Showing papers on "Sequence learning published in 1975"
TL;DR: The results suggested that the relative timing of events is an integral part of motor program representation, particularly in skills involving rhythmic timing structures.
Abstract: A motor program is the representation in memory that controls the sequential structure of a motor skill. The present research was an attempt to determine the degree to which the timing and sequenci...
85 citations
62 citations
47 citations
TL;DR: It is suggested that remedial programs which include training in cognitive processes which underlie the construction of a lexicon or the learning of ordering rules may prove beneficial, and that substitute modes of information processing which the autistic child uses may be exploited to teach language forms.
Abstract: Mutism or echolalia and failure to analyze sentences for their deep structures are characteristics of the language behavior of autistic children. The experimental literature indicates that cognitive processes which underlie the construction of a lexicon or the learning of ordering rules may be disturbed in these children. The inability to coordinate visual and aural stimulation inhibits lexical development, while difficulties in sequencing and use of inappropriate sequencing codes inhibits the growth of a productive grammar. It is suggested that remedial programs which include training in these processes may prove beneficial, and that substitute modes of information processing which the autistic child uses may be exploited to teach language forms.
15 citations
15 citations
TL;DR: Results suggest an unusual tactual adeptness in binary serial learning in brobability learning paradigm.
Abstract: Three experiments compared the effects of visual and tactual stimulus presentation in two-choice sequential learning situations requiring a predictive response. In Experiments 1 and 2, subjects received a five- or six-unit repeating pattern; in Experiment 3, they received a semirandom sequence. Tactual as compared to visual stimulus presentation resulted in less trials to criterion in predicting a repearing pattern and in earlier frequency matching in predicting a semirandom sequence. These results suggest an unusual tactual adeptness in binary serial learning. Additionally, a new method of analyzing conditional responding in th brobability learning paradigm is described and applied to the data in Experiment 3.
9 citations
8 citations
01 May 1975-International Journal of Human-computer Studies \/ International Journal of Man-machine Studies
TL;DR: A memory network designed to learn sequences of inputs separated by various time intervals and to repeat these sequences when cued by their initial fragments is considered, which implements a process of associative chaining.
Abstract: Models of circuit action in the mammalian hippocampus have led us to a study of habituation circuits. In order to help model the process of habituation we consider here a memory network designed to learn sequences of inputs separated by various time intervals and to repeat these sequences when cued by their initial fragments. The structure of our model is based on the anatomy of the dentate gyrus region of the mammalian hippocampus, though our basic circuit theme is not unique to the hippocampus. Our model consists of a number of arrays of cells called lamellae. Each array consists of four lines of neuromimes coupled uniformly to neighbors within the array and with some randomness to neuromimes in other lamellae. All neuromimes operate according to first-order differential equations. Two of the neuromime lines in each lamella are coupled such that sufficient excitation by a system input generates a wave of activity that moves slowly along the lines away from the point of excitation. Such waves effect dynamic storage of the representation of each input, enabling association with the next input's representation via connections between lamellae. When an input is again presented to the memory, waves are excited which move through the system as before to generate the next input's representation after the proper time interval. The system thus implements a process of associative chaining. The memory circuit can be developed to allow further decisionary circuitry to react to any changes in the timing of regularly repeated inputs.
6 citations
Journal Article•
TL;DR: Support for the ordinal-position hypothesis of serial learning was obtained only when the first serial list was learned by the serial-anticipation procedure, and the results were consistent with earlier findings using nonretarded subjects.
Abstract: The ordinal position hypothesis of serial learning was tested using a population of mentally retarded subjects (IQ=46 to 86). The subjects learned two serial lists by either the serial-recall of serial-anticipation procedures. One-half of the items from the first list retained their same serial positions in the second list (experimental items); the other half were switched to new positions (control items). Support for the ordinal-position hypothesis (faster learning of experimental than control items) was obtained only when the first serial list was learned by the serial-anticipation procedure. The results were consistent with earlier findings using nonretarded subjects.
Journal Article•
01 Aug 1975
TL;DR: In this article, a hypothesized hierarchy of tasks in the development of tactual discrimination (an essential skill for reading) was tested in 60 blind primary level children, for five braille and five Optacon (optical to tactile converter) sequences, Ss were asked to identify the different stimulus from the four presented.
Abstract: ABSTRACT A hypothesized hierarchy of tasks in the development of tactual discrimination (an essential skill for reading) was tested in 60 blind primary level children. For five braille and five Optacon (optical to tactile converter) sequences, Ss were asked to identify the different stimulus from the four presented. Scalogram analysis was used to examine the results using a variety of criteria of mastery for all tasks. Results validated the hypothesized sequence of tasks and indicated that many first grade and most second grade Ss completed at least half of the simple discriminations given on the Optacon. Data supported the suggested use of raised line forms in Optacon readiness materials. (Four appendixes include a 40-page review of the literature.) (CL)