Children’s paired-associate learning: Response and associative learning as a function of similarity

Associative learning is the process whereby humans and other animals learn the predictive relationship between cues in their environment. This process underlies simple forms of learning from rewards, such as classical and operant conditioning. In this chapter, we introduce the basics of associative learning and discuss the role that memory processes play in the establishment and maintenance of this learning. We then discuss the role that associative learning plays in human memory, including through paired associate learning, the enhancement of memory by reward, and the formation of episodic memories. Finally, we illustrate how the memory process influences choice in decision-making, where associative learning allows people to learn the values of different options. We conclude with some suggestions about how models of associative learning, memory, and choice can be integrated into a single theoretical framework.

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Novel Face-Name Paired Associate Learning and Famous Face Recognition in Mild Cognitive Impairment: A Neuropsychological and Brain Volumetric Study

Dementia and Geriatric Cognitive Disorders Extra ◽

10.1159/000496476 ◽

2019 ◽

Vol 9 (1) ◽

pp. 114-128

Author(s):

Satyan Nanda ◽

Nandini Mohanan ◽

Sheela Kumari ◽

Mridula Mathew ◽

Sushama Ramachandran ◽

...

Keyword(s):

Cognitive Impairment ◽

Face Recognition ◽

Mild Cognitive Impairment ◽

Free Recall ◽

Associative Learning ◽

Paired Associate ◽

Early Stage ◽

Paired Associate Learning ◽

Associate Learning ◽

Association Learning

Purpose: To assess visual associative learning and famous face recognition ability among subjects with stable amnestic mild cognitive impairment (MCI) relative to early stage dementia due to Alzheimer’s disease (AD) and cognitively normal healthy controls (NC) and to correlate these differences with volumetric changes on MRI. Methods: A hospital-based cross-sectional observational study was conducted on 61 participants. The subjects underwent neuropsychological evaluation, including validated newly designed tests for novel face-name paired association learning recall and famous face recognition. MRI volumetry was done on a subset of patients to ascertain the topographical patterns of volume loss. Results: There were significant differences in performance on free recall for face-name paired associate learning in MCI (n = 22) compared to NC (n = 20) (p < 0.001) and MCI compared to AD (n = 19; p < 0.001). Significant differences were also noted in scores on the famous personalities test between MCI and NC (p = 0.007), and MCI and AD (p = 0.032). The free recall component of face-name pair associative learning significantly correlated with left cuneus (p = 0.005; r = 0.833) and right cuneus (p = 0.003; r = 0.861) volume in AD with no significant correlation among MCI and NC cohorts. Conclusions: Novel and semantically familiar face-name associative recalls are significantly impaired in MCI, and these potentially predate the MRI volumetric changes in MCI. Our findings expand the spectrum of recall deficits in MCI.

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Associative Learning and Differential Information in Knowledge of Results

Psychological Reports ◽

10.2466/pr0.1963.13.2.381 ◽

1963 ◽

Vol 13 (2) ◽

pp. 381-382 ◽

Cited By ~ 1

Author(s):

James N. Mosel ◽

William F. Grossnickle

Keyword(s):

Information Theory ◽

Associative Learning ◽

Paired Associate ◽

Paired Associate Learning ◽

Differential Information ◽

Associate Learning ◽

Knowledge Of Results ◽

Amount Of Information ◽

Exploratory Experiment

The hypothesis is tested that the greater S‘s uncertainty concerning his response in paired-associate learning, the greater is the amount of “information” (in the information-theory sense) contained in knowledge of results, and hence the greater the amount of learning. An exploratory experiment confirmed the hypothesis at the .05 level.

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The Supposed Effect of Interactive Imagery in Paired Associate Learning

The Quarterly Journal of Experimental Psychology Section A ◽

10.1080/027249896392342 ◽

1996 ◽

Vol 49 (4) ◽

pp. 888-900

Author(s):

Richard N. Wilton ◽

Patricia Mathieson

Keyword(s):

Paired Associate ◽

Paired Associate Learning ◽

Associate Learning ◽

Interactive Imagery

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

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000425 ◽

2020 ◽

Vol 228 (4) ◽

pp. 278-290 ◽

Cited By ~ 1

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.

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