The case for testing memory with both stories and word lists prior to dbs surgery for Parkinson's Disease.

PubMed

Zahodne, Laura B; Bowers, Dawn; Price, Catherine C; Bauer, Russell M; Nisenzon, Anne; Foote, Kelly D; Okun, Michael S

2011-04-01

Patients seeking deep brain stimulation (DBS) surgery for Parkinson's disease (PD) typically undergo neuropsychological assessment to determine candidacy for surgery, with poor memory performance interpreted as a contraindication. Patients with PD may exhibit worse memory for word lists than for stories due to the lack of inherent organization in a list of unrelated words. Unfortunately, word list and story tasks are typically developed from different normative datasets, and the existence of a memory performance discrepancy in PD has been challenged. We compared recall of stories and word lists in 35 non-demented PD candidates for DBS. We administered commonly used neuropsychological measures of word list and story memory (Hopkins Verbal Learning Test, Logical Memory), along with a second word list task that was co-normed with the story task. Age-corrected scores were higher for the story task than for both word list tasks. Compared to story recall, word list recall correlated more consistently with motor severity and composite measures of processing speed, working memory, and executive functioning. These results support the classic view of fronto-subcortical contributions to memory in PD and suggest that executive deficits may influence word list recall more than story recall. We recommend a multi-componential memory battery in the neuropsychological assessment of DBS candidates to characterize both mesial temporal and frontal-executive memory processes. One should not rely solely on a word list task because patients exhibiting poor memory for word lists may perform better with stories and therefore deserve an interdisciplinary discussion for DBS surgery.

Measuring Academic Progress of Students with Learning Difficulties: A Comparison of the Semi-Logarithmic Chart and Equal Interval Graph Paper.

ERIC Educational Resources Information Center

Marston, Doug; Deno, Stanley L.

The accuracy of predictions of future student performance on the basis of graphing data on semi-logarithmic charts and equal interval graphs was examined. All 83 low-achieving students in grades 3 to 6 read randomly-selected lists of words from the Harris-Jacobson Word List for 1 minute. The number of words read correctly and words read…

Mnemonic versus Nonmnemonic Vocabulary-learning Strategies for Children.

ERIC Educational Resources Information Center

Levin, Joel R.; And Others

1982-01-01

Fourth-grade students learned a list of relatively complex English vocabulary words in two experiments. In both experiments, a keyword contextual method proved effective for enhancing children's acquisition of new vocabulary words. (Author/BW)

The Knowledge Structure in Amarakośa

NASA Astrophysics Data System (ADS)

Nair, Sivaja S.; Kulkarni, Amba

Amarakośa is the most celebrated and authoritative ancient thesaurus of Sanskrit. It is one of the books which an Indian child learning through Indian traditional educational system memorizes as early as his first year of formal learning. Though it appears as a linear list of words, close inspection of it shows a rich organisation of words expressing various relations a word bears with other words. Thus when a child studies Amarakośa further, the linear list of words unfolds into a knowledge web. In this paper we describe our effort to make the implicit knowledge in Amarakośa explicit. A model for storing such structure is discussed and a web tool is described that answers the queries by reconstructing the links among words from the structured tables dynamically.

Effects of Sleep on Word Pair Memory in Children - Separating Item and Source Memory Aspects.

PubMed

Wang, Jing-Yi; Weber, Frederik D; Zinke, Katharina; Noack, Hannes; Born, Jan

2017-01-01

Word paired-associate learning is a well-established task to demonstrate sleep-dependent memory consolidation in adults as well as children. Sleep has also been proposed to benefit episodic features of memory, i.e., a memory for an event (item) bound into the spatiotemporal context it has been experienced in (source). We aimed to explore if sleep enhances word pair memory in children by strengthening the episodic features of the memory, in particular. Sixty-one children (8-12 years) studied two lists of word pairs with 1 h in between. Retrieval testing comprised cued recall of the target word of each word pair (item memory) and recalling in which list the word pair had appeared in (source memory). Retrieval was tested either after 1 h (short retention interval) or after 11 h, with this long retention interval covering either nocturnal sleep or daytime wakefulness. Compared with the wake interval, sleep enhanced separate recall of both word pairs and the lists per se , while recall of the combination of the word pair and the list it had appeared in remained unaffected by sleep. An additional comparison with adult controls ( n = 37) suggested that item-source bound memory (combined recall of word pair and list) is generally diminished in children. Our results argue against the view that the sleep-induced enhancement in paired-associate learning in children is a consequence of sleep specifically enhancing the episodic features of the memory representation. On the contrary, sleep in children might strengthen item and source representations in isolation, while leaving the episodic memory representations (item-source binding) unaffected.

Language effects in second-language learners: A longitudinal electrophysiological study of spanish classroom learning.

PubMed

Soskey, Laura; Holcomb, Phillip J; Midgley, Katherine J

2016-09-01

How do the neural mechanisms involved in word recognition evolve over the course of word learning in adult learners of a new second language? The current study sought to closely track language effects, which are differences in electrophysiological indices of word processing between one's native and second languages, in beginning university learners over the course of a single semester of learning. Monolingual L1 English-speakers enrolled in introductory Spanish were first trained on a list of 228 Spanish words chosen from the vocabulary to be learned in class. Behavioral data from the training session and the following experimental sessions spaced over the course of the semester showed expected learning effects. In the three laboratory sessions participants read words in three lists (English, Spanish and mixed) while performing a go/no-go lexical decision task in which event-related potentials (ERPs) were recorded. As observed in previous studies there were ERP language effects with larger N400s to native than second language words. Importantly, this difference declined over the course of L2 learning with N400 amplitude increasing for new second language words. These results suggest that even over a single semester of learning that new second language words are rapidly incorporated into the word recognition system and begin to take on lexical and semantic properties similar to native language words. Moreover, the results suggest that electrophysiological measures can be used as sensitive measures for tracking the acquisition of new linguistic knowledge. Copyright © 2016 Elsevier B.V. All rights reserved.

Learning style, judgements of learning, and learning of verbal and visual information.

PubMed

Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

Chunk Limits and Length Limits in Immediate Recall: A Reconciliation

PubMed Central

Chen, Zhijian; Cowan, Nelson

2008-01-01

Whereas some research on immediate recall of verbal lists has suggested that it is limited by the number of chunks that can be recalled (e.g., Tulving & Patkau, 1962; Cowan, Chen, & Rouder, 2004), other research has suggested that it is limited by the length of the material to be recalled (e.g., Baddeley, Thomson, & Buchanan, 1975). We investigated this question by teaching new paired associations between words to create two-word chunks. The results suggest that both chunk capacity limits and length limits come into play. For the free recall of 12-word lists, 6 pre-learned pairs could be recalled about as well as 6 pre-exposed singletons, suggesting a chunk limit. However, for the serially-ordered recall of 8-word lists, 4 pre-learned pairs could be recalled about as well as 8 pre-exposed singletons, suggesting a length limit. Other conditions yielded intermediate results suggesting that sometimes both limits may operate together. PMID:16393043

Relations among Metamemory, Rehearsal Activity and Word Recall of Learning Disabled and Non-Disabled Readers.

ERIC Educational Resources Information Center

Swanson, H.L.

1983-01-01

In free recall of word lists involving different rehearsal strategies, more words were recalled by older (as against younger) children and by nondisabled (as against learning disabled) readers. Disabled readers tended to be nonstrategic recallers and less accurate estimators of their memory capacity. Recall differences were attributed to semantic…

Free Recall of Word Lists under Total Sleep Deprivation and after Recovery Sleep

PubMed Central

de Almeida Valverde Zanini, Gislaine; Tufik, Sérgio; Andersen, Monica Levy; da Silva, Raquel Cristina Martins; Bueno, Orlando Francisco Amodeo; Rodrigues, Camila Cruz; Pompéia, Sabine

2012-01-01

Study Objectives: One task that has been used to assess memory effects of prior total sleep deprivation (TSD) is the immediate free recall of word lists; however, results have been mixed. A possible explanation for this is task impurity, since recall of words from different serial positions reflects use of distinct types of memory (last words: short-term memory; first and intermediate words: episodic memory). Here we studied the effects of 2 nights of TSD on immediate free recall of semantically unrelated word lists considering the serial position curve. Design: Random allocation to a 2-night TSD protocol followed by one night of recovery sleep or to a control group. Setting: Study conducted under continuous behavioral monitoring. Participants: 24 young, healthy male volunteers. Intervention: 2 nights of total sleep deprivation (TSD) and one night of recovery sleep. Measurements and Results: Participants were shown five 15 unrelated word-lists at baseline, after one and 2 nights of TSD, and after one night of recovery sleep. We also investigated the development of recall strategies (learning) and susceptibility to interference from previous lists. No free recall impairment occurred during TSD, irrespective of serial position. Interference was unchanged. Both groups developed recall strategies, but task learning occurred earlier in controls and was evident in the TSD group only after sleep recovery. Conclusion: Prior TSD spared episodic memory, short-term phonological memory, and interference, allowed the development of recall strategies, but may have decreased the advantage of using these strategies, which returned to normal after recovery sleep. Citation: Zanini GAV; Tufik S; Andersen ML; da Silva RCM; Bueno OFA; Rodrigues CC; Pompéia S. Free recall of word lists under total sleep deprivation and after recovery sleep. SLEEP 2012;35(2):223-230. PMID:22294812

Children and adolescents' performance on a medium-length/nonsemantic word-list test.

PubMed

Flores-Lázaro, Julio César; Salgado Soruco, María Alejandra; Stepanov, Igor I

2017-01-01

Word-list learning tasks are among the most important and frequently used tests for declarative memory evaluation. For example, the California Verbal Learning Test-Children's Version (CVLT-C) and Rey Auditory Verbal Learning Test provide important information about different cognitive-neuropsychological processes. However, the impact of test length (i.e., number of words) and semantic organization (i.e., type of words) on children's and adolescents' memory performance remains to be clarified, especially during this developmental stage. To explore whether a medium-length non-semantically organized test can produce the typical curvilinear performance that semantically organized tests produce, reflecting executive control, we studied and compared the cognitive performance of normal children and adolescents by utilizing mathematical modeling. The model is based on the first-order system transfer function and has been successfully applied to learning curves for the CVLT-C (15 words, semantically organized paradigm). Results indicate that learning nine semantically unrelated words produces typical curvilinear (executive function) performance in children and younger adolescents and that performance could be effectively analyzed with the mathematical model. This indicates that the exponential increase (curvilinear performance) of correctly learned words does not solely depend on semantic and/or length features. This type of test controls semantic and length effects and may represent complementary tools for executive function evaluation in clinical populations in which semantic and/or length processing are affected.

Free recall of word lists under total sleep deprivation and after recovery sleep.

PubMed

de Almeida Valverde Zanini, Gislaine; Tufik, Sérgio; Andersen, Monica Levy; da Silva, Raquel Cristina Martins; Bueno, Orlando Francisco Amodeo; Rodrigues, Camila Cruz; Pompéia, Sabine

2012-02-01

One task that has been used to assess memory effects of prior total sleep deprivation (TSD) is the immediate free recall of word lists; however, results have been mixed. A possible explanation for this is task impurity, since recall of words from different serial positions reflects use of distinct types of memory (last words: short-term memory; first and intermediate words: episodic memory). Here we studied the effects of 2 nights of TSD on immediate free recall of semantically unrelated word lists considering the serial position curve. Random allocation to a 2-night TSD protocol followed by one night of recovery sleep or to a control group. Study conducted under continuous behavioral monitoring. 24 young, healthy male volunteers. 2 nights of total sleep deprivation (TSD) and one night of recovery sleep. Participants were shown five 15 unrelated word-lists at baseline, after one and 2 nights of TSD, and after one night of recovery sleep. We also investigated the development of recall strategies (learning) and susceptibility to interference from previous lists. No free recall impairment occurred during TSD, irrespective of serial position. Interference was unchanged. Both groups developed recall strategies, but task learning occurred earlier in controls and was evident in the TSD group only after sleep recovery. Prior TSD spared episodic memory, short-term phonological memory, and interference, allowed the development of recall strategies, but may have decreased the advantage of using these strategies, which returned to normal after recovery sleep.

Building Corpus-Informed Word Lists for L2 Vocabulary Learning in Nine Languages

ERIC Educational Resources Information Center

Charalabopoulou, Frieda; Gavrilidou, Maria; Kokkinakis, Sofie Johansson; Volodina, Elena

2012-01-01

Lexical competence constitutes a crucial aspect in L2 learning, since building a rich repository of words is considered indispensable for successful communication. CALL practitioners have experimented with various kinds of computer-mediated glosses to facilitate L2 vocabulary building in the context of incidental vocabulary learning. Intentional…

Using the Keyword Mnemonics Method among Adult Learners

ERIC Educational Resources Information Center

Campos, Alfredo; Camino, Estefania; Perez-Fabello, Maria Jose

2011-01-01

The aim of the present study was to assess the influence of word image vividness on the immediate and long-term recall (one-day interval) of words using either the rote repetition learning method or the keyword mnemonics method in a sample of adults aged 55 to 70 years. Subjects learned a list of concrete and abstract words using either rote…

An Information Analysis of 2-, 3-, and 4-Word Verbal Discrimination Learning.

ERIC Educational Resources Information Center

Arima, James K.; Gray, Francis D.

Information theory was used to qualify the difficulty of verbal discrimination (VD) learning tasks and to measure VD performance. Words for VD items were selected with high background frequency and equal a priori probabilities of being selected as a first response. Three VD lists containing only 2-, 3-, or 4-word items were created and equated for…

The importance of the keyword-generation method in keyword mnemonics.

PubMed

Campos, Alfredo; Amor, Angeles; González, María Angeles

2004-01-01

Keyword mnemonics is under certain conditions an effective approach for learning foreign-language vocabulary. It appears to be effective for words with high image vividness but not for words with low image vividness. In this study, two experiments were performed to assess the efficacy of a new keyword-generation procedure (peer generation). In Experiment 1, a sample of 363 high-school students was randomly into four groups. The subjects were required to learn L1 equivalents of a list of 16 Latin words (8 with high image vividness, 8 with low image vividness), using a) the rote method, or the keyword method with b) keywords and images generated and supplied by the experimenter, c) keywords and images generated by themselves, or d) keywords and images previously generated by peers (i.e., subjects with similar sociodemographic characteristics). Recall was tested immediately and one week later. For high-vivideness words, recall was significantly better in the keyword groups than the rote method group. For low-vividness words, learning method had no significant effect. Experiment 2 was basically identical, except that the word lists comprised 32 words (16 high-vividness, 16 low-vividness). In this experiment, the peer-generated-keyword group showed significantly better recall of high-vividness words than the rote method groups and the subject generated keyword group; again, however, learning method had no significant effect on recall of low-vividness words.

Weak evidence for increased motivated forgetting of trauma-related words in dissociated or traumatised individuals in a directed forgetting experiment.

PubMed

Patihis, Lawrence; Place, Patricia J

2018-05-01

Motivated forgetting is the idea that people can block out, or forget, upsetting or traumatic memories, because there is a motivation to do so. Some researchers have cited directed forgetting studies using trauma-related words as evidence for the theory of motivated forgetting of trauma. In the current article subjects used the list method directed forgetting paradigm with both trauma-related words and positive words. After one list of words was presented subjects were directed to forget the words previously learned, and they then received another list of words. Each list was a mix of positive and trauma-related words, and the lists were counterbalanced. Later, subjects recalled as many of the words as they could, including the ones they were told to forget. Based on the theory that motivated forgetting would lead to recall deficits of trauma-related material, we created eight hypotheses. High dissociators, trauma-exposed, sexual trauma-exposed, and high dissociators with trauma-exposure participants were hypothesised to show enhanced forgetting of trauma words. Results indicated only one of eight hypotheses was supported: those higher on dissociation and trauma recalled fewer trauma words in the to-be-forgotten condition, compared to those low on dissociation and trauma. These results provide weak support for differential motivated forgetting.

The Bay Area Verbal Learning Test (BAVLT): Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

PubMed Central

Woods, David L.; Wyma, John M.; Herron, Timothy J.; Yund, E. William

2017-01-01

Verbal learning tests (VLTs) are widely used to evaluate memory deficits in neuropsychiatric and developmental disorders. However, their validity has been called into question by studies showing significant differences in VLT scores obtained by different examiners. Here we describe the computerized Bay Area Verbal Learning Test (BAVLT), which minimizes inter-examiner differences by incorporating digital list presentation and automated scoring. In the 10-min BAVLT, a 12-word list is presented on three acquisition trials, followed by a distractor list, immediate recall of the first list, and, after a 30-min delay, delayed recall and recognition. In Experiment 1, we analyzed the performance of 195 participants ranging in age from 18 to 82 years. Acquisition trials showed strong primacy and recency effects, with scores improving over repetitions, particularly for mid-list words. Inter-word intervals (IWIs) increased with successive words recalled. Omnibus scores (summed over all trials except recognition) were influenced by age, education, and sex (women outperformed men). In Experiment 2, we examined BAVLT test-retest reliability in 29 participants tested with different word lists at weekly intervals. High intraclass correlation coefficients were seen for omnibus and acquisition scores, IWIs, and a categorization index reflecting semantic reorganization. Experiment 3 examined the performance of Experiment 2 participants when feigning symptoms of traumatic brain injury. Although 37% of simulated malingerers showed abnormal (p < 0.05) omnibus z-scores, z-score cutoffs were ineffective in discriminating abnormal malingerers from control participants with abnormal scores. In contrast, four malingering indices (recognition scores, primacy/recency effects, learning rate across acquisition trials, and IWIs) discriminated the two groups with 80% sensitivity and 80% specificity. Experiment 4 examined the performance of a small group of patients with mild or severe TBI. Overall, both patient groups performed within the normal range, although significant performance deficits were seen in some patients. The BAVLT improves the speed and replicability of verbal learning assessments while providing comprehensive measures of retrieval timing, semantic organization, and primacy/recency effects that clarify the nature of performance. PMID:28127280

Word type effects in false recall: concrete, abstract, and emotion word critical lures.

PubMed

Bauer, Lisa M; Olheiser, Erik L; Altarriba, Jeanette; Landi, Nicole

2009-01-01

Previous research has demonstrated that definable qualities of verbal stimuli have implications for memory. For example, the distinction between concrete and abstract words has led to the finding that concrete words have an advantage in memory tasks (i.e., the concreteness effect). However, other word types, such as words that label specific human emotions, may also affect memory processes. This study examined the effects of word type on the production of false memories by using a list-learning false memory paradigm. Participants heard lists of words that were highly associated to nonpresented concrete, abstract, or emotion words (i.e., the critical lures) and then engaged in list recall. Emotion word critical lures were falsely recalled at a significantly higher rate (with the effect carried by the positively valenced critical lures) than concrete and abstract critical lures. These findings suggest that the word type variable has implications for our understanding of the mechanisms that underlie recall and false recall.

Word Savvy: Integrating Vocabulary, Spelling, and Word Study

ERIC Educational Resources Information Center

Brand, Max

2004-01-01

Tired of assigning weekly spelling lists that students memorize for the test only to have them misspell the words in their daily writing? Then join Max Brand in his fifth-grade classroom where word learning is integrated fully into literacy workshops. Using spelling investigations, word study notebooks, reading logs, and writers' notebooks,…

Does recall after sleep-dependent memory consolidation reinstate sensitivity to retroactive interference?

PubMed

Deliens, Gaétane; Schmitz, Rémy; Caudron, Isaline; Mary, Alison; Leproult, Rachel; Peigneux, Philippe

2013-01-01

Previous studies have shown that newly encoded memories are more resistant to retroactive interference when participants are allowed to sleep after learning the original material, suggesting a sleep-related strengthening of memories. In the present study, we investigated delayed, long-term effects of sleep vs. sleep deprivation (SD) on the first post-training night on memory consolidation and resistance to interference. On day 1, participants learned a list of unrelated word pairs (AB), either in the morning or in the evening, then spent the post-training night in a sleep or sleep deprivation condition, in a within-subject paradigm. On day 4, at the same time of day, they learned a novel list of word pairs (AC) in which 50% of the word pairs stemmed with the same word than in the AB list, resulting in retroactive interference. Participants had then to recall items from the AB list upon presentation of the "A" stem. Recall was marginally improved in the evening, as compared to the morning learning group. Most importantly, retroactive interference effects were found in the sleep evening group only, contrary to the hypothesis that sleep exerts a protective role against intrusion by novel but similar learning. We tentatively suggest that these results can be explained in the framework of the memory reconsolidation theory, stating that exposure to similar information sets back consolidated items in a labile form again sensitive to retroactive interference. In this context, sleep might not protect against interference but would promote an update of existing episodic memories while preventing saturation of the memory network due to the accumulation of dual traces.

Comparison between the story recall test and the word-list learning test in Korean patients with mild cognitive impairment and early stage of Alzheimer's disease.

PubMed

Baek, Min Jae; Kim, Hyun Jung; Kim, Sangyun

2012-01-01

Among verbal memory tests, two that are commonly used to measure the ability of verbal memory function in cognitive impairment are story recall tests and word-list learning tests. However, research is limited regarding which test might be more sensitive in discriminating between normal cognitive aging and patients with Alzheimer's disease (AD) in the Korean population. The purpose of the current study was to compare the word-list learning test (Seoul Verbal Learning Test; SVLT) and the story recall test (Korean Story Recall Test; KSRT) to determine which test is more sensitive in discriminating between individuals with normal cognitive aging and patients with mild cognitive impairment (MCI) and early stage of AD in Korea. A total of 53 healthy adults, 127 patients with MCI, and 72 patients with early stage of AD participated in this study. The receiver-operating characteristic (ROC) curve and area under the curve (AUC) were evaluated to compare these two tests. The results showed that the AUC of the SVLT was significantly larger than the AUC of the KSRT in all three groups (healthy adults vs. MCI and early stage of AD; healthy adults vs. MCI; healthy adults vs. early stage of AD). However, in comparison of patients with MCI and early stage of AD, the AUC of SVLT and the AUC of KSRT were not significant. The word-list learning test is a more useful tool for examining verbal memory function for older adults in Korea than the story recall test.

List memory in young adults with language learning disability.

PubMed

Sheng, Li; Byrd, Courtney T; McGregor, Karla K; Zimmerman, Hannah; Bludau, Kadee

2015-04-01

The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Sixteen young adults with LLD and 34 age- and education-matched controls with typical language participated in a Deese-Roediger-McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes. The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways. Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact.

Deficits in free recall persist in Asperger's syndrome despite training in the use of list-appropriate learning strategies.

PubMed

Smith, Brenda J; Gardiner, John M; Bowler, Dermot M

2007-03-01

Free recall in adults with Asperger's Syndrome (AS) was compared with that in matched controls in an experiment including semantically similar, phonologically similar and unrelated word lists. Without supportive instructions, adults with AS were significantly impaired in their recall of phonologically and semantically related lists, but not unrelated lists. Even when trained to make use at study of the relations among the words, the adults with AS recalled fewer words than the control group. Participants rehearsed the study lists out loud and the rehearsal data was analysed. Despite a very slight trend for adults with AS to engage in less elaborative rehearsal and more rote rehearsal, their rehearsal did not differ significantly from that of controls.

The Role of Episodic Context in Retrieval Practice Effects

ERIC Educational Resources Information Center

Whiffen, Joshua W.; Karpicke, Jeffrey D.

2017-01-01

The episodic context account of retrieval-based learning proposes that retrieval enhances subsequent retention because people must think back to and reinstate a prior learning context. Three experiments directly tested this central assumption of the context account. Subjects studied word lists and then either restudied the words under intentional…

Effects of Isometric Hand-Grip Muscle Contraction on Young Adults' Free Recall and Recognition Memory

ERIC Educational Resources Information Center

Tomporowski, Phillip D.; Albrecht, Chelesa; Pendleton, Daniel M.

2017-01-01

Purpose: The purpose of this study was to determine if physical arousal produced by isometric hand-dynamometer contraction performed during word-list learning affects young adults' free recall or recognition memory. Method: Twenty-four young adults (12 female; M[subscript age] = 22 years) were presented with 4 20-item word lists. Moderate arousal…

Does Recall after Sleep-Dependent Memory Consolidation Reinstate Sensitivity to Retroactive Interference?

PubMed Central

Deliens, Gaétane; Schmitz, Rémy; Caudron, Isaline; Mary, Alison; Leproult, Rachel; Peigneux, Philippe

2013-01-01

Previous studies have shown that newly encoded memories are more resistant to retroactive interference when participants are allowed to sleep after learning the original material, suggesting a sleep-related strengthening of memories. In the present study, we investigated delayed, long-term effects of sleep vs. sleep deprivation (SD) on the first post-training night on memory consolidation and resistance to interference. On day 1, participants learned a list of unrelated word pairs (AB), either in the morning or in the evening, then spent the post-training night in a sleep or sleep deprivation condition, in a within-subject paradigm. On day 4, at the same time of day, they learned a novel list of word pairs (AC) in which 50% of the word pairs stemmed with the same word than in the AB list, resulting in retroactive interference. Participants had then to recall items from the AB list upon presentation of the “A” stem. Recall was marginally improved in the evening, as compared to the morning learning group. Most importantly, retroactive interference effects were found in the sleep evening group only, contrary to the hypothesis that sleep exerts a protective role against intrusion by novel but similar learning. We tentatively suggest that these results can be explained in the framework of the memory reconsolidation theory, stating that exposure to similar information sets back consolidated items in a labile form again sensitive to retroactive interference. In this context, sleep might not protect against interference but would promote an update of existing episodic memories while preventing saturation of the memory network due to the accumulation of dual traces. PMID:23874738

List Memory in Young Adults With Language Learning Disability

PubMed Central

Byrd, Courtney T.; McGregor, Karla K.; Zimmerman, Hannah; Bludau, Kadee

2015-01-01

Purpose The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Method Sixteen young adults with LLD and 34 age- and education-matched controls with typical language participated in a Deese–Roediger–McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes. Results The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways. Conclusion Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact. PMID:25652445

Effects of β-adrenergic receptor blockade on drug-related memory reconsolidation in abstinent heroin addicts.

PubMed

Zhao, Li-Yan; Sun, Li-Li; Shi, Jie; Li, Peng; Zhang, Yan; Lu, Lin

2011-11-01

The reactivation of a consolidated memory can return it to a labile state, a process referred to as reconsolidation. A previous study showed that oral administration of the β-adrenergic receptor antagonist propranolol before memory reactivation in humans erased the behavioral expression of the fear memory 24h later. In this study, we investigated whether propranolol impairs the drug-related memory by disrupting the reconsolidation process in heroin addicts. Seventy abstinent heroin addicts learned a word list (including 10 heroin-related positive words, 10 heroin-related negative words, and 10 neutral words) on day 1. Participants orally administered the β-adrenergic receptor antagonist propranolol or placebo before retrieval of the word list on day 2. Free recall of the word list and other psychological and physical responses were assessed on day 3. Oral administration of propranolol before reactivation of the word list impaired reconsolidation of drug-related positive and negative but not neutral words in abstinent heroin addicts, and these impairments critically depended on reactivation of the word list. This study extends earlier reports that a β-adrenergic receptor antagonist affects the drug-related memory reconsolidation process. Our findings may have important implications for the understanding and treatment of persistent and abnormal drug-related memories in abstinent heroin addicts. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Multiple List Learning in Adults with Autism Spectrum Disorder: Parallels with Frontal Lobe Damage or Further Evidence of Diminished Relational Processing?

ERIC Educational Resources Information Center

Bowler, Dermot M.; Gaigg, Sebastian B.; Gardiner, John M.

2010-01-01

To test the effects of providing relational cues at encoding and/or retrieval on multi-trial, multi-list free recall in adults with high-functioning autism spectrum disorder (ASD), 16 adults with ASD and 16 matched typical adults learned a first followed by a second categorised list of 24 words. Category labels were provided at encoding,…

Tracking the Eye Movement of Four Years Old Children Learning Chinese Words

ERIC Educational Resources Information Center

Lin, Dan; Chen, Guangyao; Liu, Yingyi; Liu, Jiaxin; Pan, Jue; Mo, Lei

2018-01-01

Storybook reading is the major source of literacy exposure for beginning readers. The present study tracked 4-year-old Chinese children's eye movements while they were reading simulated storybook pages. Their eye-movement patterns were examined in relation to their word learning gains. The same reading list, consisting of 20 two-character Chinese…

Sex, age, and sex hormones affect recall of words in a directed forgetting paradigm.

PubMed

Kerschbaum, Hubert H; Hofbauer, Ildiko; Gföllner, Anna; Ebner, Birgit; Bresgen, Nikolaus; Bäuml, Karl-Heinz T

2017-01-02

During the course of serious discussion, an unexpected interruption may induce forgetting of the original topic of a conversation. Sex, age, and sex hormone levels may affect frequency and extension of forgetting. In a list-method directed forgetting paradigm, subjects have to learn two word lists. After learning list 1, subjects receive either a forget or a remember list 1 cue. When the participants had learned list 2 and completed a distraction task, they were asked to write down as many recalled items as possible, starting either with list 1 or list 2 items. In the present study, 96 naturally cycling women, 60 oral contraceptive users, 56 postmenopausal women, and 41 young men were assigned to one of these different experimental conditions. Forget-cued young subjects recall fewer list 1 items (list 1 forgetting) but more list 2 items (list 2 enhancement) compared with remember-cued subjects. However, forget-cued postmenopausal women showed reduced list 1 forgetting but enhanced list 2 retention. Remember-cued naturally cycling women recalled more list 1 items than oral contraceptive users, young men, and postmenopausal women. In forget-cued follicular women, salivary progesterone correlated positively with recalled list 2 items. Salivary 17β-estradiol did not correlate with recalled list 1 or list 2 items in either remember- or forget-cued young women. However, salivary 17β-estradiol correlated with item recall in remember-cued postmenopausal women. Our findings suggest that sex hormones do not globally modulate verbal memory or forgetting, but selectively affect cue-specific processing. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

Basic Learning Skills Grades K-6. Minimum Statewide Educational Objectives Approved by the Board of Education May 27, 1977.

ERIC Educational Resources Information Center

Virginia State Dept. of Education, Richmond. Div. of Elementary Education.

The specific educational objectives or basic learning skills are listed for the Virginia elementary school grades. Minimum skills are listed in reading, communications, and mathematics. Terminal objectives for reading include skills in word identification or decoding, comprehension, and study skills. Communication skills include listening,…

All words are not created equal: Expectations about word length guide infant statistical learning

PubMed Central

Lew-Williams, Casey; Saffran, Jenny R.

2011-01-01

Infants have been described as ‘statistical learners’ capable of extracting structure (such as words) from patterned input (such as language). Here, we investigated whether prior knowledge influences how infants track transitional probabilities in word segmentation tasks. Are infants biased by prior experience when engaging in sequential statistical learning? In a laboratory simulation of learning across time, we exposed 9- and 10-month-old infants to a list of either bisyllabic or trisyllabic nonsense words, followed by a pause-free speech stream composed of a different set of bisyllabic or trisyllabic nonsense words. Listening times revealed successful segmentation of words from fluent speech only when words were uniformly bisyllabic or trisyllabic throughout both phases of the experiment. Hearing trisyllabic words during the pre-exposure phase derailed infants’ abilities to segment speech into bisyllabic words, and vice versa. We conclude that prior knowledge about word length equips infants with perceptual expectations that facilitate efficient processing of subsequent language input. PMID:22088408

Depth of Processing and Interference Effects in the Learning and Remembering of Sentences. Technical Report No. 21.

ERIC Educational Resources Information Center

Kane, Janet Hidde; Anderson, Richard C.

In two experiments, college students who supplied the last words of sentences they read learned more than subjects who simply read whole sentences. This facilitation was observed even with a list of sentences which were almost always completed with the wrong words. However, proactive interference attributable to acquisition errors appeared on…

Effects of Spell Checkers on English as a Second Language Students' Incidental Spelling Learning: A Cognitive Load Perspective

ERIC Educational Resources Information Center

Lin, Po-Han; Liu, Tzu-Chien; Paas, Fred

2017-01-01

Computer-based spell checkers help to correct misspells instantly. Almost all the word processing devices are now equipped with a spell-check function that either automatically corrects errors or provides a list of intended words. However, it is not clear on how the reliance on this convenient technological solution affects spelling learning.…

High Reward Makes Items Easier to Remember, but Harder to Bind to a New Temporal Context

PubMed Central

Madan, Christopher R.; Fujiwara, Esther; Gerson, Bridgette C.; Caplan, Jeremy B.

2012-01-01

Learning through reward is central to adaptive behavior. Indeed, items are remembered better if they are experienced while participants expect a reward, and people can deliberately prioritize memory for high- over low-valued items. Do memory advantages for high-valued items only emerge after deliberate prioritization in encoding? Or, do reward-based memory enhancements also apply to unrewarded memory tests and to implicit memory? First, we tested for a high-value memory advantage in unrewarded implicit- and explicit-tests (Experiment 1). Participants first learned high or low-reward values of 36 words, followed by unrewarded lexical decision and free-recall tests. High-value words were judged faster in lexical decision, and more often recalled in free recall. These two memory advantages for high-value words were negatively correlated suggesting at least two mechanisms by which reward value can influence later item-memorability. The ease with which the values were originally acquired explained the negative correlation: people who learned values earlier showed reward effects in implicit memory whereas people who learned values later showed reward effects in explicit memory. We then asked whether a high-value advantage would persist if trained items were linked to a new context (Experiments 2a and 2b). Following the same value training as in Experiment 1, participants learned lists composed of previously trained words mixed with new words, each followed by free recall. Thus, participants had to retrieve words only from the most recent list, irrespective of their values. High- and low-value words were recalled equally, but low-value words were recalled earlier than high-value words and high-value words were more often intruded (proactive interference). Thus, the high-value advantage holds for implicit- and explicit-memory, but comes with a side effect: High-value items are more difficult to relearn in a new context. Similar to emotional arousal, reward value can both enhance and impair memory. PMID:22969711

"I know your name, but not your number"--Patients with verbal short-term memory deficits are impaired in learning sequences of digits.

PubMed

Bormann, Tobias; Seyboth, Margret; Umarova, Roza; Weiller, Cornelius

2015-06-01

Studies on verbal learning in patients with impaired verbal short-term memory (vSTM) have revealed dissociations among types of verbal information. Patients with impaired vSTM are able to learn lists of known words but fail to acquire new word forms. This suggests that vSTM is involved in new word learning. The present study assessed both new word learning and the learning of digit sequences in two patients with impaired vSTM. In two experiments, participants were required to learn people's names, ages and professions, or their four digit 'phone numbers'. The STM patients were impaired on learning unknown family names and phone numbers, but managed to acquire other verbal information. In contrast, a patient with a severe verbal episodic memory impairment was impaired across information types. These results indicate verbal STM involvement in the learning of digit sequences. Copyright © 2015 Elsevier Ltd. All rights reserved.

Age Differences in Adults' Free Recall of Pictures and Words.

ERIC Educational Resources Information Center

Gounard, Beverley Roberts; Keitz, Suzanne M.

This study was designed to determine whether adults' memory for pictorial and word stimuli might be differentially affected by age. Twenty female secretaries, median age 22.1, and 20 female members of a senior citizens' center, median age 69.4, were asked to learn lists of pictorial and word stimuli under free recall conditions. Eight trials were…

Memory recall in arousing situations - an emotional von Restorff effect?

PubMed

Wiswede, Daniel; Rüsseler, Jascha; Hasselbach, Simone; Münte, Thomas F

2006-07-24

Previous research has demonstrated a relationship between memory recall and P300 amplitude in list learning tasks, but the variables mediating this P300-recall relationship are not well understood. In the present study, subjects were required to recall items from lists consisting of 12 words, which were presented in front of pictures taken from the IAPS collection. One word per list is made distinct either by font color or by a highly arousing background IAPS picture. This isolation procedure was first used by von Restorff. Brain potentials were recorded during list presentation. Recall performance was enhanced for color but not for emotional isolates. Event-related brain potentials (ERP) showed a more positive P300-component for recalled non-isolated words and color-isolated words, compared to the respective non-remembered words, but not for words isolated by arousing background. Our findings indicate that it is crucial to take emotional mediator variables into account, when using the P300 to predict later recall. Highly arousing environments might force the cognitive system to interrupt rehearsal processes in working memory, which might benefit transfer into other, more stable memory systems. The impact of attention-capturing properties of arousing background stimuli is also discussed.

Hemispheric asymmetries in discourse processing: evidence from false memories for lists and texts.

PubMed

Ben-Artzi, Elisheva; Faust, Miriam; Moeller, Edna

2009-01-01

Previous research suggests that the right hemisphere (RH) may contribute uniquely to discourse and text processing by activating and maintaining a wide range of meanings, including more distantly related meanings. The present study used the word-lists false memory paradigm [Roediger, H. L., III, & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 803-814.] to examine the hypothesis that difference between the two cerebral hemispheres in discourse processing may be due, at least partly, to memory representations for implicit text-related semantic information. Specifically, we tested the susceptibility of the left hemisphere (LH) and RH to unpresented target words following the presentation of semantically related words appearing in either word lists or short texts. Findings showed that the RH produced more false alarms than the LH for unpresented target words following either word lists or texts. These findings reveal hemispheric differences in memory for semantically related information and suggest that RH advantage in long-term maintenance of a wide range of text-related word meanings may be one aspect of its unique contribution to the construction of a discourse model. The results support the RH coarse semantic coding theory [Beeman, M. (1998). Coarse semantic coding and discourse comprehension. In M. Beeman & C. Chiarello (Eds.), Right hemisphere language comprehension: Perspectives from cognitive neuroscience (pp. 255-284). Mahwah, NJ: Erlbaum.] and suggest that hemispheric differences in semantic processing during language comprehension extend also to verbal memory.

A meta-analysis and systematic review of reactivity to judgements of learning.

PubMed

Double, Kit S; Birney, Damian P; Walker, Sarah A

2018-07-01

Judgements of learning (JoL) are often used in memory research as a means for assessing an individual's metacognitive beliefs about their learning. JoL have been shown to reliably predict performance as well as learning behaviours and decisions . Participants may, however, modify their behaviour in response to performing JoL. There has, however, been little consensus as to the reliability and direction of the effect. We report on a meta-analyses that assesses the evidence that memory performance is reactive to JoL. The results indicate that overall providing JoL does not have a significant effect on memory performance (g = 0.054, 95% CI -0.027 to 0.135). However, sub-groups analysis showed that this effect depends on the nature of the stimuli to be recalled, with moderate positive reactivity observed for related word pairs (g = 0.323, 95% CI 0.083 to 0.563) and word lists (g = 0.384, 95% CI 0.146 to 0.622) but no reactivity when pairs were unrelated or a mixture of related and unrelated pairs. These results indicate that researchers should be aware that eliciting JoL may well influence participants' underlying encoding processes, especially when using related word pairs or word lists.

Tracking the Eye Movement of Four Years Old Children Learning Chinese Words.

PubMed

Lin, Dan; Chen, Guangyao; Liu, Yingyi; Liu, Jiaxin; Pan, Jue; Mo, Lei

2018-02-01

Storybook reading is the major source of literacy exposure for beginning readers. The present study tracked 4-year-old Chinese children's eye movements while they were reading simulated storybook pages. Their eye-movement patterns were examined in relation to their word learning gains. The same reading list, consisting of 20 two-character Chinese words, was used in the pretest, 5-min eye-tracking learning session, and posttest. Additionally, visual spatial skill and phonological awareness were assessed in the pretest as cognitive controls. The results showed that the children's attention was attracted quickly by pictures, on which their attention was focused most, with only 13% of the time looking at words. Moreover, significant learning gains in word reading were observed, from the pretest to posttest, from 5-min exposure to simulated storybook pages with words, picture and pronunciation of two-character words present. Furthermore, the children's attention to words significantly predicted posttest reading beyond socioeconomic status, age, visual spatial skill, phonological awareness and pretest reading performance. This eye-movement evidence of storybook reading by children as young as four years, reading a non-alphabetic script (i.e., Chinese), has demonstrated exciting findings that children can learn words effectively with minimal exposure and little instruction; these findings suggest that learning to read requires attention to the basic words itself. The study contributes to our understanding of early reading acquisition with eye-movement evidence from beginning readers.

The development of a vocabulary for PEEPS-SE-profiles of early expressive phonological skills for Swedish.

PubMed

Marklund, Ulrika; Lacerda, Francisco; Persson, Anna; Lohmander, Anette

2018-04-10

This paper describes the development of a vocabulary for Profiles of Early Expressive Phonological Skills for Swedish (PEEPS-SE), a tool for assessment of expressive phonology in Swedish-learning children in the age range of 18-36 months. PEEPS-SE is the Swedish version of the original PEEPS, Profiles of Early Expressive Phonological Skills, which uses two age-adequate word lists-a basic word list (BWL) for the assessment of 18-24-month-old children, to which an expanded word list (EWL) is added for assessment of 24-36-month-old children, or children with more than 250 words in their expressive vocabulary. The selection of words in PEEPS-SE is based on two types of criteria: age of acquisition and phonological complexity. The words also need to be easy to elicit in a natural way in test situations. Vocabulary data previously collected with the Swedish Early Communicative Development Inventory are used for selection of age-adequate words, where the BWL contains words acquired earlier compared to the additional words in the EWL. The latter also contains words that are more phonologically complex compared to those in the BWL. Word complexity was determined by the Swedish version of word complexity measure. PEEPS-SE has made an attempt to match the original version of PEEPS in terms of both assessment method and word selection.

Testing the encoding elaboration hypothesis: The effects of exemplar ranking on recognition and recall.

PubMed

Schnur, P

1977-11-01

Two experiments investigated the effects of exemplar ranking on retention. High-ranking exemplars are words judged to be prototypical of a given category; low-ranking exemplars are words judged to be atypical of a given category. In Experiment 1, an incidental learning paradigm was used to measure reaction time to answer an encoding question as well as subsequent recognition. It was found that low-ranking exemplars were classified more slowly but recognized better than high-ranking exemplars. Other comparisons of the effects of category encoding, rhyme encoding, and typescript encoding on response latency and recognition replicated the results of Craik and Tulving (1975). In Experiment 2, unanticipated free recall of live previously learned paired associate lists revealed that a list composed of low-ranking exemplars was better recalled than a comparable list composed of high-ranking exemplars. Moreover, this was true only when the lists were studied in the context of appropriate category cues. These findings are discussed in terms of the encoding elaboration hypothesis.

A Heuristic Model for Research on Prose Learning.

ERIC Educational Resources Information Center

Frase, Lawrence T.

Learning activities that are associated with programed materials can be applied to learning from ordinary text; in fact, there is no essential difference between programed and ordinary text. Active response so important to programed learning can be controlled in textual materials by carefully defined adjunct aids such as word lists, underlining,…

Sleep-dependent facilitation of episodic memory details.

PubMed

van der Helm, Els; Gujar, Ninad; Nishida, Masaki; Walker, Matthew P

2011-01-01

While a role for sleep in declarative memory processing is established, the qualitative nature of this consolidation benefit, and the physiological mechanisms mediating it, remain debated. Here, we investigate the impact of sleep physiology on characteristics of episodic memory using an item- (memory elements) and context- (contextual details associated with those elements) learning paradigm; the latter being especially dependent on the hippocampus. Following back-to-back encoding of two word lists, each associated with a different context, participants were assigned to either a Nap-group, who obtained a 120-min nap, or a No Nap-group. Six hours post-encoding, participants performed a recognition test involving item-memory and context-memory judgments. In contrast to item-memory, which demonstrated no between-group differences, a significant benefit in context-memory developed in the Nap-group, the extent of which correlated both with the amount of stage-2 NREM sleep and frontal fast sleep-spindles. Furthermore, a difference was observed on the basis of word-list order, with the sleep benefit and associated physiological correlations being selective for the second word-list, learned last (most proximal to sleep). These findings suggest that sleep may preferentially benefit contextual (hippocampal-dependent) aspects of memory, supported by sleep-spindle oscillations, and that the temporal order of initial learning differentially determines subsequent offline consolidation.

The Efficacy of Self-Paced Study in Multitrial Learning

ERIC Educational Resources Information Center

de Jonge, Mario; Tabbers, Huib K.; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René

2015-01-01

In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for…

Response strategies in list learning by orangutans (Pongo pygmaeus x P. abelii).

PubMed

Swartz, Karyl B; Himmanen, Sharon A; Shumaker, Robert W

2007-08-01

Rhesus monkeys (Macaca mulatta) develop strategies to acquire and execute serial lists (K. B. Swartz & S. A. Himmanen, 2001). Serial probe recognition studies of list memory have demonstrated similarities across monkeys and humans (S. F. Sands & A. A. Wright, 1980). The present study extended the investigation of list learning and memory to determine whether orangutans (Pongo pygmaeus x P. abelii) would show evidence of subjective organization of photographic lists in a manner similar to that shown by humans learning a list of unrelated words (E. Tulving, 1962). No evidence for the effective use of a subjective organization strategy was found, but the orangutans developed a right-to-left spatial response strategy, which emerged during the acquisition of 5-item lists. This strategy was an effective way to reduce the load on working memory when presented with a complex array of items.

Memory recall in arousing situations – an emotional von Restorff effect?

PubMed Central

Wiswede, Daniel; Rüsseler, Jascha; Hasselbach, Simone; Münte, Thomas F

2006-01-01

Background Previous research has demonstrated a relationship between memory recall and P300 amplitude in list learning tasks, but the variables mediating this P300-recall relationship are not well understood. In the present study, subjects were required to recall items from lists consisting of 12 words, which were presented in front of pictures taken from the IAPS collection. One word per list is made distinct either by font color or by a highly arousing background IAPS picture. This isolation procedure was first used by von Restorff. Brain potentials were recorded during list presentation. Results Recall performance was enhanced for color but not for emotional isolates. Event-related brain potentials (ERP) showed a more positive P300-component for recalled non-isolated words and color-isolated words, compared to the respective non-remembered words, but not for words isolated by arousing background. Conclusion Our findings indicate that it is crucial to take emotional mediator variables into account, when using the P300 to predict later recall. Highly arousing environments might force the cognitive system to interrupt rehearsal processes in working memory, which might benefit transfer into other, more stable memory systems. The impact of attention-capturing properties of arousing background stimuli is also discussed. PMID:16863589

CALL on Mac.

ERIC Educational Resources Information Center

Fukuzawa, Jeannette L.; Lubin, Jan M.

Five computer programs for the Macintosh that are geared for Computer-Assisted Language Learning (CALL) are described. All five programs allow the teacher to input material. The first program allows entry of new vocabulary lists including definition, a sentence in which the exact word is used, a fill-in-the-blank exercise, and the word's phonetics…

Free Recall of Differentially Arousing Words.

