Suggestibility and its Relationship to Instructional Set in Serial Learning

The purpose of this study was to attempt to determine the influence of two variables, suggestibility and instructional set, upon the individual\u27s performance in a serial learning task. The attempt was made to find whether it is the instructional set that affects the outcome of a serial learning task or whether it is suggestibility that is the primary variable. The approach to this problem was based upon past studies in three different areas of psychological research. These were the areas of set, serial learning, and suggestibility

A Neural Network Model of Spatio-Temporal Pattern Recognition, Recall and Timing

This paper describes the design of a self~organizing, hierarchical neural network model of unsupervised serial learning. The model learns to recognize, store, and recall sequences of unitized patterns, using either short-term memory (STM) or both STM and long-term memory (LTM) mechanisms. Timing information is learned and recall {both from STM and from LTM) is performed with a learned rhythmical structure. The network, bearing similarities with ART (Carpenter & Grossberg 1987a), learns to map temporal sequences to unitized patterns, which makes it suitable for hierarchical operation. It is therefore capable of self-organizing codes for sequences of sequences. The capacity is only limited by the number of nodes provided. Selected simulation results are reported to illustrate system properties.National Science Foundation (IRI-9024877

Evidence for serial learning of multiple cues in concept identification.

The fact that some subjects learn both relevant dimensions in a relevant redundant cue concept identification problem has been offered in sudport of the use of a multiple look strategy by subjects. The present study shows that subjects are «o3 i \u3e assarily using a multiple look strategy but rather may be using a one-look strategy to solve the problem. This was shown by asking one group of subjects to stop responding and state their solution to the problem when they felt that they had solved the problem. They then continued responding until they hac completed a fairly large number of consecutive correct responses. At this point they were again quizzed on their solution. A total of 46 subjects were run in this group and of this number, 19 were identified as two cue learners at the end of the criterion run. Of these 19 two cue learners only 5 had learned about the two relevant cues at the solution trial. These results were compared with a group of subjects who solved the problem without being stopped. Of the H6 subjects run in this group 18 were classified as two cue learners at the end of the criterion run. The results are discussed in terms of supporting a one-look interpretation of concept identification learning

Neuropsychological test performance of Spanish speakers : is performance similar across different Spanish speaking subgroups?

The present study compared different subgroups of Spanish speakers in their performance on neuropsychological tasks. In order to address the issue of potential cultural differences, different Spanish speaking subgroups from three different countries were compared on five neuropsychological tests. The sample was composed of 120 young adults with a mean of 23.4 years of age from the Dominican Republic, Puerto Rico and Chile. Participants were administered the following instruments: Verbal Serial Learning Curve, Verbal Fluency Test- Semantic and Phonetic, Stroop- Color and Word Test, and Trail Making Test (TMT)- Parts A and B. The results revealed group differences in two of the five neuropsychological tests. Group differences were found in the number of words recalled in the first trial and the number of trials required to recall the ten words of the Serial Learning Curve and in the number of words produced in the semantic and the phonetic category of the Verbal Fluency Test. The findings are discussed in terms of within ethnic group differences and the potential impact on developing a neuropsychology that is sensitive to cultural influences

Serial learning: Identification of subjective subsequences

Learning of fixed arbitrary sequences proceeds by idiosyncratic subsequencing and assembly of the resulting subsequences. An error item that just precedes a subjective subsequence is a closely constrained member of that subsequence. Identification and characterization of subjective subsequences were accomplished by analyses of forward serial learning, free recall, and backward serial learning. We conclude that ordinary serial learning cannot be represented by traditional continuous-process theories, but instead must be treated by an organizational model.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/22326/1/0000771.pd

Nonhuman primates as models of hemispheric specialization

The present chapter concerns the issue of hemispheric specialization for perceptual and cognitive processes. In spite of a long-lasting view that only humans are lateralized (e.g., Warren, 1980), there is now strong documentation for anatomical lateralizations, functional lateralizations, or both in several animal taxa, including birds, rodents, and nonhuman primates (see Bradshaw & Rogers, 1993; Hellige, 1993). We selectively report demonstrations from studies of nonhuman primates. After a short review of the evidence for structural (anatomical) lateralization, we describe..

EEG desynchronization and serial learning

EEG correlates of serial learning were studies by examining two characteristics of EEG activation (mean or general level and peak level) in two groups of subjects, one of which was presented with a serial list for learning through the anticipation method (E group). The other was a resting control group which did not hear the serial items (C group)

To demonstrate the Serial Learning-positioning among Early adolescents and Late Adolescents

Learning is a process of living that enables us to move forward in life. Learning is much deeper than just recalling and memorizing. Learning done on a daily basis involves understanding, relating opinions and making connective links between the information learnt previously with the new information learnt recently. There are various forms in which learning can be practiced. The aim of this research is to study about the memory and learning ability of Early and Late adolescents with regards to the objectives set to be; to differentiate the learning ability of Early and Late adolescents as well as to adhere to the early psychological research that was done on the memory power of different stages of Adolescents.  The hypothesis of this study is that there will be a significant difference in learning between Early adolescents and the Late adolescents. 60 samples were taken, 30 in each group. The methodology used in this study are ‘serial leaning and serial positioning’ which were used to demonstrate how individuals of different ages can recall information associated with time delay of 10 minutes between serial learning (orderly manner) and serial positioning (disorderly manner).  The groups were Early Adolescents and Late adolescents from an educational institute located around the college campus. Adolescents with physical disabilities were not included in the study and all the adolescents in this study are from an English medium institution. For the results, Standard deviation and t-test were used to score. The study was proven that Late adolescents have higher memory recall ability compared to that of the early adolescents