time depending on response assignment suggest the selection of one memory system over the other based on verbal labels assigned to response keys in different spatial locations. Verbal label refers to the label of same or different assigned to the response keys in the experiment instructions. Results expand upon Sternberg (1966)—which used the same visual recognition task design as this study but did not account for response assignment, obscuring evidence of contributions from both memory systems—and provide more evidence for the dual-system hypothesis by demonstrating the involvement of both memory systems in immediate visual recognition.

scholarly journals Visual Recognition of Graphic Variants of Amharic Letters: Psycholinguistic Experiments

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Feda Negesse ◽  
Derib Ado
Keyword(s):  
Reaction Time ◽  
Lexical Decision ◽  
Visual Recognition ◽  
Recognition Task ◽  
Single Letter ◽  
Decision Task ◽  
Clear Pattern ◽  
Recognition Time ◽  
Frequency Counts ◽  
Psychological Experiments

One of the problems of Amharic orthography is a lack of consistency where the four Amharic sounds (/h/, /ʔ/, /s/ and /s’/) are mapped onto more than a single letter. The objective of these psychological experiments was to investigate the visual recognition of the graphic variants of the letters, both in isolation and within words. The experiments involved computation of the frequency counts of the letters in the Ten Ten Corpus for Amharic and the result revealed that there is a clear pattern of preference for the letters: the letters representing /h/ had the pattern , the letters representing /ʔ/ had the pattern , the letters representing /s/ had the pattern , and the letters representing /s’/ had the pattern in descending order of frequency. Similarly, the experiments indicated that frequency counts are significantly related to visual recognition of a letter, with the more frequent letters recognized faster with fewer errors. It was also observed that the target letters were recognized with a shorter reaction time when they were paired with themselves, but the recognition time was longer when they occurred with their graphic variants. Moreover, significantly higher percentage of errors were made when the target letters were matched with their graphic variants or their distractors in the alphabet recognition task. Similar patterns were also observed in the lexical decision task when the target letters were presented in words and pseudo-words. More rigorous psycholinguistic experiments, which will involve a large number of participants, are recommended to validate the results of the current experiments.

The influence of melodic and rhythmic redundancies on recognition memory for unknown musical themes

2009 ◽  
Vol 13 (2) ◽  
pp. 337-355 ◽  
Author(s):  
Davide Nardo ◽  
Riccardo Brunetti ◽  
Enrico Cupellini ◽  
Marta Olivetti Belardinelli
Keyword(s):  
Recognition Memory ◽  
Episodic Memory ◽  
Study List ◽  
Test List ◽  
Recognition Task ◽  
Memory Systems ◽  
Memory System ◽  
Differential Effectiveness ◽  
Tonal Stimuli ◽  
K Response

The aim of this study was to assess the influence of melodic and rhythmic redundancies, and their interaction with tonality, on recognition memory for music. Forty-four non-musicians performed a recognition task with unknown musical material. Stimuli created for experimental purposes were made up of 48 short melodies (half tonal and half non-tonal) and were characterized by the presence of three kinds of musical redundancy: melodic only, rhythmic only, or both melodicrhythmic. In a first phase, subjects listened to a study list of 24 stimuli. After 20 minutes, a test list containing 48 stimuli (24 previously heard and 24 novel ones) was administered, and subjects were asked to indicate for each item whether the melody: was recognized from the study list (R response); evoked a sense of familiarity (K response); or was not recognized at all (X response). Major results showed that tonality influences semantic, but not episodic memory, and that the two systems are differentially affected by the type of redundancy (especially melodic-rhythmic, which has a large effect on episodic memory but is ineffective for semantic memory). Moreover, tonality and the type of redundancy systematically interact only in the episodic memory system. Thus, evidence supports disassociation of the two memory systems. Furthermore, R and X responses showed a symmetry in their trend, suggesting a role for X responses as counterparts of the R responses within the episodic memory system. Melodic-rhythmic redundancy demonstrated the most prominent effects on the episodic system, whereas the assessment comparing melodic versus rhythmic only as the pre-eminent type of redundancy was more ambiguous. Finally, non-tonal stimuli were found to be more sensitive than tonal stimuli, whereby they showed differential effectiveness regarding redundancy type, a result which suggests that they could prove serviceable in future studies concerning recognition memory for music.