ERIC Educational Resources Information Center

Osborne, John W.

Subjects in an independent groups free learning experiment recalled list of low- or high-arousal words, matched for imagery and frequency and exposed randomly for 3 seconds and 9 seconds. Extrapolating neural consolidation theory to previous work on serial position effects led to the predictions that (1) arousal facilitates primacy; (2) arousal…

Comparative Difficulty of Verbs and Other Words in a Beginning Reading Vocabulary.

ERIC Educational Resources Information Center

Bean, Rita M.; Crouse, Russell

A study was conducted to determine if verbs were learned as easily as other words by primary school children. One hundred eight kindergarten children were divided into high, medium, and low I.Q. ranges and each range group was further divided--one group for each of three testing methods at each intelligence level. A list of words including 25…

Why is number word learning hard? Evidence from bilingual learners.

PubMed

Wagner, Katie; Kimura, Katherine; Cheung, Pierina; Barner, David

2015-12-01

Young children typically take between 18 months and 2 years to learn the meanings of number words. In the present study, we investigated this developmental trajectory in bilingual preschoolers to examine the relative contributions of two factors in number word learning: (1) the construction of numerical concepts, and (2) the mapping of language specific words onto these concepts. We found that children learn the meanings of small number words (i.e., one, two, and three) independently in each language, indicating that observed delays in learning these words are attributable to difficulties in mapping words to concepts. In contrast, children generally learned to accurately count larger sets (i.e., five or greater) simultaneously in their two languages, suggesting that the difficulty in learning to count is not tied to a specific language. We also replicated previous studies that found that children learn the counting procedure before they learn its logic - i.e., that for any natural number, n, the successor of n in the count list denotes the cardinality n+1. Consistent with past studies, we found that children's knowledge of successors is first acquired incrementally. In bilinguals, we found that this knowledge exhibits item-specific transfer between languages, suggesting that the logic of the positive integers may not be stored in a language-specific format. We conclude that delays in learning the meanings of small number words are mainly due to language-specific processes of mapping words to concepts, whereas the logic and procedures of counting appear to be learned in a format that is independent of a particular language and thus transfers rapidly from one language to the other in development. Copyright © 2015. Published by Elsevier Inc.

Confabulation behavior and false memories in Korsakoff's syndrome: role of source memory and executive functioning.

PubMed

Kessels, Roy P C; Kortrijk, Hans E; Wester, Arie J; Nys, Gudrun M S

2008-04-01

Confabulation behavior is common in patients with Korsakoff's syndrome. A distinction can be made between spontaneous and provoked confabulations, which may have different underlying cognitive mechanisms. Provoked confabulations may be related to intrusions on memory tests, whereas spontaneous confabulations may be due to executive dysfunction or a source memory deficit. In 19 chronic Korsakoff patients, spontaneous confabulations were quantified by third-party rating (Likert scale). Provoked confabulations were assessed using the Dalla Barba Confabulation Battery. Furthermore, assessment of executive function was performed using an extensive neuropsychological battery. False memories (i.e. intrusions) and source memory were measured using twoparallelversions of a word-list learning paradigm (a modification of the Rey Auditory Verbal Learning Test). There were deficits in source memory, in which patients incorrectly assigned previously learned words to an incorrect word list. Also, Korsakoff patients had extensive executive deficits, but no relationship between the severity of these deficits and the severity of confabulation or intrusions on a memory task was found. The present findings provide evidence for a dissociation between spontaneous confabulation, provoked confabulation and false memories.

Encouraging Reading/Writing Literacy with Young Children in the Home.

ERIC Educational Resources Information Center

Valeri-Gold, Maria

1989-01-01

Lists 10 practical suggestions and literature sources for parents to use with their children, including creating a "reading and writing corner," playing word games such as "pictodictionary," taking children to the library, and using magazines and newspapers as sources of learning material. Lists newsletters, brochures, and…

Effects of Isometric Hand-Grip Muscle Contraction on Young Adults' Free Recall and Recognition Memory.

PubMed

Tomporowski, Phillip D; Albrecht, Chelesa; Pendleton, Daniel M

2017-03-01

The purpose of this study was to determine if physical arousal produced by isometric hand-dynamometer contraction performed during word-list learning affects young adults' free recall or recognition memory. Twenty-four young adults (12 female; M age  = 22 years) were presented with 4 20-item word lists. Moderate arousal was induced in 12 adults by an initial 30-s maximal hand-dynamometer squeeze with force productions of 50% maximum; low arousal was induced in 12 adults by an initial 1-s maximal dynamometer squeeze with force production of 10% maximum during learning. Memory performances following dual-task conditions experienced during the encoding, consolidation, and recall phases of learning were compared to a single-task control condition during which words were learned in the absence of isometric exercise. Planned contrasts revealed that arousal coinciding with word encoding led to significantly poorer immediate recall, F(1, 23) = 10.13, p < .05, [Formula: see text] = .31, delayed free recall, F(1, 23) = 15.81, p < .05, [Formula: see text] = .41, and recognition memory, F(1, 23) = 6.07, p < .05, [Formula: see text] = .21, compared with when there was no arousal. Neither arousal condition facilitated participants' memory performance. The reduction in long-term memory performance specific to the encoding phase of learning is explained in terms of the dual-task attentional demands placed on participants.

English-Dari Dictionary.

ERIC Educational Resources Information Center

Peace Corps, Washington, DC.

This 7,000-word dictionary is designed for English speakers learning Dari. The dictionary consists of two parts, the first a reference to find words easily translatable from one language to the other, the second a list of idioms and short phrases commonly used in everyday conversation, yet not readily translatable. Many of these entries have no…

Writing Dear Abby: An Interim Report to Teachers of Spelling.

ERIC Educational Resources Information Center

Allen, Virginia French

New spellers, adults just beginning to learn to read and write, face daunting problems with English vocabulary. Teachers use varying approaches to help these students, including published lists of Words Most Frequently Used. This paper provides an inventory of words used in letters to syndicated columnist "Dear Abby" as published in a…

Loss of Retrieval Information in Prose Recall.

ERIC Educational Resources Information Center

Sehulster, Jerome R.; And Others

The purpose of this research was to experimentally manipulate input and output orders of information and separate storage and retrieval components of prose free recall. The cued partial recall method, used in word list recall, was adapted to a prose learning task. Four short biographical stories of about 55 words each were systematically combined…

Data-driven methodology illustrating mechanisms underlying word list recall: applications to clinical research.

PubMed

Longenecker, Julia; Kohn, Philip; Liu, Stanley; Zoltick, Brad; Weinberger, Daniel R; Elvevåg, Brita

2010-09-01

Word list learning tasks such as the California Verbal Learning Test (CVLT; Delis, Kramer, Kaplan, & Ober, 1987) are widely used to investigate recall strategies. Participants who recall the most words generally employ semantic techniques, whereas those with poor recall (e.g., patients with schizophrenia) rely on serial techniques. However, these conclusions are based on formulas that assume that categories reflect semantic associations, bind strategy to overall performance, and neglect strategy changes over 5 trials. Therefore, we derived novel measures-independent of recall performance-to compute strategies across trials and identify whether diagnosis predicts recall strategy. Participants were included on the basis of performance on the CVLT (i.e., total words recalled over 5 trials). The 50 highest and 50 lowest performers among healthy volunteers (n = 100) and patients with schizophrenia (n = 100) were selected. Novel measures of recall and transition probability were calculated and analyzed by permutation tests. Recall patterns and strategies of patients resembled those of controls with similar performance levels: Regardless of diagnosis, low performers were more likely to recall the first 2 and last 4 items from the list; high performers increased engagement of semantically based transitions across the 5 trials, whereas low performers did not. Cognitive strategy must be considered independent of overall performance before attributing poor performance to degraded learning processes. Our results demonstrate the importance of departing from global scoring techniques, especially when working with clinical populations such as patients with schizophrenia for whom episodic memory deficits are a hallmark feature. Copyright 2010 APA, all rights reserved.

Positive and negative sources of emotional arousal enhance long-term word-list retention when induced as long as 30 min after learning.

PubMed

Nielson, Kristy A; Powless, Mark

2007-07-01

The consolidation of newly formed memories occurs slowly, allowing memories to be altered by experience for some time after their formation. Various treatments, including arousal, can modulate memory consolidation when given soon after learning, but the degree of time-dependency of these treatments in humans has not been studied. Thus, 212 participants learned a word list, which was followed by either a positively or negatively valenced arousing video clip (i.e., comedy or surgery, respectively) after delays of 0, 10, 30 or 45 min. Arousal of either valence induced up to 30 min after learning, but not after 45 min, significantly enhanced one-week retrieval. The findings support (1) the time-dependency of memory modulation in humans and (2) other studies that suggest that it is the degree of arousal, rather than valence that modulates memory. Important implications for developing memory intervention strategies and for preserving and validating witness testimony are discussed.

Rehearsal significantly improves immediate and delayed recall on the Rey Auditory Verbal Learning Test.

PubMed

Hessen, Erik

2011-10-01

A repeated observation during memory assessment with the Rey Auditory Verbal Learning Test (RAVLT) is that patients who spontaneously employ a memory rehearsal strategy by repeating the word list more than once achieve better scores than patients who only repeat the word list once. This observation led to concern about the ability of the standard test procedure of RAVLT and similar tests in eliciting the best possible recall scores. The purpose of the present study was to test the hypothesis that a rehearsal recall strategy of repeating the word list more than once would result in improved scores of recall on the RAVLT. We report on differences in outcome after standard administration and after experimental administration on Immediate and Delayed Recall measures from the RAVLT of 50 patients. The experimental administration resulted in significantly improved scores for all the variables employed. Additionally, it was found that patients who failed effort screening showed significantly poorer improvement on Delayed Recall compared with those who passed the effort screening. The general clear improvement both in raw scores and T-scores demonstrates that recall performance can be significantly influenced by the strategy of the patient or by small variations in instructions by the examiner.

How does creating a concept map affect item-specific encoding?

PubMed

Grimaldi, Phillip J; Poston, Laurel; Karpicke, Jeffrey D

2015-07-01

Concept mapping has become a popular learning tool. However, the processes underlying the task are poorly understood. In the present study, we examined the effect of creating a concept map on the processing of item-specific information. In 2 experiments, subjects learned categorized or ad hoc word lists by making pleasantness ratings, sorting words into categories, or creating a concept map. Memory was tested using a free recall test and a recognition memory test, which is considered to be especially sensitive to item-specific processing. Typically, tasks that promote item-specific processing enhance free recall of categorized lists, relative to category sorting. Concept mapping resulted in lower recall performance than both the pleasantness rating and category sorting condition for categorized words. Moreover, concept mapping resulted in lower recognition memory performance than the other 2 tasks. These results converge on the conclusion that creating a concept map disrupts the processing of item-specific information. (c) 2015 APA, all rights reserved.

Hyper-Binding across Time: Age Differences in the Effect of Temporal Proximity on Paired-Associate Learning

ERIC Educational Resources Information Center

Campbell, Karen L.; Trelle, Alexandra; Hasher, Lynn

2014-01-01

Older adults show hyper- (or excessive) binding effects for simultaneously and sequentially presented distraction. Here, we addressed the potential role of hyper-binding in paired-associate learning. Older and younger adults learned a list of word pairs and then received an associative recognition task in which rearranged pairs were formed from…

Brief, pre-learning stress reduces false memory production and enhances true memory selectively in females.

PubMed

Zoladz, Phillip R; Peters, David M; Kalchik, Andrea E; Hoffman, Mackenzie M; Aufdenkampe, Rachael L; Woelke, Sarah A; Wolters, Nicholas E; Talbot, Jeffery N

2014-04-10

Some of the previous research on stress-memory interactions has suggested that stress increases the production of false memories. However, as accumulating work has shown that the effects of stress on learning and memory depend critically on the timing of the stressor, we hypothesized that brief stress administered immediately before learning would reduce, rather than increase, false memory production. In the present study, participants submerged their dominant hand in a bath of ice cold water (stress) or sat quietly (no stress) for 3 min. Then, participants completed a short-term memory task, the Deese-Roediger-McDermott paradigm, in which they were presented with 10 different lists of semantically related words (e.g., candy, sour, sugar) and, after each list, were tested for their memory of presented words (e.g., candy), non-presented unrelated "distractor" words (e.g., hat), and non-presented semantically related "critical lure" words (e.g., sweet). Stress, overall, significantly reduced the number of critical lures recalled (i.e., false memory) by participants. In addition, stress enhanced memory for the presented words (i.e., true memory) in female, but not male, participants. These findings reveal that stress does not unequivocally enhance false memory production and that the timing of the stressor is an important variable that could mediate such effects. Such results could have important implications for understanding the dependability of eyewitness accounts of events that are observed following stress. Copyright © 2014 Elsevier Inc. All rights reserved.

Effect of parental family history of Alzheimer's disease on serial position profiles.

PubMed

La Rue, Asenath; Hermann, Bruce; Jones, Jana E; Johnson, Sterling; Asthana, Sanjay; Sager, Mark A

2008-07-01

An exaggerated recency effect (ie, disproportionate recall of last-presented items) has been consistently observed in the word list learning of patients with Alzheimer's disease (AD). Our study sought to determine whether there were similar alterations in serial position learning among asymptomatic persons at risk for AD as a result of parental family history. Subjects included 623 asymptomatic middle-aged children of patients with AD (median, 53 years) and 157 control participants whose parents survived to at least age 70 without AD or other memory disorders. All participants were administered the Rey Auditory Verbal Learning Test, which requires learning and recall of 15 unrelated nouns. There was no significant difference in total words recalled between the AD children and control groups. However, compared with controls, AD children exhibited a significantly greater tendency to recall words from the end (recency) versus beginning (primacy) of the list. Serial position effects were unrelated to apolipoprotein allele epsilon 4 or depressive symptoms. Asymptomatic persons at risk for AD by virtue of family history do not show a difference in total words recalled compared with controls, but they exhibit a distinctly different serial position curve, suggesting greater reliance on immediate as opposed to episodic memory. This is the same serial position pattern observed in mild AD, seen here in reduced severity. Longitudinal follow-up is planned to determine whether changes in serial position patterns are a meaningful marker for preclinical detection of AD.

Temporal entrainment of cognitive functions: musical mnemonics induce brain plasticity and oscillatory synchrony in neural networks underlying memory.

PubMed

Thaut, Michael H; Peterson, David A; McIntosh, Gerald C

2005-12-01

In a series of experiments, we have begun to investigate the effect of music as a mnemonic device on learning and memory and the underlying plasticity of oscillatory neural networks. We used verbal learning and memory tests (standardized word lists, AVLT) in conjunction with electroencephalographic analysis to determine differences between verbal learning in either a spoken or musical (verbal materials as song lyrics) modality. In healthy adults, learning in both the spoken and music condition was associated with significant increases in oscillatory synchrony across all frequency bands. A significant difference between the spoken and music condition emerged in the cortical topography of the learning-related synchronization. When using EEG measures as predictors during learning for subsequent successful memory recall, significantly increased coherence (phase-locked synchronization) within and between oscillatory brain networks emerged for music in alpha and gamma bands. In a similar study with multiple sclerosis patients, superior learning and memory was shown in the music condition when controlled for word order recall, and subjects were instructed to sing back the word lists. Also, the music condition was associated with a significant power increase in the low-alpha band in bilateral frontal networks, indicating increased neuronal synchronization. Musical learning may access compensatory pathways for memory functions during compromised PFC functions associated with learning and recall. Music learning may also confer a neurophysiological advantage through the stronger synchronization of the neuronal cell assemblies underlying verbal learning and memory. Collectively our data provide evidence that melodic-rhythmic templates as temporal structures in music may drive internal rhythm formation in recurrent cortical networks involved in learning and memory.

Preschool children master the logic of number word meanings.

PubMed

Lipton, Jennifer S; Spelke, Elizabeth S

2006-01-01

Although children take over a year to learn the meanings of the first three number words, they eventually master the logic of counting and the meanings of all the words in their count list. Here, we ask whether children's knowledge applies to number words beyond those they have mastered: Does a child who can only count to 20 infer that number words above 'twenty' refer to exact cardinal values? Three experiments provide evidence for this understanding in preschool children. Before beginning formal education or gaining counting skill, children possess a productive symbolic system for representing number.

Different Verbal Learning Strategies in Autism Spectrum Disorder: Evidence from the Rey Auditory Verbal Learning Test

ERIC Educational Resources Information Center

Bowler, Dermot M.; Limoges, Elyse; Mottron, Laurent

2009-01-01

The Rey Auditory Verbal Learning Test, which requires the free recall of the same list of 15 unrelated words over 5 trials, was administered to 21 high-functioning adolescents and adults with autism spectrum disorder (ASD) and 21 matched typical individuals. The groups showed similar overall levels of free recall, rates of learning over trials and…

The efficacy of self-paced study in multitrial learning.

PubMed

de Jonge, Mario; Tabbers, Huib K; Pecher, Diane; Jang, Yoonhee; Zeelenberg, René

2015-05-01

In 2 experiments we investigated the efficacy of self-paced study in multitrial learning. In Experiment 1, native speakers of English studied lists of Dutch-English word pairs under 1 of 4 imposed fixed presentation rate conditions (24 × 1 s, 12 × 2 s, 6 × 4 s, or 3 × 8 s) and a self-paced study condition. Total study time per list was equated for all conditions. We found that self-paced study resulted in better recall performance than did most of the fixed presentation rates, with the exception of the 12 × 2 s condition, which did not differ from the self-paced condition. Additional correlational analyses suggested that the allocation of more study time to difficult pairs than to easy pairs might be a beneficial strategy for self-paced learning. Experiment 2 was designed to test this hypothesis. In 1 condition, participants studied word pairs in a self-paced fashion without any restrictions. In the other condition, participants studied word pairs in a self-paced fashion but total study time per item was equated. The results showed that allowing self-paced learners to freely allocate study time over items resulted in better recall performance. (c) 2015 APA, all rights reserved).

The effects of divided attention on encoding processes under incidental and intentional learning instructions: underlying mechanisms?

PubMed

Naveh-Benjamin, Moshe; Guez, Jonathan; Hara, Yoko; Brubaker, Matthew S; Lowenschuss-Erlich, Iris

2014-01-01

Divided attention (DA) at encoding has been shown to significantly disrupt later memory for the studied information. However, what type of processing gets disrupted during DA remains unresolved. In this study, we assessed the degree to which strategic effortful processes are affected under DA by comparing the effects of DA at encoding under intentional and pure incidental learning instructions. In three experiments, participants studied list of words or word pairs under either full or divided attention. Results of three experiments, which used different methodologies, converged to show that the effects of DA at encoding reduce memory performance to the same degree under incidental and intentional learning. Secondary task performance indicated that encoding under intentional learning instructions was more effortful than under incidental learning instructions. In addition, the results indicated enhanced attention to the initial appearance of the words under both types of learning instructions. Results are interpreted to imply that other processes, rather than only strategic effortful ones, might be affected by DA at encoding.

Vocabulary Level; One Variable Affecting Learning from Audiovisual Media.

ERIC Educational Resources Information Center

Lewis, Richard F.

Vocabulary level of 10 special students was determined and compared to their supposed level of proficiency on the Functional Basic Word List for Special Pupils (Tudyman and Groelle, 1958). Ss were five educable mentally retarded (EMR) students (CA 9-6 to 12-0, IQ 64-77, MA 6-6 to 9-7) and five matched emotionally disturbed students. Word sampling…

Freeing the Language Learner: The How and Why of a More Powerful Vocabulary.

ERIC Educational Resources Information Center

Hughey, Jane B.; Wormuth, Deanna R.

College and university students in English as a second language classes need to acquire an active and fairly extensive vocabulary rather quickly. Methods of learning such as analysis and memorization of word lists, word building, and dictionary use can be combined with methods of gaining vocabulary by becoming familiar with it and using it in…

Strategic value-directed learning and memory in Alzheimer's disease and behavioural-variant frontotemporal dementia.

PubMed

Wong, Stephanie; Irish, Muireann; Savage, Greg; Hodges, John R; Piguet, Olivier; Hornberger, Michael

2018-02-12

In healthy adults, the ability to prioritize learning of highly valued information is supported by executive functions and enhances subsequent memory retrieval for this information. In Alzheimer's disease (AD) and behavioural-variant frontotemporal dementia (bvFTD), marked deficits are evident in learning and memory, presenting in the context of executive dysfunction. It is unclear whether these patients show a typical memory bias for higher valued stimuli. We administered a value-directed word-list learning task to AD (n = 10) and bvFTD (n = 21) patients and age-matched healthy controls (n = 22). Each word was assigned a low, medium or high point value, and participants were instructed to maximize the number of points earned across three learning trials. Participants' memory for the words was assessed on a delayed recall trial, followed by a recognition test for the words and corresponding point values. Relative to controls, both patient groups showed poorer overall learning, delayed recall and recognition. Despite these impairments, patients with AD preferentially recalled high-value words on learning trials and showed significant value-directed enhancement of recognition memory for the words and points. Conversely, bvFTD patients did not prioritize recall of high-value words during learning trials, and this reduced selectivity was related to inhibitory dysfunction. Nonetheless, bvFTD patients showed value-directed enhancement of recognition memory for the point values, suggesting a mismatch between memory of high-value information and the ability to apply this in a motivationally salient context. Our findings demonstrate that value-directed enhancement of memory may persist to some degree in patients with dementia, despite pronounced deficits in learning and memory. © 2018 The British Psychological Society.

Serial position effects are sensitive predictors of conversion from MCI to Alzheimer's disease dementia.

PubMed

Egli, Simone C; Beck, Irene R; Berres, Manfred; Foldi, Nancy S; Monsch, Andreas U; Sollberger, Marc

2014-10-01

It is unclear whether the predictive strength of established cognitive variables for progression to Alzheimer's disease (AD) dementia from mild cognitive impairment (MCI) varies depending on time to conversion. We investigated which cognitive variables were best predictors, and which of these variables remained predictive for patients with longer times to conversion. Seventy-five participants with MCI were assessed on measures of learning, memory, language, and executive function. Relative predictive strengths of these measures were analyzed using Cox regression models. Measures of word-list position-namely, serial position scores-together with Short Delay Free Recall of word-list learning best predicted conversion to AD dementia. However, only serial position scores predicted those participants with longer time to conversion. Results emphasize that the predictive strength of cognitive variables varies depending on time to conversion to dementia. Moreover, finer measures of learning captured by serial position scores were the most sensitive predictors of AD dementia. Copyright © 2014 The Alzheimer's Association. Published by Elsevier Inc. All rights reserved.

Morphological processing with deficient phonological short-term memory.

PubMed

Kavé, Gitit; Ze'ev, Hagit Bar; Lev, Anita

2007-07-01

This paper investigates the processing of Hebrew derivational morphology in an individual (S.E.) with deficient phonological short-term memory. In comparison to 10 age- and education-matched men, S.E. was impaired on digit span tasks and demonstrated no recency effect in word list recall. S.E. had low word retention span, but he exhibited phonological similarity and word length effects. His ability to make lexical decisions was intact. In a paired-associate test S.E. successfully learned semantically and morphologically related pairs but not phonologically related pairs, and his learning of nonwords was facilitated by the presence of Hebrew consonant roots. Semantic and morphological similarity enhanced immediate word recall. Results show that S.E. is capable of conducting morphological decomposition of Hebrew-derived words despite his phonological deficit, suggesting that transient maintenance of morphological constituents is independent of temporary storage and rehearsal of phonological codes, and that each is processed separately within short-term memory.

The Effects of Test Anxiety on Learning at Superficial and Deep Levels of Processing.

ERIC Educational Resources Information Center

Weinstein, Claire E.; And Others

1982-01-01

Using a deep-level processing strategy, low test-anxious college students performed significantly better than high test-anxious students in learning a paired-associate word list. Using a superficial-level processing strategy resulted in no significant difference in performance. A cognitive-attentional theory and test anxiety mechanisms are…

How Does Creating a Concept Map Affect Item-Specific Encoding?

ERIC Educational Resources Information Center

Grimaldi, Phillip J.; Poston, Laurel; Karpicke, Jeffrey D.

2015-01-01

Concept mapping has become a popular learning tool. However, the processes underlying the task are poorly understood. In the present study, we examined the effect of creating a concept map on the processing of item-specific information. In 2 experiments, subjects learned categorized or ad hoc word lists by making pleasantness ratings, sorting…

Verbal Serial List Learning in Mild Cognitive Impairment: A Profile Analysis of Interference, Forgetting, and Errors

PubMed Central

Libon, David J.; Bondi, Mark W.; Price, Catherine C.; Lamar, Melissa; Eppig, Joel; Wambach, Denene M.; Nieves, Christine; Delano-Wood, Lisa; Giovannetti, Tania; Lippa, Carol; Kabasakalian, Anahid; Cosentino, Stephanie; Swenson, Rod; Penney, Dana L.

2012-01-01

Using cluster analysis Libon et al. (2010) found three verbal serial list-learning profiles involving delay memory test performance in patients with mild cognitive impairment (MCI). Amnesic MCI (aMCI) patients presented with low scores on delay free recall and recognition tests; mixed MCI (mxMCI) patients scored higher on recognition compared to delay free recall tests; and dysexecutive MCI (dMCI) patients generated relatively intact scores on both delay test conditions. The aim of the current research was to further characterize memory impairment in MCI by examining forgetting/savings, interference from a competing word list, intrusion errors/perseverations, intrusion word frequency, and recognition foils in these three statistically determined MCI groups compared to normal control (NC) participants. The aMCI patients exhibited little savings, generated more highly prototypic intrusion errors, and displayed indiscriminate responding to delayed recognition foils. The mxMCI patients exhibited higher saving scores, fewer and less prototypic intrusion errors, and selectively endorsed recognition foils from the interference list. dMCI patients also selectively endorsed recognition foils from the interference list but performed similarly compared to NC participants. These data suggest the existence of distinct memory impairments in MCI and caution against the routine use of a single memory test score to operationally define MCI. PMID:21880171

Some Computational Analyses of the PBK Test: Effects of Frequency and Lexical Density on Spoken Word Recognition

PubMed Central

Meyer, Ted A.; Pisoni, David B.

2012-01-01

Objective The Phonetically Balanced Kindergarten (PBK) Test (Haskins, Reference Note 2) has been used for almost 50 yr to assess spoken word recognition performance in children with hearing impairments. The test originally consisted of four lists of 50 words, but only three of the lists (lists 1, 3, and 4) were considered “equivalent” enough to be used clinically with children. Our goal was to determine if the lexical properties of the different PBK lists could explain any differences between the three “equivalent” lists and the fourth PBK list (List 2) that has not been used in clinical testing. Design Word frequency and lexical neighborhood frequency and density measures were obtained from a computerized database for all of the words on the four lists from the PBK Test as well as the words from a single PB-50 (Egan, 1948) word list. Results The words in the “easy” PBK list (List 2) were of higher frequency than the words in the three “equivalent” lists. Moreover, the lexical neighborhoods of the words on the “easy” list contained fewer phonetically similar words than the neighborhoods of the words on the other three “equivalent” lists. Conclusions It is important for researchers to consider word frequency and lexical neighborhood frequency and density when constructing word lists for testing speech perception. The results of this computational analysis of the PBK Test provide additional support for the proposal that spoken words are recognized “relationally” in the context of other phonetically similar words in the lexicon. Implications of using open-set word recognition tests with children with hearing impairments are discussed with regard to the specific vocabulary and information processing demands of the PBK Test. PMID:10466571

Valutazione del libri di testo per le lingue straniere (Italiano L2) (Evaluation of Foreign Language Textbooks [Italian as a Second Language]).

ERIC Educational Resources Information Center

Sciarone, A. G.

1979-01-01

An approach to language textbooks evaluation based on objective criteria and relying on data easily obtained by means of computers, such as word frequency lists, is proposed. The importance of vocabulary acquisition in language learning is emphasized. Accordingly, word selection and rate of repetition are seen as central evaluation criteria. (MES)

[Efficacy of the keyword mnemonic method in adults].

PubMed

Campos, Alfredo; Pérez-Fabello, María José; Camino, Estefanía

2010-11-01

Two experiments were used to assess the efficacy of the keyword mnemonic method in adults. In Experiment 1, immediate and delayed recall (at a one-day interval) were assessed by comparing the results obtained by a group of adults using the keyword mnemonic method in contrast to a group using the repetition method. The mean age of the sample under study was 59.35 years. Subjects were required to learn a list of 16 words translated from Latin into Spanish. Participants who used keyword mnemonics that had been devised by other experimental participants of the same characteristics, obtained significantly higher immediate and delayed recall scores than participants in the repetition method. In Experiment 2, other participants had to learn a list of 24 Latin words translated into Spanish by using the keyword mnemonic method reinforced with pictures. Immediate and delayed recall were significantly greater in the keyword mnemonic method group than in the repetition method group.

Age Differences in Recall and Information Processing in Verbal and Spatial Learning.

ERIC Educational Resources Information Center

Mungas, Dan; And Others

1991-01-01

Three age groups of 24 people each completed verbal word list tasks and spatial learning tasks 5 times each. Significant age differences were found for total recall and type of task. Younger subjects showed increased levels of clustering--organizing information according to semantic or spatial clusters. Age was not related to temporal order of…

Word Lists for Vocabulary Learning and Teaching

ERIC Educational Resources Information Center

Lessard-Clouston, Michael

2013-01-01

Within the communicative approach, often the assumption has been that with the right exposure, students will simply "pick up" the vocabulary required for learning and using English, and thus there is no need to focus on or teach it. Yet, as many teachers can attest, this is frequently not the case, and there have been recent efforts to…

A perceptual equivalent of the labial-coronal effect in the first year of life.

PubMed

Nazzi, Thierry; Bertoncini, Josiane; Bijeljac-Babic, Ranka

2009-09-01

Several studies have investigated infants' acquisition of the phonological (prosodic or phonotactic) regularities of their native language at the lexical level, by showing that infants around 910 months of age start preferring lists of words that have a more versus less frequent phonological structure. The present study investigates whether a similar acquisition pattern of preferences can be found for labial-coronal (LC) words over coronal-labial (CL) words, a bias classically interpreted in terms of production constraints but that could also be explained in terms of relative frequency of frequent LC and less frequent CL words in many languages including French, the language used here. Results show that a preference for bisyllabic LC words emerges between 6 and 10 months of age in French-learning infants (Experiment 1), and that the non-preference at 6 months is not due to the infants' inability to discriminate the two lists of words (Experiment 2). The present study thus establishes an early perceptual equivalent of the LC bias initially found at the onset of word production. Implications of this finding for an understanding of the perception-production relationship are discussed.

Thai Vocabulary. American Council of Learned Societies Program in Oriental Languages, Publications Series A - Texts - Number 2.

ERIC Educational Resources Information Center

Haas, Mary R.

This dictionary is intended to serve an interim need as a short dictionary of the Thai language. It contains vocabulary entries derived from the "Thai Reader" and a selection of words and examples from other sources, including (1) the words and expressions found in "Spoken Thai" (Haas and Subhanka, Henry Holt and Co.) and (2) McFarland's list of…

Napping to renew learning capacity: enhanced encoding after stimulation of sleep slow oscillations.

PubMed

Antonenko, Daria; Diekelmann, Susanne; Olsen, Cathrin; Born, Jan; Mölle, Matthias

2013-04-01

As well as consolidating memory, sleep has been proposed to serve a second important function for memory, i.e. to free capacities for the learning of new information during succeeding wakefulness. The slow wave activity (SWA) that is a hallmark of slow wave sleep could be involved in both functions. Here, we aimed to demonstrate a causative role for SWA in enhancing the capacity for encoding of information during subsequent wakefulness, using transcranial slow oscillation stimulation (tSOS) oscillating at 0.75 Hz to induce SWA in healthy humans during an afternoon nap. Encoding following the nap was tested for hippocampus-dependent declarative materials (pictures, word pairs, and word lists) and procedural skills (finger sequence tapping). As compared with a sham stimulation control condition, tSOS during the nap enhanced SWA and significantly improved subsequent encoding on all three declarative tasks (picture recognition, cued recall of word pairs, and free recall of word lists), whereas procedural finger sequence tapping skill was not affected. Our results indicate that sleep SWA enhances the capacity for encoding of declarative materials, possibly by down-scaling hippocampal synaptic networks that were potentiated towards saturation during the preceding period of wakefulness. © 2013 Federation of European Neuroscience Societies and Blackwell Publishing Ltd.

Abolishing the Word-Length Effect

ERIC Educational Resources Information Center

Hulme, Charles; Suprenant, Aime M.; Bireta, Tamra J.; Stuart, George; Neath, Ian

2004-01-01

The authors report 2 experiments that compare the recall of long and short words in pure and mixed lists. In pure lists, long words were much more poorly remembered than short words. In mixed lists, this word-length effect was abolished and both the long and short words were recalled as well as short words in pure lists. These findings contradict…

The Distinctiveness of the Word-Length Effect

ERIC Educational Resources Information Center

Hulme, Charles; Neath, Ian; Stuart, George; Shostak, Lisa; Surprenant, Aimee M.; Brown, Gordon D. A.

2006-01-01

The authors report 2 experiments that compare the serial recall of pure lists of long words, pure lists of short words, and lists of long or short words containing just a single isolated word of a different length. In both experiments for pure lists, there was a substantial recall advantage for short words; the isolated words were recalled better…

Neural correlates of strategic processes underlying episodic memory in women with major depression: A 15O-PET study.

PubMed

Ottowitz, William E; Deckersbach, Thilo; Savage, Cary R; Lindquist, Martin A; Dougherty, Darin D

2010-01-01

To evaluate the functional integrity of brain regions underlying strategic mnemonic processing in patients with major depressive disorder, the authors administered a modified version of the California Verbal Learning Test to depressed patients during presentation of lists of unrelated words and, conversely, during presentation of lists of related words with and without orientation regarding the relatedness of the words (eight healthy females, IQ=122, and eight depressed females, IQ=107). Brain function evaluated across all three conditions showed that patients with major depressive disorder revealed activation of the right anterior cingulate cortex, left ventrolateral prefrontal cortex, both hippocampi, and the left orbitofrontal cortex. Further analysis showed that patients with major depressive disorder had greater activation of the right anterior cingulate cortex during semantic organization and the right ventrolateral prefrontal cortex during strategy initiation.

A Stability Bias in Human Memory: Overestimating Remembering and Underestimating Learning

ERIC Educational Resources Information Center

Kornell, Nate; Bjork, Robert A.

2009-01-01

The dynamics of human memory are complex and often unintuitive, but certain features--such as the fact that studying results in learning--seem like common knowledge. In 12 experiments, however, participants who were told they would be allowed to study a list of word pairs between 1 and 4 times and then take a cued-recall test predicted little or…

RoLo: A Dictionary Interface that Minimizes Extraneous Cognitive Load of Lookup and Supports Incidental and Incremental Learning of Vocabulary

ERIC Educational Resources Information Center

Dang, Thanh-Dung; Chen, Gwo-Dong; Dang, Giao; Li, Liang-Yi; Nurkhamid

2013-01-01

Dictionary use can improve reading comprehension and incidental vocabulary learning. Nevertheless, great extraneous cognitive load imposed by the search process may reduce or even prevent the improvement. With the help of technology, dictionary users can now instantly access the meaning list of a searched word using a mouse click. However, they…

Comparable Common Factors in English Homophone Recognition. Report from the Project on Situational Variables and Efficiency of Concept Learning.

ERIC Educational Resources Information Center

Houston, Thomas Rappe, Jr.

A homophone is a word having the same pronunciation as another English word, but a different spelling. A list of 7,300 English homophones was compiled and used to construct two tests. Scores were obtained in these and on reference tests for J. P. Guilford's factors CMU, CSU, DMU, and DSU for 70 native speakers of midwestern American English from a…

Serial Recall, Word Frequency, and Mixed Lists: The Influence of Item Arrangement

ERIC Educational Resources Information Center

Miller, Leonie M.; Roodenrys, Steven

2012-01-01

Studies of the effect of word frequency in the serial recall task show that lists of high-frequency words are better recalled than lists of low-frequency words; however, when high- and low-frequency words are alternated within a list, there is no difference in the level of recall for the two types of words, and recall is intermediate between lists…

Recall of short word lists presented visually at fast rates: effects of phonological similarity and word length.

PubMed

Coltheart, V; Langdon, R

1998-03-01

Phonological similarity of visually presented list items impairs short-term serial recall. Lists of long words are also recalled less accurately than are lists of short words. These results have been attributed to phonological recoding and rehearsal. If subjects articulate irrelevant words during list presentation, both phonological similarity and word length effects are abolished. Experiments 1 and 2 examined effects of phonological similarity and recall instructions on recall of lists shown at fast rates (from one item per 0.114-0.50 sec), which might not permit phonological encoding and rehearsal. In Experiment 3, recall instructions and word length were manipulated using fast presentation rates. Both phonological similarity and word length effects were observed, and they were not dependent on recall instructions. Experiments 4 and 5 investigated the effects of irrelevant concurrent articulation on lists shown at fast rates. Both phonological similarity and word length effects were removed by concurrent articulation, as they were with slow presentation rates.

Antiretroviral Non-Adherence is Associated With a Retrieval Profile of Deficits in Verbal Episodic Memory.

PubMed

Obermeit, Lisa C; Morgan, Erin E; Casaletto, Kaitlin B; Grant, Igor; Woods, Steven Paul

2015-01-01

HIV-associated deficits in verbal episodic memory are commonly associated with antiretroviral non-adherence; however, the specific aspects of memory functioning (e.g., encoding, consolidation, or retrieval) that underlie this established relationship are not well understood. This study evaluated verbal memory profiles of 202 HIV+ participants who underwent a 30-day electronic monitoring of antiretroviral adherence. At the group level, non-adherence was significantly associated with lower scores on immediate and delayed passage recall and word list learning. Retention and recognition of passages and word lists were not related to adherence. Participants were then classified as having either a normal verbal memory profile, a "subcortical" retrieval profile (i.e., impaired free recall with relatively spared recognition), or a "cortical" encoding profile (e.g., cued recall intrusions) based on the Massman et al. ( 1990 ) algorithm for the California Verbal Learning Test. HIV+ participants with a classic retrieval deficit had significantly greater odds of being non-adherent than participants with a normal or encoding profile. These findings suggest that adherence to prescribed antiretroviral regimens may be particularly vulnerable to disruption in HIV+ individuals due to deficits in the complex process of efficiently accessing verbal episodic information with minimal cues. A stronger relationship between non-adherence and passage (vs. word list) recall was also found and may reflect the importance of contextual features in remembering to take medications. Targeted interventions for enhancing and supporting episodic memory retrieval processes may improve antiretroviral adherence and overall health outcomes among persons living with HIV.

The role of backward associative strength in false recognition of DRM lists with multiple critical words.

PubMed

Beato, María S; Arndt, Jason

2017-08-01

Memory is a reconstruction of the past and is prone to errors. One of the most widely-used paradigms to examine false memory is the Deese/Roediger-McDermott (DRM) paradigm. In this paradigm, participants studied words associatively related to a non-presented critical word. In a subsequent memory test critical words are often falsely recalled and/or recognized. In the present study, we examined the influence of backward associative strength (BAS) on false recognition using DRM lists with multiple critical words. In forty-eight English DRM lists, we manipulated BAS while controlling forward associative strength (FAS). Lists included four words (e.g., prison, convict, suspect, fugitive) simultaneously associated with two critical words (e.g., CRIMINAL, JAIL). The results indicated that true recognition was similar in high-BAS and low-BAS lists, while false recognition was greater in high-BAS lists than in low-BAS lists. Furthermore, there was a positive correlation between false recognition and the probability of a resonant connection between the studied words and their associates. These findings suggest that BAS and resonant connections influence false recognition, and extend prior research using DRM lists associated with a single critical word to studies of DRM lists associated with multiple critical words.

Clinical Strategies for Sampling Word Recognition Performance.

PubMed

Schlauch, Robert S; Carney, Edward

2018-04-17

Computer simulation was used to estimate the statistical properties of searches for maximum word recognition ability (PB max). These involve presenting multiple lists and discarding all scores but that of the 1 list that produced the highest score. The simulations, which model limitations inherent in the precision of word recognition scores, were done to inform clinical protocols. A secondary consideration was a derivation of 95% confidence intervals for significant changes in score from phonemic scoring of a 50-word list. The PB max simulations were conducted on a "client" with flat performance intensity functions. The client's performance was assumed to be 60% initially and 40% for a second assessment. Thousands of estimates were obtained to examine the precision of (a) single lists and (b) multiple lists using a PB max procedure. This method permitted summarizing the precision for assessing a 20% drop in performance. A single 25-word list could identify only 58.4% of the cases in which performance fell from 60% to 40%. A single 125-word list identified 99.8% of the declines correctly. Presenting 3 or 5 lists to find PB max produced an undesirable finding: an increase in the word recognition score. A 25-word list produces unacceptably low precision for making clinical decisions. This finding holds in both single and multiple 25-word lists, as in a search for PB max. A table is provided, giving estimates of 95% critical ranges for successive presentations of a 50-word list analyzed by the number of phonemes correctly identified.

False recognition production indexes in forward associative strength (FAS) lists with three critical words.

PubMed

Beato, María Soledad; Arndt, Jason

2014-01-01

False memory illusions have been widely studied using the Deese/Roediger-McDermott paradigm (DRM). In this paradigm, participants study words semantically related to a single nonpresented critical word. In a memory test critical words are often falsely recalled and recognized. The present study was conducted to measure the levels of false recognition for seventy-five Spanish DRM word lists that have multiple critical words per list. Lists included three critical words (e.g., HELL, LUCEFER, and SATAN) simultaneously associated with six studied words (e.g., devil, demon, fire, red, bad, and evil). Different levels of forward associative strength (FAS) between the critical words and their studied associates were used in the construction of the lists. Specifically, we selected lists with the highest FAS values possible and FAS was continuously decreased in order to obtain the 75 lists. Six words per list, simultaneously associated with three critical words, were sufficient to produce false recognition. Furthermore, there was wide variability in rates of false recognition (e.g., 53% for DUNGEON, PRISON, and GRATES; 1% for BRACKETS, GARMENT, and CLOTHING). Finally, there was no correlation between false recognition and associative strength. False recognition variability could not be attributed to differences in the forward associative strength.

Word frequency effects in immediate serial recall of pure and mixed lists: tests of the associative link hypothesis.

PubMed

Saint-Aubin, Jean; LeBlanc, Jacinthe

2005-12-01

In immediate serial recall, high-frequency words are better recalled than low-frequency words. Recently, it has been suggested that high-frequency words are better recalled because of their better long-term associative links, and not because of the intrinsic properties of their long-term representations. In the experiment reported here, recall performance was compared for pure lists of high- and low-frequency words, and for mixed lists composed of either one low- and five high-frequency words or the reverse. The usual advantage of high-frequency words was found with pure lists and this advantage was reduced, but still significant with mixed lists composed of five low-frequency words. However, the low-frequency word included in a high-frequency list was recalled just as well as high-frequency words. Results are challenging for the associative link hypothesis and are best interpreted within an item-based reconstruction hypothesis, along with a distinctiveness account.

Using Technology to Learn from Travelmates' Adventures.

ERIC Educational Resources Information Center

Braun, Joseph A., Jr.; Kraft, Christine

1995-01-01

Describes a thematic curriculum unit in which elementary students simulate travel around the world and record their experiences using word processors and databases. Includes figures listing student directions and an actual student journal entry. Asserts that technology can heighten student motivation and improve knowledge about the world. (CFR)

Serial Position Effects in Nonword Repetition

ERIC Educational Resources Information Center

Gupta, P.; Lipinski, J.; Abbs, B.; Lin, P.H.

2005-01-01

A growing body of research has emphasized the linkage between performance in immediate serial recall of lists, nonword repetition, and word learning. Recently, it has been reported that primacy and recency effects are obtained in repetition of individual syllables within nonwords (Gupta, in press). Five experiments examined whether such…

Listening Vocabulary: Embracing Forgotten Aural Features

ERIC Educational Resources Information Center

Siegel, Joseph

2016-01-01

This article describes an innovation in the teaching and learning of vocabulary in English as a Foreign Language classes. Whereas vocabulary coverage in classrooms and textbooks traditionally focuses on lists of target words in printed form, this article promotes the notion of "aural vocabulary" as an important part of…

Strong and long: effects of word length on phonological binding in verbal short-term memory.

PubMed

Jefferies, Elizabeth; Frankish, Clive; Noble, Katie

2011-02-01

This study examined the effects of item length on the contribution of linguistic knowledge to immediate serial recall (ISR). Long words are typically recalled more poorly than short words, reflecting the greater demands that they place on phonological encoding, rehearsal, and production. However, reverse word length effects--that is, better recall of long than short words--can also occur in situations in which phonological maintenance is difficult, suggesting that long words derive greater support from long-term lexical knowledge. In this study, long and short words and nonwords (containing one vs. three syllables) were presented for immediate serial recall in (a) pure lists and (b) unpredictable mixed lists of words and nonwords. The mixed-list paradigm is known to disrupt the phonological stability of words, encouraging their phonemes to recombine with the elements of other list items. In this situation, standard length effects were seen for nonwords, while length effects for words were absent or reversed. A detailed error analysis revealed that long words were more robust to the mixed-list manipulation than short words: Their phonemes were less likely to be omitted and to recombine with phonemes from other list items. These findings support an interactive view of short-term memory, in which long words derive greater benefits from lexical knowledge than short words-especially when their phonological integrity is challenged by the inclusion of nonwords in mixed lists.

Temporal and visual source memory deficits among ecstasy/polydrug users.

PubMed

Fisk, John E; Gallagher, Denis T; Hadjiefthyvoulou, Florentia; Montgomery, Catharine

2014-03-01

We wished to investigate whether source memory judgements are adversely affected by recreational illicit drug use. Sixty-two ecstasy/polydrug users and 75 non ecstasy users completed a source memory task, in which they tried to determine whether or not a word had been previously presented and if so, attempted to recall the format, location and temporal position in which the word had occurred. While not differing in terms of the number of hits and false positive responses, ecstasy/polydrug users adopted a more liberal decision criterion when judging if a word had been presented previously. With regard to source memory, users were less able to determine the format in which words had been presented (upper versus lower case). Female users did worse than female nonusers in determining which list (first or second) a word was from. Unexpectedly, the current frequency of cocaine use was negative associated with list and case source memory performance. Given the role that source memory plays in everyday cognition, those who use cocaine more frequently might have more difficulty in everyday tasks such as recalling the sources of crucial information or making use of contextual information as an aid to learning.

