Showing papers on "Verbal learning published in 1978"
TL;DR: This paper read a story about two boys playing hooky from school from the perspective of either a burglar or a person interested in buying a home and found that the instruction to take a new perspective led subjects to invoke a schema that provided implicit cues for different categories of story information.
877 citations
TL;DR: In this paper, the distinction between solving a problem and remembering a solution is used in an account of the effect of spacing repetitions and other standard memory phenomena, and the relevance of the distinction to tasks such as word perception is also discussed.
592 citations
TL;DR: The most pervasively voiced criticism of advance organizers is that their definition and construction are vague and, therefore, that different researchers have varying concepts of what an organizer is and can only rely on intuition in constructing one-since nowhere, claim the critics, is it specified what their criteria are and how they can be constructed as discussed by the authors.
Abstract: The most pervasively voiced criticism of advance organizers is that their definition and construction are vague and, therefore, that different researchers have varying concepts of what an organizer is and can only rely on intuition in constructing one-since nowhere, claim the critics, is it specified what their criteria are and how they can be constructed (Barnes, B. R. & Clawson, 1975; Hartley & Davies, 1976). If these critics had read my books on meaningful verbal learning and on educational psychology (1963, 1968) we well as my research articles, they would have found precise operational criteria for an advance organizer and a discussion of how to construct one. Apart from describing organizers in general terms with an appropriate example, one cannot be more specific about the construction of an organizer; for this always depends on the nature of the learning material, the age of the learner, and his degree of prior familiarity with the learning passage. From the exhaustive and explicit general discussion of the definition, nature, and effects of an organizer in various publications (Ausubel, 1960; Ausubel & Fitzgerald, 1961, 1962; Ausubel & Youssef, 1963; Fitzgerald & Ausubel, 1963), plus the description of how to construct an
412 citations
TL;DR: This paper found that learning mood provided a helpful retrieval cue and differentiating context only in multi-list circumstances where confusions and interference among memories would otherwise obtain, and that later recall of both lists while happy (or sad) revealed a powerful congruence effect.
346 citations
TL;DR: In this article, a priming technique using item recognition was employed to investigate the structure of the memory representation of simple sentences, and the experimental procedure involved presenting sentences to the subject for study and then testing single words for recognition (the subject had to decide whether the test word was in one of the study sentences).
194 citations
TL;DR: Kane and fadde as mentioned in this paper studied the depth of processing and interference effects in the learning and remembering of -sententes and found that interference effects can affect learning and remembering of sentences.
Abstract: AUTHOR Kane, Janet fadde; Anderson, Richard C. . TITLE Depth of Processing and Interference Effects in the Learning and Remembering of -Sententes. Technical Report No. 21. ,INSTITUTION Bolt, Beranek and.Newman, Inc., Cambridge, Nags.; Illinois Univ., Urbana. Center for the Study o4 Reading. _ SPONS AGENCY National Inst. of Education (DHEW), Washington, D.C. PUB DATE Feb 77 CONTRACT 400-76-0116 GRANT NIE-G-74-0007 NGTE 29p.
159 citations
TL;DR: This article showed that the probability of failing to recognize both words in an intact study pair was not less than the probability for failing to recognise the two words in a rearranged pair, which supports the hypothesis that two types of information (item and relational) underlie these recognition judgments.
145 citations
TL;DR: Investigation of the ability of patients with right temporal lobectomy to profit from visual imagery as a mediator in verbal paired-associate learning found an inverse relationship between the extent of right hippocampal removal and the recall of the image-mediated, but not the sentence-mediated pairs.
143 citations
TL;DR: The founding of the Journal of Verbal Learning and Verbal Behavior is described as the culmination of the activities of the Committee on Linguistics and Psychology of the Social Science Research Council, the Office of Naval Research, and the Group for the Study of Verb Behavior during the period from about 1950 to 1962 as mentioned in this paper.
129 citations
TL;DR: In this article, the use of rehearsal and other control processes was reduced through instructions to forget the presented consonants and through emphasis upon a simultaneous task requiring detection of tones in white noise.