scholarly journals Study on the Implementation of a Simple and Effective Memory System for an AI Chip

Electronics ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 1399
Author(s):  
Taepyeong Kim ◽  
Sangun Park ◽  
Yongbeom Cho
Keyword(s):  
High Speed ◽  
Memory Systems ◽  
Memory System ◽  
External Memory ◽  
Essential Factor ◽  
Wide Bandwidth ◽  
Reading And Writing ◽  
Data Skew ◽  
Lower Performance ◽  
Efficient Memory

In this study, a simple and effective memory system required for the implementation of an AI chip is proposed. To implement an AI chip, the use of internal or external memory is an essential factor, because the reading and writing of data in memory occurs a lot. Those memory systems that are currently used are large in design size and complex to implement in order to handle a high speed and a wide bandwidth. Therefore, depending on the AI application, there are cases where the circuit size of the memory system is larger than that of the AI core. In this study, SDRAM, which has a lower performance than the currently used memory system but does not have a problem in operating AI, was used and all circuits were implemented digitally for simple and efficient implementation. In particular, a delay controller was designed to reduce the error due to data skew inside the memory bus to ensure stability in reading and writing data. First of all, it verified the memory system based on the You Only Look Once (YOLO) algorithm in FPGA to confirm that the memory system proposed in AI works efficiently. Based on the proven memory system, we implemented a chip using Samsung Electronics’ 65 nm process and tested it. As a result, we designed a simple and efficient memory system for AI chip implementation and verified it with hardware.

STIMULUS COMPLEXITY, EEG ABUNDANCE GRADIENTS, AND DETECTION EFFICIENCY IN A VISUAL RECOGNITION TASK

1975 ◽  
Vol 66 (3) ◽  
pp. 289-298 ◽  
Author(s):  
ANTHONY GALE ◽  
GRAHAM SPRATT ◽  
BRUCE CHRISTIE ◽  
ADRIAN SMALLBONE
Keyword(s):  
Visual Recognition ◽  
Detection Efficiency ◽  
Recognition Task ◽  
Stimulus Complexity

scholarly journals Place vs. Response Learning: History, Controversy, and Neurobiology

2021 ◽  
Vol 14 ◽  
Author(s):  
Jarid Goodman
Keyword(s):  
Brain Research ◽  
Cognitive Learning ◽  
Memory Systems ◽  
Place Learning ◽  
Mammalian Brain ◽  
Response Learning ◽  
Multiple Memory Systems ◽  
Learning Tasks ◽  
Plus Maze ◽  
Place And Response Learning

The present article provides a historical review of the place and response learning plus-maze tasks with a focus on the behavioral and neurobiological findings. The article begins by reviewing the conflict between Edward C. Tolman’s cognitive view and Clark L. Hull’s stimulus-response (S-R) view of learning and how the place and response learning plus-maze tasks were designed to resolve this debate. Cognitive learning theorists predicted that place learning would be acquired faster than response learning, indicating the dominance of cognitive learning, whereas S-R learning theorists predicted that response learning would be acquired faster, indicating the dominance of S-R learning. Here, the evidence is reviewed demonstrating that either place or response learning may be dominant in a given learning situation and that the relative dominance of place and response learning depends on various parametric factors (i.e., amount of training, visual aspects of the learning environment, emotional arousal, et cetera). Next, the neurobiology underlying place and response learning is reviewed, providing strong evidence for the existence of multiple memory systems in the mammalian brain. Research has indicated that place learning is principally mediated by the hippocampus, whereas response learning is mediated by the dorsolateral striatum. Other brain regions implicated in place and response learning are also discussed in this section, including the dorsomedial striatum, amygdala, and medial prefrontal cortex. An exhaustive review of the neurotransmitter systems underlying place and response learning is subsequently provided, indicating important roles for glutamate, dopamine, acetylcholine, cannabinoids, and estrogen. Closing remarks are made emphasizing the historical importance of the place and response learning tasks in resolving problems in learning theory, as well as for examining the behavioral and neurobiological mechanisms of multiple memory systems. How the place and response learning tasks may be employed in the future for examining extinction, neural circuits of memory, and human psychopathology is also briefly considered.