Exploring a recognition-induced recognition decrement

PubMed Central

Dopkins, Stephen; Ngo, Catherine Trinh; Sargent, Jesse

2007-01-01

Four experiments explored a recognition decrement that is associated with the recognition of a word from a short list. The stimulus material for demonstrating the phenomenon was a list of words of different syntactic types. A word from the list was recognized less well following a decision that a word of the same type had occurred in the list than following a decision that such a word had not occurred in the list. A recognition decrement did not occur for a word of a given type following a positive recognition decision to a word of a different type. A recognition decrement did not occur when the list consisted exclusively of nouns. It was concluded that the phenomenon may reflect a criterion shift but probably does not reflect a list strength effect, suppression, or familiarity attribution consequent to a perceived discrepancy between actual and expected fluency. PMID:17063915

Unstable Memories Create a High-Level Representation that Enables Learning Transfer.

PubMed

Mosha, Neechi; Robertson, Edwin M

2016-01-11

A memory is unstable, making it susceptible to interference and disruption, after its acquisition [1-4]. The function or possible benefit of a memory being unstable at its acquisition is not well understood. Potentially, instability may be critical for the communication between recently acquired memories, which would allow learning in one task to be transferred to the other subsequent task [1, 5]. Learning may be transferred between any memories that are unstable, even between different types of memory. Here, we test the link between a memory being unstable and the transfer of learning to a different type of memory task. We measured how learning in one task transferred to and thus improved learning in a subsequent task. There was transfer from a motor skill to a word list task and, vice versa, from a word list to a motor skill task. What was transferred was a high-level relationship between elements, rather than knowledge of the individual elements themselves. Memory instability was correlated with subsequent transfer, suggesting that transfer was related to the instability of the memory. Using different methods, we stabilized the initial memory, preventing it from being susceptible to interference, and found that these methods consistently prevented transfer to the subsequent memory task. This suggests that the transfer of learning across diverse tasks is due to a high-level representation that can only be formed when a memory is unstable. Our work has identified an important function of memory instability. Copyright © 2016 Elsevier Ltd. All rights reserved.

[Tunisian adaptation of Hopkins Verbal Learning Test , Form 1].

PubMed

Dellagi, Lamia; Ben Azouz, Olfa; Johnson, Ines; Kebir, Oussama; Amado, Isabelle; Tabbane, Karim

2009-10-01

Memory impairment and verbal learning are the most common cognitive deficits associated with schizophrenia. Hopkins Verbal Learning Test (HVLT) is considered to be the most reliable test to asses memory and verbal learning in this mental illness. to create one form of the HVLT which would suit our linguistic and cultural context and to study the characteristics of this test in a group of healthy subjects. The HVLT consists of a list of 12 words belonging to 3 semantic categories and which are read orally to the subject with an immediate and differed recall. The first part of this work was to select words from a lexical database in order to create the list of the HVLT. The test was then administered to 103 subjects aged from 17- to 45-years-old (mean=27,4; SD =7,3) and having between 1 and 20 years of education ( mean=12,2; SD=5,3). No statistical difference was found within performances of the HVLT across gender and sex. Whereas, years of education was found to have an impact on performances. Although statistically difference was found across level of education. Our study permitted us to create one form of the HVLT which well suits our Tunisian context and which we could use to evaluate memory functions among people suffering from schizophrenia.

Failing to get the gist of what's being said: background noise impairs higher-order cognitive processing

PubMed Central

Marsh, John E.; Ljung, Robert; Nöstl, Anatole; Threadgold, Emma; Campbell, Tom A.

2015-01-01

A dynamic interplay is known to exist between auditory processing and human cognition. For example, prior investigations of speech-in-noise have revealed there is more to learning than just listening: Even if all words within a spoken list are correctly heard in noise, later memory for those words is typically impoverished. These investigations supported a view that there is a “gap” between the intelligibility of speech and memory for that speech. Here, the notion was that this gap between speech intelligibility and memorability is a function of the extent to which the spoken message seizes limited immediate memory resources (e.g., Kjellberg et al., 2008). Accordingly, the more difficult the processing of the spoken message, the less resources are available for elaboration, storage, and recall of that spoken material. However, it was not previously known how increasing that difficulty affected the memory processing of semantically rich spoken material. This investigation showed that noise impairs higher levels of cognitive analysis. A variant of the Deese-Roediger-McDermott procedure that encourages semantic elaborative processes was deployed. On each trial, participants listened to a 36-item list comprising 12 words blocked by each of 3 different themes. Each of those 12 words (e.g., bed, tired, snore…) was associated with a “critical” lure theme word that was not presented (e.g., sleep). Word lists were either presented without noise or at a signal-to-noise ratio of 5 decibels upon an A-weighting. Noise reduced false recall of the critical words, and decreased the semantic clustering of recall. Theoretical and practical implications are discussed. PMID:26052289

Activity of hippocampal, amygdala, and neocortex during the Rey auditory verbal learning test: an event-related potential study in epileptic patients.

PubMed

Babiloni, Claudio; Vecchio, Fabrizio; Mirabella, Giovanni; Sebastiano, Fabio; Di Gennaro, Giancarlo; Quarato, Pier P; Buffo, Paola; Esposito, Vincenzo; Manfredi, Mario; Cantore, Giampaolo; Eusebi, Fabrizio

2010-08-01

Previous evidence in epileptic subjects has shown that theta (about 4-7Hz) and gamma rhythms (about 40-45Hz) of hippocampus, amygdala, and neocortex were temporally synchronized during the listening of repeated words successfully remembered (Babiloni et al., 2009). Here we re-analyzed those electroencephalographic (EEG) data to test whether a parallel increase in amplitude of late positive event-related potentials takes place. Intracerebral electroencephalographic (EEG) activity had been recorded in five subjects with drug-resistant temporal lobe epilepsy, undergoing pre-surgical evaluation. During the recording of the intracerebral EEG activity, the subjects performed a computerized version of the Rey auditory verbal learning test (RAVLT). They heard the same list of 15 common words for five times. Each time, immediately after the listening of the list, the subjects were required to repeat as many words as they could recall. We found that late positive event-related potentials (ERPs) peaking at about 350ms post-stimulus in amygdala, hippocampus, and occipital-temporal cortex had a higher amplitude during the listening of the repeated words that were subsequently recalled than for those that were not recalled. Late positive ERPs reflect a functional mechanism implemented in a human brain network spanning amygdala, hippocampus, and occipital-temporal cortex which is at the basis of the memorization processes of verbal materials. This ERP component is a promising neuromarker of successful memorization of repeated words in humans. Copyright 2010 International Federation of Clinical Neurophysiology. Published by Elsevier Ireland Ltd. All rights reserved.

A New Semantic List Learning Task to Probe Functioning of the Papez Circuit

PubMed Central

Schallmo, Michael-Paul; Kassel, Michelle T.; Weisenbach, Sara L.; Walker, Sara J.; Guidotti-Breting, Leslie M.; Rao, Julia A.; Hazlett, Kathleen E.; Considine, Ciaran M.; Sethi, Gurpriya; Vats, Naalti; Pecina, Marta; Welsh, Robert C.; Starkman, Monica N.; Giordani, Bruno; Langenecker, Scott A.

2016-01-01

Introduction List learning tasks are powerful clinical tools for studying memory, yet have been relatively underutilized within the functional imaging literature. This limits understanding of regions such as the Papez circuit which support memory performance in healthy, non-demented adults. Method The current study characterized list learning performance in 40 adults who completed a Semantic List Learning Task (SLLT) with a Brown-Peterson manipulation during functional MRI (fMRI). Cued recall with semantic cues, and recognition memory were assessed after imaging. Internal reliability and convergent and discriminant validity were evaluated. Results Subjects averaged 38% accuracy in recall (62% for recognition), with primacy but no recency effects observed. Validity and reliability were demonstrated by showing that the SLLT was correlated with the California Verbal Learning test (CVLT), but not with executive functioning tests, and high intraclass correlation coefficient across lists for recall (.91). fMRI measurements during Encoding (vs. Silent Rehearsal) revealed significant activation in bilateral hippocampus, parahippocampus, and bilateral anterior and posterior cingulate cortex. Post-hoc analyses showed increased activation in anterior and middle hippocampus, subgenual cingulate, and mammillary bodies specific to Encoding. In addition, increasing age was positively associated with increased activation in a diffuse network, particularly frontal cortex and specific Papez regions for correctly recalled words. Gender differences were specific to left inferior and superior frontal cortex. Conclusions This is a clinically relevant list learning task that can be used in studies of groups for which the Papez circuit is damaged or disrupted, in mixed or crossover studies at imaging and clinical sites. PMID:26313512

Specialized Word Lists--Survey of the Literature--Research Perspective

ERIC Educational Resources Information Center

Palinkaševic, Radmila

2017-01-01

Word lists present an essential tool in vocabulary teaching. Compilation of specific word lists for various fields is one of the most prominent branches of research in this field at the moment. New methodological changes in word list formation have been proposed because of the appearance of the New-GSL (Brezina & Gablasova, 2013) and AVL…

Directed Forgetting in High-Functioning Adults with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Meyer, Brenda J.; Gardiner, John M.; Bowler, Dermot M.

2014-01-01

Rehearsal strategies of adults with autism spectrum disorders (ASDs) and demographically matched typically developed (TD) adults were strategically manipulated by cueing participants to either learn, or forget each list word prior to a recognition task. Participants were also asked to distinguish between autonoetic and noetic states of awareness…

Influence of Three Teaching Strategies on Korean EFL Students' Vocabulary Development

ERIC Educational Resources Information Center

Chin, Cheongsook

2009-01-01

This research examined the effectiveness of three different learning strategies on Korean EFL students' vocabulary comprehension and retention: context, semantic mapping, and word lists. 116 college freshmen were placed into one of the three treatments of vocabulary instruction. Subjects were tested on varying levels of vocabulary knowledge using…

A Curriculum Guide to Learning about American Indians.

ERIC Educational Resources Information Center

McCluskey, Murton L.

This guide provides information and suggestions for teachers planning an American Indian study unit or American Indian Day activities. The first section lists contributions of American Indians in the form of foods, words, art, music, law, government, and traditional values. The second section provides ideas for classroom discussions concerning…

Classroom Ideas-Winter 1982. Primary Edition.

ERIC Educational Resources Information Center

Kern County Superintendent of Schools, Bakersfield, Ca. Div. of Instructional Services.

One of a series of activity guides designed to aid teachers in developing the thinking skills of primary grade students, this publication offers a variety of learning activities and resource materials. The activities and resources include: a calendar which lists important days and birthdays in December, January, and February; poems; word puzzles…

Classroom Ideas-February 1982. Primary Edition.

ERIC Educational Resources Information Center

Kern County Superintendent of Schools, Bakersfield, Ca. Div. of Instructional Services.

One of a series of activity guides designed to aid teachers in developing the thinking skills of primary grade students, this publication offers a variety of learning activities and resource materials. The activities and resources include: a calendar which lists important days and birthdays in February; poems; flannelboard stories; word puzzles…

Classroom Ideas-March 1982. Primary Edition.

ERIC Educational Resources Information Center

Kern County Superintendent of Schools, Bakersfield, Ca. Div. of Instructional Services.

One of a series of activity guides designed to aid teachers in developing the thinking skills of primary grade students, this publication offers a variety of learning activities and resource materials. The activities and resources include: a calendar which lists important days and birthdays in March; poems; a flannelboard story; word puzzles and…

Classroom Ideas-May 1982. Primary Edition.

ERIC Educational Resources Information Center

Kern County Superintendent of Schools, Bakersfield, Ca. Div. of Instructional Services.

One of a series of activity guides designed to aid teachers in developing the thinking skills of primary grade students, this publication offers a variety of learning activities and resource materials. The activities and resources include: a calendar which lists important days and birthdays in May; poems; a flannelboard story; word puzzles and…

Revealing List-Level Control in the Stroop Task by Uncovering Its Benefits and a Cost

PubMed Central

Bugg, Julie M.; McDaniel, Mark A.; Scullin, Michael K.; Braver, Todd S.

2012-01-01

Interference is reduced in mostly incongruent relative to mostly congruent lists. Classic accounts of this list-wide proportion congruence effect assume that list-level control processes strategically modulate word reading. Contemporary accounts posit that reliance on the word is modulated poststimulus onset by item-specific information (e.g., proportion congruency of the word). To adjudicate between these accounts, we used novel designs featuring neutral trials. In two experiments, we showed that the list-wide proportion congruence effect is accompanied by a change in neutral trial color-naming performance. Because neutral words have no item-specific bias, this pattern can be attributed to list-level control. Additionally, we showed that list-level attenuation of word reading led to a cost to performance on a secondary prospective memory task but only when that task required processing of the irrelevant, neutral word. These findings indicate that the list-wide proportion congruence effect at least partially reflects list-level control and challenge purely item-specific accounts of this effect. PMID:21767049

The Wide and Wild World of Words: Interview with Averil Coxhead

ERIC Educational Resources Information Center

Mah, Adeline Shi Hui; Yeo, Marie

2016-01-01

Averil Coxhead is widely known for developing the Academic Word List, a list of 570 word families associated with great frequency in academic texts. This list has been particularly useful to teachers of English as a Second Language as well as independent learners in tertiary education. She has also developed a Science-based word list (Coxhead and…

Intrusive effects of implicitly processed information on explicit memory.

PubMed

Sentz, Dustin F; Kirkhart, Matthew W; LoPresto, Charles; Sobelman, Steven

2002-02-01

This study described the interference of implicitly processed information on the memory for explicitly processed information. Participants studied a list of words either auditorily or visually under instructions to remember the words (explicit study). They were then visually presented another word list under instructions which facilitate implicit but not explicit processing. Following a distractor task, memory for the explicit study list was tested with either a visual or auditory recognition task that included new words, words from the explicit study list, and words implicitly processed. Analysis indicated participants both failed to recognize words from the explicit study list and falsely recognized words that were implicitly processed as originating from the explicit study list. However, this effect only occurred when the testing modality was visual, thereby matching the modality for the implicitly processed information, regardless of the modality of the explicit study list. This "modality effect" for explicit memory was interpreted as poor source memory for implicitly processed information and in light of the procedures used. as well as illustrating an example of "remembering causing forgetting."

What is the connection between true and false memories? The differential roles of interitem associations in recall and recognition.

PubMed

McEvoy, C L; Nelson, D L; Komatsu, T

1999-09-01

Veridical memory for presented list words and false memory for nonpresented but related items were tested using the Deese/Roediger and McDermott paradigm. The strength and density of preexisting connections among the list words, and from the list words to the critical items, were manipulated. The likelihood of producing false memories in free recall varied with the strength of connections from the list words to the critical items but was inversely related to the density of the interconnections among the list words. In contrast, veridical recall of list words was positively related to the density of the interconnections. A final recognition test showed that both false and veridical memories were more likely when the list words were more densely interconnected. The results are discussed in terms of an associative model of memory, Processing Implicit and Explicit Representations (PIER 2) that describes the influence of implicitly activated preexisting information on memory performance.

Establishment of a Medical Academic Word List

ERIC Educational Resources Information Center

Wang, Jing; Liang, Shao-lan; Ge, Guang-chun

2008-01-01

This paper reports a corpus-based lexical study of the most frequently used medical academic vocabulary in medical research articles (RAs). A Medical Academic Word List (MAWL), a word list of the most frequently used medical academic words in medical RAs, was compiled from a corpus containing 1 093 011 running words of medical RAs from online…

Word recognition materials for native speakers of Taiwan Mandarin.

PubMed

Nissen, Shawn L; Harris, Richard W; Dukes, Alycia

2008-06-01

To select, digitally record, evaluate, and psychometrically equate word recognition materials that can be used to measure the speech perception abilities of native speakers of Taiwan Mandarin in quiet. Frequently used bisyllabic words produced by male and female talkers of Taiwan Mandarin were digitally recorded and subsequently evaluated using 20 native listeners with normal hearing at 10 intensity levels (-5 to 40 dB HL) in increments of 5 dB. Using logistic regression, 200 words with the steepest psychometric slopes were divided into 4 lists and 8 half-lists that were relatively equivalent in psychometric function slope. To increase auditory homogeneity of the lists, the intensity of words in each list was digitally adjusted so that the threshold of each list was equal to the midpoint between the mean thresholds of the male and female half-lists. Digital recordings of the word recognition lists and the associated clinical instructions are available on CD upon request.

Immediate list recall as a measure of short-term episodic memory: insights from the serial position effect and item response theory.

PubMed

Gavett, Brandon E; Horwitz, Julie E

2012-03-01

The serial position effect shows that two interrelated cognitive processes underlie immediate recall of a supraspan word list. The current study used item response theory (IRT) methods to determine whether the serial position effect poses a threat to the construct validity of immediate list recall as a measure of verbal episodic memory. Archival data were obtained from a national sample of 4,212 volunteers aged 28-84 in the Midlife Development in the United States study. Telephone assessment yielded item-level data for a single immediate recall trial of the Rey Auditory Verbal Learning Test (RAVLT). Two parameter logistic IRT procedures were used to estimate item parameters and the Q(1) statistic was used to evaluate item fit. A two-dimensional model better fit the data than a unidimensional model, supporting the notion that list recall is influenced by two underlying cognitive processes. IRT analyses revealed that 4 of the 15 RAVLT items (1, 12, 14, and 15) were misfit (p < .05). Item characteristic curves for items 14 and 15 decreased monotonically, implying an inverse relationship between the ability level and the probability of recall. Elimination of the four misfit items provided better fit to the data and met necessary IRT assumptions. Performance on a supraspan list learning test is influenced by multiple cognitive abilities; failure to account for the serial position of words decreases the construct validity of the test as a measure of episodic memory and may provide misleading results. IRT methods can ameliorate these problems and improve construct validity.

[The Freiburg monosyllable word test in postoperative cochlear implant diagnostics].

PubMed

Hey, M; Brademann, G; Ambrosch, P

2016-08-01

The Freiburg monosyllable word test represents a central tool of postoperative cochlear implant (CI) diagnostics. The objective of this study is to test the equivalence of different word lists by analysing word comprehension. For patients whose CI has been implanted for more than 5 years, the distribution of suprathreshold speech intelligibility outcomes will also be analysed. In a retrospective data analysis, speech understanding for 626 CI users word correct scores were evaluated using a total of 5211 lists with 20 words each. The analysis of word comprehension within each list shows differences in mean and in the kind of distribution function. There are lists which show a significant difference of their mean word recognition to the overall mean. The Freiburg monosyllable word test is easy to administer at suprathreshold speech level for CI recipients, and typically has a saturation level above 80 %. The Freiburg monosyllable word test can be performed successfully by the majority of CI patients. The limited balance of the test lists elicits the conclusion that an adaptive test procedure with the Freiburg monosyllable test does not make sense. The Freiburg monosyllable test can be restructured by resorting all words across lists, or by omitting individual words of a test list to increase the reliability of the test. The results show that speech intelligibility in quiet should also be investigated in CI recipients al levels below 70 dB.

Automatic generation of stop word lists for information retrieval and analysis

DOEpatents

Rose, Stuart J

2013-01-08

Methods and systems for automatically generating lists of stop words for information retrieval and analysis. Generation of the stop words can include providing a corpus of documents and a plurality of keywords. From the corpus of documents, a term list of all terms is constructed and both a keyword adjacency frequency and a keyword frequency are determined. If a ratio of the keyword adjacency frequency to the keyword frequency for a particular term on the term list is less than a predetermined value, then that term is excluded from the term list. The resulting term list is truncated based on predetermined criteria to form a stop word list.

Adapting a receptive vocabulary test for preschool-aged Greek-speaking children

PubMed Central

Okalidou, Areti; Syrika, Asimina; Beckman, Mary E.; Edwards, Jan R.

2010-01-01

Introduction Receptive vocabulary is an important measure for language evaluations (e.g. Bornstein & Haynes, 1998; Metsala, 1999; Nation & Snowling, 1997). Therefore, norm-referenced receptive vocabulary tests are widely used in several languages (e.g. Brownell, 2000; Dunn, Dunn, Whetton & Burley, 1997). However, a receptive vocabulary test has not yet been normed for Modern Greek. Aims The purposes of this study were to adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II) for Modern Greek for use with Greek-speaking preschool children. Methods & Procedures The list of 170 English words on the ROWPVT-II was adapted by a) developing two lists (list A and list B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the 4-picture array and b) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years though 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. Outcomes & Results The relative difficulty of each Greek word item, i.e. its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis which yielded a highly significant relationship (R2 = 0.97; p<0.0001) and a few outlier pairs (via residuals). Further analysis used the original relative ranking order along with the derived ranking order from the average accuracy scores of the two lists, in order to determine which word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. Conclusions & Implications The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken in testing larger numbers of 2-5;11 year old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation of language disorders in Modern Greek-speaking children. PMID:21281411

Reading: Exceptional Child Education Curriculum K-12.

ERIC Educational Resources Information Center

Biddle, Candace Thornton; And Others

This K-12 reading curriculum for exceptional child education is arranged in a format comparable to the general education curriculum, and is sequenced in the order in which most children learn. The curriculum begins with a list of 123 objectives of the reading program. The objectives cover the areas of perceptual skills, word attack, structural…

Classroom Ideas-Spring 1983. Intermediate Edition. Volume 6.

ERIC Educational Resources Information Center

Kern County Superintendent of Schools, Bakersfield, Ca. Div. of Instructional Services.

One of a series of activity guides, this publication offers a variety of learning activities and resource materials for intermediate grade students. The activities and resources include: a calendar which lists important days and birthdays in March, April, and May; poems; word puzzles and other puzzles; science activities; language arts activities;…

Classroom Ideas-Spring 1982. Intermediate Edition. Volume 3.

ERIC Educational Resources Information Center

Kern County Superintendent of Schools, Bakersfield, Ca. Div. of Instructional Services.

One of a series of activity guides designed to aid teachers in developing the thinking skills of intermediate grade students, this publication offers a variety of learning activities and resource materials. The activities and resources include: a calendar which lists important days and birthdays in March, April, and May; poems; word puzzles and…

Collaborative Action Research Summary. How To Help Children Learn To Read.

ERIC Educational Resources Information Center

Summers, Claudia

A study examined the effectiveness of specific teaching strategies in the reading curriculum that would help underachieving first-grade students meet reading standards by the end of the school year. Subjects, 6 underachieving students, were given the Basic Phonics Skills Test (BPST), the Results high frequency word list, and the Results reading…

Adapting a receptive vocabulary test for preschool-aged Greek-speaking children.

PubMed

Okalidou, Areti; Syrika, Asimina; Beckman, Mary E; Edwards, Jan R

2011-01-01

Receptive vocabulary is an important measure for language evaluations. Therefore, norm-referenced receptive vocabulary tests are widely used in several languages. However, a receptive vocabulary test has not yet been normed for Modern Greek. To adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II), for Modern Greek for use with Greek-speaking preschool children. The list of 170 English words on ROWPVT-II was adapted by (1) developing two lists (A and B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the four-picture array; and (2) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years to 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. The relative difficulty of each Greek word item, that is, its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis, which yielded a highly significant relationship (R(2) = 0.97; p < 0.0001) and a few outlier pairs (via residuals). Further analysis used the original relative ranking order along with the derived ranking order from the average accuracy scores of the two lists in order to determine which word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken when testing larger numbers of 2;0 to 5;11-year-old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation of language disorders in Modern Greek-speaking children. © 2010 Royal College of Speech & Language Therapists.

The production effect in long-list recall: In no particular order?

PubMed

Lambert, Angela M; Bodner, Glen E; Taikh, Alexander

2016-06-01

The production effect reflects a memory advantage for words read aloud versus silently. We investigated how production influences free recall of a single long list of words. In each of 4 experiments, a production effect occurred in a mixed-list group but not across pure-list groups. When compared to the pure-list groups, the mixed-list effects typically reflected a cost to silent words rather than a benefit to aloud words. This cost persisted when participants had to perform a generation or imagery task for the silent items, ruling out a lazy reading explanation. This recall pattern challenges both distinctiveness and strength accounts, but is consistent with an item-order account. By this account, the aloud words in a mixed list disrupt the encoding of item-order information for the silent words, thus impairing silent word recall. However, item-order measures and a forced-choice order test did not provide much evidence that recall was guided by retrieval of item-order information. We discuss our pattern of results in light of another recent study of the effects of production on long-list recall. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Orthographic versus semantic matching in visual search for words within lists.

PubMed

Léger, Laure; Rouet, Jean-François; Ros, Christine; Vibert, Nicolas

2012-03-01

An eye-tracking experiment was performed to assess the influence of orthographic and semantic distractor words on visual search for words within lists. The target word (e.g., "raven") was either shown to participants before the search (literal search) or defined by its semantic category (e.g., "bird", categorical search). In both cases, the type of words included in the list affected visual search times and eye movement patterns. In the literal condition, the presence of orthographic distractors sharing initial and final letters with the target word strongly increased search times. Indeed, the orthographic distractors attracted participants' gaze and were fixated for longer times than other words in the list. The presence of semantic distractors related to the target word also increased search times, which suggests that significant automatic semantic processing of nontarget words took place. In the categorical condition, semantic distractors were expected to have a greater impact on the search task. As expected, the presence in the list of semantic associates of the target word led to target selection errors. However, semantic distractors did not significantly increase search times any more, whereas orthographic distractors still did. Hence, the visual characteristics of nontarget words can be strong predictors of the efficiency of visual search even when the exact target word is unknown. The respective impacts of orthographic and semantic distractors depended more on the characteristics of lists than on the nature of the search task.

Variability of word discrimination scores in clinical practice and consequences on their sensitivity to hearing loss.

PubMed

Moulin, Annie; Bernard, André; Tordella, Laurent; Vergne, Judith; Gisbert, Annie; Martin, Christian; Richard, Céline

2017-05-01

Speech perception scores are widely used to assess patient's functional hearing, yet most linguistic material used in these audiometric tests dates to before the availability of large computerized linguistic databases. In an ENT clinic population of 120 patients with median hearing loss of 43-dB HL, we quantified the variability and the sensitivity of speech perception scores to hearing loss, measured using disyllabic word lists, as a function of both the number of ten-word lists and type of scoring used (word, syllables or phonemes). The mean word recognition scores varied significantly across lists from 54 to 68%. The median of the variability of the word recognition score ranged from 30% for one ten-word list down to 20% for three ten-word lists. Syllabic and phonemic scores showed much less variability with standard deviations decreasing by 1.15 with the use of syllabic scores and by 1.45 with phonemic scores. The sensitivity of each list to hearing loss and distortions varied significantly. There was an increase in the minimum effect size that could be seen for syllabic scores compared to word scores, with no significant further improvement with phonemic scores. The use of at least two ten-word lists, quoted in syllables rather than in whole words, contributed to a large decrease in variability and an increase in sensitivity to hearing loss. However, those results emphasize the need of using updated linguistic material for clinical speech score assessments.

Modeling loosely annotated images using both given and imagined annotations

NASA Astrophysics Data System (ADS)

Tang, Hong; Boujemaa, Nozha; Chen, Yunhao; Deng, Lei

2011-12-01

In this paper, we present an approach to learn latent semantic analysis models from loosely annotated images for automatic image annotation and indexing. The given annotation in training images is loose due to: 1. ambiguous correspondences between visual features and annotated keywords; 2. incomplete lists of annotated keywords. The second reason motivates us to enrich the incomplete annotation in a simple way before learning a topic model. In particular, some ``imagined'' keywords are poured into the incomplete annotation through measuring similarity between keywords in terms of their co-occurrence. Then, both given and imagined annotations are employed to learn probabilistic topic models for automatically annotating new images. We conduct experiments on two image databases (i.e., Corel and ESP) coupled with their loose annotations, and compare the proposed method with state-of-the-art discrete annotation methods. The proposed method improves word-driven probability latent semantic analysis (PLSA-words) up to a comparable performance with the best discrete annotation method, while a merit of PLSA-words is still kept, i.e., a wider semantic range.

False recognition production indexes in Spanish for 60 DRM lists with three critical words.

PubMed

Beato, Maria Soledad; Díez, Emiliano

2011-06-01

A normative study was conducted using the Deese/Roediger-McDermott paradigm (DRM) to obtain false recognition for 60 six-word lists in Spanish, designed with a completely new methodology. For the first time, lists included words (e.g., bridal, newlyweds, bond, commitment, couple, to marry) simultaneously associated with three critical words (e.g., love, wedding, marriage). Backward associative strength between lists and critical words was taken into account when creating the lists. The results showed that all lists produced false recognition. Moreover, some lists had a high false recognition rate (e.g., 65%; jail, inmate, prison: bars, prisoner, cell, offender, penitentiary, imprisonment). This is an aspect of special interest for those DRM experiments that, for example, record brain electrical activity. This type of list will enable researchers to raise the signal-to-noise ratio in false recognition event-related potential studies as they increase the number of critical trials per list, and it will be especially useful for the design of future research.

Post-learning arousal enhances veridical memory and reduces false memory in the Deese-Roediger-McDermott paradigm.

PubMed

Nielson, Kristy A; Correro, Anthony N

2017-10-01

The Deese-Roediger-McDermott (DRM) paradigm examines false memory by introducing words associated with a non-presented 'critical lure' as memoranda, which typically causes the lures to be remembered as frequently as studied words. Our prior work has shown enhanced veridical memory and reduced misinformation effects when arousal is induced after learning (i.e., during memory consolidation). These effects have not been examined in the DRM task, or with signal detection analysis, which can elucidate the mechanisms underlying memory alterations. Thus, 130 subjects studied and then immediately recalled six DRM lists, one after another, and then watched a 3-min arousing (n=61) or neutral (n=69) video. Recognition tested 70min later showed that arousal induced after learning led to better delayed discrimination of studied words from (a) critical lures, and (b) other non-presented 'weak associates.' Furthermore, arousal reduced liberal response bias (i.e., the tendency toward accepting dubious information) for studied words relative to all foils, including critical lures and 'weak associates.' Thus, arousal induced after learning effectively increased the distinction between signal and noise by enhancing access to verbatim information and reducing endorsement of dubious information. These findings provide important insights into the cognitive mechanisms by which arousal modulates early memory consolidation processes. Copyright © 2017 Elsevier Inc. All rights reserved.

The role of the BDNF Val66Met polymorphism in individual differences in long-term memory capacity.

PubMed

Montag, Christian; Felten, Andrea; Markett, Sebastian; Fischer, Luise; Winkel, Katja; Cooper, Andrew; Reuter, Martin

2014-12-01

The protein brain-derived neurotrophic factor (BDNF) plays an important role in diverse memory processes and is strongly expressed in the hippocampus. The hippocampus itself is a key structure involved in the processing of information from short-term to long-term memory. Due to the putative role of BDNF in memory consolidation, a prominent single nucleotide polymorphism (SNP) on the BDNF gene (BDNF Val66Met) was investigated in the context of long-term memory performance. N=138 students were presented with 40 words from 10 categories, each consisting of eight words such as 'fruits' or 'vehicles' in a memory recognition task (specifically the Deese-Roediger-McDermott Paradigm). Recognition performance was analyzed 25 min after the initial presentation of the word list and subsequently 1 week after the initial presentation. Overall, individual long-term memory performance immediately after learning the word list (T1) and performance 1 week later (T2) did not differ on the basis of the BDNF SNP, but an interaction effect of BDNF Val66Met by time-of-recall was found: Carriers of the Met66+ variant showed the strongest decline in hit rate performance over time.

Comparing the benefits of caffeine, naps and placebo on verbal, motor and perceptual memory.

PubMed

Mednick, Sara C; Cai, Denise J; Kanady, Jennifer; Drummond, Sean P A

2008-11-03

Caffeine, the world's most common psychoactive substance, is used by approximately 90% of North Americans everyday. Little is known, however, about its benefits for memory. Napping has been shown to increase alertness and promote learning on some memory tasks. We directly compared caffeine (200mg) with napping (60-90min) and placebo on three distinct memory processes: declarative verbal memory, procedural motor skills, and perceptual learning. In the verbal task, recall and recognition for unassociated words were tested after a 7h retention period (with a between-session nap or drug intervention). A second, different, word list was administered post-intervention and memory was tested after a 20min retention period. The non-declarative tasks (finger tapping task (FTT) and texture discrimination task (TDT)) were trained before the intervention and then retested afterwards. Naps enhanced recall of words after a 7h and 20min retention interval relative to both caffeine and placebo. Caffeine significantly impaired motor learning compared to placebo and naps. Napping produced robust perceptual learning compared with placebo; however, naps and caffeine were not significantly different. These findings provide evidence of the limited benefits of caffeine for memory improvement compared with napping. We hypothesize that impairment from caffeine may be restricted to tasks that contain explicit information; whereas strictly implicit learning is less compromised.

Phonological learning in semantic dementia.

PubMed

Jefferies, Elizabeth; Bott, Samantha; Ehsan, Sheeba; Lambon Ralph, Matthew A

2011-04-01

Patients with semantic dementia (SD) have anterior temporal lobe (ATL) atrophy that gives rise to a highly selective deterioration of semantic knowledge. Despite pronounced anomia and poor comprehension of words and pictures, SD patients have well-formed, fluent speech and normal digit span. Given the intimate connection between phonological STM and word learning revealed by both neuropsychological and developmental studies, SD patients might be expected to show good acquisition of new phonological forms, even though their ability to map these onto meanings is impaired. In contradiction of these predictions, a limited amount of previous research has found poor learning of new phonological forms in SD. In a series of experiments, we examined whether SD patient, GE, could learn novel phonological sequences and, if so, under which circumstances. GE showed normal benefits of phonological knowledge in STM (i.e., normal phonotactic frequency and phonological similarity effects) but reduced support from semantic memory (i.e., poor immediate serial recall for semantically degraded words, characterised by frequent item errors). Next, we demonstrated normal learning of serial order information for repeated lists of single-digit number words using the Hebb paradigm: these items were well-understood allowing them to be repeated without frequent item errors. In contrast, patient GE showed little learning of nonsense syllable sequences using the same Hebb paradigm. Detailed analysis revealed that both GE and the controls showed a tendency to learn their own errors as opposed to the target items. Finally, we showed normal learning of phonological sequences for GE when he was prevented from repeating his errors. These findings confirm that the ATL atrophy in SD disrupts phonological processing for semantically degraded words but leaves the phonological architecture intact. Consequently, when item errors are minimised, phonological STM can support the acquisition of new phoneme sequences in patients with SD. Copyright © 2011 Elsevier Ltd. All rights reserved.

Auditory Perceptual Learning for Speech Perception Can be Enhanced by Audiovisual Training.

PubMed

Bernstein, Lynne E; Auer, Edward T; Eberhardt, Silvio P; Jiang, Jintao

2013-01-01

Speech perception under audiovisual (AV) conditions is well known to confer benefits to perception such as increased speed and accuracy. Here, we investigated how AV training might benefit or impede auditory perceptual learning of speech degraded by vocoding. In Experiments 1 and 3, participants learned paired associations between vocoded spoken nonsense words and nonsense pictures. In Experiment 1, paired-associates (PA) AV training of one group of participants was compared with audio-only (AO) training of another group. When tested under AO conditions, the AV-trained group was significantly more accurate than the AO-trained group. In addition, pre- and post-training AO forced-choice consonant identification with untrained nonsense words showed that AV-trained participants had learned significantly more than AO participants. The pattern of results pointed to their having learned at the level of the auditory phonetic features of the vocoded stimuli. Experiment 2, a no-training control with testing and re-testing on the AO consonant identification, showed that the controls were as accurate as the AO-trained participants in Experiment 1 but less accurate than the AV-trained participants. In Experiment 3, PA training alternated AV and AO conditions on a list-by-list basis within participants, and training was to criterion (92% correct). PA training with AO stimuli was reliably more effective than training with AV stimuli. We explain these discrepant results in terms of the so-called "reverse hierarchy theory" of perceptual learning and in terms of the diverse multisensory and unisensory processing resources available to speech perception. We propose that early AV speech integration can potentially impede auditory perceptual learning; but visual top-down access to relevant auditory features can promote auditory perceptual learning.

Auditory Perceptual Learning for Speech Perception Can be Enhanced by Audiovisual Training

PubMed Central

Bernstein, Lynne E.; Auer, Edward T.; Eberhardt, Silvio P.; Jiang, Jintao

2013-01-01

Speech perception under audiovisual (AV) conditions is well known to confer benefits to perception such as increased speed and accuracy. Here, we investigated how AV training might benefit or impede auditory perceptual learning of speech degraded by vocoding. In Experiments 1 and 3, participants learned paired associations between vocoded spoken nonsense words and nonsense pictures. In Experiment 1, paired-associates (PA) AV training of one group of participants was compared with audio-only (AO) training of another group. When tested under AO conditions, the AV-trained group was significantly more accurate than the AO-trained group. In addition, pre- and post-training AO forced-choice consonant identification with untrained nonsense words showed that AV-trained participants had learned significantly more than AO participants. The pattern of results pointed to their having learned at the level of the auditory phonetic features of the vocoded stimuli. Experiment 2, a no-training control with testing and re-testing on the AO consonant identification, showed that the controls were as accurate as the AO-trained participants in Experiment 1 but less accurate than the AV-trained participants. In Experiment 3, PA training alternated AV and AO conditions on a list-by-list basis within participants, and training was to criterion (92% correct). PA training with AO stimuli was reliably more effective than training with AV stimuli. We explain these discrepant results in terms of the so-called “reverse hierarchy theory” of perceptual learning and in terms of the diverse multisensory and unisensory processing resources available to speech perception. We propose that early AV speech integration can potentially impede auditory perceptual learning; but visual top-down access to relevant auditory features can promote auditory perceptual learning. PMID:23515520

Serial recall, word frequency, and mixed lists: the influence of item arrangement.

PubMed

Miller, Leonie M; Roodenrys, Steven

2012-11-01

Studies of the effect of word frequency in the serial recall task show that lists of high-frequency words are better recalled than lists of low-frequency words; however, when high- and low-frequency words are alternated within a list, there is no difference in the level of recall for the two types of words, and recall is intermediate between lists of pure frequency. This pattern has been argued to arise from the development of a network of activated long-term representations of list items that support the redintegration of all list items in a nondirectional and nonspecific way. More recently, it has been proposed that the frequency effect might be a product of the coarticulation of items at word boundaries and their influence on rehearsal rather than a consequence of memory representations. The current work examines recall performance in mixed lists of an equal number of high- and low-frequency items arranged in contiguous segments (i.e., HHHLLL and LLLHHH), under quiet and articulatory suppression conditions, to test whether the effect is (a) nondirectional and (b) dependent on articulatory processes. These experiments demonstrate that neither explanation is satisfactory, although the results suggest that the effect is mnemonic. A language-based approach to short-term memory is favored with emphasis on the role of speech production processes at output.

Episodic and semantic memory in posthypnotic amnesia: A reevaluation.

PubMed

Spanos, N P; Radtke, H L; Dubreuil, D L

1982-09-01

Recently, Kihlstrom found that a suggestion for posthypnotic amnesia produced impairments on episodic but not semantic memory tasks. During amnesia testing, highly and very highly susceptible subjects showed reduced recall for a previously learned word list but no deficits on a word association task designed to elicit the forgotten words as associates. He hypnotized that posthypnotic amnesia involved a dissociation between episodic and semantic components of memory. We tested the alternative hypothesis that Kihlstrom's findings resulted from experimental demands conveyed by the wording of the amnesia suggestion he employed. We found that subjects could be induced to show only episodic impairments (thereby replicating Kihlstrom) or both episodic and semantic impairments (contrary to Kihlstrom) by subtly varying the wording of amnesia suggestions. These findings are inconsistent with a dissociation hypothesis. Instead, they support the notion that hypnotic amnesia is a strategic enactment strongly influenced by expectations generated in the amnesia testing situation.

Effects of normal aging on memory for multiple contextual features.

PubMed

Gagnon, Sylvain; Soulard, Kathleen; Brasgold, Melissa; Kreller, Joshua

2007-08-01

Twenty-four younger (18-35 years) and 24 older adult participants (65 or older) were exposed to three experimental conditions involving the memorization words and their associated contextual features, with contextual feature complexity increasing from Conditions 1 to 3. In Condition 1, words presented varied only on one binary feature (color, size, or character), while in Conditions 2 and 3, words presented varied on two and three binary features, respectively. Each condition was carried out as follows: (1) learning of a word list; (2) encoding of words and their contextual features; (3) delay; and (4) memory for contextual features through a discrimination task. Results indicated that young adults discriminated more features than older adults on all conditions. In both age groups, contextual feature discrimination accuracy decreased as the number of features increased. Moreover, older adults demonstrated near floor performance when tested with two or more binary features. We conclude that increasing context complexity strains attentional resources.

Patterns of verbal learning and memory in children with intractable temporal lobe or frontal lobe epilepsy.

PubMed

Fuentes, Amanda; Smith, Mary Lou

2015-12-01

The objective of this study was to provide a better understanding of the verbal learning and memory (VLM) patterns that might differentiate children with frontal lobe epilepsy (FLE) from children with temporal lobe epilepsy (TLE) and to examine the impact of variables thought to influence outcomes (seizure laterality, age at seizure onset, age at assessment, epilepsy duration, number of antiepileptic drugs). Retrospective analyses were carried out for children with intractable unilateral TLE (n=100) and FLE (n=27) who completed standardized measures of VLM entailing lists of single words or lists of word pairs. Mean intelligent quotients and VLM scores on single words fell within the average range for both groups, whereas scores fell within the low average to borderline range on word pairs. No significant overall differences in VLM were found between the group with TLE and the group with FLE. Older age at assessment and older age at seizure onset were generally associated with better VLM in both groups but were related to better performance in a number of indices in the group with TLE and only fewer intrusions in the group with FLE. The VLM profiles of children with TLE and FLE are generally similar. Older age at assessment and older age at seizure onset have a favorable impact on both groups but are related to better encoding, retrieval, and monitoring processes for the group with TLE and improved memory monitoring (i.e., as indicated by fewer intrusions) in the group with FLE. Copyright © 2015 Elsevier Inc. All rights reserved.

The effect of word length in short-term memory: Is rehearsal necessary?

PubMed

Campoy, Guillermo

2008-05-01

Three experiments investigated the effect of word length on a serial recognition task when rehearsal was prevented by a high presentation rate with no delay between study and test lists. Results showed that lists of short four-phoneme words were better recognized than lists of long six-phoneme words. Moreover, this effect was equivalent to that observed in conditions in which there was a delay between lists, thereby making rehearsal possible in the interval. These findings imply that rehearsal does not play a central role in the origin of the word length effect. An alternative explanation based on differences in the degree of retroactive interference generated by long and short words is proposed.

Revisiting speech rate and utterance length manipulations in stuttering speakers.

PubMed

Blomgren, Michael; Goberman, Alexander M

2008-01-01

The goal of this study was to evaluate stuttering frequency across a multidimensional (2x2) hierarchy of speech performance tasks. Specifically, this study examined the interaction between changes in length of utterance and levels of speech rate stability. Forty-four adult male speakers participated in the study (22 stuttering speakers and 22 non-stuttering speakers). Participants were audio and video recorded while producing a spontaneous speech task and four different experimental speaking tasks. The four experimental speaking tasks involved reading a list of 45 words and a list 45 phrases two times each. One reading of each list involved speaking at a steady habitual rate (habitual rate tasks) and another reading involved producing each list at a variable speaking rate (variable rate tasks). For the variable rate tasks, participants were directed to produce words or phrases at randomly ordered slow, habitual, and fast rates. The stuttering speakers exhibited significantly more stuttering on the variable rate tasks than on the habitual rate tasks. In addition, the stuttering speakers exhibited significantly more stuttering on the first word of the phrase length tasks compared to the single word tasks. Overall, the results indicated that varying levels of both utterance length and temporal complexity function to modulate stuttering frequency in adult stuttering speakers. Discussion focuses on issues of speech performance according to stuttering severity and possible clinical implications. The reader will learn about and be able to: (1) describe the mediating effects of length of utterance and speech rate on the frequency of stuttering in stuttering speakers; (2) understand the rationale behind multidimensional skill performance matrices; and (3) describe possible applications of motor skill performance matrices to stuttering therapy.

Spotlight on Spelling.

ERIC Educational Resources Information Center

Hardin County Board of Education, Elizabethtown, KY.

Word lists and class activities are suggested for improving the spelling of elementary school students. The word lists contain rhyming words, antonyms, synonyms, homonyms, 100 spelling demons, look-alike words that are easily confused, and content area words (for geography, mathematics, science, sports, music, social studies). The suggested…

Timing matters: negative emotion elicited 5 min but not 30 min or 45 min after learning enhances consolidation of internal-monitoring source memory.

PubMed

Wang, Bo; Bukuan, Sun

2015-05-01

Two experiments examined the time-dependent effects of negative emotion on consolidation of item and internal-monitoring source memory. In Experiment 1, participants (n=121) learned a list of words. They were asked to read aloud half of the words and to think about the remaining half. They were instructed to memorize each word and its associative cognitive operation ("reading" versus "thinking"). Immediately following learning they conducted free recall and then watched a 3-min either neutral or negative video clip when 5 min, 30 min or 45 min had elapsed after learning. Twenty-four hours later they returned to take surprise tests for item and source memory. Experiment 2 was similar to Experiment 1 except that participants, without conducting an immediate test of free recall, took tests of source memory for all encoded words both immediately and 24 h after learning. Experiment 1 showed that negative emotion enhanced consolidation of item memory (as measured by retention ratio of free recall) regardless of delay of emotion elicitation and that negative emotion enhanced consolidation of source memory when it was elicited at a 5 min delay but reduced consolidation of source memory when it was elicited at a 30 min delay; when elicited at a 45 min delay, negative emotion had little effect. Furthermore, Experiment 2 replicated the enhancement effect on source memory in the 5 min delay even when participants were tested on all the encoded words. The current study partially replicated prior studies on item memory and extends the literature by providing evidence for a time-dependent effect of negative emotion on consolidation of source memory based on internal monitoring. Copyright © 2015 Elsevier B.V. All rights reserved.

Mild Memory Impairment in Healthy Older Adults Is Distinct from Normal Aging

ERIC Educational Resources Information Center

Cargin, J. Weaver; Maruff, P.; Collie, A.; Masters, C.

2006-01-01

Mild memory impairment was detected in 28% of a sample of healthy community-dwelling older adults using the delayed recall trial of a word list learning task. Statistical analysis revealed that individuals with memory impairment also demonstrated relative deficits on other measures of memory, and tests of executive function, processing speed and…

Small Schools Language Arts Curriculum: Spelling, K-3. Objectives, Word Lists, Resources, Activities, Monitoring Procedures.