105 citations
TL;DR: It was concluded that retrieval processes may have been impaired by alcohol intoxication, but that differences in strength of the memory traces might also account for the observed differences in recall.
TL;DR: Three experiments use a tachistoscopic word recognition task to investigate how skilled readers convert visual input into a speech-related, or phonological code during reading, and confirm the predicted phoneme-length effect and demonstrate that subjects' use of phonological encoding may change with varying reading conditions.
TL;DR: This article found that rote verbal learning may not be impaired even in quite low air temperatures, if relative humidity is controlled appropriately, with dry and wet bulb temperatures varied from 52-82°F, in 5° increments, with relative humidity held constant.
Abstract: Male college students learned and later recalled a paired associate list (word-number pairs) in one of five air (dry bulb) temperatures (52, 62, 72. 82, or 92°F), with wet bulb temperature held constant. They learned and recalled best at 72°F, with performance declining at successively lower and higher air temperatures. In a second experiment, dry and wet bulb temperatures were varied from 52-82°F, in 5° increments, with relative humidity held constant. Other male students learned equally well in these effective temperatures. It was concluded that rote verbal learning may not be impaired even by quite low air temperatures, if relative humidity is controlled appropriately.
TL;DR: This article found that latencies are strongly affected by two properties of the word immediately preceding the target phoneme, i.e., its length and the phonological similarity of its initial phoneme.
TL;DR: The relationship between the depth to which a word is initially processed and its eventual probability of being recognized was investigated with amnesic (alcoholic Korsakoff) patients as discussed by the authors.
Abstract: The relationship between the depth to which a word is initially processed and its eventual probability of being recognized was investigated with amnesic (alcoholic Korsakoff) patients Several variations of Craik and Tulving's paradigm designed to asses this relationship were used basically, this procedure insures analysis of particular features of a word by the nature of the question the subject must answer about the word during its initial presentation Decision-time measures demonstrated that Korsakoff patients could answer the query nearly as rapidly as normals, but the patients failed to demonstrate a normal increase in recognition as a function of the depth of analysis demanded by the query (Experiments 1--2) However, when the test procedure was extremely simplified (Experiment 3) by presenting only a small number of to-be-recognized words, the Korsakoff patients did demonstrate the normal "pattern" of recognition It was concluded that under the appropriate circumstances, Korsakoff patients' recognition memory can be improved by instructions to analyze the more sophisticated (semantic) features of verbal information
TL;DR: Rote, repetitive Type I Rehearsal as mentioned in this paper is defined as the continuous maintenance of information in memory using the minimum cognitive capacity necessary for maintenance This definition is operationalized in an incidental paradigm where pairs of words are overtly rehearsed 1, 5, or 10 times (maintained for 133 to 1333 seconds) An analysis of the types of errors made on a forced-choice recognition test supported the hypothesis that acoustic-phonemic components of the memory trace, as opposed to semantic and contextual components, are added or strengthened by this rehearsal process.
TL;DR: The inappropriate initiation of thought on SE material as well as the overall increase in left hemisphere activity suggest left hemisphere disorder, which is consistent with other findings that suggest a left hemisphere locus of disturbance in schizophrenia.
Abstract: Initial lateral eye movements (LEMs) have been shown to be associated with activation of the contralateral frontal lobes. Using LEM as a criterion measure of activation, schizophrenics were compared to normals with respect to the processing of four types of stimuli: verbal nonemotional (VNE), verbal emotional (VE), spatial nonemotional (SNE), and spatial emotional (SE). Our results indicate that schizophrenics initiate thought in their left hemisphere significantly more often than controls when one compares all test conditions and on VNE, VE, and SE material. Neither medication nor level of education had an appreciable effect on LEM in either group. However, sex was a significant variable; women irrespective of diagnosis consistently used the left hemisphere more often than men. The inappropriate initiation of thought on SE material as well as the overall increase in left hemisphere activity suggest left hemisphere disorder. This is consistent with other findings that suggest a left hemisphere locus of disturbance in schizophrenia.