scholarly journals How does cognitive function measured by the reaction time and critical flicker fusion frequency correlate with the academic performance of students?

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Archana Prabu Kumar ◽  
Abirami Omprakash ◽  
Maheshkumar Kuppusamy ◽  
Maruthy K.N. ◽  
Sathiyasekaran B.W.C. ◽  
...  
Keyword(s):  
Academic Performance ◽  
Reaction Time ◽  
Cognitive Function ◽  
Undergraduate Students ◽  
Cross Sectional Study ◽  
Female Students ◽  
Cross Sectional ◽  
Flicker Fusion Frequency ◽  
Fusion Frequency ◽  
And Gender

Abstract Background The reaction time (RT) is “the time taken for the appearance of rapid voluntary reaction by an individual following a stimulus, either auditory or visual” and the Critical Flickering Fusion Frequency (CFFF) is “the rate at which successively presented light stimuli appear to be steady and continuous”. RT and CFFF are commonly used for the assessment of cognitive functions that are known to influence academic performance. However, data about the exact correlation between these are scarce, particularly in India. This research aimed to study the association between visual RT (VRT), auditory RT (ART) and CFFF and their impact on the academic performance of undergraduate students. Methods This cross-sectional study was conducted on 700 students of Faculty of Medicine and Dentistry at a private medical university in South India, during the period from 2015 to 2017. The VRT, ART and CFFF were evaluated, and the best out of three subsequent attempts was recorded. The mean score (in percentage) of the three best marks out of the five internal assessments for the course during each academic year was considered for analysis. The association between the different cognitive tests and the average academic performance was analysed. Results Female students had faster VRT (n = 345, mean = 243.97, SD = 83.87) than male students (n = 273, mean = 274.86, SD = 96.97) (p = 0.001). VRT and ART had a moderate negative correlation with academic performance (for ART, r = − 0.42, p < 0.001; for VRT; r = − 0.40, p < 0.001). CFFF had a very weak positive correlation with academic performance (r = 0.19, p = 0.01). The only independent predictors of academic performance were RT and gender (Adjusted R2 = 0.11). Conclusion Although there is a correlation between CFFF and cognitive function, our study showed only a weak correlation between CFFF and academic performance. Female students had faster RTs, and gender was an independent predictor of academic performance. Rather, students with faster RTs appear to have an advantage in academic performance.

Within- and Between-Team Coordination via Transactive Memory Systems and Boundary Spanning

2018 ◽  
Vol 43 (5) ◽  
pp. 691-717 ◽  
Author(s):  
Joy Olabisi ◽  
Kyle Lewis
Keyword(s):  
Management Practices ◽  
Knowledge Exchange ◽  
Memory Systems ◽  
Boundary Spanning ◽  
Transactive Memory ◽  
Memory System ◽  
Transactive Memory Systems ◽  
Team Coordination ◽  
Transactive Memory System ◽  
Over Time

In this article, we suggest that the transactive memory system (TMS) and boundary-spanning literatures are useful for understanding how individuals in team-based collectives can be structured to improve within- and between-team coordination. We argue that such coordination can be facilitated—or thwarted—by boundary-spanning behaviors and patterns of knowledge exchange within and between teams. Our theorizing explains how an existing team TMS can offset the within-team coordination burdens typically associated with boundary spanning and we offer predictions about how these factors interrelate to affect TMS and coordination over time. Finally, our theory underscores significant implications and provides insights for how management practices might improve coordination within and between teams.

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