ERIC Educational Resources Information Center

Hartl, David, Ed.; And Others

Designed to assist teachers in small schools with the improvement of curriculum and instruction and to help smaller districts without curriculum personnel to comply with Washington's Student Learning Objectives (SLO) Law, this guide contains spelling curriculum materials for grades K-3. The spelling section is part of the total language arts…

The Effect of Modality Shifts on Practive Interference in Long-Term Memory.

ERIC Educational Resources Information Center

Dean, Raymond S.; And Others

1983-01-01

In experiment one, subjects learned a word list in blocked or random forms of auditory/visual change. In experiment two, high- and low-conceptual rigid subjects read passages in shift conditions or nonshift, exclusively in auditory or visual modes. A shift in modality provided a powerful release from proactive interference. (Author/CM)

The Biggest Plates on Earth. Submarine Ring of Fire--Grades 5-6. Plate Tectonics.

ERIC Educational Resources Information Center

National Oceanic and Atmospheric Administration (DOC), Rockville, MD.

This activity is designed to teach how tectonic plates move, what some consequences of this motion are, and how magnetic anomalies document the motion at spreading centers do. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career…

Mary's Story: A Curriculum for Teaching Medical Terminology.

ERIC Educational Resources Information Center

Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.

This packet of materials for a class on medical terminology consists of a collection of stories with highlighted vocabulary, teacher's guide, and student's guide. The materials teach medical terms in a series of stories about a woman named Mary Consola. Each story begins with a list of word parts that will be learned; after the story, new word…

How Many Is Enough?—Statistical Principles for Lexicostatistics

PubMed Central

Zhang, Menghan; Gong, Tao

2016-01-01

Lexicostatistics has been applied in linguistics to inform phylogenetic relations among languages. There are two important yet not well-studied parameters in this approach: the conventional size of vocabulary list to collect potentially true cognates and the minimum matching instances required to confirm a recurrent sound correspondence. Here, we derive two statistical principles from stochastic theorems to quantify these parameters. These principles validate the practice of using the Swadesh 100- and 200-word lists to indicate degree of relatedness between languages, and enable a frequency-based, dynamic threshold to detect recurrent sound correspondences. Using statistical tests, we further evaluate the generality of the Swadesh 100-word list compared to the Swadesh 200-word list and other 100-word lists sampled randomly from the Swadesh 200-word list. All these provide mathematical support for applying lexicostatistics in historical and comparative linguistics. PMID:28018261

Self-help memory training for healthy older adults in a residential care center: specific and transfer effects on performance and beliefs.

PubMed

Cavallini, Elena; Bottiroli, Sara; Capotosto, Emanuela; De Beni, Rossana; Pavan, Giorgio; Vecchi, Tomaso; Borella, Erika

2015-08-01

Cognitive flexibility has repeatedly been shown to improve after training programs in community-dwelling older adults, but few studies have focused on healthy older adults living in other settings. This study investigated the efficacy of self-help training for healthy older adults in a residential care center on memory tasks they practiced (associative and object list learning tasks) and any transfer to other tasks (grocery lists, face-name learning, figure-word pairing, word lists, and text learning). Transfer effects on everyday life (using a problem-solving task) and on participants' beliefs regarding their memory (efficacy and control) were also examined. With the aid of a manual, the training adopted a learner-oriented approach that directly encouraged learners to generalize strategic behavior to new tasks. The maintenance of any training benefits was assessed after 6 months. The study involved 34 residential care center residents (aged 70-99 years old) with no cognitive impairments who were randomly assigned to two programs: the experimental group followed the self-help training program, whereas the active control group was involved in general cognitive stimulation activities. Training benefits emerged in the trained group for the tasks that were practiced. Transfer effects were found in memory and everyday problem-solving tasks and on memory beliefs. The effects of training were generally maintained in both practiced and unpracticed memory tasks. These results demonstrate that learner-oriented self-help training enhances memory performance and memory beliefs, in the short term at least, even in residential care center residents. Copyright © 2014 John Wiley & Sons, Ltd.

The effect of mood on false memory for emotional DRM word lists.

PubMed

Zhang, Weiwei; Gross, Julien; Hayne, Harlene

2017-04-01

In the present study, we investigated the effect of participants' mood on true and false memories of emotional word lists in the Deese-Roediger-McDermott (DRM) paradigm. In Experiment 1, we constructed DRM word lists in which all the studied words and corresponding critical lures reflected a specified emotional valence. In Experiment 2, we used these lists to assess mood-congruent true and false memory. Participants were randomly assigned to one of three induced-mood conditions (positive, negative, or neutral) and were presented with word lists comprised of positive, negative, or neutral words. For both true and false memory, there was a mood-congruent effect in the negative mood condition; this effect was due to a decrease in true and false recognition of the positive and neutral words. These findings are consistent with both spreading-activation and fuzzy-trace theories of DRM performance and have practical implications for our understanding of the effect of mood on memory.

Different verbal learning strategies in autism spectrum disorder: evidence from the Rey Auditory Verbal Learning Test.

PubMed

Bowler, Dermot M; Limoges, Elyse; Mottron, Laurent

2009-06-01

The Rey Auditory Verbal Learning Test, which requires the free recall of the same list of 15 unrelated words over 5 trials, was administered to 21 high-functioning adolescents and adults with autism spectrum disorder (ASD) and 21 matched typical individuals. The groups showed similar overall levels of free recall, rates of learning over trials and subjective organisation of their recall. However, the primacy portion of the serial position curve of the ASD participants showed slower growth over trials than that of the typical participants. The implications of this finding for our understanding of memory in ASD are discussed.

The role of grammatical category information in spoken word retrieval.

PubMed

Duràn, Carolina Palma; Pillon, Agnesa

2011-01-01

We investigated the role of lexical syntactic information such as grammatical gender and category in spoken word retrieval processes by using a blocking paradigm in picture and written word naming experiments. In Experiments 1, 3, and 4, we found that the naming of target words (nouns) from pictures or written words was faster when these target words were named within a list where only words from the same grammatical category had to be produced (homogeneous category list: all nouns) than when they had to be produced within a list comprising also words from another grammatical category (heterogeneous category list: nouns and verbs). On the other hand, we detected no significant facilitation effect when the target words had to be named within a homogeneous gender list (all masculine nouns) compared to a heterogeneous gender list (both masculine and feminine nouns). In Experiment 2, using the same blocking paradigm by manipulating the semantic category of the items, we found that naming latencies were significantly slower in the semantic category homogeneous in comparison with the semantic category heterogeneous condition. Thus semantic category homogeneity caused an interference, not a facilitation effect like grammatical category homogeneity. Finally, in Experiment 5, nouns in the heterogeneous category condition had to be named just after a verb (category-switching position) or a noun (same-category position). We found a facilitation effect of category homogeneity but no significant effect of position, which showed that the effect of category homogeneity found in Experiments 1, 3, and 4 was not due to a cost of switching between grammatical categories in the heterogeneous grammatical category list. These findings supported the hypothesis that grammatical category information impacts word retrieval processes in speech production, even when words are to be produced in isolation. They are discussed within the context of extant theories of lexical production.

The Role of Rehearsal on the Output Order of Immediate Free Recall of Short and Long Lists

ERIC Educational Resources Information Center

Grenfell-Essam, Rachel; Ward, Geoff; Tan, Lydia

2013-01-01

Participants tend to initiate immediate free recall (IFR) of short lists of words with the very first word on the list. Three experiments examined whether rehearsal is necessary for this recent finding. In Experiment 1, participants were presented with lists of between 2 and 12 words for IFR at a fast, medium, or slow rate, with and without…

Encoding context and false recognition memories.

PubMed

Bruce, Darryl; Phillips-Grant, Kimberly; Conrad, Nicole; Bona, Susan

2004-09-01

False recognition of an extralist word that is thematically related to all words of a study list may reflect internal activation of the theme word during encoding followed by impaired source monitoring at retrieval, that is, difficulty in determining whether the word had actually been experienced or merely thought of. To assist source monitoring, distinctive visual or verbal contexts were added to study words at input. Both types of context produced similar effects: False alarms to theme-word (critical) lures were reduced; remember judgements of critical lures called old were lower; and if contextual information had been added to lists, subjects indicated as much for list items and associated critical foils identified as old. The visual and verbal contexts used in the present studies were held to disrupt semantic categorisation of list words at input and to facilitate source monitoring at output.

Bilingual recognition memory: stronger performance but weaker levels-of-processing effects in the less fluent language.

PubMed

Francis, Wendy S; Gutiérrez, Marisela

2012-04-01

The effects of bilingual proficiency on recognition memory were examined in an experiment with Spanish-English bilinguals. Participants learned lists of words in English and Spanish under shallow- and deep-encoding conditions. Overall, hit rates were higher, discrimination greater, and response times shorter in the nondominant language, consistent with effects previously observed for lower frequency words. Levels-of-processing effects in hit rates, discrimination, and response time were stronger in the dominant language. Specifically, with shallow encoding, the advantage for the nondominant language was larger than with deep encoding. The results support the idea that memory performance in the nondominant language is impacted by both the greater demand for cognitive resources and the lower familiarity of the words.

Can false memory for critical lures occur without conscious awareness of list words?

PubMed

Sadler, Daniel D; Sodmont, Sharon M; Keefer, Lucas A

2018-02-01

We examined whether the DRM false memory effect can occur when list words are presented below the perceptual identification threshold. In four experiments, subjects showed robust veridical memory for studied words and false memory for critical lures when masked list words were presented at exposure durations of 43 ms per word. Shortening the exposure duration to 29 ms virtually eliminated veridical recognition of studied words and completely eliminated false recognition of critical lures. Subjective visibility ratings in Experiments 3a and 3b support the assumption that words presented at 29 ms were subliminal for most participants, but were occasionally experienced with partial awareness by participants with higher perceptual awareness. Our results indicate that a false memory effect does not occur in the absence of conscious awareness of list words, but it does occur when word stimuli are presented at an intermediate level of visibility. Copyright © 2017 Elsevier Inc. All rights reserved.

Limitations of the mnemonic-keyword method.

PubMed

Campos, Alfredo; González, María Angeles; Amor, Angeles

2003-10-01

The effectiveness of the mnemonic-keyword method was investigated in 4 experiments in which participants were required to learn the 1st-language (L1, Spanish) equivalents of a list of 30 2nd-language words (L2, Latin). Experiments 1 (adolescents) and 2 (adults) were designed to assess whether the keyword method was more effective than the rote method; the researcher supplied the keyword, and the participants were allowed to pace themselves through the list. Experiments 3 (adolescents) and 4 (adults) were similar to Experiments 1 and 2 except that the participants were also supplied with a drawing that illustrated the relationship between the keyword and the L1 target word. All the experiments were performed with groups of participants in their classrooms (i.e., not in a laboratory context). In all experiments, the rote method was significantly more effective than was the keyword method.

Normative study of theme identifiability: Instructions with and without explanation of the false memory effect.

PubMed

Beato, Maria Soledad; Cadavid, Sara

2016-12-01

False-memory illusions have been widely studied using the Deese/Roediger-McDermott paradigm (DRM). In this paradigm, words semantically related to a single nonpresented critical word are studied. In a later memory test, critical words are often falsely recalled and recognized. The present normative study was conducted to measure the theme identifiability of 60 associative word lists in Spanish that include six words (e.g., stove, coat, blanket, scarf, chill, and bonnet) that are simultaneously associated with three critical words (e.g., HEAT, COLD, and WINTER; Beato & Díez, Psicothema, 26, 457-463, 2011). Different levels of backward associative strength were used in the construction of the DRM lists. In addition, we used two types of instructions to obtain theme identifiability. In the without-explanation condition, traditional instructions were used, requesting participants to write the theme list. In the with-explanation condition, the false-memory effect and how the lists were built were explained, and an example of a DRM list and critical words was shown. Participants then had to discover the critical words. The results showed that all lists produced theme identifiability. Moreover, some lists had a higher theme identifiability rate (e.g., 61 % for the critical words LOVE, BOYFRIEND, COUPLE) than others (e.g., 24 % for CITY, PLACE, VILLAGE). After comparing the theme identifiabilities in the different conditions, the results indicated higher theme identifiability when the false-memory effect was explained than without such an explanation. Overall, these new normative data provide a useful tool for those experiments that, for example, aim to analyze the wide differences observed in false memory with DRM lists and the role of theme identifiability.

The blocked-random effect in pictures and words.

PubMed

Toglia, M P; Hinman, P J; Dayton, B S; Catalano, J F

1997-06-01

Picture and word recall was examined in conjunction with list organization. 60 subjects studied a list of 30 items, either words or their pictorial equivalents. The 30 words/pictures, members of five conceptual categories, each represented by six exemplars, were presented either blocked by category or in a random order. While pictures were recalled better than words and a standard blocked-random effect was observed, the interaction indicated that the recall advantage of a blocked presentation was restricted to the word lists. A similar pattern emerged for clustering. These findings are discussed in terms of limitations upon the pictorial superiority effect.

Effects of an acute bout of exercise on memory in 6th grade children.

PubMed

Etnier, Jennifer; Labban, Jeffrey D; Piepmeier, Aaron; Davis, Matthew E; Henning, David A

2014-08-01

Research supports the positive effects of exercise on cognitive performance by children. However, a limited number of studies have explored the effects specifically on memory. The purpose of this study was to compare the effects of an acute bout of exercise on learning, short-term memory, and long-term memory in a sample of children. Children were randomly assigned to an exercise condition or to a no-treatment control condition and then performed repeated trials on an auditory verbal learning task. In the exercise condition, participants performed the PACER task, an aerobic fitness assessment, in their physical education class before performing the memory task. In the control condition, participants performed the memory task at the beginning of their physical education class. Results showed that participants in the exercise condition demonstrated significantly better learning of the word lists and significantly better recall of the words after a brief delay. There were not significant differences in recognition of the words after an approximately 24-hr delay. These results provide evidence in a school setting that an acute bout of exercise provides benefits for verbal learning and long-term memory. Future research should be designed to identify the extent to which these findings translate to academic measures.

Towards the Development of an Academic Word List for Applied Linguistics Research Articles

ERIC Educational Resources Information Center

Khani, Reza; Tazik, Khalil

2013-01-01

Academic vocabulary, as the most challenging aspect of language learning in EAP and ESP contexts, has received much attention in the last few decades (e.g. Laufer, 1988; Sutarsyah, et al., 1994; Laufer and Nation, 1999; Coxhead, 2000; Nation, 2001a, 2001b; Wang et al., 2008; Martinez et al., 2009). The major attainments of these studies were…

A Study of Text-to-Speech (TTS) in Children's English Learning

ERIC Educational Resources Information Center

Huang, Yi-Ching; Liao, Lung-Chuan

2015-01-01

The purpose of this study was to explore the effects of the digital material incorporated into Text-to- Speech system for students' English spelling. The digital material was made on the basis of the Spelling Bee vocabulary list (approximately 300 words) issued by the selected school. 21 third graders from a private bilingual school in Taiwan were…

Developing a Specialized Vocabulary Word List in a Composition Culinary Course through Lecture Notes

ERIC Educational Resources Information Center

M.Nordin, N. R.; Stapa, S. H.; Darus, S.

2013-01-01

Learning to write in a composition culinary course is very challenging for L2 learners. The main barrier in writing proficiency within this discipline is the lack of vocabulary, specifically the lack of exposure towards specialized vocabulary. This study aims to provide a corpus of specialized vocabulary within a food writing course. By providing…

Development of Nonword and Irregular Word Lists for Australian Grade 3 Students Using Rasch Analysis

ERIC Educational Resources Information Center

Callinan, Sarah; Cunningham, Everarda; Theiler, Stephen

2014-01-01

Many tests used in educational settings to identify learning difficulties endeavour to pick up only the lowest performers. Yet these tests are generally developed within a Classical Test Theory (CTT) paradigm that assumes that data do not have significant skew. Rasch analysis is more tolerant of skew and was used to validate two newly developed…

Differential Effects of Reading and Memorization of Paired Associates on Vocabulary Acquisition in Adult Learners of English as a Second Language.

ERIC Educational Resources Information Center

Hermann, Frank

2003-01-01

Investigates differential effects of reading and paired associate learning on vocabulary acquisition of adult English-as-a-Second-Language learners. Two groups of university students participated. One group read "Animal Farm" while the comparison group memorized a list of words preselected from the novel. Suggests that for encouraging long-term…

[Analysis of intrusion errors in free recall].

PubMed

Diesfeldt, H F A

2017-06-01

Extra-list intrusion errors during five trials of the eight-word list-learning task of the Amsterdam Dementia Screening Test (ADST) were investigated in 823 consecutive psychogeriatric patients (87.1% suffering from major neurocognitive disorder). Almost half of the participants (45.9%) produced one or more intrusion errors on the verbal recall test. Correct responses were lower when subjects made intrusion errors, but learning slopes did not differ between subjects who committed intrusion errors and those who did not so. Bivariate regression analyses revealed that participants who committed intrusion errors were more deficient on measures of eight-word recognition memory, delayed visual recognition and tests of executive control (the Behavioral Dyscontrol Scale and the ADST-Graphical Sequences as measures of response inhibition). Using hierarchical multiple regression, only free recall and delayed visual recognition retained an independent effect in the association with intrusion errors, such that deficient scores on tests of episodic memory were sufficient to explain the occurrence of intrusion errors. Measures of inhibitory control did not add significantly to the explanation of intrusion errors in free recall, which makes insufficient strength of memory traces rather than a primary deficit in inhibition the preferred account for intrusion errors in free recall.

The Words-in-Noise Test (WIN), list 3: a practice list.

PubMed

Wilson, Richard H; Watts, Kelly L

2012-02-01

The Words-in-Noise Test (WIN) was developed as an instrument to quantify the ability of listeners to understand monosyllabic words in background noise using multitalker babble (Wilson, 2003). The 50% point, which is calculated with the Spearman-Kärber equation (Finney, 1952), is used as the evaluative metric with the WIN materials. Initially, the WIN was designed as a 70-word instrument that presented ten unique words at each of seven signal-to-noise ratios from 24 to 0 dB in 4 dB decrements. Subsequently, the 70-word list was parsed into two 35-word lists that achieved equivalent recognition performances (Wilson and Burks, 2005). This report involves the development of a third list (WIN List 3) that was developed to serve as a practice list to familiarize the participant with listening to words presented in background babble. To determine-on young listeners with normal hearing and on older listeners with sensorineural hearing loss-the psychometric properties of the WIN List 3 materials. A quasi-experimental, repeated-measures design was used. Twenty-four young adult listeners (M = 21.6 yr) with normal pure-tone thresholds (≤ 20 dB HL at 250 to 8000 Hz) and 24 older listeners (M = 65.9 yr) with sensorineural hearing loss participated. The level of the babble was fixed at 80 dB SPL with the level of the words varied from 104 to 80 dB SPL in 4 dB decrements. For listeners with normal hearing, the 50% points for Lists 1 and 2 were similar (4.3 and 5.1 dB S/N, respectively), both of which were lower than the 50% point for List 3 (7.4 dB S/N). A similar relation was observed with the listeners with hearing loss, 50% points for Lists 1 and 2 of 12.2 and 12.4 dB S/N, respectively, compared to 15.8 dB S/N for List 3. The differences between Lists 1 and 2 and List 3 were significant. The relations among the psychometric functions and the relations among the individual data both reflected these differences. The significant ∼3 dB difference between performances on WIN Lists 1 and 2 and on WIN List 3 by the listeners with normal hearing and the listeners with hearing loss dictates caution with the use of List 3. The use of WIN List 3 should be reserved for ancillary purposes in which equivalent recognition performances are not required, for example, as a practice list or a stand alone measure. American Academy of Audiology.

The effect of selective attention and a stimulus prefix on the output order of immediate free recall of short and long lists.

PubMed

Grenfell-Essam, Rachel; Ward, Geoff

2015-03-01

Participants tend to initiate immediate free recall (IFR) of short lists of words with the first word in the list (Serial Position 1 [SP1]) and then proceed in forward serial order. Two potential explanations for this finding were examined: that the first items have increased selective attention (Experiment 1A and 1B) and enhanced temporal distinctiveness (Experiment 2) relative to subsequent list items. In Experiments 1A and 1B, participants were presented with lists of colored words for IFR. The experimental group was told that some trials would contain a red word and that when this occurred, they should output this word first in recall before recalling as many other words as they could. This instruction was designed to shift attention away from SP1 and toward the red item. The control group participants received identical stimuli but were unaware of the importance of the colored words and had no output order constraints. The overall recall of SP1 was not greatly affected in either experiment. In Experiment 2, participants were presented with lists containing between 2 and 12 words. Half of the trials contained a triple word stimulus prefix. For short lists in IFR, the overall recall of SP1 and the tendency to initiate recall with SP1 were reduced but far from eliminated by the stimulus prefix. We argue that our findings may be explained within a grouping interpretation in which the tendency to initiate recall with the first to-be-remembered item may reflect participants' tendency to output the first word in a highly salient participant-determined group. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

California State Spelling Championship Word Lists [and Spelling Bee Planning Information].

ERIC Educational Resources Information Center

Sonoma County Superintendent of Schools, Santa Rosa, CA.

This two-part document contains a spelling word list compiled by the Sonoma County Superintendent of Schools (California) for use in the California State Elementary Spelling Championship competition, along with information for planning and conducting spelling bees. The spelling word list (also intended for use in the regional competitions) is a…

Comparing the benefits of Caffeine, Naps and Placebo on Verbal, Motor and Perceptual Memory

PubMed Central

Mednick, Sara C.; Cai, Denise J.; Kanady, Jennifer; Drummond, Sean P.A.

2008-01-01

Caffeine, the world’s most common psychoactive substance, is used by approximately 90% of North Americans everyday. Little is known, however, about its benefits for memory. Napping has been shown to increase alertness and promote learning on some memory tasks. We directly compared caffeine (200mg) with napping (60–90 minutes) and placebo on three distinct memory processes: declarative verbal memory, procedural motor skills, and perceptual learning. In the verbal task, recall and recognition for unassociated words were tested after a 7hr retention period (with a between-session nap or drug intervention). A second, different, word list was administered post-intervention and memory was tested after a 20min retention period. The non-declarative tasks (finger tapping task and texture discrimination task) were trained before the intervention and then retested afterwards. Naps enhanced recall of words after a 7hr and 20min retention interval relative to both caffeine and placebo. Caffeine significantly impaired motor learning compared to placebo and naps. Napping produced robust perceptual learning compared with placebo; however, naps and caffeine were not significantly different. These findings provide evidence of the limited benefits of caffeine for memory improvement compared with napping. We hypothesize that impairment from caffeine may be restricted to tasks that contain explicit information; whereas strictly implicit learning is less compromised. PMID:18554731

Searching for the right word: Hybrid visual and memory search for words

PubMed Central

Boettcher, Sage E. P.; Wolfe, Jeremy M.

2016-01-01

In “Hybrid Search” (Wolfe 2012) observers search through visual space for any of multiple targets held in memory. With photorealistic objects as stimuli, response times (RTs) increase linearly with the visual set size and logarithmically with memory set size even when over 100 items are committed to memory. It is well established that pictures of objects are particularly easy to memorize (Brady, Konkle, Alvarez, & Olivia, 2008). Would hybrid search performance be similar if the targets were words or phrases where word order can be important and where the processes of memorization might be different? In Experiment One, observers memorized 2, 4, 8, or 16 words in 4 different blocks. After passing a memory test, confirming memorization of the list, observers searched for these words in visual displays containing 2 to 16 words. Replicating Wolfe (2012), RTs increased linearly with the visual set size and logarithmically with the length of the word list. The word lists of Experiment One were random. In Experiment Two, words were drawn from phrases that observers reported knowing by heart (E.G. “London Bridge is falling down”). Observers were asked to provide four phrases ranging in length from 2 words to a phrase of no less than 20 words (range 21–86). Words longer than 2 characters from the phrase constituted the target list. Distractor words were matched for length and frequency. Even with these strongly ordered lists, results again replicated the curvilinear function of memory set size seen in hybrid search. One might expect serial position effects; perhaps reducing RTs for the first (primacy) and/or last (recency) members of a list (Atkinson & Shiffrin 1968; Murdock, 1962). Surprisingly we showed no reliable effects of word order. Thus, in “London Bridge is falling down”, “London” and “down” are found no faster than “falling”. PMID:25788035

Children's early reading vocabulary: description and word frequency lists.

PubMed

Stuart, Morag; Dixon, Maureen; Masterson, Jackie; Gray, Bob

2003-12-01

When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children. The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers. Texts from 685 books from reading schemes and story books read by 5-7 year-old children were used in the construction of the database. All words from the 685 books were typed or scanned into an Oracle database. The resulting up-to-date word frequency list of early print exposure in the UK is available in two forms from a website address given in this paper. This allows access to one list of the words ordered alphabetically and one list of the words ordered by frequency. We also briefly address some fundamental issues underlying early reading vocabulary (e.g., that it is heavily skewed towards low frequencies). Other characteristics of the vocabulary are then discussed. We hope the word frequency lists will be of use to researchers seeking to control word frequency, and to teachers interested in the vocabulary to which young children are exposed in their reading material.

Subclinical cerebrovascular disease inversely associates with learning ability

PubMed Central

Glazer, Hilary; Dong, Chuanhui; Yoshita, Mitsuhiro; Rundek, Tatjana; Elkind, Mitchell S.V.; Sacco, Ralph L.; DeCarli, Charles; Stern, Yaakov

2015-01-01

Objective: Memory has been examined in subjects with imaging markers of cerebrovascular disease, but learning has been less well studied. We examined the relationship among subclinical cerebrovascular disease, cerebral volumes, and verbal learning in an ethnically and racially diverse community sample. Methods: A clinically stroke-free subset of Northern Manhattan Study participants underwent cognitive testing and brain MRI with quantification of white matter hyperintensity volume (WMHV) and total cerebral volume (TCV) using semiautomated segmentation. We used generalized linear regression and mixed models to examine the association between imaging findings and verbal learning. Results: There were 1,272 participants (61% women, mean age 70 ± 9 years). Participants with greater WMHV and smaller TCV remembered fewer total words on a list-learning task (β = −0.83 per SD change in WMHV, 95% confidence interval [CI] = −1.22 to −0.45, p < 0.0001; and β = 0.48 per SD change in TCV, 95% CI = 0.05 to 0.90, p = 0.03, respectively). Subclinical brain infarction (SBI) was not associated with total words learned (β = −0.04, 95% CI = −1.08 to 1.00, p = 0.94). Those with greater WMHV had increased odds of a flatter learning slope. After excluding participants with SBI, the association between total words learned and WMHV remained significant. All measurements were adjusted for age, education, race/ethnicity, medical insurance status, and the presence of SBI. Conclusions: White matter hyperintensities, a marker of cerebral small vessel disease, may have an impact on learning slope. This suggests that verbal learning performance can be incorporated into neuropsychological measures for vascular cognitive impairment and that cerebrovascular disease discovered on imaging affects the ability to learn new information. PMID:26002489

Hippocampal, amygdala, and neocortical synchronization of theta rhythms is related to an immediate recall during rey auditory verbal learning test.

PubMed

Babiloni, Claudio; Vecchio, Fabrizio; Mirabella, Giovanni; Buttiglione, Maura; Sebastiano, Fabio; Picardi, Angelo; Di Gennaro, Giancarlo; Quarato, Pier P; Grammaldo, Liliana G; Buffo, Paola; Esposito, Vincenzo; Manfredi, Mario; Cantore, Giampaolo; Eusebi, Fabrizio

2009-07-01

It is well known that theta rhythms (3-8 Hz) are the fingerprint of hippocampus, and that neural activity accompanying encoding of words differs according to whether the items are later remembered or forgotten ["subsequent memory effect" (SME)]. Here, we tested the hypothesis that temporal synchronization of theta rhythms among hippocampus, amygdala, and neocortex is related to immediate memorization of repeated words. To address this issue, intracerebral electroencephalographic (EEG) activity was recorded in five subjects with drug-resistant temporal lobe epilepsy (TLE), under presurgical monitoring routine. During the recording of the intracerebral EEG activity, the subjects performed a computerized version of Rey auditory verbal learning test (RAVLT), a popular test for the clinical evaluation of the immediate and delayed memory. They heard the same list of 15 common words for five times. Each time, immediately after listening the list, the subjects were required to repeat as many words as they could recall. Spectral coherence of the intracerebral EEG activity was computed in order to assess the temporal synchronization of the theta (about 3-8 Hz) rhythms among hippocampus, amygdala, and temporal-occipital neocortex. We found that theta coherence values between amygdala and hippocampus, and between hippocampus and occipital-temporal cortex, were higher in amplitude during successful than unsuccessful immediate recall. A control analysis showed that this was true also for a gamma band (40-45 Hz). Furthermore, these theta and gamma effects were not observed in an additional (control) subject with drug-resistant TLE and a wide lesion to hippocampus. In conclusion, a successful immediate recall to the RAVLT was associated to the enhancement of temporal synchronization of the theta (gamma) rhythms within a cerebral network including hippocampus, amygdala, and temporal-occipital neocortex. Copyright 2009 Wiley-Liss, Inc

Testing can counteract proactive interference by integrating competing information.

PubMed

Wahlheim, Christopher N

2015-01-01

Testing initially learned information before presenting new information has been shown to counteract the deleterious effects of proactive interference by segregating competing sources of information. The present experiments were conducted to demonstrate that testing can also have its effects in part by integrating competing information. Variations of classic A-B, A-D paired-associate learning paradigms were employed that included two lists of word pairs and a cued-recall test. Repeated pairs appeared in both lists (A-B, A-B), control pairs appeared in List 2 only (A-B, C-D), and changed pairs appeared with the same cue in both lists but with different responses (A-B, A-D). The critical manipulation was whether pairs were tested or restudied in an interpolated phase that occurred between Lists 1 and 2. On a final cued-recall test, participants recalled List 2 responses and then indicated when they recollected that responses had earlier changed between lists. The change recollection measure indexed the extent to which competing responses were integrated during List 2. Change was recollected more often for tested than for restudied pairs. Proactive facilitation was obtained in cued recall when change was recollected, whereas proactive interference was obtained when change was not recollected. These results provide evidence that testing counteracted proactive interference in part by making List 1 responses more accessible during List 2, thus promoting integration and increasing later recollection of change. These results have theoretical implications because they show that testing can counteract proactive interference by integrating or segregating competing information.

Telephone word-list recall tested in the rural aging and memory study: two parallel versions for the TICS-M.

PubMed

Hogervorst, Eva; Bandelow, Stephan; Hart, John; Henderson, Victor W

2004-09-01

Parallel versions of memory tasks are useful in clinical and research settings to reduce practice effects engendered by multiple administrations. We aimed to investigate the usefulness of three parallel versions of ten-item word list recall tasks administered by telephone. A population based telephone survey of middle-aged and elderly residents of Bradley County, Arkansas was carried out as part of the Rural Aging and Memory Study (RAMS). Participants in the study were 1845 persons aged 40 to 95 years. Word lists included that used in the telephone interview of cognitive status (TICS) as a criterion standard and two newly developed lists. The mean age of participants was 61.05 (SD 12.44) years; 39.5% were over age 65. 78% of the participants had completed high school, 66% were women and 21% were African-American. There was no difference in demographic characteristics between groups receiving different word list versions, and performances on the three versions were equivalent for both immediate (mean 4.22, SD 1.53) and delayed (mean 2.35 SD 1.75) recall trials. The total memory score (immediate+delayed recall) was negatively associated with older age (beta = -0.41, 95%CI=-0.11 to -0.04), lower education (beta = 0.24, 95%CI = 0.36 to 0.51), male gender (beta = -0.18, 95%CI = -1.39 to -0.90) and African-American race (beta = -0.15, 95%CI = -1.41 to -0.82). The two RAMS word recall lists and the TICS word recall list can be used interchangeably in telephone assessment of memory of middle-aged and elderly persons. This finding is important for future studies where parallel versions of a word-list memory task are needed. (250 words).

The Role of Grammatical Category Information in Spoken Word Retrieval

PubMed Central

Duràn, Carolina Palma; Pillon, Agnesa

2011-01-01

We investigated the role of lexical syntactic information such as grammatical gender and category in spoken word retrieval processes by using a blocking paradigm in picture and written word naming experiments. In Experiments 1, 3, and 4, we found that the naming of target words (nouns) from pictures or written words was faster when these target words were named within a list where only words from the same grammatical category had to be produced (homogeneous category list: all nouns) than when they had to be produced within a list comprising also words from another grammatical category (heterogeneous category list: nouns and verbs). On the other hand, we detected no significant facilitation effect when the target words had to be named within a homogeneous gender list (all masculine nouns) compared to a heterogeneous gender list (both masculine and feminine nouns). In Experiment 2, using the same blocking paradigm by manipulating the semantic category of the items, we found that naming latencies were significantly slower in the semantic category homogeneous in comparison with the semantic category heterogeneous condition. Thus semantic category homogeneity caused an interference, not a facilitation effect like grammatical category homogeneity. Finally, in Experiment 5, nouns in the heterogeneous category condition had to be named just after a verb (category-switching position) or a noun (same-category position). We found a facilitation effect of category homogeneity but no significant effect of position, which showed that the effect of category homogeneity found in Experiments 1, 3, and 4 was not due to a cost of switching between grammatical categories in the heterogeneous grammatical category list. These findings supported the hypothesis that grammatical category information impacts word retrieval processes in speech production, even when words are to be produced in isolation. They are discussed within the context of extant theories of lexical production. PMID:22110465

Ear Asymmetry for Monaurally Presented Word Lists in Children and Adults.

ERIC Educational Resources Information Center

Burns, Kathy Martindale; Manning, Walter H.

1985-01-01

To study ear asymmetry during monaural stimulation, 80 listeners were asked to recall the word which followed a probe word in 40 10-word lists. Ear asymmetry during monaural stimulation appeared to be related to competition between incoming and rehearsed stimuli during central memory processing. (Author/CL)

COURSES OF MISRECALL OVER LONG-TERM RETENTION INTERVALS AS RELATED TO STRENGTH OF PRE-EXPERIMENTAL HABITS OF WORD ASSOCIATION.

ERIC Educational Resources Information Center

BILODEAU, EDWARD A.; BLICK, KENNETH A.

THIS STUDY WAS MADE TO COMPARE THE EFFECTS OF STIMULATION AND NONSTIMULATION ON RECALL OF WORDS FOLLOWING TIME-DELAY PERIODS. THE SUBJECTS (670 AIRMEN) WERE TRAINED WITH AN EXAMPLE WORD LIST AND TWO WORD LISTS CONTAINING FIVE OF THE SECONDARY WORDS ASSOCIATED WITH RUSSELL-JENKINS STIMULUS WORDS. AFTER TIME DELAYS OF 2 MINUTES, 20 MINUTES, 2 DAYS,…

Auditory word recognition: extrinsic and intrinsic effects of word frequency.

PubMed

Connine, C M; Titone, D; Wang, J

1993-01-01

Two experiments investigated the influence of word frequency in a phoneme identification task. Speech voicing continua were constructed so that one endpoint was a high-frequency word and the other endpoint was a low-frequency word (e.g., best-pest). Experiment 1 demonstrated that ambiguous tokens were labeled such that a high-frequency word was formed (intrinsic frequency effect). Experiment 2 manipulated the frequency composition of the list (extrinsic frequency effect). A high-frequency list bias produced an exaggerated influence of frequency; a low-frequency list bias showed a reverse frequency effect. Reaction time effects were discussed in terms of activation and postaccess decision models of frequency coding. The results support a late use of frequency in auditory word recognition.

Comparative difficulty and the strategic regulation of accuracy: the impact of test-list context on monitoring and meta-metacognition.

PubMed

Arnold, Michelle M; Prike, Toby

2015-05-01

A growing body of research has shown that context manipulations can have little or no impact on accuracy performance, yet still significantly influence metacognitive performance. For example, participants in a test-list context paradigm study one list of words with a medium levels-of-processing task and a second word list with either a shallow or deep task: Recognition for medium words does not differ across conditions, however medium words are significantly more likely to be labeled as "remembered" (vs. merely familiar) if they had been studied with a shallow word list (Bodner & Lindsay, 2003). The goal of the current studies was to extend the test-list context paradigm to strategic regulation (report/withhold recognition test), and broaden it to incorporate different types of stimuli (i.e., face stimuli in place of a medium word list). The paradigm also was modified to include separate answer (studied/new) confidence and decision (report/withhold) confidence ratings at test. Results showed that context did not impact recognition accuracy for faces across the context conditions, however participants were more likely to report (i.e., volunteer) their face responses if they had studied the shallow word list. The results also demonstrated a difference between answer confidence and decision confidence, and the pattern of this difference depended on whether responses were reported or withheld (Experiment 1). Overall, the data are presented as support for the functional account of memory, which views memory states as inferential and attributional rather than static categories. Copyright © 2015 Elsevier B.V. All rights reserved.

Serial reconstruction of order and serial recall in verbal short-term memory.

PubMed

Quinlan, Philip T; Roodenrys, Steven; Miller, Leonie M

2017-10-01

We carried out a series of experiments on verbal short-term memory for lists of words. In the first experiment, participants were tested via immediate serial recall, and word frequency and list set size were manipulated. With closed lists, the same set of items was repeatedly sampled, and with open lists, no item was presented more than once. In serial recall, effects of word frequency and set size were found. When a serial reconstruction-of-order task was used, in a second experiment, robust effects of word frequency emerged, but set size failed to show an effect. The effects of word frequency in order reconstruction were further examined in two final experiments. The data from these experiments revealed that the effects of word frequency are robust and apparently are not exclusively indicative of output processes. In light of these findings, we propose a multiple-mechanisms account in which word frequency can influence both retrieval and preretrieval processes.

Nencki Affective Word List (NAWL): the cultural adaptation of the Berlin Affective Word List-Reloaded (BAWL-R) for Polish.

PubMed

Riegel, Monika; Wierzba, Małgorzata; Wypych, Marek; Żurawski, Łukasz; Jednoróg, Katarzyna; Grabowska, Anna; Marchewka, Artur

2015-12-01

In the present article, we introduce the Nencki Affective Word List (NAWL), created in order to provide researchers with a database of 2,902 Polish words, including nouns, verbs, and adjectives, with ratings of emotional valence, arousal, and imageability. Measures of several objective psycholinguistic features of the words (frequency, grammatical class, and number of letters) are also controlled. The database is a Polish adaptation of the Berlin Affective Word List-Reloaded (BAWL-R; Võ et al., Behavior Research Methods 41:534-538, 2009), commonly used to investigate the affective properties of German words. Affective normative ratings were collected from 266 Polish participants (136 women and 130 men). The emotional ratings and psycholinguistic indexes provided by NAWL can be used by researchers to better control the verbal materials they apply and to adjust them to specific experimental questions or issues of interest. The NAWL is freely accessible to the scientific community for noncommercial use as supplementary material to this article.

The look of LaTeX

NASA Astrophysics Data System (ADS)

This has always been the major objection to its use by those not driven by the need to typeset mathematics since the “what-you-see-is-what-you-get” (WYSIWYG) packages offered by Microsoft Word and WordPerfect are easy to learn and use. Recently, however, com-mercial software companies have begun to market almost-WYSIWYG programs that create LaTeX files. Some commercial software that creates LaTeX files are listed in Table 1. EXP and SWP have some of the “look and feel” of the software that is popular in offices and PCTeX32 allows quick and convenient previews of the translated LaTeX files.

Frequency Analysis of the Words in the Academic Word List (AWL) and Non-AWL Content Words in Applied Linguistics Research Papers

ERIC Educational Resources Information Center

Vongpumivitch, Viphavee; Huang, Ju-yu; Chang, Yu-Chia

2009-01-01

This study is a corpus-based lexical study that aims to explore the use of words in Coxhead's (2000) Academic Word List (AWL) in journal articles in the field of applied linguistics. A 1.5 million-word corpus called the Applied Linguistics Research Articles Corpus (ALC) was created for this study. The corpus consists of 200 research articles that…

Word frequency influences on the list length effect and associative memory in young and older adults.

PubMed

Badham, Stephen P; Whitney, Cora; Sanghera, Sumeet; Maylor, Elizabeth A

2017-07-01

Many studies show that age deficits in memory are smaller for information supported by pre-experimental experience. Many studies also find dissociations in memory tasks between words that occur with high and low frequencies in language, but the literature is mixed regarding the extent of word frequency effects in normal ageing. We examined whether age deficits in episodic memory could be influenced by manipulations of word frequency. In Experiment 1, young and older adults studied short and long lists of high- and low-frequency words for free recall. The list length effect (the drop in proportion recalled for longer lists) was larger in young compared to older adults and for high- compared to low-frequency words. In Experiment 2, young and older adults completed item and associative recognition memory tests with high- and low-frequency words. Age deficits were greater for associative memory than for item memory, demonstrating an age-related associative deficit. High-frequency words led to better associative memory performance whilst low-frequency words resulted in better item memory performance. In neither experiment was there any evidence for age deficits to be smaller for high- relative to low-frequency words, suggesting that word frequency effects on memory operate independently from effects due to cognitive ageing.

Searching for the right word: Hybrid visual and memory search for words.

PubMed

Boettcher, Sage E P; Wolfe, Jeremy M

2015-05-01

In "hybrid search" (Wolfe Psychological Science, 23(7), 698-703, 2012), observers search through visual space for any of multiple targets held in memory. With photorealistic objects as the stimuli, response times (RTs) increase linearly with the visual set size and logarithmically with the memory set size, even when over 100 items are committed to memory. It is well-established that pictures of objects are particularly easy to memorize (Brady, Konkle, Alvarez, & Oliva Proceedings of the National Academy of Sciences, 105, 14325-14329, 2008). Would hybrid-search performance be similar if the targets were words or phrases, in which word order can be important, so that the processes of memorization might be different? In Experiment 1, observers memorized 2, 4, 8, or 16 words in four different blocks. After passing a memory test, confirming their memorization of the list, the observers searched for these words in visual displays containing two to 16 words. Replicating Wolfe (Psychological Science, 23(7), 698-703, 2012), the RTs increased linearly with the visual set size and logarithmically with the length of the word list. The word lists of Experiment 1 were random. In Experiment 2, words were drawn from phrases that observers reported knowing by heart (e.g., "London Bridge is falling down"). Observers were asked to provide four phrases, ranging in length from two words to no less than 20 words (range 21-86). All words longer than two characters from the phrase, constituted the target list. Distractor words were matched for length and frequency. Even with these strongly ordered lists, the results again replicated the curvilinear function of memory set size seen in hybrid search. One might expect to find serial position effects, perhaps reducing the RTs for the first (primacy) and/or the last (recency) members of a list (Atkinson & Shiffrin, 1968; Murdock Journal of Experimental Psychology, 64, 482-488, 1962). Surprisingly, we showed no reliable effects of word order. Thus, in "London Bridge is falling down," "London" and "down" were found no faster than "falling."

Older and Wiser: Older Adults’ Episodic Word Memory Benefits from Sentence Study Contexts

PubMed Central

Matzen, Laura E.; Benjamin, Aaron S.

2013-01-01

A hallmark of adaptive cognition is the ability to modulate learning in response to the demands posed by different types of tests and different types of materials. Here we evaluate how older adults process words and sentences differently by examining patterns of memory errors. In two experiments, we explored younger and older adults’ sensitivity to lures on a recognition test following study of words in these two types of contexts. Among the studied words were compound words such as “blackmail” and “jailbird” that were related to conjunction lures (e.g. “blackbird”) and semantic lures (e.g. “criminal”). Participants engaged in a recognition test that included old items, conjunction lures, semantic lures, and unrelated new items. In both experiments, younger and older adults had the same general pattern of memory errors: more incorrect endorsements of semantic than conjunction lures following sentence study and more incorrect endorsements of conjunction than semantic lures following list study. The similar pattern reveals that older and younger adults responded to the constraints of the two different study contexts in similar ways. However, while younger and older adults showed similar levels of memory performance for the list study context, the sentence study context elicited superior memory performance in the older participants. It appears as though memory tasks that take advantage of greater expertise in older adults--in this case, greater experience with sentence processing--can reveal superior memory performance in the elderly. PMID:23834493

TOY SAFETY SURVEILLANCE FROM ONLINE REVIEWS

PubMed Central

Winkler, Matt; Abrahams, Alan S.; Gruss, Richard; Ehsani, Johnathan P.

2016-01-01

Toy-related injuries account for a significant number of childhood injuries and the prevention of these injuries remains a goal for regulatory agencies and manufacturers. Text-mining is an increasingly prevalent method for uncovering the significance of words using big data. This research sets out to determine the effectiveness of text-mining in uncovering potentially dangerous children’s toys. We develop a danger word list, also known as a ‘smoke word’ list, from injury and recall text narratives. We then use the smoke word lists to score over one million Amazon reviews, with the top scores denoting potential safety concerns. We compare the smoke word list to conventional sentiment analysis techniques, in terms of both word overlap and effectiveness. We find that smoke word lists are highly distinct from conventional sentiment dictionaries and provide a statistically significant method for identifying safety concerns in children’s toy reviews. Our findings indicate that text-mining is, in fact, an effective method for the surveillance of safety concerns in children’s toys and could be a gateway to effective prevention of toy-product-related injuries. PMID:27942092

An English-French-German-Spanish Word Frequency Dictionary: A Correlation of the First Six Thousand Words in Four Single-Language Frequency Lists.

ERIC Educational Resources Information Center

Eaton, Helen S., Comp.

This semantic frequency list for English, French, German, and Spanish correlates 6,474 concepts represented by individual words in an order of diminishing occurrence. Designed as a research tool, the work is segmented into seven comparative "Thousand Concepts" lists with 115 sectional subdivisions, each of which begins with the key English word…

Hoarding behaviors in children with learning disabilities.

PubMed

Testa, Renée; Pantelis, Christos; Fontenelle, Leonardo F

2011-05-01

Our objective was to describe the prevalence, comorbidity, and neuropsychological profiles of children with hoarding and learning disabilities. From 61 children with learning disabilities, 16.4% exhibited hoarding as a major clinical issue. Although children with learning disabilities and hoarding displayed greater rates of obsessive-compulsive disorder (30%) as compared to those with learning disabilities without hoarding (5.9%), the majority of patients belonging to the former group did not display obsessive-compulsive disorder diagnosis. When learning disability patients with hoarding were compared to age-, sex-, and IQ-matched learning disability subjects without hoarding, hoarders exhibited a slower learning curve on word list-learning task. In conclusion, salient hoarding behaviors were found to be relatively common in a sample of children with learning disabilities and not necessarily associated with obsessive-compulsive disorder, supporting its nosological independence. It is unclear whether underlying cognitive features may play a major role in the development of hoarding behaviors in children with learning disabilities.