TL;DR: In this paper, a controlled rehearsal procedure was used where to-be-rehearsed items were presented to the subject rather than selected by him, and it was found that recall deteriorated when a poor rehearsal pattern was used.
TL;DR: The subnode model (Anderson, Language, memory, and thought, Hillsdale, N. J.: Lawrence Erlbaum, 1976) can account for the greater within- than cross-modality interference.
TL;DR: MILGRAM et al. as mentioned in this paper found that the quantity and quality of creative thinking on the Wallach and Kogan Creativity Battery were moderately related in both six-grade children and high school seniors.
Abstract: MILGRAM, ROBERTA M.; MILGRAM, NORMAN A.; ROSENBLOOM, GABY; and RABKIN, LIAT. Quantity and Quality of Creative Thinking in Children and Adolescents. CHILD DEVELOPMENT, 1978, 49, 385-388. Quantity and quality of creative thinking on the Wallach and Kogan Creativity Battery were moderately related in both six-grade children (N = 97) and high school seniors (N = 145). These findings support the theoretical position that quantity is a necessary condition for the emergence of quality in creative thinking. Developmental differences favoring high school seniors on unusual, but not on popular, responses were interpreted as supporting a cognitive rather than a verbal learning approach to creative thinking.
TL;DR: In this paper, the relationship between level of processing and retention was reviewed and two studies were reported in which predictions about the effects of orienting activities on retention were tested, and the results point to important limitations on the control of encoding by orienting tasks.
TL;DR: The authors found that the probability of correct recognition or recall of at least one word of a pair of two different words, each presented once, did not depend on their spacing in the study series.
TL;DR: Significant relationships between pantomime and measures of receptive vocabulary, echolalia, drawing, and play and the relationship of the findings to symbolic functioning in normal children and their relevance to understanding symbolic deficits in psychotic children are discussed.
Abstract: Previous research suggests that verbal deficits among psychotic children may be paralleled by deficits in nonverbal pantomime. However, certain questions such as the level of pantomime exhibited by psychotic children, its susceptibility to modification, and its relation to other symbolic functions have not been systematically examined. To investigate these issues, 24 psychotic children were required to represent absent objects (e.g., toothbrush) via pantomime after receiving verbal instructions or instructions accompanied by a model demonstrating the pantomime. Also, measures of receptive and expressive speech, human figure drawings, and pretend play were obtained. The findings indicated very few complete failures in pantomime; higher pantomime performance when a model was provided although even in this condition most responses consisted of low-level substitutions of a body part in place of the absent object; and significant relationships between pantomime and measures of receptive vocabulary, echolalia, drawing, and play. The relationship of the findings to symbolic functioning in normal children and their relevance to understanding symbolic deficits in psychotic children are discussed.
DOI•
01 Oct 1978TL;DR: Differential conditioning in sociopaths did not persist over trials as it did in control subjects, and neuropeptides as well as neurological dysfunctions were considered possible factors in the etiology of sociopathy.
Abstract: Results of two experiments on differential conditioning of the skin conductance (SCR) in sociopaths and normal control subjects are described. In the first experiment it was found that an equal number of sociopaths and control subjects were aware of the conditioning contingency. However, only the normal subjects displayed reliable differential SCR conditioning. Sociopaths showed a dissociation between verbal learning and conditioning of a physiological change. The second experiment examined the differential conditioning of normal subjects and sociopaths in partial remission. The number of aware subjects in the two groups did not differ. Aware subjects in both groups showed differential SCR conditioning. Differential conditioning in sociopaths did not persist over trials as it did in control subjects. A deficiency in ACTH 4–10 as well as neurological dysfunctions were considered possible factors in the etiology of sociopathy. Further research on the relation of neuropeptides to the etiology and treatment of sociopathy is suggested.
TL;DR: This paper investigated the effect of multiple images on associative learning and found that although interactive images are superior to non-interactive images, there is no reliable facilitation from multiple images as compared with single images.