Standard-Chinese Lexical Neighborhood Test in normal-hearing young children.

PubMed

Liu, Chang; Liu, Sha; Zhang, Ning; Yang, Yilin; Kong, Ying; Zhang, Luo

2011-06-01

The purposes of the present study were to establish the Standard-Chinese version of Lexical Neighborhood Test (LNT) and to examine the lexical and age effects on spoken-word recognition in normal-hearing children. Six lists of monosyllabic and six lists of disyllabic words (20 words/list) were selected from the database of daily speech materials for normal-hearing (NH) children of ages 3-5 years. The lists were further divided into "easy" and "hard" halves according to the word frequency and neighborhood density in the database based on the theory of Neighborhood Activation Model (NAM). Ninety-six NH children (age ranged between 4.0 and 7.0 years) were divided into three different age groups of 1-year intervals. Speech-perception tests were conducted using the Standard-Chinese monosyllabic and disyllabic LNT. The inter-list performance was found to be equivalent and inter-rater reliability was high with 92.5-95% consistency. Results of word-recognition scores showed that the lexical effects were all significant. Children scored higher with disyllabic words than with monosyllabic words. "Easy" words scored higher than "hard" words. The word-recognition performance also increased with age in each lexical category. A multiple linear regression analysis showed that neighborhood density, age, and word frequency appeared to have increasingly more contributions to Chinese word recognition. The results of the present study indicated that performances of Chinese word recognition were influenced by word frequency, age, and neighborhood density, with word frequency playing a major role. These results were consistent with those in other languages, supporting the application of NAM in the Chinese language. The development of Standard-Chinese version of LNT and the establishment of a database of children of 4-6 years old can provide a reliable means for spoken-word recognition test in children with hearing impairment. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Free recall memory performance after aneurysmal subarachnoid hemorrhage.

PubMed

Sheldon, Signy; Macdonald, R Loch; Schweizer, Tom A

2012-03-01

Memory deficits for survivors of aneurysmal subarachnoid hemorrhage (SAH) are common, however, the nature of these deficits is not well understood. In this study, 24 patients with SAH and matched control participants were asked to study six lists containing words from four different categories. For half the lists, the categories were presented together (organized lists). For the remaining lists, the related words were presented randomly to maximize the use of executive processes such as strategy and organization (unorganized lists). Across adjoining lists, there was overlap in the types of categories given, done to promote intrusions. Compared to control participants, SAH patients recalled a similar number of words for the organized lists, but significantly fewer words for the unorganized lists. SAH patients also reported more intrusions than their matched counterparts. Separating patients into anterior communicating artery ruptures (ACoA) and ruptures in other regions, there was a recall deficit only for the unorganized list for those with ACoA ruptures and deficits across both list types for other rupture locations. These results suggest that memory impairment following SAH is likely driven by impairment in the executive components of memory, particularly for those with ACoA ruptures. Such findings may help direct future cognitive-therapeutic programs.

Moderate psychosocial stress appears not to impair recall of words learned 4 weeks prior to stress exposure.

PubMed

Wolf, Oliver T; Schommer, Nicole C; Hellhammer, Dirk H; Reischies, Friedel M; Kirschbaum, Clemens

2002-02-01

Recent studies in humans have reported that recall of previously learned material is especially sensitive to the disruptive effects of pharmacologically induced cortisol elevations. Whether similar effects occur after exposure to psychosocial stress remains to be shown. Moreover it is unknown whether stress before or after the initial learning interacts with the later effects of repeated stress on delayed recall (e.g. state-dependent learning). Forty subjects participated in the present experiment. They learned a word list either one hour before or 10 min after exposure to a psychosocial laboratory stressor. Delayed recall was tested 4 weeks later, again either before or after stress. Salivary cortisol levels increased significantly in response to both stress exposures. Stress had no effects on the initial learning and also did not impair delayed recall. Moreover there was no evidence for state-dependent learning. The current data seem to be in conflict with previous studies demonstrating that delayed recall is especially sensitive to elevated cortisol levels. Several reasons for these discrepancies are discussed. Among them is the small sample size, the moderate cortisol increase in response to the second stress exposure but also the long recall delay, which might lead to memory traces less susceptible to stress.

Sleep reduces false memory in healthy older adults.

PubMed

Lo, June C; Sim, Sam K Y; Chee, Michael W L

2014-04-01

To investigate the effects of post-learning sleep and sleep architecture on false memory in healthy older adults. Balanced, crossover design. False memory was induced using the Deese-Roediger-McDermott (DRM) paradigm and assessed following nocturnal sleep and following a period of daytime wakefulness. Post-learning sleep structure was evaluated using polysomnography (PSG). Sleep research laboratory. Fourteen healthy older adults from the Singapore-Longitudinal Aging Brain Study (mean age ± standard deviation = 66.6 ± 4.1 y; 7 males). At encoding, participants studied lists of words that were semantically related to non-presented critical lures. At retrieval, they made "remember"/"know" and "new" judgments. Compared to wakefulness, post-learning sleep was associated with reduced "remember" responses, but not "know" responses to critical lures. In contrast, there were no significant differences in the veridical recognition of studied words, false recognition of unrelated distractors, discriminability, or response bias between the sleep and the wake conditions. More post-learning slow wave sleep was associated with greater reduction in false memory. In healthy older adults, sleep facilitates the reduction in false memory without affecting veridical memory. This benefit correlates with the amount of slow wave sleep in the post-learning sleep episode.

Word Recognition Error Analysis: Comparing Isolated Word List and Oral Passage Reading

ERIC Educational Resources Information Center

Flynn, Lindsay J.; Hosp, John L.; Hosp, Michelle K.; Robbins, Kelly P.

2011-01-01

The purpose of this study was to determine the relation between word recognition errors made at a letter-sound pattern level on a word list and on a curriculum-based measurement oral reading fluency measure (CBM-ORF) for typical and struggling elementary readers. The participants were second, third, and fourth grade typical and struggling readers…

When Does Length Cause the Word Length Effect?

ERIC Educational Resources Information Center

Jalbert, Annie; Neath, Ian; Bireta, Tamra J.; Surprenant, Aimee M.

2011-01-01

The word length effect, the finding that lists of short words are better recalled than lists of long words, has been termed one of the benchmark findings that any theory of immediate memory must account for. Indeed, the effect led directly to the development of working memory and the phonological loop, and it is viewed as the best remaining…

Teaching Children to Fluently Decode Nonsense Words in Lists: Generalized Effects to Oral Reading Fluency of Connected Text

ERIC Educational Resources Information Center

Werder, Candace Susan

2012-01-01

The present study examined the generalized effects of training children to fluently blend nonsense words containing target vowel teams on their reading of untrained real words in lists and passages. Eight second-grade students participated. Nonsense words containing each of 3 target vowel teams ("aw," "oi," and "au")…

A Word Count of Modern Arabic Prose.

ERIC Educational Resources Information Center

Landau, Jacob M.

This book presents a word count of Arabic prose based on 60 twentieth-century Egyptian books. The text is divided into an alphabetical list and a word frequency list. This word count is intended as an aid in the: (1) writing of primers and the compilation of graded readers, (2) examination of the vocabulary selection of primers and readers…

Effects of Visual and Auditory Perceptual Aptitudes and Letter Discrimination Pretraining on Word Recognition.

ERIC Educational Resources Information Center

Janssen, David Rainsford

This study investigated alternate methods of letter discrimination pretraining and word recognition training in young children. Seventy kindergarten children were trained to recognize eight printed words in a vocabulary list by a mixed-list paired-associate method. Four of the stimulus words had visual response choices (pictures) and four had…

A New Academic Vocabulary List

ERIC Educational Resources Information Center

Gardner, Dee; Davies, Mark

2014-01-01

This article presents our new Academic Vocabulary List (AVL), derived from a 120-million-word academic subcorpus of the 425-million-word Corpus of Contemporary American English (COCA; Davies 2012). We first explore reasons why a new academic core list is warranted, and why such a list is still needed in English language education. We also provide…

Repetition blindness and homophone blindness in young and older adults.

PubMed

Tyrrell, Caitlin J; James, Lori E; Noble, Paula M

2016-11-01

We tested age effects on repetition blindness (RB), defined as the reduced probability of reporting a target word following presentation of the same word in a rapidly presented list. We also tested age effects on homophone blindness (HB), in which the first word is a homophone of the target word rather than a repeated word. Thirty young and 28 older adults viewed rapidly presented lists of words containing repeated, homophone, or unrepeated word pairs and reported all of the words immediately after each list. Older adults exhibited a greater degree of RB and HB than young adults using a conditional scoring method that provides certainty that blindness has occurred. The existence of RB and HB for both age groups, and increased blindness for older compared to young adults, supports predictions of a binding theory that has successfully accounted for a wide range of phenomena in cognitive aging.

Testing can counteract proactive interference by integrating competing information

PubMed Central

Wahlheim, Christopher N.

2015-01-01

Testing initially learned information before presenting new information has been shown to counteract the deleterious effects of proactive interference by segregating competing sources of information. The present experiments were conducted to demonstrate that testing can also have its effects in part by integrating competing information. Variations of classic A–B, A–D paired-associate learning paradigms were employed that included two lists of word pairs and a cued-recall test. Repeated pairs appeared in both lists (A–B, A–B), control pairs appeared in List 2 only (A–B, C–D), and changed pairs appeared with the same cue in both lists but with different responses (A–B, A–D). The critical manipulation was whether pairs were tested or restudied in an interpolated phase that occurred between Lists 1 and 2. On a final cued-recall test, participants recalled List 2 responses and then indicated when they recollected that responses had earlier changed between lists. The change recollection measure indexed the extent to which competing responses were integrated during List 2. Change was recollected more often for tested than for restudied pairs. Proactive facilitation was obtained in cued recall when change was recollected, whereas proactive interference was obtained when change was not recollected. These results provide evidence that testing counteracted proactive interference in part by making List 1 responses more accessible during List 2, thus promoting integration and increasing later recollection of change. These results have theoretical implications because they show that testing can counteract proactive interference by integrating or segregating competing information. PMID:25120241

Sleep spindles during a nap correlate with post sleep memory performance for highly rewarded word-pairs.

PubMed

Studte, Sara; Bridger, Emma; Mecklinger, Axel

2017-04-01

The consolidation of new associations is thought to depend in part on physiological processes engaged during non-REM (NREM) sleep, such as slow oscillations and sleep spindles. Moreover, NREM sleep is thought to selectively benefit associations that are adaptive for the future. In line with this, the current study investigated whether different reward cues at encoding are associated with changes in sleep physiology and memory retention. Participants' associative memory was tested after learning a list of arbitrarily paired words both before and after taking a 90-min nap. During learning, word-pairs were preceded by a cue indicating either a high or a low reward for correct memory performance at test. The motivation manipulation successfully impacted retention such that memory declined to a greater extent from pre- to post sleep for low rewarded than for high rewarded word-pairs. In line with previous studies, positive correlations between spindle density during NREM sleep and general memory performance pre- and post-sleep were found. In addition to this, however, a selective positive relationship between memory performance for highly rewarded word-pairs at posttest and spindle density during NREM sleep was also observed. These results support the view that motivationally salient memories are preferentially consolidated and that sleep spindles may be an important underlying mechanism for selective consolidation. Copyright © 2016 Elsevier Inc. All rights reserved.

Rapid eye movement sleep does not seem to unbind memories from their emotional context.

PubMed

Deliens, Gaétane; Neu, Daniel; Peigneux, Philippe

2013-12-01

Sleep unbinds memories from their emotional learning context, protecting them from emotional interference due to a change of mood between learning and recall. According to the 'sleep to forget and sleep to remember' model, emotional unbinding takes place during rapid eye movement sleep. To test this hypothesis, we investigated emotional contextual interference effects after early versus late post-learning sleep periods, in which slow wave and rapid eye movement sleep, respectively, predominate. Participants learned a list of neutral word pairs after induction of a happy or a sad mood, then slept immediately afterwards for 3 h of early or late sleep under polysomnographic recording, in a within-subject counterbalanced design. They slept for 3 h before learning in the late sleep condition. Polysomnographic data confirmed more rapid eye movement sleep in the late than in the early sleep condition. After awakening, half the list was recalled after induction of a similar mood than during the encoding session (non-interference condition), and the other half of the list was recalled after induction of a different mood (interference condition). The results disclosed an emotional interference effect on recall both in the early and late sleep conditions, which does not corroborate the hypothesis of a rapid eye movement sleep-related protection of recent memories from emotional contextual interference. Alternatively, the contextual demodulation process initiated during the first post-learning night might need several consecutive nights of sleep to be achieved. © 2013 European Sleep Research Society.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Capellen, J.; Svec, H.J.; Sage, C.R.

This report covers the year 1973, and lists approximately 8,000 articles of interest to mass spectroscopists. This report consists of three sections, a Bibliography section, an Author Index section and a Key Word Out of Context Index (KWOC Index) section. The Bibliography section lists the authors, the title and the publication data for each article. The Author Index lists the authors' names and the reference numbers of their articles. The KWOC Index lists the key words, the reference numbers of the articles in which the key word appears and the first 100 characters of the title.

Unsupervised, low latency anomaly detection of algorithmically generated domain names by generative probabilistic modeling.

PubMed

Raghuram, Jayaram; Miller, David J; Kesidis, George

2014-07-01

We propose a method for detecting anomalous domain names, with focus on algorithmically generated domain names which are frequently associated with malicious activities such as fast flux service networks, particularly for bot networks (or botnets), malware, and phishing. Our method is based on learning a (null hypothesis) probability model based on a large set of domain names that have been white listed by some reliable authority. Since these names are mostly assigned by humans, they are pronounceable, and tend to have a distribution of characters, words, word lengths, and number of words that are typical of some language (mostly English), and often consist of words drawn from a known lexicon. On the other hand, in the present day scenario, algorithmically generated domain names typically have distributions that are quite different from that of human-created domain names. We propose a fully generative model for the probability distribution of benign (white listed) domain names which can be used in an anomaly detection setting for identifying putative algorithmically generated domain names. Unlike other methods, our approach can make detections without considering any additional (latency producing) information sources, often used to detect fast flux activity. Experiments on a publicly available, large data set of domain names associated with fast flux service networks show encouraging results, relative to several baseline methods, with higher detection rates and low false positive rates.

Unsupervised, low latency anomaly detection of algorithmically generated domain names by generative probabilistic modeling

PubMed Central

Raghuram, Jayaram; Miller, David J.; Kesidis, George

2014-01-01

We propose a method for detecting anomalous domain names, with focus on algorithmically generated domain names which are frequently associated with malicious activities such as fast flux service networks, particularly for bot networks (or botnets), malware, and phishing. Our method is based on learning a (null hypothesis) probability model based on a large set of domain names that have been white listed by some reliable authority. Since these names are mostly assigned by humans, they are pronounceable, and tend to have a distribution of characters, words, word lengths, and number of words that are typical of some language (mostly English), and often consist of words drawn from a known lexicon. On the other hand, in the present day scenario, algorithmically generated domain names typically have distributions that are quite different from that of human-created domain names. We propose a fully generative model for the probability distribution of benign (white listed) domain names which can be used in an anomaly detection setting for identifying putative algorithmically generated domain names. Unlike other methods, our approach can make detections without considering any additional (latency producing) information sources, often used to detect fast flux activity. Experiments on a publicly available, large data set of domain names associated with fast flux service networks show encouraging results, relative to several baseline methods, with higher detection rates and low false positive rates. PMID:25685511

Examining the Relationship between Free Recall and Immediate Serial Recall: The Effects of List Length and Output Order

ERIC Educational Resources Information Center

Ward, Geoff; Tan, Lydia; Grenfell-Essam, Rachel

2010-01-01

In 4 experiments, participants were presented with lists of between 1 and 15 words for tests of immediate memory. For all tasks, participants tended to initiate recall with the first word on the list for short lists. As the list length was increased, so there was a decreased tendency to start with the first list item; and, when free to do so,…

Brief, pre-retrieval stress differentially influences long-term memory depending on sex and corticosteroid response.

PubMed

Zoladz, Phillip R; Kalchik, Andrea E; Hoffman, Mackenzie M; Aufdenkampe, Rachael L; Burke, Hanna M; Woelke, Sarah A; Pisansky, Julia M; Talbot, Jeffery N

2014-03-01

Previous work has indicated that stress generally impairs memory retrieval. However, little research has addressed discrepancies that exist in this line of work and the factors that could explain why stress can exert differential effects on retrieval processes. Therefore, we examined the influence of brief, pre-retrieval stress that was administered immediately before testing on long-term memory in males and females. Participants learned a list of 42 words varying in emotional valence and arousal. Following the learning phase, participants were given an immediate free recall test. Twenty-four hours later, participants submerged their non-dominant hand in a bath of ice cold (Stress) or warm (No Stress) water for 3 min. Immediately following this manipulation, participants' memory for the word list was assessed via free recall and recognition tests. We observed no group differences on short-term memory. However, male participants who showed a robust cortisol response to the stress exhibited enhanced long-term recognition memory, while male participants who demonstrated a blunted cortisol response to the stress exhibited impaired long-term recall and recognition memory. These findings suggest that the effects of brief, pre-retrieval stress on long-term memory are sex-specific and mediated by corticosteroid mechanisms. Copyright © 2014 Elsevier Inc. All rights reserved.

Proportion congruency and practice: A contingency learning account of asymmetric list shifting effects.

PubMed

Schmidt, James R

2016-09-01

Performance is impaired when a distracting stimulus is incongruent with the target stimulus (e.g., "green" printed in red). This congruency effect is decreased when the proportion of incongruent trials is increased, termed the proportion congruent effect. This effect is typically interpreted in terms of the adaptation of attention in response to conflict. In contrast, the contingency account argues that the effect is driven by the learning of predictive relationships between words and responses. In a recent report, Abrahamse, Duthoo, Notebaert, and Risko (2013) demonstrated larger changes in the magnitude of the proportion congruent effect when switching from a mostly congruent list to a mostly incongruent list, relative to the reverse order. They argued that this asymmetric list shifting effect fits only with the conflict adaptation perspective. However, the current paper presents reanalyses of this data and an adaptation of the Parallel Episodic Processing model that together demonstrate how the contingency account can explain these findings equally well when considering the generally accepted notion that performance improves with practice. The contingency account may still be the most parsimonious view. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Lexical association and false memory for words in two cultures.

PubMed

Lee, Yuh-shiow; Chiang, Wen-Chi; Hung, Hsu-Ching

2008-01-01

This study examined the relationship between language experience and false memory produced by the DRM paradigm. The word lists used in Stadler, et al. (Memory & Cognition, 27, 494-500, 1999) were first translated into Chinese. False recall and false recognition for critical non-presented targets were then tested on a group of Chinese users. The average co-occurrence rate of the list word and the critical word was calculated based on two large Chinese corpuses. List-level analyses revealed that the correlation between the American and Taiwanese participants was significant only in false recognition. More importantly, the co-occurrence rate was significantly correlated with false recall and recognition of Taiwanese participants, and not of American participants. In addition, the backward association strength based on Nelson et al. (The University of South Florida word association, rhyme and word fragment norms, 1999) was significantly correlated with false recall of American participants and not of Taiwanese participants. Results are discussed in terms of the relationship between language experiences and lexical association in creating false memory for word lists.

Aging and IQ effects on associative recognition and priming in item recognition

PubMed Central

McKoon, Gail; Ratcliff, Roger

2012-01-01

Two ways to examine memory for associative relationships between pairs of words were tested: an explicit method, associative recognition, and an implicit method, priming in item recognition. In an experiment with both kinds of tests, participants were asked to learn pairs of words. For the explicit test, participants were asked to decide whether two words of a test pair had been studied in the same or different pairs. For the implicit test, participants were asked to decide whether single words had or had not been among the studied pairs. Some test words were immediately preceded in the test list by the other word of the same pair and some by a word from a different pair. Diffusion model (Ratcliff, 1978; Ratcliff & McKoon, 2008) analyses were carried out for both tasks for college-age participants, 60–74 year olds, and 75–90 year olds, and for higher- and lower-IQ participants, in order to compare the two measures of associative strength. Results showed parallel behavior of drift rates for associative recognition and priming across ages and across IQ, indicating that they are based, at least to some degree, on the same information in memory. PMID:24976676

Evaluating a Computer-Based Sight-Word Reading Intervention in a Student with Intellectual Disabilities

ERIC Educational Resources Information Center

Yaw, Jared; Skinner, Christopher H.; Orsega, Michael C.; Parkhurst, John; Booher, Joshua; Chambers, Karen

2012-01-01

The authors used a multiple-baseline-across-behaviors (i.e., word lists) design to evaluate a computer-based flashcard intervention on automatic sight-word reading in a 4th-grade student with moderate to severe intellectual disabilities. Immediately after the intervention was applied to each of three lists of sight words, the student made rapid…

Bridging the Vocabulary Gap for EFL Medical Undergraduates: The Establishment of a Medical Word List

ERIC Educational Resources Information Center

Hsu, Wenhua

2013-01-01

This study created a medical word list (MWL) to bridge the gap between non-technical and technical vocabulary. The researcher compiled a corpus containing 155 textbooks across 31 medical subject areas from e-book databases (totaling 15 million running words) and examined the range and frequency of words outside the most frequent 3,000-word…

Phonological Inconsistency in Word Naming: Determinants of the Interference Effect between Languages

ERIC Educational Resources Information Center

Smits, Erica; Sandra, Dominiek; Martensen, Heike; Dijkstra, Ton

2009-01-01

Dutch-English participants named words and nonwords with a between-language phonologically inconsistent rime, e.g., GREED and PREED, and control words with a language-typical rime, e.g., GROAN, in a monolingual stimulus list or in a mixed list containing Dutch words. Inconsistent items had longer latencies and more errors than typical items in the…

Revealing List-Level Control in the Stroop Task by Uncovering Its Benefits and a Cost

ERIC Educational Resources Information Center

Bugg, Julie M.; McDaniel, Mark A.; Scullin, Michael K.; Braver, Todd S.

2011-01-01

Interference is reduced in mostly incongruent relative to mostly congruent lists. Classic accounts of this list-wide proportion congruence effect assume that list-level control processes strategically modulate word reading. Contemporary accounts posit that reliance on the word is modulated poststimulus onset by item-specific information (e.g.,…

Memory for pictures and words as a function of level of processing: Depth or dual coding?

PubMed

D'Agostino, P R; O'Neill, B J; Paivio, A

1977-03-01

The experiment was designed to test differential predictions derived from dual-coding and depth-of-processing hypotheses. Subjects under incidental memory instructions free recalled a list of 36 test events, each presented twice. Within the list, an equal number of events were assigned to structural, phonemic, and semantic processing conditions. Separate groups of subjects were tested with a list of pictures, concrete words, or abstract words. Results indicated that retention of concrete words increased as a direct function of the processing-task variable (structural < phonemic

A Method for Correcting Broken Hyphenations in Noisy English Text

DTIC Science & Technology

2012-04-01

words, such as a frequency list . An algorithm that would make use of word validation, taking into account the various usages of hyphens in English, is...commas, and question marks from the surrounding words. The British National Corpus (2) (BNC) frequency list was used to perform the validation...rather than a separate spell checking program. This was primarily because implementation of the algorithm using a frequency list was quite trivial

Verbal short-term memory as an articulatory system: evidence from an alternative paradigm.

PubMed

Cheung, Him; Wooltorton, Lana

2002-01-01

In a series of experiments, the role of articulatory rehearsal in verbal [corrected] short-term memory was examined via a shadowing-plus-recall paradigm. In this paradigm, subjects shadowed a word target presented closely after an auditory memory list before they recalled the list. The phonological relationship between the shadowing target and the final item on the memory list was manipulated. Experiments 1 and 2 demonstrated that targets sounding similar to the list-final memory item generally took longer to shadow than unrelated targets. This inhibitory effect of phonological relatedness was more pronounced with tense- than lax-vowel pseudoword recall lists. The interaction between vowel tenseness and phonological relatedness was replicated in Experiment 3 using shorter lists of real words. In Experiment 4, concurrent articulation was applied during list learning to block rehearsal; consequently, neither the phonological relatedness effect nor its interaction with vowel tenseness emerged. Experiments 5 and 6 manipulated the occurrence frequencies and lexicality of the recall items, respectively, instead of vowel tenseness. Unlike vowel tenseness, these non-articulatory memory factors failed to interact with the phonological relatedness effect. Experiment 7 orthogonally manipulated the vowel tenseness and frequencies of the recall items; slowing in shadowing times due to phonological relatedness was modulated by vowel tenseness but not frequency. Taken together, these results suggest that under the present paradigm, the modifying effect of vowel tenseness on the magnitude of slowing in shadowing due to phonological relatedness is indicative of a prominent articulatory component in verbal short-term retention. The shadowing-plus-recall approach avoids confounding overt recall into internal memory processing, which is an inherent problem of the traditional immediate serial recall and span tasks.

Decoupling Semantic and Associative Information in False Memories: Explorations with Semantically Ambiguous and Unambiguous Critical Lures

ERIC Educational Resources Information Center

Hutchison, K.A.; Balota, D.A.

2005-01-01

Veridical and false memory were examined in lists that contained 12 words that all converged onto the same meaning of a critical nonpresented word (e.g., snooze, wake, bedroom, slumber..., for SLEEP) or lists that contained 6 words that converged onto one meaning and 6 words that converged onto a different meaning of a homograph (e.g., stumble,…

The Preliminary Development of a Vocabulary List for Osaka Jogakuin Junior College's First Year English Program.

ERIC Educational Resources Information Center

Cornwell, Steve; Kakutani, Tomoko

1998-01-01

A project to develop word lists for first-year English as a second language instruction at Osaka Jogakuin Junior College (Japan) is described. The lists were drawn from high-frequency vocabulary lists, with word selection based on course unit themes and rhetorical patterns. These include: introduction/people and places; women's issues;…

Transcranial Direct Current Stimulation Improves Audioverbal Memory in Stroke Patients

PubMed Central

Kazuta, Toshinari; Takeda, Kotaro; Osu, Rieko; Tanaka, Satoshi; Oishi, Ayako; Kondo, Kunitsugu; Liu, Meigen

2017-01-01

Objective The aim of this study was to investigate whether anodal transcranial direct current stimulation over the left temporoparietal area improved audioverbal memory performance in stroke patients. Design Twelve stroke patients with audioverbal memory impairment participated in a single-masked, crossover, and sham-controlled experiment. The anodal or sham transcranial direct current stimulation was applied during the Rey Auditory Verbal Learning Test, which evaluates the ability to recall a list of 15 heard words over five trials. The number of correctly recalled words was compared between the anodal and sham conditions and the influence of transcranial direct current stimulation on serial position effect of the 15 words was also examined. Results The increase in the number of correctly recalled words from the first to the fifth trial was significantly greater in the anodal condition than in the sham condition (P < 0.01). There was a significant difference (P < 0.01) between the anodal and sham conditions in the number of correctly recalled words within the first five words (primacy region) over the second to fifth trial trials, but not in the middle (next five words) or recency (last five words) regions. Conclusions Anodal transcranial direct current stimulation over the left temporoparietal area improved audioverbal memory performance and induced the primacy effect in stroke patients. PMID:28085735

Transcranial Direct Current Stimulation Improves Audioverbal Memory in Stroke Patients.

PubMed

Kazuta, Toshinari; Takeda, Kotaro; Osu, Rieko; Tanaka, Satoshi; Oishi, Ayako; Kondo, Kunitsugu; Liu, Meigen

2017-08-01

The aim of this study was to investigate whether anodal transcranial direct current stimulation over the left temporoparietal area improved audioverbal memory performance in stroke patients. Twelve stroke patients with audioverbal memory impairment participated in a single-masked, crossover, and sham-controlled experiment. The anodal or sham transcranial direct current stimulation was applied during the Rey Auditory Verbal Learning Test, which evaluates the ability to recall a list of 15 heard words over five trials. The number of correctly recalled words was compared between the anodal and sham conditions and the influence of transcranial direct current stimulation on serial position effect of the 15 words was also examined. The increase in the number of correctly recalled words from the first to the fifth trial was significantly greater in the anodal condition than in the sham condition (P < 0.01). There was a significant difference (P < 0.01) between the anodal and sham conditions in the number of correctly recalled words within the first five words (primacy region) over the second to fifth trial trials, but not in the middle (next five words) or recency (last five words) regions. Anodal transcranial direct current stimulation over the left temporoparietal area improved audioverbal memory performance and induced the primacy effect in stroke patients.

Lateralised sleep spindles relate to false memory generation.

PubMed

Shaw, John J; Monaghan, Padraic

2017-12-01

Sleep is known to enhance false memories: After presenting participants with lists of semantically related words, sleeping before recalling these words results in a greater acceptance of unseen "lure" words related in theme to previously seen words. Furthermore, the right hemisphere (RH) seems to be more prone to false memories than the left hemisphere (LH). In the current study, we investigated the sleep architecture associated with these false memory and lateralisation effects in a nap study. Participants viewed lists of related words, then stayed awake or slept for approximately 90min, and were then tested for recognition of previously seen-old, unseen-new, or unseen-lure words presented either to the LH or RH. Sleep increased acceptance of unseen-lure words as previously seen compared to the wake group, particularly for RH presentations of word lists. RH lateralised stage 2 sleep spindle density relative to the LH correlated with this increase in false memories, suggesting that RH sleep spindles enhanced false memories in the RH. Copyright © 2017 Elsevier Ltd. All rights reserved.

Inert gas narcosis disrupts encoding but not retrieval of long term memory.

PubMed

Hobbs, Malcolm; Kneller, Wendy

2015-05-15

Exposure to increased ambient pressure causes inert gas narcosis of which one symptom is long-term memory (LTM) impairment. Narcosis is posited to impair LTM by disrupting information encoding, retrieval (self-guided search), or both. The effect of narcosis on the encoding and retrieval of LTM was investigated by testing the effect of learning-recall pressure and levels of processing (LoP) on the free-recall of word lists in divers underwater. All participants (n=60) took part in four conditions in which words were learnt and then recalled at either low pressure (1.4-1.9atm/4-9msw) or high pressure (4.4-5.0atm/34-40msw), as manipulated by changes in depth underwater: low-low (LL), low-high(LH), high-high (HH), and high-low (HL). In addition, participants were assigned to either a deep or shallow processing condition, using LoP methodology. Free-recall memory ability was significantly impaired only when words were initially learned at high pressure (HH & HL conditions). When words were learned at low pressure and then recalled at low pressure (LL condition) or high pressure (LH condition) free-recall was not impaired. Although numerically superior in several conditions, deeper processing failed to significantly improve free-recall ability in any of the learning-recall conditions. This pattern of results support the hypothesis that narcosis disrupts encoding of information into LTM, while retrieval appears to be unaffected. These findings are discussed in relation to similar effects reported by some memory impairing drugs and the practical implications for workers in pressurised environments. Copyright © 2015 Elsevier Inc. All rights reserved.

Constraints on Access: Costs and Benefits (Spontaneous Memory for Relevant Experiences)

DTIC Science & Technology

1989-05-01

F. I. M. Craik (Eds.), Levels of processing and human memory. Hillsdale, NJ: Erlbaum. Dewey, J. (1963). How we think. Portions published in R. M...transfer. Pictures (vs. words) and levels of processing and elaborative encoding manipulations are shown to affect directed access but are found to have...includes most 5 6 list-learning experiments, research on schema/script abstraction, and studies of remembering which might manipulate levels of processing

Acoustic and semantic interference effects in words and pictures.

PubMed

Dhawan, M; Pellegrino, J W

1977-05-01

Interference effects for pictures and words were investigated using a probe-recall task. Word stimuli showed acoustic interference effects for items at the end of the list and semantic interference effects for items at the beginning of the list, similar to results of Kintsch and Buschke (1969). Picture stimuli showed large semantic interference effects at all list positions with smaller acoustic interference effects. The results were related to latency data on picture-word processing and interpreted in terms of the differential order, probability, and/or speed of access to acoustic and semantic levels of processing. A levels of processing explanation of picture-word retention differences was related to dual coding theory. Both theoretical positions converge on an explanation of picture-word retention differences as a function of the relative capacity for semantic or associative processing.

Words Spoken by Teachers to Primary-Level Classes of Deaf Children.

ERIC Educational Resources Information Center

Stuckless, E. Ross; Miller, Linda D.

1987-01-01

The study generated a list of the 1000 most frequently used words by teachers of hearing impaired children in six primary grade classes. Results have implications for real time captioning systems of communication. An alphabetical list and a list ordered by frequency of use are appended. (DB)

Effectiveness of Acoustic and Conceptual Retrieval Cues in Memory for Words at Two Grade Levels. Technical Report No. 220.

ERIC Educational Resources Information Center

Ghatala, Elizabeth S.; Hurlbut, Nancy L.

The effectiveness of two types of retrieval cues was assessed with second- and sixth-grade children. After a single presentation of a list of words, the children first recalled as many of the words as they could. Following free recall, children in each grade were given either conceptual (category names for words on the input lists) or acoustic…

Phonological similarity influences word learning in adults learning Spanish as a foreign language

PubMed Central

Stamer, Melissa K.; Vitevitch, Michael S.

2013-01-01

Neighborhood density—the number of words that sound similar to a given word (Luce & Pisoni, 1998)—influences word-learning in native English speaking children and adults (Storkel, 2004; Storkel, Armbruster, & Hogan, 2006): novel words with many similar sounding English words (i.e., dense neighborhood) are learned more quickly than novel words with few similar sounding English words (i.e., sparse neighborhood). The present study examined how neighborhood density influences word-learning in native English speaking adults learning Spanish as a foreign language. Students in their third-semester of Spanish language classes learned advanced Spanish words that sounded similar to many known Spanish words (i.e., dense neighborhood) or sounded similar to few known Spanish words (i.e., sparse neighborhood). In three word-learning tasks, performance was better for Spanish words with dense rather than sparse neighborhoods. These results suggest that a similar mechanism may be used to learn new words in a native and a foreign language. PMID:23950692

Declarative memory.

PubMed

Riedel, Wim J; Blokland, Arjan

2015-01-01

Declarative Memory consists of memory for events (episodic memory) and facts (semantic memory). Methods to test declarative memory are key in investigating effects of potential cognition-enhancing substances--medicinal drugs or nutrients. A number of cognitive performance tests assessing declarative episodic memory tapping verbal learning, logical memory, pattern recognition memory, and paired associates learning are described. These tests have been used as outcome variables in 34 studies in humans that have been described in the literature in the past 10 years. Also, the use of episodic tests in animal research is discussed also in relation to the drug effects in these tasks. The results show that nutritional supplementation of polyunsaturated fatty acids has been investigated most abundantly and, in a number of cases, but not all, show indications of positive effects on declarative memory, more so in elderly than in young subjects. Studies investigating effects of registered anti-Alzheimer drugs, cholinesterase inhibitors in mild cognitive impairment, show positive and negative effects on declarative memory. Studies mainly carried out in healthy volunteers investigating the effects of acute dopamine stimulation indicate enhanced memory consolidation as manifested specifically by better delayed recall, especially at time points long after learning and more so when drug is administered after learning and if word lists are longer. The animal studies reveal a different picture with respect to the effects of different drugs on memory performance. This suggests that at least for episodic memory tasks, the translational value is rather poor. For the human studies, detailed parameters of the compositions of word lists for declarative memory tests are discussed and it is concluded that tailored adaptations of tests to fit the hypothesis under study, rather than "off-the-shelf" use of existing tests, are recommended.

Writing superiority in cued recall

PubMed Central

Fueller, Carina; Loescher, Jens; Indefrey, Peter

2013-01-01

In list learning paradigms with free recall, written recall has been found to be less susceptible to intrusions of related concepts than spoken recall when the list items had been visually presented. This effect has been ascribed to the use of stored orthographic representations from the study phase during written recall (Kellogg, 2001). In other memory retrieval paradigms, by contrast, either better recall for modality-congruent items or an input-independent writing superiority effect have been found (Grabowski, 2005). In a series of four experiments using a paired associate learning paradigm we tested (a) whether output modality effects on verbal recall can be replicated in a paradigm that does not involve the rejection of semantically related intrusion words, (b) whether a possible superior performance for written recall was due to a slower response onset for writing as compared to speaking in immediate recall, and (c) whether the performance in paired associate word recall was correlated with performance in an additional episodic memory recall task. We observed better written recall in the first half of the recall phase, irrespective of the modality in which the material was presented upon encoding. An explanation for this effect based on longer response latencies for writing and hence more time for memory retrieval could be ruled out by showing that the effect persisted in delayed response versions of the task. Although there was some evidence that stored additional episodic information may contribute to the successful retrieval of associate words, this evidence was only found in the immediate response experiments and hence is most likely independent from the observed output modality effect. In sum, our results from a paired associate learning paradigm suggest that superior performance for written vs. spoken recall cannot be (solely) explained in terms of additional access to stored orthographic representations from the encoding phase. Our findings rather suggest a general writing-superiority effect at the time of memory retrieval. PMID:24151483

Temporal associations and prior-list intrusions in free recall.

PubMed

Zaromb, Franklin M; Howard, Marc W; Dolan, Emily D; Sirotin, Yevgeniy B; Tully, Michele; Wingfield, Arthur; Kahana, Michael J

2006-07-01

When asked to recall the words from a just-presented target list, subjects occasionally recall words that were not on the list. These intrusions either appeared on earlier lists (prior-list intrusions, or PLIs) or had not appeared over the course of the experiment (extra-list intrusions). The authors examined the factors that elicit PLIs in free recall. A reanalysis of earlier studies revealed that PLIs tend to come from semantic associates as well as from recently studied lists, with the rate of PLIs decreasing sharply with list recency. The authors report 3 new experiments in which some items in a given list also appeared on earlier lists. Although repetition enhanced recall of list items, subjects were significantly more likely to make PLIs following the recall of repeated items, suggesting that temporal associations formed in earlier lists can induce recall errors. The authors interpret this finding as evidence for the interacting roles of associative and contextual retrieval processes in recall. Although contextual information helps to focus recall on words in the target list, it does not form an impermeable boundary between current- and prior-list experiences. Copyright 2006 APA, all rights reserved.

Automatic Text Analysis Based on Transition Phenomena of Word Occurrences

ERIC Educational Resources Information Center

Pao, Miranda Lee

1978-01-01

Describes a method of selecting index terms directly from a word frequency list, an idea originally suggested by Goffman. Results of the analysis of word frequencies of two articles seem to indicate that the automated selection of index terms from a frequency list holds some promise for automatic indexing. (Author/MBR)

Medical Terminology: Root Words. Health Occupations Education Module.

ERIC Educational Resources Information Center

Temple Univ., Philadelphia, PA. Div. of Vocational Education.

This module on medical terminology (root words) is one of 17 modules designed for individualized instruction in health occupations education programs at both the secondary and postsecondary levels. This module consists of an introduction to root words, a list of resources needed, procedures for using the module, a list of terminology used in the…

Adult age differences in predicting memory performance: the effects of normative information and task experience.

PubMed

McDonald-Miszczak, L; Hunter, M A; Hultsch, D F

1994-03-01

Two experiments addressed the effects of task information and experience on younger and older adults' ability to predict their memory for words. The first study examined the effects of normative task information on subjects' predictions for 30-word lists across three trials. The second study looked at the effects of making predictions and recalling either an easy (15) or a difficult (45) word list prior to making predictions and recalling a moderately difficult (30) word list. The results from both studies showed that task information and experience affected subjects' predictions and that elderly adults predicted their performance more accurately than younger adults.

Sleep enhances false memories depending on general memory performance.

PubMed

Diekelmann, Susanne; Born, Jan; Wagner, Ullrich

2010-04-02

Memory is subject to dynamic changes, sometimes giving rise to the formation of false memories due to biased processes of consolidation or retrieval. Sleep is known to benefit memory consolidation through an active reorganization of representations whereas acute sleep deprivation impairs retrieval functions. Here, we investigated whether sleep after learning and sleep deprivation at retrieval enhance the generation of false memories in a free recall test. According to the Deese, Roediger, McDermott (DRM) false memory paradigm, subjects learned lists of semantically associated words (e.g., "night", "dark", "coal", etc.), lacking the strongest common associate or theme word (here: "black"). Free recall was tested after 9h following a night of sleep, a night of wakefulness (sleep deprivation) or daytime wakefulness. Compared with memory performance after a retention period of daytime wakefulness, both post-learning nocturnal sleep as well as acute sleep deprivation at retrieval significantly enhanced false recall of theme words. However, these effects were only observed in subjects with low general memory performance. These data point to two different ways in which sleep affects false memory generation through semantic generalization: one acts during consolidation on the memory trace per se, presumably by active reorganization of the trace in the post-learning sleep period. The other is related to the recovery function of sleep and affects cognitive control processes of retrieval. Both effects are unmasked when the material is relatively weakly encoded. Crown Copyright 2009. Published by Elsevier B.V. All rights reserved.

Individual differences in working memory capacity and search efficiency.

PubMed

Miller, Ashley L; Unsworth, Nash

2018-05-29

In two experiments, we examined how various learning conditions impact the relation between working memory capacity (WMC) and memory search abilities. Experiment 1 employed a delayed free recall task with semantically related words to induce the buildup of proactive interference (PI) and revealed that the buildup of PI differentially impacted recall accuracy and recall latency for low-WMC and high-WMC individuals. Namely, the buildup of PI impaired recall accuracy and slowed recall latency for low-WMC individuals to a greater extent than what was observed for high-WMC individuals. To provide a circumstance in which previously learned information remains relevant over the course of learning, Experiment 2 required participants to complete a multitrial delayed free recall task with unrelated words. Results revealed that with increased practice with the same word list, WMC-related differences were eventually eliminated in interresponse times (IRTs) and recall accuracy, but not recall latency. Thus, despite still accumulating larger search sets, low-WMC individuals searched LTM as efficiently as high-WMC individuals. Collectively, these results are consistent with the notion that under normal free recall conditions, low-WMC individuals search LTM less efficiently than do high-WMC individuals because of their reliance on noisy temporal-contextual cues at retrieval. However, it appears that under conditions in which previously learned items remain relevant at recall, this tendency to rely on vague self-generated retrieval cues can actually facilitate the ability to accurately and quickly recall information.

The problem of polysemy in the first thousand words of the General Service List: A corpus study of secondary chemistry texts

NASA Astrophysics Data System (ADS)

Clemmons, Karina

Vocabulary in a second language is an indispensable building block of all comprehension (Folse, 2006; Nation, 2006). Teachers in content area classes such as science, math, and social studies frequently teach content specific vocabulary, but are not aware of the obstacles that can occur when students do not know the basic words. Word lists such as the General Service List (GSL) were created to assist students and teachers (West, 1953). The GSL does not adequately take into account the high level of polysemy of many common English words, nor has it been updated by genre to reflect specific content domains encountered by secondary science students in today's high stakes classes such as chemistry. This study examines how many words of the first 1000 words of the GSL occurred in the secondary chemistry textbooks sampled, how often the first 1000 words of the GSL were polysemous, and specifically which multiple meanings occurred. A discussion of results includes word tables that list multiple meanings present, example phrases that illustrate the context surrounding the target words, suggestions for a GSL that is genre specific to secondary chemistry textbooks and that is ranked by meaning as well as type, and implications for both vocabulary materials and classroom instruction for ELLs in secondary chemistry classes. Findings are essential to second language (L2) researchers, materials developers, publishers, and teachers.

Children acquire the later-greater principle after the cardinal principle

PubMed Central

Le Corre, Mathieu

2014-01-01

Many have proposed that the acquisition of the cardinal principle is a result of the discovery of the numerical significance of the order of the number words in the count list. However, this need not be the case. Indeed, the cardinal principle does not state anything about the numerical significance of the order of the number words. It only states that the last word of a correct count denotes the numerosity of the counted set. Here we test whether the acquisition of the cardinal principle involves the discovery of the later-greater principle – i.e., that the order of the number words corresponds to the relative size of the numerosities they denote. Specifically, we tested knowledge of verbal numerical comparisons (e.g., Is “ten” more than “six”?) in children who had recently learned the cardinal principle. We find that these children can compare number words between “six” and “ten” only if they have mapped them onto non-verbal representations of numerosity. We suggest that this means that the acquisition of the cardinal principle does not involve the discovery of the correspondence between the order of the number words and the relative size of the numerosities they denote. PMID:24372336

Children acquire the later-greater principle after the cardinal principle.

PubMed

Le Corre, Mathieu

2014-06-01

Many have proposed that the acquisition of the cardinal principle (CP) is a result of the discovery of the numerical significance of the order of the number words in the count list. However, this need not be the case. Indeed, the CP does not state anything about the numerical significance of the order of the number words. It only states that the last word of a correct count denotes the numerosity of the counted set. Here, we test whether the acquisition of the CP involves the discovery of the later-greater principle - that is, that the order of the number words corresponds to the relative size of the numerosities they denote. Specifically, we tested knowledge of verbal numerical comparisons (e.g., Is 'ten' more than 'six'?) in children who had recently learned the CP. We find that these children can compare number words between 'six' and 'ten' only if they have mapped them onto non-verbal representations of numerosity. We suggest that this means that the acquisition of the CP does not involve the discovery of the correspondence between the order of the number words and the relative size of the numerosities they denote. © 2013 The British Psychological Society.

Interference from previous distraction disrupts older adults' memory.

PubMed

Biss, Renée K; Campbell, Karen L; Hasher, Lynn

2013-07-01

Previously relevant information can disrupt the ability of older adults to remember new information. Here, the researchers examined whether prior irrelevant information, or distraction, can also interfere with older adults' memory for new information. Younger and older adults first completed a 1-back task on pictures that were superimposed with distracting words. After a delay, participants learned picture-word paired associates and memory was tested using picture-cued recall. In 1 condition (high interference), some pairs included pictures from the 1-back task now paired with new words. In a low-interference condition, the transfer list used all new items. Older adults had substantially lower cued-recall performance in the high- compared with the low-interference condition. In contrast, younger adults' performance did not vary across conditions. These findings suggest that even never-relevant information from the past can disrupt older adults' memory for new associations.

Selectively Distracted: Divided Attention and Memory for Important Information.

PubMed

Middlebrooks, Catherine D; Kerr, Tyson; Castel, Alan D

2017-08-01

Distractions and multitasking are generally detrimental to learning and memory. Nevertheless, people often study while listening to music, sitting in noisy coffee shops, or intermittently checking their e-mail. The current experiments examined how distractions and divided attention influence one's ability to selectively remember valuable information. Participants studied lists of words that ranged in value from 1 to 10 points while completing a digit-detection task, while listening to music, or without distractions. Though participants recalled fewer words following digit detection than in the other conditions, there were no significant differences between conditions in terms of selectively remembering the most valuable words. Similar results were obtained across a variety of divided-attention tasks that stressed attention and working memory to different degrees, which suggests that people may compensate for divided-attention costs by selectively attending to the most valuable items and that factors that worsen memory do not necessarily impair the ability to selectively remember important information.

Cognitive performance of young and elderly subjects on the free word recall memory test: effect of presentation order on recall order.

PubMed

Santos-Galduróz, R F; Oliveira, F G; Galduróz, J C F; Bueno, O F A

2009-10-01

The influence of aging on memory has been extensively studied, but the importance of short-term memory and recall sequence has not. The objective of the current study was to examine the recall order of words presented on lists and to determine if age affects recall sequence. Physically and psychologically healthy male subjects were divided into two groups according to age, i.e., 23 young subjects (20 to 30 years) and 50 elderly subjects (60 to 70 years) submitted to the Wechsler Adult Intelligence Scale-Revised and the free word recall test. The order of word presentation significantly affected the 3rd and 4th words recalled (P < 0.01; F = 14.6). In addition, there was interaction between the presentation order and the type of list presented (P < 0.05; F = 9.7). Also, both groups recalled the last words presented from each list (words 13-15) significantly more times 3rd and 4th than words presented in all remaining positions (P < 0.01). The order of word presentation also significantly affected the 5th and 6th words recalled (P = 0.05; F = 7.5) and there was a significant interaction between the order of presentation and the type of list presented (P < 0.01; F = 20.8). The more developed the cognitive functions, resulting mainly from formal education, the greater the cognitive reserve, helping to minimize the effects of aging on the long-term memory (episodic declarative).

Word Lists to Simplify Vocabulary of Technical Information. Final Report.

ERIC Educational Resources Information Center

Kincaid, J. Peter; And Others

This report describes eight word lists developed for use as part of the computer readability editing system (CRES), which was developed to serve as an author's aid in improving the ease of comprehending Navy technical manuals and training materials. The system has features which flag uncommon and misspelled words and long sentences, suggest simple…

South Carolina Word List, Grades 1-12. Basic Skills Assessment Program.

ERIC Educational Resources Information Center

Instructional Objectives Exchange, Los Angeles, CA.

Designed as a resource for reading teachers who are attempting to enhance their students' fundamental reading skills and to permit the more rigorous determination of readability levels for both instructional materials and testing devices, this word list provides a grade-by-grade set of key words students need to master for grades 1 through 12 The…

A Comparison of Two Sight Word Reading Fluency Drill Formats

ERIC Educational Resources Information Center

Sullivan, Maureen; Konrad, Moira; Joseph, Laurice M.; Luu, Ken C. T.

2013-01-01

The authors compared the effects of two sight word fluency drills (i.e., reading racetrack and list drills). They used a repeated acquisition design across 8 second-grade students identified as at risk for reading difficulties. More participants performed better when they read words on the reading racetrack than on the list; however, results were…

Fluency Training in Phoneme Blending: A Preliminary Study of Generalized Effects

ERIC Educational Resources Information Center

Martens, Brian K.; Werder, Candace S.; Hier, Bridget O.; Koenig, Elizabeth A.

2013-01-01

We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset of words containing each of 3 target vowel teams ("aw," "oi," and "au") was trained in lists, and…

The Fallacy of Word-Counts.

ERIC Educational Resources Information Center

Engels, L.K.

1968-01-01

The greatest fallacy of word counts, the author maintains, lies in the fact that advocates of frequency lists stress the high percentage without telling the whole truth. It has become common to pretend that a frequency list of 3,000 words covers 95 percent of the language, that it enables a person to speak and understand a foreign language by…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Capellen, J.; Svec, H.J.; Sage, C.R.

This report covers the year 1972, and lists approximately 10,000 articles of interest to mass spectroscopists. This two-volume report consists of three sections. Vol. II contains the Key Word Out of Context Index (KWOC Index) section. The KWOC Index lists the key words, the reference numbers of the articles in which the key word appears, and the first 100 characters of the title. (auth)

Word Recognition and Word Identification: A Review of Research on Effective Instructional Practices with Learning Disabled Students.

ERIC Educational Resources Information Center

McCormick, Sandra; Becker, Evelyn Z.

1996-01-01

Reviews investigations related to word learning of learning disabled students. Finds that direct word study leads to reading improvement for learning disabled pupils, but that indirect instruction also provides assistance. Finds also that word knowledge instruction not only promotes word learning, but can heighten learning disabled students'…

Is sleep-related verbal memory consolidation impaired in sleepwalkers?

PubMed

Uguccioni, Ginevra; Pallanca, Olivier; Golmard, Jean-Louis; Leu-Semenescu, Smaranda; Arnulf, Isabelle

2015-04-01

In order to evaluate verbal memory consolidation during sleep in subjects experiencing sleepwalking or sleep terror, 19 patients experiencing sleepwalking/sleep terror and 19 controls performed two verbal memory tasks (16-word list from the Free and Cued Selective Reminding Test, and a 220- and 263-word modified story recall test) in the evening, followed by nocturnal video polysomnography (n = 29) and morning recall (night-time consolidation after 14 h, n = 38). The following morning, they were given a daytime learning task using the modified story recall test in reverse order, followed by an evening recall test after 9 h of wakefulness (daytime consolidation, n = 38). The patients experiencing sleepwalking/sleep terror exhibited more frequent awakenings during slow-wave sleep and longer wakefulness after sleep onset than the controls. Despite this reduction in sleep quality among sleepwalking/sleep terror patients, they improved their scores on the verbal tests the morning after sleep compared with the previous evening (+16 ± 33%) equally well as the controls (+2 ± 13%). The performance of both groups worsened during the daytime in the absence of sleep (-16 ± 15% for the sleepwalking/sleep terror group and -14 ± 11% for the control group). There was no significant correlation between the rate of memory consolidation and any of the sleep measures. Seven patients experiencing sleepwalking also sleep-talked during slow-wave sleep, but their sentences were unrelated to the tests or the list of words learned during the evening. In conclusion, the alteration of slow-wave sleep during sleepwalking/sleep terror does not noticeably impact on sleep-related verbal memory consolidation. © 2014 European Sleep Research Society.

When does word meaning affect immediate serial recall in semantic dementia?

PubMed

Jefferies, Elizabeth; Jones, Roy; Bateman, David; Ralph, Matthew A Lambon

2004-03-01

Patients with semantic dementia can show superior immediate recall of words that they still understand relatively well, as compared with more semantically degraded words, suggesting that conceptual knowledge makes a major contribution to phonological short-term memory. However, a number of studies have failed to show such a recall difference, challenging this view. We examined the effect of several methodological factors on the recall of known and degraded words in 4 patients with semantic dementia, in order to investigate possible reasons for this discrepancy. In general, our patients did exhibit poorer recall of the degraded words and made more phonological errors on these items. In addition, set size affected the magnitude of the recall advantage for known words. This finding suggests that semantic degradation influenced the rate of learning in the immediate recall task when the same items were presented repeatedly. The methods used to select known and degraded items also impacted on the recall difference. List length, however, did not affect the advantage for known words. The coherence of items in phonological short-term memory was affected by their semantic status, but not by the length of the material to be retained. The implications of these findings for the role of semantic and phonological representations in verbal short-term memory are discussed.

Neural correlates of processing sentences and compound words in Chinese

PubMed Central

Hung, Yi-Hui; Tzeng, Ovid; Wu, Denise H.

2017-01-01

Sentence reading involves multiple linguistic operations including processing of lexical and compositional semantics, and determining structural and grammatical relationships among words. Previous studies on Indo-European languages have associated left anterior temporal lobe (aTL) and left interior frontal gyrus (IFG) with reading sentences compared to reading unstructured word lists. To examine whether these brain regions are also involved in reading a typologically distinct language with limited morphosyntax and lack of agreement between sentential arguments, an FMRI study was conducted to compare passive reading of Chinese sentences, unstructured word lists and disconnected character lists that are created by only changing the order of an identical set of characters. Similar to previous findings from other languages, stronger activation was found in mainly left-lateralized anterior temporal regions (including aTL) for reading sentences compared to unstructured word and character lists. On the other hand, stronger activation was identified in left posterior temporal sulcus for reading unstructured words compared to unstructured characters. Furthermore, reading unstructured word lists compared to sentences evoked stronger activation in left IFG and left inferior parietal lobule. Consistent with the literature on Indo-European languages, the present results suggest that left anterior temporal regions subserve sentence-level integration, while left IFG supports restoration of sentence structure. In addition, left posterior temporal sulcus is associated with morphological compounding. Taken together, reading Chinese sentences engages a common network as reading other languages, with particular reliance on integration of semantic constituents. PMID:29194453

Habitual sugar intake and cognitive function among middle-aged and older Puerto Ricans without diabetes

PubMed Central

Ye, Xingwang; Gao, Xiang; Scott, Tammy; Tucker, Katherine L.

2016-01-01

Intake of added sugars, mainly fructose and sucrose, has been associated with risk factors for cognitive impairment, such as obesity, the metabolic syndrome and type 2 diabetes. The objective of this analysis was to examine whether habitual intakes of total sugars, added sugars, sugar-sweetened beverages or sweetened solid foods are associated with cognitive function. The present study included 737 participants without diabetes, aged 45–75 years, from the Boston Puerto Rican Health Study, 2004–9. Cognitive function was measured with a battery of seven tests: Mini-Mental State Examination (MMSE), word list learning, digit span, clock drawing, figure copying, and Stroop and verbal fluency tests. Usual dietary intake was assessed with a validated FFQ. Greater intakes of total sugars, added sugars and sugar-sweetened beverages, but not of sugar-sweetened solid foods, were significantly associated with lower MMSE score, after adjusting for covariates. Adjusted OR for cognitive impairment (MMSE score <24) were 2·23 (95 % CI 1·24, 3·99) for total sugars and 2·28 (95 % CI 1·26, 4·14) for added sugars, comparing the highest with lowest intake quintiles. Greater intake of total sugars was also significantly associated with lower word list learning score. In conclusion, higher sugar intake appears to be associated with lower cognitive function, but longitudinal studies are needed to clarify the direction of causality. PMID:21736803

Habitual sugar intake and cognitive function among middle-aged and older Puerto Ricans without diabetes.

PubMed

Ye, Xingwang; Gao, Xiang; Scott, Tammy; Tucker, Katherine L

2011-11-01

Intake of added sugars, mainly fructose and sucrose, has been associated with risk factors for cognitive impairment, such as obesity, the metabolic syndrome and type 2 diabetes. The objective of this analysis was to examine whether habitual intakes of total sugars, added sugars, sugar-sweetened beverages or sweetened solid foods are associated with cognitive function. The present study included 737 participants without diabetes, aged 45-75 years, from the Boston Puerto Rican Health Study, 2004-9. Cognitive function was measured with a battery of seven tests: Mini-Mental State Examination (MMSE), word list learning, digit span, clock drawing, figure copying, and Stroop and verbal fluency tests. Usual dietary intake was assessed with a validated FFQ. Greater intakes of total sugars, added sugars and sugar-sweetened beverages, but not of sugar-sweetened solid foods, were significantly associated with lower MMSE score, after adjusting for covariates. Adjusted OR for cognitive impairment (MMSE score < 24) were 2.23 (95 % CI 1.24, 3.99) for total sugars and 2.28 (95 % CI 1.26, 4.14) for added sugars, comparing the highest with lowest intake quintiles. Greater intake of total sugars was also significantly associated with lower word list learning score. In conclusion, higher sugar intake appears to be associated with lower cognitive function, but longitudinal studies are needed to clarify the direction of causality.

Effects of a Word-Learning Training on Children With Cochlear Implants

PubMed Central

Lund, Emily

2014-01-01

Preschool children with hearing loss who use cochlear implants demonstrate vocabulary delays when compared to their peers without hearing loss. These delays may be a result of deficient word-learning abilities; children with cochlear implants perform more poorly on rapid word-learning tasks than children with normal hearing. This study explored the malleability of rapid word learning of preschoolers with cochlear implants by evaluating the effects of a word-learning training on rapid word learning. A single-subject, multiple probe design across participants measured the impact of the training on children’s rapid word-learning performance. Participants included 5 preschool children with cochlear implants who had an expressive lexicon of less than 150 words. An investigator guided children to identify, repeat, and learn about unknown sets of words in 2-weekly sessions across 10 weeks. The probe measure, a rapid word-learning task with a different set of words than those taught during training, was collected in the baseline, training, and maintenance conditions. All participants improved their receptive rapid word-learning performance in the training condition. The functional relation indicates that the receptive rapid word-learning performance of children with cochlear implants is malleable. PMID:23981321

Consolidation of novel word learning in native English-speaking adults.

PubMed

Kurdziel, Laura B F; Spencer, Rebecca M C

2016-01-01

Sleep has been shown to improve the retention of newly learned words. However, most methodologies have used artificial or foreign language stimuli, with learning limited to word/novel word or word/image pairs. Such stimuli differ from many word-learning scenarios in which definition strings are learned with novel words. Thus, we examined sleep's benefit on learning new words within a native language by using very low-frequency words. Participants learned 45 low-frequency English words and, at subsequent recall, attempted to recall the words when given the corresponding definitions. Participants either learned in the morning with recall in the evening (wake group), or learned in the evening with recall the following morning (sleep group). Performance change across the delay was significantly better in the sleep than the wake group. Additionally, the Levenshtein distance, a measure of correctness of the typed word compared with the target word, became significantly worse following wake, whereas sleep protected correctness of recall. Polysomnographic data from a subsample of participants suggested that rapid eye movement (REM) sleep may be particularly important for this benefit. These results lend further support for sleep's function on semantic learning even for word/definition pairs within a native language.

The word-frequency paradox for recall/recognition occurs for pictures.

PubMed

Karlsen, Paul Johan; Snodgrass, Joan Gay

2004-08-01

A yes-no recognition task and two recall tasks were conducted using pictures of high and low familiarity ratings. Picture familiarity had analogous effects to word frequency, and replicated the word-frequency paradox in recall and recognition. Low-familiarity pictures were more recognizable than high-familiarity pictures, pure lists of high-familiarity pictures were more recallable than pure lists of low-familiarity pictures, and there was no effect of familiarity for mixed lists. These results are consistent with the predictions of the Search of Associative Memory (SAM) model.

Effect of normal aging and of Alzheimer's disease on, episodic memory.

PubMed

Le Moal, S; Reymann, J M; Thomas, V; Cattenoz, C; Lieury, A; Allain, H

1997-01-01

Performances of 12 patients with Alzheimer's disease (AD), 15 healthy elderly subjects and 20 young healthy volunteers were compared on two episodic memory tests. The first, a learning test of semantically related words, enabled an assessment of the effect of semantic relationships on word learning by controlling the encoding and retrieval processes. The second, a dual coding test, is about the assessment of automatic processes operating during drawings encoding. The results obtained demonstrated quantitative and qualitative differences between the population. Manifestations of episodic memory deficit in AD patients were shown not only by lower performance scores than in elderly controls, but also by the lack of any effect of semantic cues and the production of a large number of extra-list intrusions. Automatic processes underlying dual coding appear to be spared in AD, although more time is needed to process information than in young or elderly subjects. These findings confirm former data and emphasize the preservation of certain memory processes (dual coding) in AD which could be used in future therapeutic approaches.

The impact of thin models in music videos on adolescent girls' body dissatisfaction.

PubMed

Bell, Beth T; Lawton, Rebecca; Dittmar, Helga

2007-06-01

Music videos are a particularly influential, new form of mass media for adolescents, which include the depiction of scantily clad female models whose bodies epitomise the ultra-thin sociocultural ideal for young women. The present study is the first exposure experiment that examines the impact of thin models in music videos on the body dissatisfaction of 16-19-year-old adolescent girls (n=87). First, participants completed measures of positive and negative affect, body image, and self-esteem. Under the guise of a memory experiment, they then either watched three music videos, listened to three songs (from the videos), or learned a list of words. Affect and body image were assessed afterwards. In contrast to the music listening and word-learning conditions, girls who watched the music videos reported significantly elevated scores on an adaptation of the Body Image States Scale after exposure, indicating increased body dissatisfaction. Self-esteem was not found to be a significant moderator of this relationship. Implications and future research are discussed.

Beginning at the beginning: Recall order and the number of words to be recalled.

PubMed

Tan, Lydia; Ward, Geoff; Paulauskaite, Laura; Markou, Maria

2016-08-01

When participants are asked to recall a short list of words in any order that they like, they tend to initiate recall with the first list item and proceed in forward order, even when this is not a task requirement. The current research examined whether this tendency might be influenced by varying the number of items that are to be recalled. In 3 experiments, participants were presented with short lists of between 4 and 6 words and instructed to recall 1, 2, 3, or all of the items from the lists. Data were collected using immediate free recall (IFR, Experiment 1), immediate serial recall (ISR, Experiment 2), and a variant of ISR that we call ISR-free (Experiment 3), in which participants had to recall words in their correct serial positions but were free to output the words in any order. For all 3 tasks, the tendency to begin recall with the first list item occurred only when participants were required to recall as many items from the list as they could. When participants were asked to recall only 1 or 2 items, they tended to initiate recall with end-of-list items. It is argued that these findings show for the first time a manipulation that eliminates the initial tendency to recall in forward order, provide some support for recency-based accounts of IFR and help explain differences between single-response and multiple-response immediate memory tasks. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Measuring Explicit Word Learning of Preschool Children: A Development Study.

PubMed

Kelley, Elizabeth Spencer

2017-08-15

The purpose of this article is to present preliminary results related to the development of a new measure of explicit word learning. The measure incorporated elements of explicit vocabulary instruction and dynamic assessment and was designed to be sensitive to differences in word learning skill and to be feasible for use in clinical settings. The explicit word learning measure included brief teaching trials and repeated fine-grained measurement of semantic knowledge and production of 3 novel words (2 verbs and 1 adjective). Preschool children (N = 23) completed the measure of explicit word learning; standardized, norm-referenced measures of expressive and receptive vocabulary; and an incidental word learning task. The measure of explicit word learning provided meaningful information about word learning. Performance on the explicit measure was related to existing vocabulary knowledge and incidental word learning. Findings from this development study indicate that further examination of the measure of explicit word learning is warranted. The measure may have the potential to identify children who are poor word learners. https://doi.org/10.23641/asha.5170738.

Novel-word learning deficits in Mandarin-speaking preschool children with specific language impairments.

PubMed

Chen, Yuchun; Liu, Huei-Mei

2014-01-01

Children with SLI exhibit overall deficits in novel word learning compared to their age-matched peers. However, the manifestation of the word learning difficulty in SLI was not consistent across tasks and the factors affecting the learning performance were not yet determined. Our aim is to examine the extent of word learning difficulties in Mandarin-speaking preschool children with SLI, and to explore the potent influence of existing lexical knowledge on to the word learning process. Preschool children with SLI (n=37) and typical language development (n=33) were exposed to novel words for unfamiliar objects embedded in stories. Word learning tasks including the initial mapping and short-term repetitive learning were designed. Results revealed that Mandarin-speaking preschool children with SLI performed as well as their age-peers in the initial form-meaning mapping task. Their word learning difficulty was only evidently shown in the short-term repetitive learning task under a production demand, and their learning speed was slower than the control group. Children with SLI learned the novel words with a semantic head better in both the initial mapping and repetitive learning tasks. Moderate correlations between stand word learning performances and scores on standardized vocabulary were found after controlling for children's age and nonverbal IQ. The results suggested that the word learning difficulty in children with SLI occurred in the process of establishing a robust phonological representation at the beginning stage of word learning. Also, implicit compound knowledge is applied to aid word learning process for children with and without SLI. We also provide the empirical data to validate the relationship between preschool children's word learning performance and their existing receptive vocabulary ability. Copyright © 2013 Elsevier Ltd. All rights reserved.

Enhanced accessibility of ignored neutral and negative items in nonclinical dissociative individuals.

PubMed

Chiu, Chui-De

2018-01-01

While clinical studies showed paradoxical memory phenomena, including the intrusion and amnesia of stressful experiences that are features of dissociation, the results of laboratory studies on dissociative individuals' forgetting of experimental stimuli through cognitive control varied. Some studies demonstrated ineffective inhibition, and others found that dissociative individuals could remember fewer trauma words in a divided-attention context. Dissociative individuals may utilize superior cognitive disengagement to forget the representations. This hypothesis was tested in nonclinical individuals with high, medium, and low dissociation proneness. In the study phase, the participants learned several lists of experimental words and kept updating working memory by remembering the last four items on a list (target) and ignoring those non-target items. A recognition test was then conducted. The high dissociation group performed better on updating working memory. However, the accessibility of the representations of neutral and negative non-target items was elevated. Dissociative individuals disengaged attention effectively from items they intended to ignore, and the representations of the ignored items were more accessible when cues were available. Copyright © 2017 Elsevier Inc. All rights reserved.

Competition between multiple words for a referent in cross-situational word learning

PubMed Central

Benitez, Viridiana L.; Yurovsky, Daniel; Smith, Linda B.

2016-01-01

Three experiments investigated competition between word-object pairings in a cross-situational word-learning paradigm. Adults were presented with One-Word pairings, where a single word labeled a single object, and Two-Word pairings, where two words labeled a single object. In addition to measuring learning of these two pairing types, we measured competition between words that refer to the same object. When the word-object co-occurrences were presented intermixed in training (Experiment 1), we found evidence for direct competition between words that label the same referent. Separating the two words for an object in time eliminated any evidence for this competition (Experiment 2). Experiment 3 demonstrated that adding a linguistic cue to the second label for a referent led to different competition effects between adults who self-reported different language learning histories, suggesting both distinctiveness and language learning history affect competition. Finally, in all experiments, competition effects were unrelated to participants’ explicit judgments of learning, suggesting that competition reflects the operating characteristics of implicit learning processes. Together, these results demonstrate that the role of competition between overlapping associations in statistical word-referent learning depends on time, the distinctiveness of word-object pairings, and language learning history. PMID:27087742

Word list and story recall elicit different patterns of memory deficit in patients with Alzheimer's disease, frontotemporal dementia, subcortical ischemic vascular disease, and Lewy body dementia.

PubMed

Perri, Roberta; Fadda, Lucia; Caltagirone, Carlo; Carlesimo, Giovanni Augusto

2013-01-01

Different roles have been attributed to mesio-temporal areas and frontal lobes in declarative memory functioning, and qualitative differences have been observed in the amnesic symptoms due to pathological damage of these two portions of the central nervous system. The aim of the present study was to look for memory profiles related to pathological involvement in the temporal and frontal structures in patients with different dementia syndromes on word-list and prose memory tasks. 20 patients with Alzheimer's disease (AD), 20 with frontal variant of FTD (fvFTD), 20 with subcortical ischemic vascular dementia (SIVD), and 20 with Lewy body dementia (LBD) and 34 healthy subjects (NCs) were submitted to word-list and prose memory tasks. All groups performed similarly on both the immediate and delayed recall of the word-list. Conversely, AD patients performed worse than all the other dementia groups on the immediate prose recall. On delayed prose recall, AD patients performed worse than fvFTD and SIVD patients but similar to LBD patients. Differential scores between word-list and prose tests were minimal in the AD group and very pronounced in fvFTD and SIVD groups. The combined use of the prose and word-list tasks evidenced a "mesio-temporal" memory profile in AD patients as opposed to a "frontal" one in fvFTD and SIVD patients and a mixed profile in the LBD patients. In particular, a differential score between the two tests can be useful in differentiating AD patients from patients with other forms of dementia.

Learning new meanings for known words: Biphasic effects of prior knowledge.

PubMed

Fang, Xiaoping; Perfetti, Charles; Stafura, Joseph

2017-01-01

In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-"skate", one may learn that "skate" is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning. We examined these two processes by having native English speakers learn new, unrelated meanings for familiar (high frequency) and less familiar (low frequency) English words, as well as for unfamiliar (novel or pseudo-) words. Tracking learning with cued-recall tasks at several points during learning revealed a biphasic pattern: higher learning rates and greater learning efficiency for familiar words relative to novel words early in learning and a reversal of this pattern later in learning. Following learning, interference from original meanings for familiar words was detected in a semantic relatedness judgment task. Additionally, lexical access to familiar words with new meanings became faster compared to their exposure controls, but no such effect occurred for less familiar words. Overall, the results suggest a biphasic pattern of facilitating and interfering processes: Familiar word forms facilitate learning earlier, while interference from original meanings becomes more influential later. This biphasic pattern reflects the co-activation of new and old meanings during learning, a process that may play a role in lexicalization of new meanings.

Processing Strategy and PI Effects in Recognition Memory of Word Lists.

ERIC Educational Resources Information Center

Hodge, Milton H.; Britton, Bruce K.

Previous research by A. I. Schulman argued that an observed systematic decline in recognition memory in long word lists was due to the build-up of input and output proactive interference (PI). It also suggested that input PI resulted from process automatization; that is, each list item was processed or encoded in much the same way, producing a set…

Infants Encode Phonetic Detail during Cross-Situational Word Learning

PubMed Central

Escudero, Paola; Mulak, Karen E.; Vlach, Haley A.

2016-01-01

Infants often hear new words in the context of more than one candidate referent. In cross-situational word learning (XSWL), word-object mappings are determined by tracking co-occurrences of words and candidate referents across multiple learning events. Research demonstrates that infants can learn words in XSWL paradigms, suggesting that it is a viable model of real-world word learning. However, these studies have all presented infants with words that have no or minimal phonological overlap (e.g., BLICKET and GAX). Words often contain some degree of phonological overlap, and it is unknown whether infants can simultaneously encode fine phonological detail while learning words via XSWL. We tested 12-, 15-, 17-, and 20-month-olds’ XSWL of eight words that, when paired, formed non-minimal pairs (MPs; e.g., BON–DEET) or MPs (e.g., BON–TON, DEET–DIT). The results demonstrated that infants are able to learn word-object mappings and encode them with sufficient phonetic detail as to identify words in both non-minimal and MP contexts. Thus, this work suggests that infants are able to simultaneously discriminate phonetic differences between words and map words to referents in an implicit learning paradigm such as XSWL. PMID:27708605

Why Do Participants Initiate Free Recall of Short Lists of Words with the First List Item? Toward a General Episodic Memory Explanation

ERIC Educational Resources Information Center

Spurgeon, Jessica; Ward, Geoff; Matthews, William J.

2014-01-01

Participants who are presented with a short list of words for immediate free recall (IFR) show a strong tendency to initiate their recall with the 1st list item and then proceed in forward serial order. We report 2 experiments that examined whether this tendency was underpinned by a short-term memory store, of the type that is argued by some to…

The effect of strategic memory training in older adults: who benefits most?

PubMed

Rosi, Alessia; Del Signore, Federica; Canelli, Elisa; Allegri, Nicola; Bottiroli, Sara; Vecchi, Tomaso; Cavallini, Elena

2017-12-07

Previous research has suggested that there is a degree of variability among older adults' response to memory training, such that some individuals benefit more than others. The aim of the present study was to identify the profile of older adults who were likely to benefit most from a strategic memory training program that has previously proved to be effective in improving memory in healthy older adults. In total, 44 older adults (60-83 years) participated in a strategic memory training. We examined memory training benefits by measuring changes in memory practiced (word list learning) and non-practiced tasks (grocery list and associative learning). In addition, a battery of cognitive measures was administered in order to assess crystallized and fluid abilities, short-term memory, working memory, and processing speed. Results confirmed the efficacy of the training in improving performance in both practiced and non-practiced memory tasks. For the practiced memory tasks, results showed that memory baseline performance and crystallized ability predicted training gains. For the non-practiced memory tasks, analyses showed that memory baseline performance was a significant predictor of gain in the grocery list learning task. For the associative learning task, the significant predictors were memory baseline performance, processing speed, and marginally the age. Our results indicate that older adults with a higher baseline memory capacity and with more efficient cognitive resources were those who tended to benefit most from the training. The present study provides new avenues in designing personalized intervention according to the older adults' cognitive profile.

A stacked sequential learning method for investigator name recognition from web-based medical articles

NASA Astrophysics Data System (ADS)

Zhang, Xiaoli; Zou, Jie; Le, Daniel X.; Thoma, George

2010-01-01

"Investigator Names" is a newly required field in MEDLINE citations. It consists of personal names listed as members of corporate organizations in an article. Extracting investigator names automatically is necessary because of the increasing volume of articles reporting collaborative biomedical research in which a large number of investigators participate. In this paper, we present an SVM-based stacked sequential learning method in a novel application - recognizing named entities such as the first and last names of investigators from online medical journal articles. Stacked sequential learning is a meta-learning algorithm which can boost any base learner. It exploits contextual information by adding the predicted labels of the surrounding tokens as features. We apply this method to tag words in text paragraphs containing investigator names, and demonstrate that stacked sequential learning improves the performance of a nonsequential base learner such as an SVM classifier.

Young children's fast mapping and generalization of words, facts, and pictograms.

PubMed

Deák, Gedeon O; Toney, Alexis J

2013-06-01

To test general and specific processes of symbol learning, 4- and 5-year-old children learned three kinds of abstract associates for novel objects: words, facts, and pictograms. To test fast mapping (i.e., one-trial learning) and subsequent learning, comprehension was tested after each of four exposures. Production was also tested, as was children's tendency to generalize learned items to new objects in the same taxon. To test for a bias toward mutually exclusive associations, children learned either one-to-one or many-to-many mappings. In Experiment 1, children learned words, facts (with or without incidental novel words), or pictograms. In Experiment 2, children learned words or pictograms. In both of these experiments, children learned words slower than facts and pictograms. Pictograms and facts were generalized more systematically than words, but only in Experiment 1. Children learned one-to-one mappings faster only in Experiment 2, when cognitive load was increased. In Experiment 3, 3- and 4-year-olds were taught facts (with novel words), words, and pictograms. Children learned facts faster than words; however, they remembered all items equally well a week later. The results suggest that word learning follows non-specialized memory and associative learning processes. Copyright © 2013 Elsevier Inc. All rights reserved.

Semantic and phonological coding in poor and normal readers.

PubMed

Vellutino, F R; Scanlon, D M; Spearing, D

1995-02-01

Three studies were conducted evaluating semantic and phonological coding deficits as alternative explanations of reading disability. In the first study, poor and normal readers in second and sixth grade were compared on various tests evaluating semantic development as well as on tests evaluating rapid naming and pseudoword decoding as independent measures of phonological coding ability. In a second study, the same subjects were given verbal memory and visual-verbal learning tasks using high and low meaning words as verbal stimuli and Chinese ideographs as visual stimuli. On the semantic tasks, poor readers performed below the level of the normal readers only at the sixth grade level, but, on the rapid naming and pseudoword learning tasks, they performed below the normal readers at the second as well as at the sixth grade level. On both the verbal memory and visual-verbal learning tasks, performance in poor readers approximated that of normal readers when the word stimuli were high in meaning but not when they were low in meaning. These patterns were essentially replicated in a third study that used some of the same semantic and phonological measures used in the first experiment, and verbal memory and visual-verbal learning tasks that employed word lists and visual stimuli (novel alphabetic characters) that more closely approximated those used in learning to read. It was concluded that semantic coding deficits are an unlikely cause of reading difficulties in most poor readers at the beginning stages of reading skills acquisition, but accrue as a consequence of prolonged reading difficulties in older readers. It was also concluded that phonological coding deficits are a probable cause of reading difficulties in most poor readers.

An Investigation of Factors Influencing Learning in the Mentally Retarded, and Their Use in the Design of Instructional Materials; Effects of a Set for Delayed Response on Recall by MR's. Interim Report.

ERIC Educational Resources Information Center

Seitz, Sue; Morris, Dan

In a study on short term memory, 32 educable mentally retarded subjects (mean IQ 62.68, mean mental age 103.78 months) were randomly assigned to each of the four experimental conditions. An automated machine presented the stimuli (32 three-letter words) and the interference items (a list of random numbers read aloud between stimuli presentations).…

Exploring the additive effects of stimulus quality and word frequency: the influence of local and list-wide prime relatedness.

PubMed

Scaltritti, Michele; Balota, David A; Peressotti, Francesca

2013-01-01

Stimulus quality and word frequency produce additive effects in lexical decision performance, whereas the semantic priming effect interacts with both stimulus quality and word frequency effects. This pattern places important constraints on models of visual word recognition. In Experiment 1, all three variables were investigated within a single speeded pronunciation study. The results indicated that the joint effects of stimulus quality and word frequency were dependent upon prime relatedness. In particular, an additive effect of stimulus quality and word frequency was found after related primes, and an interactive effect was found after unrelated primes. It was hypothesized that this pattern reflects an adaptive reliance on related prime information within the experimental context. In Experiment 2, related primes were eliminated from the list, and the interactive effects of stimulus quality and word frequency found following unrelated primes in Experiment 1 reverted to additive effects for the same unrelated prime conditions. The results are supportive of a flexible lexical processor that adapts to both local prime information and global list-wide context.

Learning new meanings for known words: Biphasic effects of prior knowledge

PubMed Central

Fang, Xiaoping; Perfetti, Charles; Stafura, Joseph

2017-01-01

In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-“skate”, one may learn that “skate” is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning. We examined these two processes by having native English speakers learn new, unrelated meanings for familiar (high frequency) and less familiar (low frequency) English words, as well as for unfamiliar (novel or pseudo-) words. Tracking learning with cued-recall tasks at several points during learning revealed a biphasic pattern: higher learning rates and greater learning efficiency for familiar words relative to novel words early in learning and a reversal of this pattern later in learning. Following learning, interference from original meanings for familiar words was detected in a semantic relatedness judgment task. Additionally, lexical access to familiar words with new meanings became faster compared to their exposure controls, but no such effect occurred for less familiar words. Overall, the results suggest a biphasic pattern of facilitating and interfering processes: Familiar word forms facilitate learning earlier, while interference from original meanings becomes more influential later. This biphasic pattern reflects the co-activation of new and old meanings during learning, a process that may play a role in lexicalization of new meanings. PMID:29399593

Elegant grapheme-phoneme correspondence: a periodic chart and singularity generalization unify decoding.

PubMed

Gates, Louis

2018-04-01

The accompanying article introduces highly transparent grapheme-phoneme relationships embodied within a Periodic table of decoding cells, which arguably presents the quintessential transparent decoding elements. The study then folds these cells into one highly transparent but simply stated singularity generalization-this generalization unifies the decoding cells (97% transparency). Deeper, the periodic table and singularity generalization together highlight the connectivity of the periodic cells. Moreover, these interrelated cells, coupled with the singularity generalization, clarify teaching targets and enable efficient learning of the letter-sound code. This singularity generalization, in turn, serves as a model for creating unified but easily stated subordinate generalizations for any one of the transparent cells or groups of cells shown within the tables. The article then expands the periodic cells into two tables of teacher-ready sample word lists-one table includes sample words for the basic and phonogram vowel cells, and the other table embraces word samples for the transparent consonant cells. The paper concludes with suggestions for teaching the cellular transparency embedded within reoccurring isolated words and running text to promote decoding automaticity of the periodic cells.

The effects of divided attention on implicit and explicit memory performance.

PubMed

Schmitter-Edgecombe, M

1996-03-01

This study explored the nature of the relationship between attention available at learning and subsequent implicit and explicit memory performance. One hundred neurologically normal subjects rated their liking of target words on a five-point scale. Half of the subjects completed the word-rating task in a full attention condition and the other half performed the task in a divided attention condition. Following administration of the word-rating task, all subjects completed five memory tests, three implicit (category association, tachistoscopic identification, and perceptual clarification) and two explicit (semantic-cued recall and graphemic-cued recall), each bearing on a different subset of the list of previously presented target words. The results revealed that subjects in the divided attention condition performed significantly more poorly than subjects in the full attention condition on the explicit memory measures. In contrast, there were no significant group differences in performance on the implicit memory measures. These findings suggest that the attention to an episode that is necessary to produce later explicit memory may differ from that necessary to produce unconscious influences. The relationship between implicit memory, neurologic injury and automatic processes is discussed.

Empowering Students with Word-Learning Strategies: Teach a Child to Fish

ERIC Educational Resources Information Center

Graves, Michael F.; Schneider, Steven; Ringstaff, Cathy

2018-01-01

This article on word-learning strategies describes a theory- and research-based set of procedures for teaching students to use word-learning strategies--word parts, context clues, the dictionary, and a combined strategy--to infer the meanings of unknown words. The article begins with a rationale for teaching word-learning strategies, particularly…

Word Learning Deficits in Children with Dyslexia

ERIC Educational Resources Information Center

Alt, Mary; Hogan, Tiffany; Green, Samuel; Gray, Shelley; Cabbage, Kathryn; Cowan, Nelson

2017-01-01

Purpose: The purpose of this study is to investigate word learning in children with dyslexia to ascertain their strengths and weaknesses during the configuration stage of word learning. Method: Children with typical development (N = 116) and dyslexia (N = 68) participated in computer-based word learning games that assessed word learning in 4 sets…

Novel word acquisition in aphasia: Facing the word-referent ambiguity of natural language learning contexts.

PubMed

Peñaloza, Claudia; Mirman, Daniel; Tuomiranta, Leena; Benetello, Annalisa; Heikius, Ida-Maria; Järvinen, Sonja; Majos, Maria C; Cardona, Pedro; Juncadella, Montserrat; Laine, Matti; Martin, Nadine; Rodríguez-Fornells, Antoni

2016-06-01

Recent research suggests that some people with aphasia preserve some ability to learn novel words and to retain them in the long-term. However, this novel word learning ability has been studied only in the context of single word-picture pairings. We examined the ability of people with chronic aphasia to learn novel words using a paradigm that presents new word forms together with a limited set of different possible visual referents and requires the identification of the correct word-object associations on the basis of online feedback. We also studied the relationship between word learning ability and aphasia severity, word processing abilities, and verbal short-term memory (STM). We further examined the influence of gross lesion location on new word learning. The word learning task was first validated with a group of forty-five young adults. Fourteen participants with chronic aphasia were administered the task and underwent tests of immediate and long-term recognition memory at 1 week. Their performance was compared to that of a group of fourteen matched controls using growth curve analysis. The learning curve and recognition performance of the aphasia group was significantly below the matched control group, although above-chance recognition performance and case-by-case analyses indicated that some participants with aphasia had learned the correct word-referent mappings. Verbal STM but not word processing abilities predicted word learning ability after controlling for aphasia severity. Importantly, participants with lesions in the left frontal cortex performed significantly worse than participants with lesions that spared the left frontal region both during word learning and on the recognition tests. Our findings indicate that some people with aphasia can preserve the ability to learn a small novel lexicon in an ambiguous word-referent context. This learning and recognition memory ability was associated with verbal STM capacity, aphasia severity and the integrity of the left inferior frontal region. Copyright © 2016 Elsevier Ltd. All rights reserved.

Novel word acquisition in aphasia: Facing the word-referent ambiguity of natural language learning contexts

PubMed Central

Peñaloza, Claudia; Mirman, Daniel; Tuomiranta, Leena; Benetello, Annalisa; Heikius, Ida-Maria; Järvinen, Sonja; Majos, Maria C.; Cardona, Pedro; Juncadella, Montserrat; Laine, Matti; Martin, Nadine; Rodríguez-Fornells, Antoni

2017-01-01

Recent research suggests that some people with aphasia preserve some ability to learn novel words and to retain them in the long-term. However, this novel word learning ability has been studied only in the context of single word-picture pairings. We examined the ability of people with chronic aphasia to learn novel words using a paradigm that presents new word forms together with a limited set of different possible visual referents and requires the identification of the correct word-object associations on the basis of online feedback. We also studied the relationship between word learning ability and aphasia severity, word processing abilities, and verbal short-term memory (STM). We further examined the influence of gross lesion location on new word learning. The word learning task was first validated with a group of forty-five young adults. Fourteen participants with chronic aphasia were administered the task and underwent tests of immediate and long-term recognition memory at 1 week. Their performance was compared to that of a group of fourteen matched controls using growth curve analysis. The learning curve and recognition performance of the aphasia group was significantly below the matched control group, although above-chance recognition performance and case-by-case analyses indicated that some participants with aphasia had learned the correct word-referent mappings. Verbal STM but not word processing abilities predicted word learning ability after controlling for aphasia severity. Importantly, participants with lesions in the left frontal cortex performed significantly worse than participants with lesions that spared the left frontal region both during word learning and on the recognition tests. Our findings indicate that some people with aphasia can preserve the ability to learn a small novel lexicon in an ambiguous word-referent context. This learning and recognition memory ability was associated with verbal STM capacity, aphasia severity and the integrity of the left inferior frontal region. PMID:27085892

Influence of affective words on lexical decision task in major depression.

PubMed

Stip, E; Lecours, A R; Chertkow, H; Elie, R; O'Connor, K

1994-05-01

In cognitive science, lexical decision task is used to investigate visual word recognition and lexical access. The issue of whether or not individuals who are depressed differ in their access to affectively laden words and specifically to words that have negative affect was examined. Based on some aspects of the Resource Allocation Model (Ellis), it was postulated that patients suffering from depression take more time to recognize items from an affective-loaded list. In order to compare their behavior in a lexical decision task, patients suffering from depression and healthy controls were studied. We hoped to find an interaction between the mood state of subjects and the categories (affective or neutral) of words. Two groups of right-handed adults served as subjects in our experiment. The first group consisted of 11 patients suffering from depression (mean age: 40.2; sd: 6.8). All of this group met the DSM-III-R and the Research Diagnostic Criteria for major depressive disorder. Severity of their disease was rated using the 24-item Hamilton Depressive Rating Scale. All patients suffering from depression were without psychotropic medication. The control group was composed of 24 subjects (mean age: 32.7; sd: 7.9). A depressive word-list and a neutral word-list were built and a computer was used for the lexical-decision task. A longer reaction time to detect the non-word stimuli (F1,33 = 11.19, p < 0.01) was observed with the patients by comparison to the normal subjects. In the analysis of the word stimuli, a group by list interaction (F1,33 = 7.18, p < 0.01) was found.(ABSTRACT TRUNCATED AT 250 WORDS)

Learning builds on learning: Infants' use of native language sound patterns to learn words

PubMed Central

Graf Estes, Katharine

2014-01-01

The present research investigated how infants apply prior knowledge of environmental regularities to support new learning. The experiments tested whether infants could exploit experience with native language (English) phonotactic patterns to facilitate associating sounds with meanings during word learning. Fourteen-month-olds heard fluent speech that contained cues for detecting target words; they were embedded in sequences that occur across word boundaries. A separate group heard the target words embedded without word boundary cues. Infants then participated in an object label-learning task. With the opportunity to use native language patterns to segment the target words, infants subsequently learned the labels. Without this experience, infants failed. Novice word learners can take advantage of early learning about sounds scaffold lexical development. PMID:24980741

A Dictionary of Basic Pashto Frequency List I, Project Description and Samples, and Frequency List II.

ERIC Educational Resources Information Center

Heston, Wilma

The three-volume set of materials describes and presents the results to date of a federally-funded project to develop Pashto-English and English-Pashto dictionaries. The goal was to produce a list of 12,000 basic Pashto words for English-speaking users. Words were selected based on frequency in various kinds of oral and written materials, and were…

Parametric Effects of Word Frequency in Memory for Mixed Frequency Lists

ERIC Educational Resources Information Center

Lohnas, Lynn J.; Kahana, Michael J.

2013-01-01

The "word frequency paradox" refers to the finding that low frequency words are better recognized than high frequency words yet high frequency words are better recalled than low frequency words. Rather than comparing separate groups of low and high frequency words, we sought to quantify the functional relation between word frequency and…

Proposal and evaluation of FASDIM, a Fast And Simple De-Identification Method for unstructured free-text clinical records.

PubMed

Chazard, Emmanuel; Mouret, Capucine; Ficheur, Grégoire; Schaffar, Aurélien; Beuscart, Jean-Baptiste; Beuscart, Régis

2014-04-01

Medical free-text records enable to get rich information about the patients, but often need to be de-identified by removing the Protected Health Information (PHI), each time the identification of the patient is not mandatory. Pattern matching techniques require pre-defined dictionaries, and machine learning techniques require an extensive training set. Methods exist in French, but either bring weak results or are not freely available. The objective is to define and evaluate FASDIM, a Fast And Simple De-Identification Method for French medical free-text records. FASDIM consists in removing all the words that are not present in the authorized word list, and in removing all the numbers except those that match a list of protection patterns. The corresponding lists are incremented in the course of the iterations of the method. For the evaluation, the workload is estimated in the course of records de-identification. The efficiency of the de-identification is assessed by independent medical experts on 508 discharge letters that are randomly selected and de-identified by FASDIM. Finally, the letters are encoded after and before de-identification according to 3 terminologies (ATC, ICD10, CCAM) and the codes are compared. The construction of the list of authorized words is progressive: 12h for the first 7000 letters, 16 additional hours for 20,000 additional letters. The Recall (proportion of removed Protected Health Information, PHI) is 98.1%, the Precision (proportion of PHI within the removed token) is 79.6% and the F-measure (harmonic mean) is 87.9%. In average 30.6 terminology codes are encoded per letter, and 99.02% of those codes are preserved despite the de-identification. FASDIM gets good results in French and is freely available. It is easy to implement and does not require any predefined dictionary. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Online learning from input versus offline memory evolution in adult word learning: effects of neighborhood density and phonologically related practice.

PubMed

Storkel, Holly L; Bontempo, Daniel E; Pak, Natalie S

2014-10-01

In this study, the authors investigated adult word learning to determine how neighborhood density and practice across phonologically related training sets influence online learning from input during training versus offline memory evolution during no-training gaps. Sixty-one adults were randomly assigned to learn low- or high-density nonwords. Within each density condition, participants were trained on one set of words and then were trained on a second set of words, consisting of phonological neighbors of the first set. Learning was measured in a picture-naming test. Data were analyzed using multilevel modeling and spline regression. Steep learning during input was observed, with new words from dense neighborhoods and new words that were neighbors of recently learned words (i.e., second-set words) being learned better than other words. In terms of memory evolution, large and significant forgetting was observed during 1-week gaps in training. Effects of density and practice during memory evolution were opposite of those during input. Specifically, forgetting was greater for high-density and second-set words than for low-density and first-set words. High phonological similarity, regardless of source (i.e., known words or recent training), appears to facilitate online learning from input but seems to impede offline memory evolution.

The semantic-similarity effect in children: influence of long-term knowledge on verbal short-term memory.