Abstract: The present research investigated the effects of multiple images on associative learning. In Experiment 1, subjects formed either a noninteractive image of two words, a single interactive image, a multiple interactive image consisting of multiple copies of the same image, or a multiple interactive image consisting of different images. In Experiment 2, the different multiple images were formed across trials instead of simultaneously during the same trial. Both experiments showed that, although interactive images are superior to noninteractive images, there is no reliable facilitation from multiple images as compared with single images. The results were discussed in terms of the variable-encoding hypothesis and previous findings that multiple retrieval paths facilitate verbal learning.
TL;DR: Lorayne and Lucas as mentioned in this paper proposed a method for improving the recall of names to faces by converting the name to an easily imaged form, such as a fish stirring or a garden growing over a nose.
Abstract: Since the failure to remember the name of a person to whom one has been introduced can be embarrassing, methods of improving the recall of names to faces are desirable. As a means of learning names Lorayne (1958) suggests a mnemonic technique the effectiveness of which was tested in the present experiment.
Lorayne's method involves first converting the name to be retained into an easily imaged form. For example, Fishter can be made into fish stir and be imaged as a fish stirring and Gorden can become garden. The next step involves choosing a prominent feature of the person's face, and linking the image of the name to it. Thus, if Mr Gorden has a large nose an image could be formed of a garden growing over his nose. When recall of the name is required the face should recall the image, the image cue the substitute form of the name, and this, in turn leads to a recall of the appropriate name. Lorayne maintains that his mnemonic system enables him to perform impressive stage demonstrations of memory for names. For example, he reports being able to name almost 400 people in 7 min (Lorayne & Lucas, 1976, p. 77).
The method may seem bizarre, but it incorporates mnemonic techniques which have been shown experimentally to be powerful aids to memory in verbal learning experiments (e.g. Bower, 1970; Morris & Stevens, 1974).
TL;DR: Investigated the effects of unilateral left (UL), unilateral right (UR), and bilateral (B) ECT on the performance of right-handed male patients on the Wechsler Memory Scale and the Williams battery, which provided eight independent measures of verbal memory and two of visual-spatial memory.
Abstract: Investigated the effects of unilateral left (UL), unilateral right (UR), and bilateral (B) ECT on the performance of right-handed male patients on the Wechsler Memory Scale and two tests of the Williams battery, which provided eight independent measures of verbal memory and two of visual-spatial memory. Patients were tested three times: (1) within 1 week prior to ECT; (2) within 30 minutes after the sixth ECT; (3) 10 days after the sixty ECT. Double blind procedures were maintained carefully. Results showed a significant loss on second testing followed by a significant improvement 10 days later for all ECT groups compared with matched controls. There was some tendency for the UR group to show the least impairment on verbal measures and the UL group to show the least impairment on visual-spatial memory test of the WMS, but most of the differences between UL and UR groups and between each of these and the B group were not significant. The most sensitive test in differentiating among the ECT groups was the brief Verbal Learning subtest of the Williams battery.
Book•
01 Jun 1978
TL;DR: The proposed “production deficiency hypothesis” proposes that learning disabled children may be capable of better verbal learning than they demonstrate — they simply fail to produce, though they allegedly possess the capability.
Abstract: This experiment, like others in a series by the present authors, examines attentional processes in learning disabled youngsters. This particular study is controversial in that it proposes that learning disabled children may be capable of better verbal learning than they demonstrate — they simply fail to produce, though they allegedly possess the capability. Comments regarding this “production deficiency hypothesis” are invited. — G.M.S.To investigate the effects of reinforcement and response cost on the selective attention and verbal rehearsal performance of learning disabled children, a modified version of Hagen's Central-Incidental task was administered to 48 children enrolled in a private residential school for children with learning disabilities. A reinforcement condition facilitated both selective attention and verbal rehearsal (as measured by primacy effect), but a response cost condition did not. The results were discussed in relation to a “production deficiency” in learning disabled children.