PubMed

Monnier, Catherine; Bonthoux, Françoise

2011-11-01

The present research was designed to highlight the relation between children's categorical knowledge and their verbal short-term memory (STM) performance. To do this, we manipulated the categorical organization of the words composing lists to be memorized by 5- and 9-year-old children. Three types of word list were drawn up: semantically similar context-dependent (CD) lists, semantically similar context-independent (CI) lists, and semantically dissimilar lists. In line with the procedure used by Poirier and Saint-Aubin (1995), the dissimilar lists were produced using words from the semantically similar lists. Both 5- and 9-year-old children showed better recall for the semantically similar CD lists than they did for the unrelated lists. In the semantic similar CI condition, semantic similarity enhanced immediate serial recall only at age 9 but contributed to item information memory both at ages 5 and 9. These results, which indicate a semantic influence of long-term memory (LTM) on serial recall from age 5, are discussed in the light of current models of STM. Moreover, we suggest that differences between results at 5 and 9 years are compatible with pluralist models of development. ©2011 The British Psychological Society.

Sleep Reduces False Memory in Healthy Older Adults

PubMed Central

Lo, June C.; Sim, Sam K. Y.; Chee, Michael W. L.

2014-01-01

Study Objectives: To investigate the effects of post-learning sleep and sleep architecture on false memory in healthy older adults. Design: Balanced, crossover design. False memory was induced using the Deese-Roediger-McDermott (DRM) paradigm and assessed following nocturnal sleep and following a period of daytime wakefulness. Post-learning sleep structure was evaluated using polysomnography (PSG). Setting: Sleep research laboratory. Participants: Fourteen healthy older adults from the Singapore-Longitudinal Aging Brain Study (mean age ± standard deviation = 66.6 ± 4.1 y; 7 males). Measurements and Results: At encoding, participants studied lists of words that were semantically related to non-presented critical lures. At retrieval, they made “remember”/“know” and “new” judgments. Compared to wakefulness, post-learning sleep was associated with reduced “remember” responses, but not “know” responses to critical lures. In contrast, there were no significant differences in the veridical recognition of studied words, false recognition of unrelated distractors, discriminability, or response bias between the sleep and the wake conditions. More post-learning slow wave sleep was associated with greater reduction in false memory. Conclusions: In healthy older adults, sleep facilitates the reduction in false memory without affecting veridical memory. This benefit correlates with the amount of slow wave sleep in the post-learning sleep episode. Citation: Lo JC; Sim SK; Chee MW. Sleep reduces false memory in healthy older adults. SLEEP 2014;37(4):665-671. PMID:24744453

A qualitative content analysis of global health engagements in Peacekeeping and Stability Operations Institute's stability operations lessons learned and information management system.

PubMed

Nang, Roberto N; Monahan, Felicia; Diehl, Glendon B; French, Daniel

2015-04-01

Many institutions collect reports in databases to make important lessons-learned available to their members. The Uniformed Services University of the Health Sciences collaborated with the Peacekeeping and Stability Operations Institute to conduct a descriptive and qualitative analysis of global health engagements (GHEs) contained in the Stability Operations Lessons Learned and Information Management System (SOLLIMS). This study used a summative qualitative content analysis approach involving six steps: (1) a comprehensive search; (2) two-stage reading and screening process to identify first-hand, health-related records; (3) qualitative and quantitative data analysis using MAXQDA, a software program; (4) a word cloud to illustrate word frequencies and interrelationships; (5) coding of individual themes and validation of the coding scheme; and (6) identification of relationships in the data and overarching lessons-learned. The individual codes with the most number of text segments coded included: planning, personnel, interorganizational coordination, communication/information sharing, and resources/supplies. When compared to the Department of Defense's (DoD's) evolving GHE principles and capabilities, the SOLLIMS coding scheme appeared to align well with the list of GHE capabilities developed by the Department of Defense Global Health Working Group. The results of this study will inform practitioners of global health and encourage additional qualitative analysis of other lessons-learned databases. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Word Learning and Individual Differences in Word Learning Reflected in Event-Related Potentials

ERIC Educational Resources Information Center

Perfetti, Charles A.; Wlotko, Edward W.; Hart, Lesley A.

2005-01-01

Adults learned the meanings of rare words (e.g., gloaming) and then made meaning judgments on pairs of words. The 1st word was a trained rare word, an untrained rare word, or an untrained familiar word. Event-related potentials distinguished trained rare words from both untrained rare and familiar words, first at 140 ms and again at 400-600 ms…

Examining the relationship between immediate serial recall and immediate free recall: common effects of phonological loop variables but only limited evidence for the phonological loop.

PubMed

Spurgeon, Jessica; Ward, Geoff; Matthews, William J

2014-07-01

We examined the contribution of the phonological loop to immediate free recall (IFR) and immediate serial recall (ISR) of lists of between one and 15 words. Following Baddeley (1986, 2000, 2007, 2012), we assumed that visual words could be recoded into the phonological store when presented silently but that recoding would be prevented by concurrent articulation (CA; Experiment 1). We further assumed that the use of the phonological loop would be evidenced by greater serial recall for lists of phonologically dissimilar words relative to lists of phonologically similar words (Experiments 2A and 2B). We found that in both tasks, (a) CA reduced recall; (b) participants recalled short lists from the start of the list, leading to enhanced forward-ordered recall; (c) participants were increasingly likely to recall longer lists from the end of the list, leading to extended recency effects; (d) there were significant phonological similarity effects in ISR and IFR when both were analyzed using serial recall scoring; (e) these were reduced by free recall scoring and eliminated by CA; and (f) CA but not phonological similarity affected the tendency to initiate recall with the first list item. We conclude that similar mechanisms underpin ISR and IFR. Critically, the phonological loop is not strictly necessary for the forward-ordered recall of short lists on both tasks but may augment recall by increasing the accessibility of the list items (relative to CA), and in so doing, the order of later items is preserved better in phonologically dissimilar than in phonologically similar lists. PsycINFO Database Record (c) 2014 APA, all rights reserved.

An auditory cue-depreciation effect.

PubMed

Gibson, J M; Watkins, M J

1991-01-01

An experiment is reported in which subjects first heard a list of words and then tried to identify these same words from degraded utterances. Paralleling previous findings in the visual modality, the probability of identifying a given utterance was reduced when the utterance was immediately preceded by other, more degraded, utterances of the same word. A second experiment replicated this "cue-depreciation effect" and in addition found the effect to be weakened, if not eliminated, when the target word was not included in the initial list or when the test was delayed by two days.

Memory for emotional words in sentences: the importance of emotional contrast.

PubMed

Schmidt, Stephen R

2012-01-01

Numerous researchers have demonstrated that emotional words are remembered better than neutral words. However, the effect has been attributed to factors other than emotion because it is somewhat fragile and influenced by variables such as the experimental designs employed. To investigate the role of emotion per se in memory for emotional words, negative-affect but low arousal emotional words were placed in sentence contexts that either activated high emotional meanings of the words (Shane died in his car last night.), or low emotional meanings of the words (Shane's old car died last night). The high-emotional contexts led to better memory than the low-emotional contexts, but only in mixed lists of emotional and neutral words. Additionally, the traditional emotional memory effect was also limited to mixed lists. The results are consistent with the idea that an emotional contrast is responsible for the emotional memory effect with low arousal emotional words.

Efficacy of the Ubiquitous Spaced Retrieval-based Memory Advancement and Rehabilitation Training (USMART) program among patients with mild cognitive impairment: a randomized controlled crossover trial.

PubMed

Han, Ji Won; Son, Kyung Lak; Byun, Hye Jin; Ko, Ji Won; Kim, Kayoung; Hong, Jong Woo; Kim, Tae Hyun; Kim, Ki Woong

2017-06-06

Spaced retrieval training (SRT) is a nonpharmacological intervention for mild cognitive impairment (MCI) and dementia that trains the learning and retention of target information by recalling it over increasingly long intervals. We recently developed the Ubiquitous Spaced Retrieval-based Memory Advancement and Rehabilitation Training (USMART) program as a convenient, self-administered tablet-based SRT program. We also demonstrated the utility of USMART for improving memory in individuals with MCI through an open-label uncontrolled trial. This study had an open-label, single-blind, randomized, controlled, two-period crossover design. Fifty patients with MCI were randomized into USMART-usual care and usual care-USMART treatment sequences. USMART was completed or usual care was provided biweekly over a 4-week treatment period with a 2-week washout period between treatment periods. Primary outcome measures included the Word List Memory Test, Word List Recall Test (WLRT), and Word List Recognition Test. Outcomes were measured at baseline, week 5, and week 11 by raters who were blinded to intervention type. An intention-to-treat analysis and linear mixed modeling were used. Of 50 randomized participants, 41 completed the study (18% dropout rate). The USMART group had larger improvements in WLRT score (effect size = 0.49, p = 0.031) than the usual care group. There were no significant differences in other primary or secondary measures between the USMART and usual care groups. Moreover, no USMART-related adverse events were reported. The 4-week USMART modestly improved information retrieval in older people with MCI, and was well accepted with minimal technical support. ClinicalTrials.gov NCT01688128 . Registered 12 September 2012.

The influence of two cognitive-linguistic variables on incidental word learning in 5-year-olds.

PubMed

Abel, Alyson D; Schuele, C Melanie

2014-08-01

The relation between incidental word learning and two cognitive-linguistic variables--phonological memory and phonological awareness--is not fully understood. Thirty-five typically developing, 5-year-old, preschool children participated in a study examining the association between phonological memory, phonological awareness, and incidental word learning. Children were exposed to target words in a read-aloud story that accompanied a wordless picture book. Target word comprehension was assessed before and after two readings of the story. Phonological awareness predicted incidental word learning but phonological memory did not. The influence of phonological awareness and phonological memory on word learning may be dependent on the demands of the word learning task.

Neuropsychological Profiles Differentiate Alzheimer Disease from Subcortical Ischemic Vascular Dementia in an Autopsy-Defined Cohort.

PubMed

Ramirez-Gomez, Liliana; Zheng, Ling; Reed, Bruce; Kramer, Joel; Mungas, Dan; Zarow, Chris; Vinters, Harry; Ringman, John M; Chui, Helena

2017-01-01

The aim of this study was to assess the ability of neuropsychological tests to differentiate autopsy-defined Alzheimer disease (AD) from subcortical ischemic vascular dementia (SIVD). From a sample of 175 cases followed longitudinally that underwent autopsy, we selected 23 normal controls (NC), 20 SIVD, 69 AD, and 10 mixed cases of dementia. Baseline neuropsychological tests, including Memory Assessment Scale word list learning test, control oral word association test, and animal fluency, were compared between the three autopsy-defined groups. The NC, SIVD, and AD groups did not differ by age or education. The SIVD and AD groups did not differ by the Global Clinical Dementia Rating Scale. Subjects with AD performed worse on delayed recall (p < 0.01). A receiver operating characteristics analysis comparing the SIVD and AD groups including age, education, difference between categorical (animals) versus phonemic fluency (letter F), and the first recall from the word learning test distinguished the two groups with a sensitivity of 85%, specificity of 67%, and positive likelihood ratio of 2.57 (AUC = 0.789, 95% CI 0.69-0.88, p < 0.0001). In neuropathologically defined subgroups, neuropsychological profiles have modest ability to distinguish patients with AD from those with SIVD. © 2017 S. Karger AG, Basel.

Neuropsychological Profiles Differentiate Alzheimer Disease from Subcortical Ischemic Vascular Dementia in an Autopsy-Defined Cohort

PubMed Central

Ramirez-Gomez, Liliana; Zheng, Ling; Reed, Bruce; Kramer, Joel; Mungas, Dan; Zarow, Chris; Vinters, Harry; Ringman, John M.; Chui, Helena

2018-01-01

Background/Aims The aim of this study was to assess the ability of neuropsychological tests to differentiate autopsy-defined Alzheimer disease (AD) from subcortical ischemic vascular dementia (SIVD). Methods From a sample of 175 cases followed longitudinally that underwent autopsy, we selected 23 normal controls (NC), 20 SIVD, 69 AD, and 10 mixed cases of dementia. Baseline neuropsychological tests, including Memory Assessment Scale word list learning test, control oral word association test, and animal fluency, were compared between the three autopsy-defined groups. Results The NC, SIVD, and AD groups did not differ by age or education. The SIVD and AD groups did not differ by the Global Clinical Dementia Rating Scale. Subjects with AD performed worse on delayed recall (p < 0.01). A receiver operating characteristics analysis comparing the SIVD and AD groups including age, education, difference between categorical (animals) versus phonemic fluency (letter F), and the first recall from the word learning test distinguished the two groups with a sensitivity of 85%, specificity of 67%, and positive likelihood ratio of 2.57 (AUC = 0.789, 95% CI 0.69–0.88, p < 0.0001). Conclusion In neuropathologically defined subgroups, neuropsychological profiles have modest ability to distinguish patients with AD from those with SIVD. PMID:28595184

Stroop effects from newly learned color words: effects of memory consolidation and episodic context

PubMed Central

Geukes, Sebastian; Gaskell, M. Gareth; Zwitserlood, Pienie

2015-01-01

The Stroop task is an excellent tool to test whether reading a word automatically activates its associated meaning, and it has been widely used in mono- and bilingual contexts. Despite of its ubiquity, the task has not yet been employed to test the automaticity of recently established word-concept links in novel-word-learning studies, under strict experimental control of learning and testing conditions. In three experiments, we thus paired novel words with native language (German) color words via lexical association and subsequently tested these words in a manual version of the Stroop task. Two crucial findings emerged: When novel word Stroop trials appeared intermixed among native-word trials, the novel-word Stroop effect was observed immediately after the learning phase. If no native color words were present in a Stroop block, the novel-word Stroop effect only emerged 24 h later. These results suggest that the automatic availability of a novel word's meaning depends either on supportive context from the learning episode and/or on sufficient time for memory consolidation. We discuss how these results can be reconciled with the complementary learning systems account of word learning. PMID:25814973

Can Writing a New Word Detract from Learning It? More Negative Effects of Forced Output during Vocabulary Learning

ERIC Educational Resources Information Center

Barcroft, Joe

2006-01-01

This study examined effects of word writing on second language vocabulary learning. In two experiments, English-speaking learners of Spanish attempted to learn 24 Spanish nouns while viewing word-picture pairs. The participants copied 12 target words and wrote nothing for the other 12 target words being studied. Productive vocabulary learning on…

Study on the application of the time-compressed speech in children.

PubMed

Padilha, Fernanda Yasmin Odila Maestri Miguel; Pinheiro, Maria Madalena Canina

2017-11-09

To analyze the performance of children without alteration of central auditory processing in the Time-compressed Speech Test. This is a descriptive, observational, cross-sectional study. Study participants were 22 children aged 7-11 years without central auditory processing disorders. The following instruments were used to assess whether these children presented central auditory processing disorders: Scale of Auditory Behaviors, simplified evaluation of central auditory processing, and Dichotic Test of Digits (binaural integration stage). The Time-compressed Speech Test was applied to the children without auditory changes. The participants presented better performance in the list of monosyllabic words than in the list of disyllabic words, but with no statistically significant difference. No influence on test performance was observed with respect to order of presentation of the lists and the variables gender and ear. Regarding age, difference in performance was observed only in the list of disyllabic words. The mean score of children in the Time-compressed Speech Test was lower than that of adults reported in the national literature. Difference in test performance was observed only with respect to the age variable for the list of disyllabic words. No difference was observed in the order of presentation of the lists or in the type of stimulus.

The effect of the length of to-be-remembered lists and intervening lists on free recall: a reexamination using overt rehearsal.

PubMed

Ward, Geoff; Tan, Lydia

2004-11-01

In 3 experiments, the authors investigated the effects of to-be-remembered (TBR) and intervening list length on free recall to determine whether selective rehearsal could explain the previous finding that recall was affected only by TBR list length. In Experiments 1 (covert rehearsal) and 2 (overt rehearsal), participants saw 5- and 20-word lists and had to recall the list prior to that last presented list. In Experiment 3, either 1 or 2 lists were presented, and recall of TBR list was postcued. Recall proportion decreased with increased TBR list length. Moreover, the authors found extended recency effects when recall was replotted by when words were last rehearsed (Experiments 2 and 3) and an effect of intervening list length when rehearsal was reduced (Experiment 3). ((c) 2004 APA, all rights reserved).

Promoting Transfer in Memory Training for Older Adults

PubMed Central

Cavallini, Elena; Dunlosky, John; Bottiroli, Sara; Hertzog, Christopher; Vecchi, Tomaso

2011-01-01

Background and aims Many studies have focused on memory training in aging showing older adults can improve their performance. Unfortunately the benefits of training rarely generalize to other tasks that were not specifically trained. We investigated the benefits of instruction-based training in promoting transfer effects in older adults. Methods In Experiment 1, we evaluated transfer effects in a training group who practiced using standard mnemonics to learn paired associates and word lists, and this group was provided instructions about how the mnemonics could be used for two of the four transfer tasks (text learning, name-face learning, grocery list learning, place learning). In Experiment 2, we compared transfer effects for two different training groups: one practiced the strategies with the two trained tasks and did not receive instructions and one had the same practice but also received instructions on all the transfer tasks. Results Transfer in text learning occurred in both experiments. Such transfer is particularly interesting considering that text learning was the most dissimilar task in terms of both the nature of the materials and the underlying processes that support performance. Such transfer was reliably greater when training involved instructions about applicability than when it did not. Conclusions Instructions to use practiced strategies on new materials could be a useful technique in promoting transfer in older adults. It seems that the lack of transfer does not necessarily arise from older adults’ inabilities but instead because they do not realize that trained strategies can (or should) be applied to new materials. PMID:19966535

Promoting transfer in memory training for older adults.

PubMed

Cavallini, Elena; Dunlosky, John; Bottiroli, Sara; Hertzog, Christopher; Vecchi, Tomaso

2010-08-01

Many studies have focused on memory training in aging, showing that older adults can improve their performance. Unfortunately, the benefits of training can rarely be generalized to other tasks for which adults were not specifically trained. We investigated the benefits of instruction-based training in promoting transfer effects in older adults. In Experiment 1, we evaluated transfer effects in a training group who practiced using standard mnemonics to learn paired associates and word lists, and this group was given instructions about how the mnemonics could be used for two of the four transfer tasks (text learning, name-face learning, grocery list learning, place learning). In Experiment 2, we compared transfer effects for two different training groups: one practiced the strategies with the two trained tasks and did not receive instructions, and the other had the same practice but also received instructions on all the transfer tasks. Transfer in text learning occurred in both experiments. This transfer is particularly interesting, as text learning was the most dissimilar task in terms of both the nature of the materials and the underlying processes that support performance. The transfer was reliably greater when training involved instructions about applicability than when it did not. Instructions to use practiced strategies on new materials may be a useful technique in promoting transfer in older adults. It seems that the lack of transfer does not necessarily arise from older adults' inabilities, but because they do not realize that trained strategies can (or should) be applied to new materials.

Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers.

PubMed

Tamura, Niina; Castles, Anne; Nation, Kate

2017-06-01

Children learn new words via their everyday reading experience but little is known about how this learning happens. We addressed this by focusing on the conditions needed for new words to become familiar to children, drawing a distinction between lexical configuration (the acquisition of word knowledge) and lexical engagement (the emergence of interactive processes between newly learned words and existing words). In Experiment 1, 9-11-year-olds saw unfamiliar words in one of two storybook conditions, differing in degree of focus on the new words but matched for frequency of exposure. Children showed good learning of the novel words in terms of both configuration (form and meaning) and engagement (lexical competition). A frequency manipulation under incidental learning conditions in Experiment 2 revealed different time-courses of learning: a fast lexical configuration process, indexed by explicit knowledge, and a slower lexicalization process, indexed by lexical competition. Copyright © 2017 The Authors. Published by Elsevier B.V. All rights reserved.

Uninformative contexts support word learning for high-skill spellers.

PubMed

Eskenazi, Michael A; Swischuk, Natascha K; Folk, Jocelyn R; Abraham, Ashley N

2018-04-30

The current study investigated how high-skill spellers and low-skill spellers incidentally learn words during reading. The purpose of the study was to determine whether readers can use uninformative contexts to support word learning after forming a lexical representation for a novel word, consistent with instance-based resonance processes. Previous research has found that uninformative contexts damage word learning; however, there may have been insufficient exposure to informative contexts (only one) prior to exposure to uninformative contexts (Webb, 2007; Webb, 2008). In Experiment 1, participants read sentences with one novel word (i.e., blaph, clurge) embedded in them in three different conditions: Informative (six informative contexts to support word learning), Mixed (three informative contexts followed by three uninformative contexts), and Uninformative (six uninformative contexts). Experiment 2 added a new condition with only three informative contexts to further clarify the conclusions of Experiment 1. Results indicated that uninformative contexts can support word learning, but only for high-skill spellers. Further, when participants learned the spelling of the novel word, they were more likely to learn the meaning of that word. This effect was much larger for high-skill spellers than for low-skill spellers. Results are consistent with the Lexical Quality Hypothesis (LQH) in that high-skill spellers form stronger orthographic representations which support word learning (Perfetti, 2007). Results also support an instance-based resonance process of word learning in that prior informative contexts can be reactivated to support word learning in future contexts (Bolger, Balass, Landen, & Perfetti, 2008; Balass, Nelson, & Perfetti, 2010; Reichle & Perfetti, 2003). (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Using speakers' referential intentions to model early cross-situational word learning.

PubMed

Frank, Michael C; Goodman, Noah D; Tenenbaum, Joshua B

2009-05-01

Word learning is a "chicken and egg" problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.

Performance impact of stop lists and morphological decomposition on word-word corpus-based semantic space models.

PubMed

Keith, Jeff; Westbury, Chris; Goldman, James

2015-09-01

Corpus-based semantic space models, which primarily rely on lexical co-occurrence statistics, have proven effective in modeling and predicting human behavior in a number of experimental paradigms that explore semantic memory representation. The most widely studied extant models, however, are strongly influenced by orthographic word frequency (e.g., Shaoul & Westbury, Behavior Research Methods, 38, 190-195, 2006). This has the implication that high-frequency closed-class words can potentially bias co-occurrence statistics. Because these closed-class words are purported to carry primarily syntactic, rather than semantic, information, the performance of corpus-based semantic space models may be improved by excluding closed-class words (using stop lists) from co-occurrence statistics, while retaining their syntactic information through other means (e.g., part-of-speech tagging and/or affixes from inflected word forms). Additionally, very little work has been done to explore the effect of employing morphological decomposition on the inflected forms of words in corpora prior to compiling co-occurrence statistics, despite (controversial) evidence that humans perform early morphological decomposition in semantic processing. In this study, we explored the impact of these factors on corpus-based semantic space models. From this study, morphological decomposition appears to significantly improve performance in word-word co-occurrence semantic space models, providing some support for the claim that sublexical information-specifically, word morphology-plays a role in lexical semantic processing. An overall decrease in performance was observed in models employing stop lists (e.g., excluding closed-class words). Furthermore, we found some evidence that weakens the claim that closed-class words supply primarily syntactic information in word-word co-occurrence semantic space models.

The Inhibitory Mechanism in Learning Ambiguous Words in a Second Language

PubMed Central

Lu, Yao; Wu, Junjie; Dunlap, Susan; Chen, Baoguo

2017-01-01

Ambiguous words are hard to learn, yet little is known about what causes this difficulty. The current study aimed to investigate the relationship between the representations of new and prior meanings of ambiguous words in second language (L2) learning, and to explore the function of inhibitory control on L2 ambiguous word learning at the initial stage of learning. During a 4-day learning phase, Chinese–English bilinguals learned 30 novel English words for 30 min per day using bilingual flashcards. Half of the words to be learned were unambiguous (had one meaning) and half were ambiguous (had two semantically unrelated meanings learned in sequence). Inhibitory control was introduced as a subject variable measured by a Stroop task. The semantic representations established for the studied items were probed using a cross-language semantic relatedness judgment task, in which the learned English words served as the prime, and the targets were either semantically related or unrelated to the prime. Results showed that response latencies for the second meaning of ambiguous words were slower than for the first meaning and for unambiguous words, and that performance on only the second meaning of ambiguous words was predicted by inhibitory control ability. These results suggest that, at the initial stage of L2 ambiguous word learning, the representation of the second meaning is weak, probably interfered with by the representation of the prior learned meaning. Moreover, inhibitory control may modulate learning of the new meanings, such that individuals with better inhibitory control may more effectively suppress interference from the first meaning, and thus learn the new meaning more quickly. PMID:28496423

The Inhibitory Mechanism in Learning Ambiguous Words in a Second Language.

PubMed

Lu, Yao; Wu, Junjie; Dunlap, Susan; Chen, Baoguo

2017-01-01

Ambiguous words are hard to learn, yet little is known about what causes this difficulty. The current study aimed to investigate the relationship between the representations of new and prior meanings of ambiguous words in second language (L2) learning, and to explore the function of inhibitory control on L2 ambiguous word learning at the initial stage of learning. During a 4-day learning phase, Chinese-English bilinguals learned 30 novel English words for 30 min per day using bilingual flashcards. Half of the words to be learned were unambiguous (had one meaning) and half were ambiguous (had two semantically unrelated meanings learned in sequence). Inhibitory control was introduced as a subject variable measured by a Stroop task. The semantic representations established for the studied items were probed using a cross-language semantic relatedness judgment task, in which the learned English words served as the prime, and the targets were either semantically related or unrelated to the prime. Results showed that response latencies for the second meaning of ambiguous words were slower than for the first meaning and for unambiguous words, and that performance on only the second meaning of ambiguous words was predicted by inhibitory control ability. These results suggest that, at the initial stage of L2 ambiguous word learning, the representation of the second meaning is weak, probably interfered with by the representation of the prior learned meaning. Moreover, inhibitory control may modulate learning of the new meanings, such that individuals with better inhibitory control may more effectively suppress interference from the first meaning, and thus learn the new meaning more quickly.

N400 Response Indexes Word Learning from Linguistic Context in Children

ERIC Educational Resources Information Center

Abel, Alyson D.; Schneider, Julie; Maguire, Mandy J

2018-01-01

Word learning from linguistic context is essential for vocabulary growth from grade school onward; however, little is known about the mechanisms underlying successful word learning in children. Current methods for studying word learning development require children to identify the meaning of the word after each exposure, a method that interacts…

A test of the orthographic recoding hypothesis

NASA Astrophysics Data System (ADS)

Gaygen, Daniel E.

2003-04-01

The Orthographic Recoding Hypothesis [D. E. Gaygen and P. A. Luce, Percept. Psychophys. 60, 465-483 (1998)] was tested. According to this hypothesis, listeners recognize spoken words heard for the first time by mapping them onto stored representations of the orthographic forms of the words. Listeners have a stable orthographic representation of words, but no phonological representation, when those words have been read frequently but never heard or spoken. Such may be the case for low frequency words such as jargon. Three experiments using visually and auditorily presented nonword stimuli tested this hypothesis. The first two experiments were explicit tests of memory (old-new tests) for words presented visually. In the first experiment, the recognition of auditorily presented nonwords was facilitated when they previously appeared on a visually presented list. The second experiment was similar, but included a concurrent articulation task during a visual word list presentation, thus preventing covert rehearsal of the nonwords. The results were similar to the first experiment. The third experiment was an indirect test of memory (auditory lexical decision task) for visually presented nonwords. Auditorily presented nonwords were identified as nonwords significantly more slowly if they had previously appeared on the visually presented list accompanied by a concurrent articulation task.

Fast Brain Plasticity during Word Learning in Musically-Trained Children.

PubMed

Dittinger, Eva; Chobert, Julie; Ziegler, Johannes C; Besson, Mireille

2017-01-01

Children learn new words every day and this ability requires auditory perception, phoneme discrimination, attention, associative learning and semantic memory. Based on previous results showing that some of these functions are enhanced by music training, we investigated learning of novel words through picture-word associations in musically-trained and control children (8-12 year-old) to determine whether music training would positively influence word learning. Results showed that musically-trained children outperformed controls in a learning paradigm that included picture-sound matching and semantic associations. Moreover, the differences between unexpected and expected learned words, as reflected by the N200 and N400 effects, were larger in children with music training compared to controls after only 3 min of learning the meaning of novel words. In line with previous results in adults, these findings clearly demonstrate a correlation between music training and better word learning. It is argued that these benefits reflect both bottom-up and top-down influences. The present learning paradigm might provide a useful dynamic diagnostic tool to determine which perceptive and cognitive functions are impaired in children with learning difficulties.

Fast Brain Plasticity during Word Learning in Musically-Trained Children

PubMed Central

Dittinger, Eva; Chobert, Julie; Ziegler, Johannes C.; Besson, Mireille

2017-01-01

Children learn new words every day and this ability requires auditory perception, phoneme discrimination, attention, associative learning and semantic memory. Based on previous results showing that some of these functions are enhanced by music training, we investigated learning of novel words through picture-word associations in musically-trained and control children (8–12 year-old) to determine whether music training would positively influence word learning. Results showed that musically-trained children outperformed controls in a learning paradigm that included picture-sound matching and semantic associations. Moreover, the differences between unexpected and expected learned words, as reflected by the N200 and N400 effects, were larger in children with music training compared to controls after only 3 min of learning the meaning of novel words. In line with previous results in adults, these findings clearly demonstrate a correlation between music training and better word learning. It is argued that these benefits reflect both bottom-up and top-down influences. The present learning paradigm might provide a useful dynamic diagnostic tool to determine which perceptive and cognitive functions are impaired in children with learning difficulties. PMID:28553213

Generality of a congruity effect in judgements of relative order.

PubMed

Liu, Yang S; Chan, Michelle; Caplan, Jeremy B

2014-10-01

The judgement of relative order (JOR) procedure is used to investigate serial-order memory. Measuring response times, the wording of the instructions (whether the earlier or the later item was designated as the target) reversed the direction of search in subspan lists (Chan, Ross, Earle, & Caplan Psychonomic Bulletin & Review, 16(5), 945-951, 2009). If a similar congruity effect applied to above-span lists and, furthermore, with error rate as the measure, this could suggest how to model order memory across scales. Participants performed JORs on lists of nouns (Experiment 1: list lengths = 4, 6, 8, 10) or consonants (Experiment 2: list lengths = 4, 8). In addition to the usual distance, primacy, and recency effects, instructions interacted with serial position of the later probe in both experiments, not only in response time, but also in error rate, suggesting that availability, not just accessibility, is affected by instructions. The congruity effect challenges current memory models. We fitted Hacker's (Journal of Experimental Psychology: Human Learning and Memory, 6(6), 651-675, 1980) self-terminating search model to our data and found that a switch in search direction could explain the congruity effect for short lists, but not longer lists. This suggests that JORs may need to be understood via direct-access models, adapted to produce a congruity effect, or a mix of mechanisms.

Category learning in the color-word contingency learning paradigm.

PubMed

Schmidt, James R; Augustinova, Maria; De Houwer, Jan

2018-04-01

In the typical color-word contingency learning paradigm, participants respond to the print color of words where each word is presented most often in one color. Learning is indicated by faster and more accurate responses when a word is presented in its usual color, relative to another color. To eliminate the possibility that this effect is driven exclusively by the familiarity of item-specific word-color pairings, we examine whether contingency learning effects can be observed also when colors are related to categories of words rather than to individual words. To this end, the reported experiments used three categories of words (animals, verbs, and professions) that were each predictive of one color. Importantly, each individual word was presented only once, thus eliminating individual color-word contingencies. Nevertheless, for the first time, a category-based contingency effect was observed, with faster and more accurate responses when a category item was presented in the color in which most of the other items of that category were presented. This finding helps to constrain episodic learning models and sets the stage for new research on category-based contingency learning.

Memory factors in Rey AVLT: Implications for early staging of cognitive decline.

PubMed

Fernaeus, Sven-Erik; Ostberg, Per; Wahlund, Lars-Olof; Hellström, Ake

2014-12-01

Supraspan verbal list learning is widely used to assess dementia and related cognitive disorders where declarative memory deficits are a major clinical sign. While the overall learning rate is important for diagnosis, serial position patterns may give insight into more specific memory processes in patients with cognitive impairment. This study explored these patterns in a memory clinic clientele. One hundred eighty three participants took the Rey Auditory-Verbal Learning Test (RAVLT). The major groups were patients with Alzheimer's disease (AD), Vascular Dementia (VD), Mild Cognitive Impairment (MCI), and Subjective Cognitive Impairment (SCI) as well as healthy controls (HC). Raw scores for the five trials and five serial partitions were factor analysed. Three memory factors were found and interpreted as Primacy, Recency, and Resistance to Interference. AD and MCI patients had impaired scores in all factors. SCI patients were significantly impaired in the Resistance to Interference factor, and in the Recency factor at the first trial. The main conclusion is that serial position data from word list testing reflect specific memory capacities which vary with levels of cognitive impairment. © 2014 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Dynamic Influence of Emotional States on Novel Word Learning

PubMed Central

Guo, Jingjing; Zou, Tiantian; Peng, Danling

2018-01-01

Many researchers realize that it's unrealistic to isolate language learning and processing from emotions. However, few studies on language learning have taken emotions into consideration so far, so that the probable influences of emotions on language learning are unclear. The current study thereby aimed to examine the effects of emotional states on novel word learning and their dynamic changes with learning continuing and task varying. Positive, negative or neutral pictures were employed to induce a given emotional state, and then participants learned the novel words through association with line-drawing pictures in four successive learning phases. At the end of each learning phase, participants were instructed to fulfill a semantic category judgment task (in Experiment 1) or a word-picture semantic consistency judgment task (in Experiment 2) to explore the effects of emotional states on different depths of word learning. Converging results demonstrated that negative emotional state led to worse performance compared with neutral condition; however, how positive emotional state affected learning varied with learning task. Specifically, a facilitative role of positive emotional state in semantic category learning was observed but disappeared in word specific meaning learning. Moreover, the emotional modulation on novel word learning was quite dynamic and changeable with learning continuing, and the final attainment of the learned words tended to be similar under different emotional states. The findings suggest that the impact of emotion can be offset when novel words became more and more familiar and a part of existent lexicon. PMID:29695994

Dynamic Influence of Emotional States on Novel Word Learning.

PubMed

Guo, Jingjing; Zou, Tiantian; Peng, Danling

2018-01-01

Many researchers realize that it's unrealistic to isolate language learning and processing from emotions. However, few studies on language learning have taken emotions into consideration so far, so that the probable influences of emotions on language learning are unclear. The current study thereby aimed to examine the effects of emotional states on novel word learning and their dynamic changes with learning continuing and task varying. Positive, negative or neutral pictures were employed to induce a given emotional state, and then participants learned the novel words through association with line-drawing pictures in four successive learning phases. At the end of each learning phase, participants were instructed to fulfill a semantic category judgment task (in Experiment 1) or a word-picture semantic consistency judgment task (in Experiment 2) to explore the effects of emotional states on different depths of word learning. Converging results demonstrated that negative emotional state led to worse performance compared with neutral condition; however, how positive emotional state affected learning varied with learning task. Specifically, a facilitative role of positive emotional state in semantic category learning was observed but disappeared in word specific meaning learning. Moreover, the emotional modulation on novel word learning was quite dynamic and changeable with learning continuing, and the final attainment of the learned words tended to be similar under different emotional states. The findings suggest that the impact of emotion can be offset when novel words became more and more familiar and a part of existent lexicon.

Executive dysfunction affects word list recall performance: Evidence from amyotrophic lateral sclerosis and other neurodegenerative diseases.

PubMed

Consonni, Monica; Rossi, Stefania; Cerami, Chiara; Marcone, Alessandra; Iannaccone, Sandro; Francesco Cappa, Stefano; Perani, Daniela

2017-03-01

The Rey Auditory Verbal Learning Test (RAVLT) is widely used in clinical practice to evaluate verbal episodic memory. While there is evidence that RAVLT performance can be influenced by executive dysfunction, the way executive disorders affect the serial position curve (SPC) has not been yet explored. To this aim, we analysed immediate and delayed recall performances of 13 non-demented amyotrophic lateral sclerosis (ALS) patients with a specific mild executive dysfunction (ALSci) and compared their performances to those of 48 healthy controls (HC) and 13 cognitively normal patients with ALS. Moreover, to control for the impact of a severe dysexecutive syndrome and a genuine episodic memory deficit on the SPC, we enrolled 15 patients with a diagnosis of behavioural variant of frontotemporal dementia (bvFTD) and 18 patients with probable Alzheimer's disease (AD). Results documented that, compared to cognitively normal subjects, ALSci patients had a selective mid-list impairment for immediate recall scores. The bvFTD group obtained low performances with a selectively increased forgetting rate for terminal items, whereas the AD group showed a disproportionately large memory loss on the primary and middle part of the SPC for immediate recall scores and were severely impaired in the delayed recall trial. These results suggested that subtle executive dysfunctions might influence the recall of mid-list items, possibly reflecting deficiency in control strategies at retrieval of word lists, whereas severer dysexecutive syndrome might also affect the recall of terminal items possibly due to attention deficit or retroactive interference. © 2015 The British Psychological Society.

The Development of Word Frequency Lists Prior to the 1944 Thorndike-Lorge List.

ERIC Educational Resources Information Center

Bontrager, Terry

1991-01-01

Examines the word frequency studies that preceded the 1944 Thorndike-Lorge count and places those investigations in their broad, cultural perspective. Draws attention to the impact of the studies on knowledge about language and its development, educational curriculum and assessment, and methods of research. (MG)

Educators Resource Guide to WP Material for the Classroom.

ERIC Educational Resources Information Center

Potts, Peggy J.

This guide lists materials to be used in the classroom instruction of word processing technology. A listing of international, national, and regional word processing associations is followed by an annotated enumeration of resources under nine headings: (1) booklets and brochures, (2) books, (3) films, (4) handbooks, (5) machine transcription…

False Recognition in DRM Lists with Low Association: A Normative Study

ERIC Educational Resources Information Center

Cadavid, Sara; Beato, María Soledad

2017-01-01

A wide array of studies have explored memory distortions with the Deese/Roediger-McDermott (DRM) paradigm, where participants study lists of words (e.g., "door," "glass," "pane," "shade," "ledge," etc.) that are associated to another nonpresented critical word (e.g., WINDOW). On a subsequent memory…

The Academic Spoken Word List

ERIC Educational Resources Information Center

Dang, Thi Ngoc Yen; Coxhead, Averil; Webb, Stuart

2017-01-01

The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English-medium universities. The ASWL contains 1,741 word…

Vocabulary in First-Year German Texts

ERIC Educational Resources Information Center

Tussing, Marjorie; Zimmermann, Jon

1977-01-01

Vocabulary in first-year high school and college level German texts was studied. It was suggested that textbook authors use published word frequency lists to develop teaching materials that are practical, useful, and relevant to the process of communication. A word list occurring in 12 textbooks is presented in descending frequency. (SW)

Correspondence Supervisor: Task List Competency Record.

ERIC Educational Resources Information Center

Minnesota Instructional Materials Center, White Bear Lake.

One of a series of 12 in the secretarial/clerical area, this booklet for the vocational instructor contains a job description for the correspondence supervisor (also known as a senior correspondence secretary/specialist, word processing supervisor, or word processing center specialist), a task list under 20 areas of competency, an occupational…

Putting Home Data Management into Perspective

DTIC Science & Technology

2009-12-01

approaches. However, users of home and personal storage live it. Popular interfaces (e.g., iTunes , iPhoto, and even drop-down lists of recently...users of home and personal storage live it. Popular interfaces (e.g., iTunes , iPhoto, and even drop-down lists of recently-opened Word documents...live it. Popular interfaces (e.g., iTunes , iPhoto, and even drop- down lists of recently-opened Word documents) allow users to navigate file

More Limitations to Monolingualism: Bilinguals Outperform Monolinguals in Implicit Word Learning.

PubMed

Escudero, Paola; Mulak, Karen E; Fu, Charlene S L; Singh, Leher

2016-01-01

To succeed at cross-situational word learning, learners must infer word-object mappings by attending to the statistical co-occurrences of novel objects and labels across multiple encounters. While past studies have investigated this as a learning mechanism for infants and monolingual adults, bilinguals' cross-situational word learning abilities have yet to be tested. Here, we compared monolinguals' and bilinguals' performance on a cross-situational word learning paradigm that featured phonologically distinct word pairs (e.g., BON-DEET) and phonologically similar word pairs that varied by a single consonant or vowel segment (e.g., BON-TON, DEET-DIT, respectively). Both groups learned the novel word-referent mappings, providing evidence that cross-situational word learning is a learning strategy also available to bilingual adults. Furthermore, bilinguals were overall more accurate than monolinguals. This supports that bilingualism fosters a wide range of cognitive advantages that may benefit implicit word learning. Additionally, response patterns to the different trial types revealed a relative difficulty for vowel minimal pairs than consonant minimal pairs, replicating the pattern found in monolinguals by Escudero et al. (2016) in a different English accent. Specifically, all participants failed to learn vowel contrasts differentiated by vowel height. We discuss evidence for this bilingual advantage as a language-specific or general advantage.

More Limitations to Monolingualism: Bilinguals Outperform Monolinguals in Implicit Word Learning

PubMed Central

Escudero, Paola; Mulak, Karen E.; Fu, Charlene S. L.; Singh, Leher

2016-01-01

To succeed at cross-situational word learning, learners must infer word-object mappings by attending to the statistical co-occurrences of novel objects and labels across multiple encounters. While past studies have investigated this as a learning mechanism for infants and monolingual adults, bilinguals’ cross-situational word learning abilities have yet to be tested. Here, we compared monolinguals’ and bilinguals’ performance on a cross-situational word learning paradigm that featured phonologically distinct word pairs (e.g., BON-DEET) and phonologically similar word pairs that varied by a single consonant or vowel segment (e.g., BON-TON, DEET-DIT, respectively). Both groups learned the novel word-referent mappings, providing evidence that cross-situational word learning is a learning strategy also available to bilingual adults. Furthermore, bilinguals were overall more accurate than monolinguals. This supports that bilingualism fosters a wide range of cognitive advantages that may benefit implicit word learning. Additionally, response patterns to the different trial types revealed a relative difficulty for vowel minimal pairs than consonant minimal pairs, replicating the pattern found in monolinguals by Escudero et al. (2016) in a different English accent. Specifically, all participants failed to learn vowel contrasts differentiated by vowel height. We discuss evidence for this bilingual advantage as a language-specific or general advantage. PMID:27574513

Lexicality and phonological similarity: a challenge for the retrieval-based account of serial recall?

PubMed

Fallon, Anthony B; Mak, Eva; Tehan, Gerald; Daly, Charmaine

2005-01-01

The retrieval-based account of serial recall (Saint-Aubin & Poirier, 2000) attributes lexicality, phonological similarity, and articulatory suppression effects to a process where long-term representations are used to reconstruct degraded phonological traces. Two experiments tested this assumption by manipulating these factors in the recall of four- and five-item lists of words and non-words. Lexicality enhanced item recall (IR), but only affected position accuracy (PA) for five-item lists under suppression. Phonological similarity influenced both words and non-words, and produced impaired PA in silent and suppressed conditions. Consistent with the retrieval-based account, words and non-words of high word-likeness appear subject to redintegration. However, some findings, like suppression not reducing the phonological similarity impairment in suppressed conditions, present challenges for the retrieval-based account and other models of serial recall.

Help me if I can't: Social interaction effects in adult contextual word learning.

PubMed

Verga, Laura; Kotz, Sonja A

2017-11-01

A major challenge in second language acquisition is to build up new vocabulary. How is it possible to identify the meaning of a new word among several possible referents? Adult learners typically use contextual information, which reduces the number of possible referents a new word can have. Alternatively, a social partner may facilitate word learning by directing the learner's attention toward the correct new word meaning. While much is known about the role of this form of 'joint attention' in first language acquisition, little is known about its efficacy in second language acquisition. Consequently, we introduce and validate a novel visual word learning game to evaluate how joint attention affects the contextual learning of new words in a second language. Adult learners either acquired new words in a constant or variable sentence context by playing the game with a knowledgeable partner, or by playing the game alone on a computer. Results clearly show that participants who learned new words in social interaction (i) are faster in identifying a correct new word referent in variable sentence contexts, and (ii) temporally coordinate their behavior with a social partner. Testing the learned words in a post-learning recall or recognition task showed that participants, who learned interactively, better recognized words originally learned in a variable context. While this result may suggest that interactive learning facilitates the allocation of attention to a target referent, the differences in the performance during recognition and recall call for further studies investigating the effect of social interaction on learning performance. In summary, we provide first evidence on the role joint attention in second language learning. Furthermore, the new interactive learning game offers itself to further testing in complex neuroimaging research, where the lack of appropriate experimental set-ups has so far limited the investigation of the neural basis of adult word learning in social interaction. Copyright © 2017 Elsevier B.V. All rights reserved.

Quantitative learning strategies based on word networks

NASA Astrophysics Data System (ADS)

Zhao, Yue-Tian-Yi; Jia, Zi-Yang; Tang, Yong; Xiong, Jason Jie; Zhang, Yi-Cheng

2018-02-01

Learning English requires a considerable effort, but the way that vocabulary is introduced in textbooks is not optimized for learning efficiency. With the increasing population of English learners, learning process optimization will have significant impact and improvement towards English learning and teaching. The recent developments of big data analysis and complex network science provide additional opportunities to design and further investigate the strategies in English learning. In this paper, quantitative English learning strategies based on word network and word usage information are proposed. The strategies integrate the words frequency with topological structural information. By analyzing the influence of connected learned words, the learning weights for the unlearned words and dynamically updating of the network are studied and analyzed. The results suggest that quantitative strategies significantly improve learning efficiency while maintaining effectiveness. Especially, the optimized-weight-first strategy and segmented strategies outperform other strategies. The results provide opportunities for researchers and practitioners to reconsider the way of English teaching and designing vocabularies quantitatively by balancing the efficiency and learning costs based on the word network.

Phonological and Semantic Knowledge Are Causal Influences on Learning to Read Words in Chinese

ERIC Educational Resources Information Center

Zhou, Lulin; Duff, Fiona J.; Hulme, Charles

2015-01-01

We report a training study that assesses whether teaching the pronunciation and meaning of spoken words improves Chinese children's subsequent attempts to learn to read the words. Teaching the pronunciations of words helps children to learn to read those same words, and teaching the pronunciations and meanings improves learning still further.…

Effects of lexical characteristics and demographic factors on mandarin chinese open-set word recognition in children with cochlear implants.

PubMed

Liu, Haihong; Liu, Sha; Wang, Suju; Liu, Chang; Kong, Ying; Zhang, Ning; Li, Shujing; Yang, Yilin; Han, Demin; Zhang, Luo

2013-01-01

The purpose of this study was to examine the open-set word recognition performance of Mandarin Chinese-speaking children who had received a multichannel cochlear implant (CI) and examine the effects of lexical characteristics and demographic factors (i.e., age at implantation and duration of implant use) on Mandarin Chinese open-set word recognition in these children. Participants were 230 prelingually deafened children with CIs. Age at implantation ranged from 0.9 to 16.0 years, with a mean of 3.9 years. The Standard-Chinese version of the Monosyllabic Lexical Neighborhood test and the Multisyllabic Lexical Neighborhood test were used to evaluate the open-set word identification abilities of the children. A two-way analysis of variance was performed to delineate the lexical effects on the open-set word identification, with word difficulty and syllable length as the two main factors. The effects of age at implantation and duration of implant use on open-set, word-recognition performance were examined using correlational/regressional models. First, the average percent-correct scores for the disyllabic "easy" list, disyllabic "hard" list, monosyllabic "easy" list, and monosyllabic "hard" list were 65.0%, 51.3%, 58.9%, and 46.2%, respectively. For both the easy and hard lists, the percentage of words correctly identified was higher for disyllabic words than for monosyllabic words, Second, the CI group scored 26.3%, 31.3%, and 18.8 % points lower than their hearing-age-matched normal-hearing peers for 4, 5, and 6 years of hearing age, respectively. The corresponding gaps between the CI group and the chronological-age-matched normal-hearing group were 47.6, 49.6, and 42.4, respectively. The individual variations in performance were much greater in the CI group than in the normal-hearing group, Third, the children exhibited steady improvements in performance as the duration of implant use increased, especially 1 to 6 years postimplantation. Last, age at implantation had significant effects on postimplantation word-recognition performance. The benefit of early implantation was particularly evident in children 5 years old or younger. First, Mandarin Chinese-speaking pediatric CI users' open-set word recognition was influenced by the lexical characteristics of the stimuli. The score was higher for easy words than for hard words and was higher for disyllabic words than for monosyllabic words, Second, Mandarin-Chinese-speaking pediatric CI users exhibited steady progress in open-set word recognition as the duration of implant use increased. However, the present study also demonstrated that, even after 6 years of CI use, there was a significant deficit in open-set, word-recognition performance in the CI children compared with their normal-hearing peers. Third, age at implantation had significant effects on open-set, word-recognition performance. Early implanted children exhibited better performance than children implanted later.

Newly learned word forms are abstract and integrated immediately after acquisition

PubMed Central

Kapnoula, Efthymia C.; McMurray, Bob

2015-01-01

A hotly debated question in word learning concerns the conditions under which newly learned words compete or interfere with familiar words during spoken word recognition. This has recently been described as a key marker of the integration of a new word into the lexicon and was thought to require consolidation Dumay & Gaskell, (Psychological Science, 18, 35–39, 2007; Gaskell & Dumay, Cognition, 89, 105–132, 2003). Recently, however, Kapnoula, Packard, Gupta, and McMurray, (Cognition, 134, 85–99, 2015) showed that interference can be observed immediately after a word is first learned, implying very rapid integration of new words into the lexicon. It is an open question whether these kinds of effects derive from episodic traces of novel words or from more abstract and lexicalized representations. Here we addressed this question by testing inhibition for newly learned words using training and test stimuli presented in different talker voices. During training, participants were exposed to a set of nonwords spoken by a female speaker. Immediately after training, we assessed the ability of the novel word forms to inhibit familiar words, using a variant of the visual world paradigm. Crucially, the test items were produced by a male speaker. An analysis of fixations showed that even with a change in voice, newly learned words interfered with the recognition of similar known words. These findings show that lexical competition effects from newly learned words spread across different talker voices, which suggests that newly learned words can be sufficiently lexicalized, and abstract with respect to talker voice, without consolidation. PMID:26202702

Word Spotting.

ERIC Educational Resources Information Center

McQueen, James

1996-01-01

Summarizes the use of word-spotting in psycholinguistic research. Notes that listeners hear a list of nonsense words, some of which contain embedded real words, and they detect those embedded words, a task designed to study the segmentation of continuous speech. Describes the task and summarizes its advantages and disadvantages. (12 references)…

A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms

PubMed Central

Page, M. P. A.; Norris, D.

2009-01-01

We briefly review the considerable evidence for a common ordering mechanism underlying both immediate serial recall (ISR) tasks (e.g. digit span, non-word repetition) and the learning of phonological word forms. In addition, we discuss how recent work on the Hebb repetition effect is consistent with the idea that learning in this task is itself a laboratory analogue of the sequence-learning component of phonological word-form learning. In this light, we present a unifying modelling framework that seeks to account for ISR and Hebb repetition effects, while being extensible to word-form learning. Because word-form learning is performed in the service of later word recognition, our modelling framework also subsumes a mechanism for word recognition from continuous speech. Simulations of a computational implementation of the modelling framework are presented and are shown to be in accordance with data from the Hebb repetition paradigm. PMID:19933143

Immediate lexical integration of novel word forms

PubMed Central

Kapnoula, Efthymia C.; McMurray, Bob

2014-01-01

It is well known that familiar words inhibit each other during spoken word recognition. However, we do not know how and under what circumstances newly learned words become integrated with the lexicon in order to engage in this competition. Previous work on word learning has highlighted the importance of offline consolidation (Gaskell & Dumay, 2003) and meaning (Leach & Samuel, 2007) to establish this integration. In two experiments we test the necessity of these factors by examining the inhibition between newly learned items and familiar words immediately after learning. Participants learned a set of nonwords without meanings in active (Exp 1) or passive (Exp 2) exposure paradigms. After training, participants performed a visual world paradigm task to assess inhibition from these newly learned items. An analysis of participants’ fixations suggested that the newly learned words were able to engage in competition with known words without any consolidation. PMID:25460382

Immediate lexical integration of novel word forms.

PubMed

Kapnoula, Efthymia C; Packard, Stephanie; Gupta, Prahlad; McMurray, Bob

2015-01-01

It is well known that familiar words inhibit each other during spoken word recognition. However, we do not know how and under what circumstances newly learned words become integrated with the lexicon in order to engage in this competition. Previous work on word learning has highlighted the importance of offline consolidation (Gaskell & Dumay, 2003) and meaning (Leach & Samuel, 2007) to establish this integration. In two experiments we test the necessity of these factors by examining the inhibition between newly learned items and familiar words immediately after learning. Participants learned a set of nonwords without meanings in active (Experiment 1) or passive (Experiment 2) exposure paradigms. After training, participants performed a visual world paradigm task to assess inhibition from these newly learned items. An analysis of participants' fixations suggested that the newly learned words were able to engage in competition with known words without any consolidation. Copyright © 2014 Elsevier B.V. All rights reserved.

The company objects keep: Linking referents together during cross-situational word learning.

PubMed

Zettersten, Martin; Wojcik, Erica; Benitez, Viridiana L; Saffran, Jenny

2018-04-01

Learning the meanings of words involves not only linking individual words to referents but also building a network of connections among entities in the world, concepts, and words. Previous studies reveal that infants and adults track the statistical co-occurrence of labels and objects across multiple ambiguous training instances to learn words. However, it is less clear whether, given distributional or attentional cues, learners also encode associations amongst the novel objects. We investigated the consequences of two types of cues that highlighted object-object links in a cross-situational word learning task: distributional structure - how frequently the referents of novel words occurred together - and visual context - whether the referents were seen on matching backgrounds. Across three experiments, we found that in addition to learning novel words, adults formed connections between frequently co-occurring objects. These findings indicate that learners exploit statistical regularities to form multiple types of associations during word learning.

Why do participants initiate free recall of short lists of words with the first list item? Toward a general episodic memory explanation.

PubMed

Spurgeon, Jessica; Ward, Geoff; Matthews, William J

2014-11-01

Participants who are presented with a short list of words for immediate free recall (IFR) show a strong tendency to initiate their recall with the 1st list item and then proceed in forward serial order. We report 2 experiments that examined whether this tendency was underpinned by a short-term memory store, of the type that is argued by some to underpin recency effects in IFR. In Experiment 1, we presented 3 groups of participants with lists of between 2 and 12 words for IFR, delayed free recall, and continuous-distractor free recall. The to-be-remembered words were simultaneously spoken and presented visually, and the distractor task involved silently solving a series of self-paced, visually presented mathematical equations (e.g., 3 + 2 + 4 = ?). The tendency to initiate recall at the start of short lists was greatest in IFR but was also present in the 2 other recall conditions. This finding was replicated in Experiment 2, where the to-be-remembered items were presented visually in silence and the participants spoke aloud their answers to computer-paced mathematical equations. Our results necessitate that a short-term buffer cannot be fully responsible for the tendency to initiate recall from the beginning of a short list; rather, they suggest that the tendency represents a general property of episodic memory that occurs across a range of time scales. PsycINFO Database Record (c) 2014 APA, all rights reserved.

ADRA2B Deletion Variant Influences Time-Dependent Effects of Pre-Learning Stress on Long-Term Memory

PubMed Central

Zoladz, Phillip R.; Dailey, Alison M.; Nagle, Hannah E.; Fiely, Miranda K.; Mosley, Brianne E.; Brown, Callie M.; Duffy, Tessa J.; Scharf, Amanda R.; Earley, McKenna B.; Rorabaugh, Boyd R.

2017-01-01

Extensive work over the past few decades has shown that certain genetic variations interact with life events to confer increased susceptibility for the development of psychological disorders. The deletion variant of the ADRA2B gene, which has been associated with enhanced emotional memory and heightened amygdala responses to emotional stimuli, might confer increased susceptibility for the development of post-traumatic stress disorder (PTSD) or related phenotypes by increasing the likelihood of traumatic memory formation. Thus, we examined whether this genetic variant would predict stress effects on learning and memory in a non-clinical sample. Two hundred and thirty-five individuals were exposed to the socially evaluated cold pressor test or a control condition immediately or 30 min prior to learning a list of words that varied in emotional valence and arousal level. Participants’ memory for the words was tested immediately (recall) and 24 h after learning (recall and recognition), and saliva samples were collected to genotype participants for the ADRA2B deletion variant. Results showed that stress administered immediately before learning selectively enhanced long-term recall in deletion carriers. Stress administered 30 min before learning impaired recognition memory in male deletion carriers, while enhancing recognition memory in female deletion carriers. These findings provide additional evidence to support the idea that ADRA2B deletion variant carriers retain a sensitized stress response system, which results in amplified effects of stress on learning and memory. The accumulating evidence regarding this genetic variant implicates it as a susceptibility factor for traumatic memory formation and PTSD-related phenotypes. PMID:28254464

The d-Prime directive: Assessing costs and benefits in recognition by dissociating mixed-list false alarm rates.

PubMed

Forrin, Noah D; Groot, Brianna; MacLeod, Colin M

2016-07-01

It can be difficult to judge the effectiveness of encoding techniques in a within-subject design. Consider the production effect-the finding that words read aloud are better remembered than words read silently. In the absence of a baseline, a within-subject production effect in a mixed study list could reflect a benefit of reading aloud, a cost of reading silently, or both. To help interpret within-subject data, memory researchers have compared within-subject and between-subjects designs, with the between-subjects (i.e., pure list) conditions serving as baselines against which the within-subject (i.e., mixed-list) conditions are compared. In the present article, the authors highlight a shortcoming of using this comparison to assess costs and benefits in recognition. Unlike between-subjects experiments where separate false alarm rates are obtained for each condition, the typical within-subject experiment yields a collapsed false alarm rate, which, the authors argue, can potentially bias calculations of memory discrimination (d'). Across 3 experiments that used production as the encoding manipulation, they used a typical mixed-list versus pure-list design (Experiment 1) and then made modifications to this design (Experiments 2 and 3) that yielded separate mixed-list false alarm rates. The results of the latter 2 experiments demonstrated that words that are read aloud in a mixed list have an overall memorial benefit over words that are read aloud in a pure list-both in terms of increased hits and reduced false alarms. The authors frame these results in terms of the distinctiveness heuristic. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Word Learning from Videos: More Evidence from 2-Year-Olds

ERIC Educational Resources Information Center

Allen, Rebekah; Scofield, Jason

2010-01-01

Young children are frequently exposed to examples of screen media like videos. The current studies asked whether videos would support word learning and whether word learning from videos might resemble word learning from a live speaker. In Study 1, 2-year-olds saw a video of a target image being labelled with a novel word and were later asked to…

Running with emotion: when affective content hampers working memory performance.

PubMed

Fairfield, Beth; Mammarella, Nicola; Di Domenico, Alberto; Palumbo, Rocco

2015-03-01

This study tested the hypothesis that affective content may undermine rather than facilitate working memory (WM) performance. To this end, participants performed a running WM task with positive, negative and neutral words. In typical running memory tasks, participants are presented with lists of unpredictable length and are asked to recall the last three or four items. We found that accuracy with affective words decreased as lists lengthened, whereas list length did not influence recall of neutral words. We interpreted this pattern of results in terms of a limited resource model of WM in which valence represents additional information that needs to be manipulated, especially in the context of difficult trials. © 2014 International Union of Psychological Science.

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns.

PubMed

Storkel, Holly L; Komesidou, Rouzana; Fleming, Kandace K; Romine, Rebecca Swinburne

2017-04-20

The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0-1 treated words correctly at Naming Test 1; naming 0-2 treated words correctly at Naming Test 2; naming 0-3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success. Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

Goodnight book: sleep consolidation improves word learning via storybooks

PubMed Central

Williams, Sophie E.; Horst, Jessica S.

2014-01-01

Reading the same storybooks repeatedly helps preschool children learn words. In addition, sleeping shortly after learning also facilitates memory consolidation and aids learning in older children and adults. The current study explored how sleep promotes word learning in preschool children using a shared storybook reading task. Children were either read the same story repeatedly or different stories and either napped after the stories or remained awake. Children's word retention were tested 2.5 h later, 24 h later, and 7 days later. Results demonstrate strong, persistent effects for both repeated readings and sleep consolidation on young children's word learning. A key finding is that children who read different stories before napping learned words as well as children who had the advantage of hearing the same story. In contrast, children who read different stories and remained awake never caught up to their peers on later word learning tests. Implications for educational practices are discussed. PMID:24624111

Does Hearing Several Speakers Reduce Foreign Word Learning?

ERIC Educational Resources Information Center

Ludington, Jason Darryl

2016-01-01

Learning spoken word forms is a vital part of second language learning, and CALL lends itself well to this training. Not enough is known, however, about how auditory variation across speech tokens may affect receptive word learning. To find out, 144 Thai university students with no knowledge of the Patani Malay language learned 24 foreign words in…

Cerebral laterality and verbal processes.

PubMed

Sherman, J L; Kulhavy, R W; Burns, K

1976-11-01

Research suggests that we process information by way of two distinct and functionallly separate coding systems. The localization of these two processing systems appears to be somewhat dependent on cerebral laterality, which has been shown to vary in right-handed and left-handed persons. To test the dual coding model, right-handed and left-handed subjects learned lists of abstract and concrete words under various conditions of visual and tactile interference. Right-handed subjects showed a significant superiority in the remembering of highly concrete items, while total recall did not differ reliably between groups.

When true memory availability promotes false memory: evidence from confabulating patients.

PubMed

Ciaramelli, Elisa; Ghetti, Simona; Frattarelli, Massimo; Làdavas, Elisabetta

2006-01-01

We explored the extent to which confabulators are susceptible to false recall and false recognition, and whether false recognition is reduced when memory for studied items is experimentally enhanced. Five confabulating patients, nine non-confabulating amnesics--including patients with (F amnesics) and without frontal-lobe dysfunction (NF amnesics)--and 14 control subjects underwent the DRM paradigm [Roediger, H. L., & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory and Cognition, 21, 803-814.] in two experimental conditions. In both conditions participants studied eight lists of semantic associates, and free recall was tested after the presentation of each list. In the Standard condition recognition was tested after the presentation of all the lists, whereas in the Proximal condition patients were administered a six-item recognition task after the presentation of each list. Participants also provided remember or know judgements, and described the content of their recollections. All groups of patients recalled a lower proportion of targets and critical lures than did control subjects, but confabulators recalled more words unrelated to the studied lists than did NF amnesics and controls. All groups of participants improved true recognition across conditions. However, whereas normal controls suppressed false recognition to critical lures in the Proximal compared to the Standard condition, and non-confabulating amnesics showed comparable gist-based false recognition, confabulators showed increased levels of false recognition to critical lures across conditions. Furthermore, NF amnesics significantly reduced false recognition to unrelated lures in the Proximal compared to the Standard condition, whereas confabulators were unable to suppress false recognition to unrelated lures across conditions. Analysis of the phenomenological experience showed that, unlike non-confabulating amnesics, confabulators characterized true and false memories with irrelevant information related to test items. Results are interpreted in light of confabulators' monitoring deficits.

Rehearsal Effects in Adult Word Learning

ERIC Educational Resources Information Center

Kaushanskaya, Margarita; Yoo, Jeewon

2011-01-01

The goal of this research was to examine the effects of phonological familiarity and rehearsal method (vocal vs. subvocal) on novel word learning. In Experiment 1, English-speaking adults learned phonologically familiar novel words that followed English phonological structure. Participants learned half the words via vocal rehearsal (saying the…

How do associative and phonemic overlap interact to boost illusory recollection?

PubMed

Hutchison, Keith A; Meade, Michelle L; Williams, Nikolas S; Manley, Krista D; McNabb, Jaimie C

2018-05-01

This project investigated the underlying mechanisms that boost false remember responses when participants receive study words that are both semantically and phonologically similar to a critical lure. Participants completed a memory task in which they were presented with a list of words all associated with a critical lure. Included within the list of semantic associates was a target that was either semantically associated (e.g., yawn) to the critical lure (e.g., sleep) or shared the initial (e.g., slam) or final (e.g., beep) phoneme(s) with the critical lure. After hearing the list, participants recalled each list item and indicated whether they just knew it was on the list or if they instead recollected specific contextual details of that item's presentation. We found that inserting an initial phonemic overlap target boosted experiences of recollection, but only when semantically related associates were presented beforehand. The results are consistent with models of spoken word recognition and show that established semantic context plus initial phonemic overlap play important roles in boosting false recollection.

Observational Word Learning: Beyond Propose-But-Verify and Associative Bean Counting.

PubMed

Roembke, Tanja; McMurray, Bob

2016-04-01

Learning new words is difficult. In any naming situation, there are multiple possible interpretations of a novel word. Recent approaches suggest that learners may solve this problem by tracking co-occurrence statistics between words and referents across multiple naming situations (e.g. Yu & Smith, 2007), overcoming the ambiguity in any one situation. Yet, there remains debate around the underlying mechanisms. We conducted two experiments in which learners acquired eight word-object mappings using cross-situational statistics while eye-movements were tracked. These addressed four unresolved questions regarding the learning mechanism. First, eye-movements during learning showed evidence that listeners maintain multiple hypotheses for a given word and bring them all to bear in the moment of naming. Second, trial-by-trial analyses of accuracy suggested that listeners accumulate continuous statistics about word/object mappings, over and above prior hypotheses they have about a word. Third, consistent, probabilistic context can impede learning, as false associations between words and highly co-occurring referents are formed. Finally, a number of factors not previously considered in prior analysis impact observational word learning: knowledge of the foils, spatial consistency of the target object, and the number of trials between presentations of the same word. This evidence suggests that observational word learning may derive from a combination of gradual statistical or associative learning mechanisms and more rapid real-time processes such as competition, mutual exclusivity and even inference or hypothesis testing.

Dissociating the influence of familiarity and meaningfulness from word frequency in naming and lexical decision performance.

PubMed

Colombo, Lucia; Pasini, Margherita; Balota, David A

2006-09-01

Performance in two experiments was compared on a list of words of high and low frequency in which familiarity/meaningfulness (FM) was balanced and on a list of high- and low-frequency words in which FM was confounded with frequency (i.e., high frequency--high familiarity vs. low frequency--low familiarity). Both repetition and task (lexical decision and naming) were investigated. In the lexical decision task of Experiment 1, both frequency and repetition effects were larger in the list with FM confounded than in the list with FM matched. In the naming task, frequency and repetition effects and their interaction were significant, but there was no influence of FM list context. In Experiment 2, in which the repetitions occurred across blocks, as opposed to randomly intermixed within a list, similar results were found; however, there was no interaction between list and repetition. The results suggest that an evaluation of items in terms of their meaning and familiarity explains a large part of the variance, only in lexical decision. These dimensions may be cued both by subjective feelings of familiarity and the extent to which semantic information is available and by episodic traces due to recent encounters with the item.

Errorless discrimination and picture fading as techniques for teaching sight words to TMR students.

PubMed

Walsh, B F; Lamberts, F

1979-03-01

The effectiveness of two approaches for teaching beginning sight words to 30 TMR students was compared. In Dorry and Zeaman's picture-fading technique, words are taught through association with pictures that are faded out over a series of trials, while in the Edmark program errorless-discrimination technique, words are taught through shaped sequences of visual and auditory--visual matching-to-sample, with the target word first appearing alone and eventually appearing with orthographically similar words. Students were instructed on two lists of 10 words each, one list in the picture-fading and one in the discrimination method, in a double counter-balanced, repeated-measures design. Covariance analysis on three measures (word identification, word recognition, and picture--word matching) showed highly significant differences between the two methods. Students' performance was better after instruction with the errorless-discrimination method than after instruction with the picture-fading method. The findings on picture fading were interpreted as indicating a possible failure of the shifting of control from picture to printed word that earlier researchers have hypothesized as occurring.

The Effects of Caffeine on Memory for Word Lists.

ERIC Educational Resources Information Center

Erikson, George; And Others

Research has suggested that behavioral differences may account for the effects of caffeine on information processing. To investigate the effects of caffeine on memory for supraspan word lists, 107 college students (47 males, 60 females), divided into 12 groups by high and low impulsivity scores on the Eysenck Personality Inventory, participated in…

Curriculum Program for the Apache Language.

ERIC Educational Resources Information Center

Whiteriver Public Schools, AZ.

These curriculum materials from the Whiteriver (Arizona) Elementary School consist of--(1) an English-Apache word list of some of the most commonly used words in Apache, 29p.; (2) a list of enclitics with approximate or suggested meanings and illustrations of usage, 5 p.; (3) an illustrated chart of Apache vowels and consonants, various written…

The Activation and Monitoring of Memories Produced by Words and Pseudohomophones

ERIC Educational Resources Information Center

Cortese, Michael J.; Khanna, Maya M.; White, Katherine K.; Veljkovic, Ilija; Drumm, Geoffery

2008-01-01

Using the DRM paradigm, our experiments examined the activation and monitoring of memories in semantic and phonological networks. Participants viewed lists of words and/or pseudohomophones (e.g., "dreem"). In Experiment 1, participants verbally recalled lists of semantic associates or attempted to write them as they appeared during study. False…

Learning during processing Word learning doesn’t wait for word recognition to finish

PubMed Central

Apfelbaum, Keith S.; McMurray, Bob

2017-01-01

Previous research on associative learning has uncovered detailed aspects of the process, including what types of things are learned, how they are learned, and where in the brain such learning occurs. However, perceptual processes, such as stimulus recognition and identification, take time to unfold. Previous studies of learning have not addressed when, during the course of these dynamic recognition processes, learned representations are formed and updated. If learned representations are formed and updated while recognition is ongoing, the result of learning may incorporate spurious, partial information. For example, during word recognition, words take time to be identified, and competing words are often active in parallel. If learning proceeds before this competition resolves, representations may be influenced by the preliminary activations present at the time of learning. In three experiments using word learning as a model domain, we provide evidence that learning reflects the ongoing dynamics of auditory and visual processing during a learning event. These results show that learning can occur before stimulus recognition processes are complete; learning does not wait for ongoing perceptual processing to complete. PMID:27471082

Case study 7. Compiled aha moments in enzyme kinetics: authors' experiences.

PubMed

Tweedie, Donald J

2014-01-01

On 15 August 2012, USA Today reported that "aha moment" had been included in a list of new words being added to Merriam Webster's Collegiate (®) Dictionary in the year 2012 (http://content.usatoday.com/communities/entertainment/post/2012/08/oprah-has-a-moment-in-the-dictionary/1 ; accessed on 25 August 2012 and http://www.merriam-webster.com/info/newwords12.htm ; accessed on 25 August 2012). This word originated in the late 1930s, was popularized by modern day television, and symbolizes "a precise point in time in which one has sudden understanding of or insight into something," as defined by Merriam Webster (http://nws.merriam-webster.com/opendictionary/newword_display_alpha.php?letter=Ah ; accessed on 25 August 2012). The short dialogues that follow describe lessons learned and scientific epiphanies of the contributors to this book.

Word learning in adults with second-language experience: effects of phonological and referent familiarity.

PubMed

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2013-04-01

The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.

Word learning in adults with second language experience: Effects of phonological and referent familiarity

PubMed Central

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2014-01-01

Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

Word Writing vs. Meaning Inferencing in Contextualized L2 Vocabulary Learning: Assessing the Effect of Different Vocabulary Learning Strategies

ERIC Educational Resources Information Center

Candry, Sarah; Elgort, Irina; Deconinck, Julie; Eyckmans, June

2017-01-01

The majority of L2 vocabulary studies concentrate on learning word meaning and provide learners with opportunities for semantic elaboration (i.e., focus on word meaning). However, in initial vocabulary learning, engaging in structural elaboration (i.e., focus on word form) with a view to acquiring L2 word form is equally important. The present…

Learning and Consolidation of Novel Spoken Words

ERIC Educational Resources Information Center

Davis, Matthew H.; Di Betta, Anna Maria; Macdonald, Mark J. E.; Gaskell, Gareth

2009-01-01

Two experiments explored the neural mechanisms underlying the learning and consolidation of novel spoken words. In Experiment 1, participants learned two sets of novel words on successive days. A subsequent recognition test revealed high levels of familiarity for both sets. However, a lexical decision task showed that only novel words learned on…

Effects of cell-phone and text-message distractions on true and false recognition.

PubMed

Smith, Theodore S; Isaak, Matthew I; Senette, Christian G; Abadie, Brenton G

2011-06-01

This study examined the effects of electronic communication distractions, including cell-phone and texting demands, on true and false recognition, specifically semantically related words presented and not presented on a computer screen. Participants were presented with 24 Deese-Roediger-McDermott (DRM) lists while manipulating the concurrent presence or absence of cell-phone and text-message distractions during study. In the DRM paradigm, participants study lists of semantically related words (e.g., mother, crib, and diaper) linked to a non-presented critical lure (e.g., baby). After studying the lists of words, participants are then requested to recall or recognize previously presented words. Participants often not only demonstrate high remembrance for presented words (true memory: crib), but also recollection for non-presented words (false memory: baby). In the present study, true memory was highest when participants were not presented with any distraction tasks during study of DRM words, but poorer when they were required to complete a cell-phone conversation or text-message task during study. False recognition measures did not statistically vary across distraction conditions. Signal detection analyses showed that participants better discriminated true targets (list items presented during study) from true target controls (items presented during study only) when cell-phone or text-message distractions were absent than when they were present. Response bias did not vary significantly across distraction conditions, as there were no differences in the likelihood that a participant would claim an item as "old" (previously presented) rather than "new" (not previously presented). Results of this study are examined with respect to both activation monitoring and fuzzy trace theories.

Unraveling Vocabulary Learning: Reader and Item-Level Predictors of Vocabulary Learning within Comprehension Instruction for Fifth and Sixth Graders

ERIC Educational Resources Information Center

Goodwin, Amanda P.; Cho, Sun-Joo

2016-01-01

This study explores reader, word, and learning activity characteristics related to vocabulary learning for 202 fifth and sixth graders (N = 118 and 84, respectively) learning 16 words. Three measures of word knowledge were used: multiple-choice definition knowledge, self-report of meaning knowledge, and production of morphologically related words.…

Shifting foundations and metrics for golden-cheeked warbler recovery

USGS Publications Warehouse

Hatfield, Jeff S.; Weckerly, Floyd W.; Duarte, Adam

2012-01-01

Using the golden-cheeked warbler (Setophaga chrysoparia) as a case study, this paper discusses what lessons can be learned from the process of the emergency listing and subsequent development of the recovery plan. Are the metrics for recovery in the current warbler plan appropriate, including population size and distribution (recovery units), migration corridors, and wintering habitat? In other words, what happened, what can we learn, and what should happen (in general) in the future for development of such plans? We discuss the number of recovery units required for species persistence and estimate the number of male warblers in protected areas across the breeding range of the species, using newly published density estimates. We also discuss future monitoring strategies to estimate warbler population trends and dispersal rates.

Pragmatically Framed Cross-Situational Noun Learning Using Computational Reinforcement Models

PubMed Central

Najnin, Shamima; Banerjee, Bonny

2018-01-01

Cross-situational learning and social pragmatic theories are prominent mechanisms for learning word meanings (i.e., word-object pairs). In this paper, the role of reinforcement is investigated for early word-learning by an artificial agent. When exposed to a group of speakers, the agent comes to understand an initial set of vocabulary items belonging to the language used by the group. Both cross-situational learning and social pragmatic theory are taken into account. As social cues, joint attention and prosodic cues in caregiver's speech are considered. During agent-caregiver interaction, the agent selects a word from the caregiver's utterance and learns the relations between that word and the objects in its visual environment. The “novel words to novel objects” language-specific constraint is assumed for computing rewards. The models are learned by maximizing the expected reward using reinforcement learning algorithms [i.e., table-based algorithms: Q-learning, SARSA, SARSA-λ, and neural network-based algorithms: Q-learning for neural network (Q-NN), neural-fitted Q-network (NFQ), and deep Q-network (DQN)]. Neural network-based reinforcement learning models are chosen over table-based models for better generalization and quicker convergence. Simulations are carried out using mother-infant interaction CHILDES dataset for learning word-object pairings. Reinforcement is modeled in two cross-situational learning cases: (1) with joint attention (Attentional models), and (2) with joint attention and prosodic cues (Attentional-prosodic models). Attentional-prosodic models manifest superior performance to Attentional ones for the task of word-learning. The Attentional-prosodic DQN outperforms existing word-learning models for the same task. PMID:29441027

Talker and accent variability effects on spoken word recognition

NASA Astrophysics Data System (ADS)

Nyang, Edna E.; Rogers, Catherine L.; Nishi, Kanae

2003-04-01

A number of studies have shown that words in a list are recognized less accurately in noise and with longer response latencies when they are spoken by multiple talkers, rather than a single talker. These results have been interpreted as support for an exemplar-based model of speech perception, in which it is assumed that detailed information regarding the speaker's voice is preserved in memory and used in recognition, rather than being eliminated via normalization. In the present study, the effects of varying both accent and talker are investigated using lists of words spoken by (a) a single native English speaker, (b) six native English speakers, (c) three native English speakers and three Japanese-accented English speakers. Twelve /hVd/ words were mixed with multi-speaker babble at three signal-to-noise ratios (+10, +5, and 0 dB) to create the word lists. Native English-speaking listeners' percent-correct recognition for words produced by native English speakers across the three talker conditions (single talker native, multi-talker native, and multi-talker mixed native and non-native) and three signal-to-noise ratios will be compared to determine whether sources of speaker variability other than voice alone add to the processing demands imposed by simple (i.e., single accent) speaker variability in spoken word recognition.

Modeling Learning in Doubly Multilevel Binary Longitudinal Data Using Generalized Linear Mixed Models: An Application to Measuring and Explaining Word Learning.

PubMed

Cho, Sun-Joo; Goodwin, Amanda P

2016-04-01

When word learning is supported by instruction in experimental studies for adolescents, word knowledge outcomes tend to be collected from complex data structure, such as multiple aspects of word knowledge, multilevel reader data, multilevel item data, longitudinal design, and multiple groups. This study illustrates how generalized linear mixed models can be used to measure and explain word learning for data having such complexity. Results from this application provide deeper understanding of word knowledge than could be attained from simpler models and show that word knowledge is multidimensional and depends on word characteristics and instructional contexts.

Sources of interference in item and associative recognition memory.

PubMed

Osth, Adam F; Dennis, Simon

2015-04-01

A powerful theoretical framework for exploring recognition memory is the global matching framework, in which a cue's memory strength reflects the similarity of the retrieval cues being matched against the contents of memory simultaneously. Contributions at retrieval can be categorized as matches and mismatches to the item and context cues, including the self match (match on item and context), item noise (match on context, mismatch on item), context noise (match on item, mismatch on context), and background noise (mismatch on item and context). We present a model that directly parameterizes the matches and mismatches to the item and context cues, which enables estimation of the magnitude of each interference contribution (item noise, context noise, and background noise). The model was fit within a hierarchical Bayesian framework to 10 recognition memory datasets that use manipulations of strength, list length, list strength, word frequency, study-test delay, and stimulus class in item and associative recognition. Estimates of the model parameters revealed at most a small contribution of item noise that varies by stimulus class, with virtually no item noise for single words and scenes. Despite the unpopularity of background noise in recognition memory models, background noise estimates dominated at retrieval across nearly all stimulus classes with the exception of high frequency words, which exhibited equivalent levels of context noise and background noise. These parameter estimates suggest that the majority of interference in recognition memory stems from experiences acquired before the learning episode. (c) 2015 APA, all rights reserved).

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

PubMed Central

Komesidou, Rouzana; Fleming, Kandace K.; Romine, Rebecca Swinburne

2017-01-01

Purpose The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success. Conclusion Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child. PMID:28419188

Acquiring concepts and features of novel words by two types of learning: direct mapping and inference.

PubMed

Chen, Shuang; Wang, Lin; Yang, Yufang

2014-04-01

This study examined the semantic representation of novel words learnt in two conditions: directly mapping a novel word to a concept (Direct mapping: DM) and inferring the concept from provided features (Inferred learning: IF). A condition where no definite concept could be inferred (No basic-level meaning: NM) served as a baseline. The semantic representation of the novel word was assessed via a semantic-relatedness judgment task. In this task, the learned novel word served as a prime, while the corresponding concept, an unlearned feature of the concept, and an unrelated word served as targets. ERP responses to the targets, primed by the novel words in the three learning conditions, were compared. For the corresponding concept, smaller N400s were elicited in the DM and IF conditions than in the NM condition, indicating that the concept could be obtained in both learning conditions. However, for the unlearned feature, the targets in the IF condition produced an N400 effect while in the DM condition elicited an LPC effect relative to the NM learning condition. No ERP difference was observed among the three learning conditions for the unrelated words. The results indicate that conditions of learning affect the semantic representation of novel word, and that the unlearned feature was only activated by the novel word in the IF learning condition. Copyright © 2014 Elsevier Ltd. All rights reserved.

Impaired semantic knowledge underlies the reduced verbal short-term storage capacity in Alzheimer's disease.

PubMed

Peters, Frédéric; Majerus, Steve; De Baerdemaeker, Julie; Salmon, Eric; Collette, Fabienne

2009-12-01

A decrease in verbal short-term memory (STM) capacity is consistently observed in patients with Alzheimer's disease (AD). Although this impairment has been mainly attributed to attentional deficits during encoding and maintenance, the progressive deterioration of semantic knowledge in early stages of AD may also be an important determinant of poor STM performance. The aim of this study was to examine the influence of semantic knowledge on verbal short-term memory storage capacity in normal aging and in AD by exploring the impact of word imageability on STM performance. Sixteen patients suffering from mild AD, 16 healthy elderly subjects and 16 young subjects performed an immediate serial recall task using word lists containing high or low imageability words. All participant groups recalled more high imageability words than low imageability words, but the effect of word imageability on verbal STM was greater in AD patients than in both the young and the elderly control groups. More precisely, AD patients showed a marked decrease in STM performance when presented with lists of low imageability words, whereas recall of high imageability words was relatively well preserved. Furthermore, AD patients displayed an abnormal proportion of phonological errors in the low imageability condition. Overall, these results indicate that the support of semantic knowledge on STM performance was impaired for lists of low imageability words in AD patients. More generally, these findings suggest that the deterioration of semantic knowledge is partly responsible for the poor verbal short-term storage capacity observed in AD.

SUBTLEX-ESP: Spanish Word Frequencies Based on Film Subtitles

ERIC Educational Resources Information Center

Cuetos, Fernando; Glez-Nosti, Maria; Barbon, Analia; Brysbaert, Marc

2011-01-01

Recent studies have shown that word frequency estimates obtained from films and television subtitles are better to predict performance in word recognition experiments than the traditional word frequency estimates based on books and newspapers. In this study, we present a subtitle-based word frequency list for Spanish, one of the most widely spoken…

A Spoken Word Count.

ERIC Educational Resources Information Center

Jones, Lyle V.; Wepman, Joseph M.

This word count is a composite listing of the different words spoken by a selected sample of 54 English-speaking adults and the frequency with which each of the different words was used in a particular test. The stimulus situation was identical for each subject and consisted of 20 cards of the Thematic Apperception Test. Although most word counts…

Cross-situational statistical word learning in young children.

PubMed

Suanda, Sumarga H; Mugwanya, Nassali; Namy, Laura L

2014-10-01

Recent empirical work has highlighted the potential role of cross-situational statistical word learning in children's early vocabulary development. In the current study, we tested 5- to 7-year-old children's cross-situational learning by presenting children with a series of ambiguous naming events containing multiple words and multiple referents. Children rapidly learned word-to-object mappings by attending to the co-occurrence regularities across these ambiguous naming events. The current study begins to address the mechanisms underlying children's learning by demonstrating that the diversity of learning contexts affects performance. The implications of the current findings for the role of cross-situational word learning at different points in development are discussed along with the methodological implications of employing school-aged children to test hypotheses regarding the mechanisms supporting early word learning. Copyright © 2014 Elsevier Inc. All rights reserved.

Retrieval of long and short lists from long term memory: a functional magnetic resonance imaging study with human subjects.

PubMed

Zysset, S; Müller, K; Lehmann, C; Thöne-Otto, A I; von Cramon, D Y

2001-11-13

Previous studies have shown that reaction time in an item-recognition task with both short and long lists is a quadratic function of list length. This suggests that either different memory retrieval processes are implied for short and long lists or an adaptive process is involved. An event-related functional magnetic resonance imaging study with nine subjects and list lengths varying between 3 and 18 words was conducted to identify the underlying neuronal structures of retrieval from long and short lists. For the retrieval and processing of word-lists a single fronto-parietal network, including premotor, left prefrontal, left precuneal and left parietal regions, was activated. With increasing list length, no additional regions became involved in retrieving information from long-term memory, suggesting that not necessarily different, but highly adaptive retrieval processes are involved.

The role of reference in cross-situational word learning.

PubMed

Wang, Felix Hao; Mintz, Toben H

2018-01-01

Word learning involves massive ambiguity, since in a particular encounter with a novel word, there are an unlimited number of potential referents. One proposal for how learners surmount the problem of ambiguity is that learners use cross-situational statistics to constrain the ambiguity: When a word and its referent co-occur across multiple situations, learners will associate the word with the correct referent. Yu and Smith (2007) propose that these co-occurrence statistics are sufficient for word-to-referent mapping. Alternative accounts hold that co-occurrence statistics alone are insufficient to support learning, and that learners are further guided by knowledge that words are referential (e.g., Waxman & Gelman, 2009). However, no behavioral word learning studies we are aware of explicitly manipulate subjects' prior assumptions about the role of the words in the experiments in order to test the influence of these assumptions. In this study, we directly test whether, when faced with referential ambiguity, co-occurrence statistics are sufficient for word-to-referent mappings in adult word-learners. Across a series of cross-situational learning experiments, we varied the degree to which there was support for the notion that the words were referential. At the same time, the statistical information about the words' meanings was held constant. When we overrode support for the notion that words were referential, subjects failed to learn the word-to-referent mappings, but otherwise they succeeded. Thus, cross-situational statistics were useful only when learners had the goal of discovering mappings between words and referents. We discuss the implications of these results for theories of word learning in children's language acquisition. Copyright © 2017 Elsevier B.V. All rights reserved.

Effects of Word and Fragment Writing during L2 Vocabulary Learning

ERIC Educational Resources Information Center

Barcroft, Joe

2007-01-01

This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…

Strength of Temporal White Matter Pathways Predicts Semantic Learning.

PubMed

Ripollés, Pablo; Biel, Davina; Peñaloza, Claudia; Kaufmann, Jörn; Marco-Pallarés, Josep; Noesselt, Toemme; Rodríguez-Fornells, Antoni

2017-11-15

Learning the associations between words and meanings is a fundamental human ability. Although the language network is cortically well defined, the role of the white matter pathways supporting novel word-to-meaning mappings remains unclear. Here, by using contextual and cross-situational word learning, we tested whether learning the meaning of a new word is related to the integrity of the language-related white matter pathways in 40 adults (18 women). The arcuate, uncinate, inferior-fronto-occipital and inferior-longitudinal fasciculi were virtually dissected using manual and automatic deterministic fiber tracking. Critically, the automatic method allowed assessing the white matter microstructure along the tract. Results demonstrate that the microstructural properties of the left inferior-longitudinal fasciculus predict contextual learning, whereas the left uncinate was associated with cross-situational learning. In addition, we identified regions of special importance within these pathways: the posterior middle temporal gyrus, thought to serve as a lexical interface and specifically related to contextual learning; the anterior temporal lobe, known to be an amodal hub for semantic processing and related to cross-situational learning; and the white matter near the hippocampus, a structure fundamental for the initial stages of new-word learning and, remarkably, related to both types of word learning. No significant associations were found for the inferior-fronto-occipital fasciculus or the arcuate. While previous results suggest that learning new phonological word forms is mediated by the arcuate fasciculus, these findings show that the temporal pathways are the crucial neural substrate supporting one of the most striking human abilities: our capacity to identify correct associations between words and meanings under referential indeterminacy. SIGNIFICANCE STATEMENT The language-processing network is cortically (i.e., gray matter) well defined. However, the role of the white matter pathways that support novel word learning within this network remains unclear. In this work, we dissected language-related (arcuate, uncinate, inferior-fronto-occipital, and inferior-longitudinal) fasciculi using manual and automatic tracking. We found the left inferior-longitudinal fasciculus to be predictive of word-learning success in two word-to-meaning tasks: contextual and cross-situational learning paradigms. The left uncinate was predictive of cross-situational word learning. No significant correlations were found for the arcuate or the inferior-fronto-occipital fasciculus. While previous results showed that learning new phonological word forms is supported by the arcuate fasciculus, these findings demonstrate that learning new word-to-meaning associations is mainly dependent on temporal white matter pathways. Copyright © 2017 the authors 0270-6474/17/3711102-13$15.00/0.

Thinking of critical words during study is unnecessary for false memory in the Deese, Roediger, and McDermott procedure.

PubMed

Seamon, John G; Lee, Ihno A; Toner, Sarah K; Wheeler, Rachel H; Goodkind, Madeleine S; Birch, Antoine D

2002-11-01

Do participants in the Deese, Roediger, and McDermott (DRM) procedure demonstrate false memory because they think of nonpresented critical words during study and confuse them with words that were actually presented? In two experiments, 160 participants studied eight visually presented DRM lists at a rate of 2 s or 5 s per word. Half of the participants rehearsed silently: the other half rehearsed overtly. Following study, the participants' memory for the lists was tested by recall or recognition. Typical false memory results were obtained for both memory measures. More important, two new results were observed. First, a large majority of the overt-rehearsal participants spontaneously rehearsed approximately half of the critical words during study. Second, critical-word rehearsal at study enhanced subsequent false recall, but it had no effect on false recognition or remember judgments for falsely recognized critical words. Thinking of critical words during study was unnecessary for producing false memory.

Statistical word learning in children with autism spectrum disorder and specific language impairment.

PubMed

Haebig, Eileen; Saffran, Jenny R; Ellis Weismer, Susan

2017-11-01

Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined underlying mechanisms of word learning, specifically, statistical learning and fast-mapping, in school-aged children with typical and atypical development. Statistical learning was assessed through a word segmentation task and fast-mapping was examined in an object-label association task. We also examined children's ability to map meaning onto newly segmented words in a third task that combined exposure to an artificial language and a fast-mapping task. Children with SLI had poorer performance on the word segmentation and fast-mapping tasks relative to the typically developing and ASD groups, who did not differ from one another. However, when children with SLI were exposed to an artificial language with phonemes used in the subsequent fast-mapping task, they successfully learned more words than in the isolated fast-mapping task. There was some evidence that word segmentation abilities are associated with word learning in school-aged children with typical development and ASD, but not SLI. Follow-up analyses also examined performance in children with ASD who did and did not have a language impairment. Children with ASD with language impairment evidenced intact statistical learning abilities, but subtle weaknesses in fast-mapping abilities. As the Procedural Deficit Hypothesis (PDH) predicts, children with SLI have impairments in statistical learning. However, children with SLI also have impairments in fast-mapping. Nonetheless, they are able to take advantage of additional phonological exposure to boost subsequent word-learning performance. In contrast to the PDH, children with ASD appear to have intact statistical learning, regardless of language status; however, fast-mapping abilities differ according to broader language skills. © 2017 Association for Child and Adolescent Mental Health.

Influence of Word Class Proportion on Cerebral Asymmetries for High- And Low-Imagery Words

ERIC Educational Resources Information Center

Chiarello, C.; Shears, C.; Liu, S.; Kacinik, N.A.

2005-01-01

It has been claimed that the typical RVF/LH advantage for word recognition is reduced or eliminated for imageable, as compared to nonimageable, nouns. To determine whether such word-class effects vary depending on the stimulus list context in which the words are presented, we varied the proportion of high- and low-image words presented in a…

WORD FREQUENCY IN THE MODERN GERMAN SHORT STORY. FINAL REPORT.

ERIC Educational Resources Information Center

SCHERER, GEORGE A.; AND OTHERS

A LIST OF THE MOST FREQUENTLY USED WORDS IN MODERN GERMAN SHORT STORIES WAS COMPILED. AN ANTHOLOGY OF 702 RECENTLY PUBLISHED, GERMAN SHORT STORIES WAS OBTAINED AND USED FOR A WORD COUNT, INVOLVING THE RANDOM SELECTION OF 4 WORDS IN EVERY 100-WORD PASSAGE. TWO INDEPENDENT RANDOM SAMPLES OF ABOUT 80,000 WORDS EACH WERE DRAWN FROM NEARLY 2 MILLION…

The effects of non-contingent extrinsic and intrinsic rewards on memory consolidation.

PubMed

Nielson, Kristy A; Bryant, Ted

2005-07-01

Emotional and arousing treatments given shortly after learning enhance delayed memory retrieval in animal and human studies. Positive affect and reward induced prior to a variety of cognitive tasks enhance performance, but their ability to affect memory consolidation has not been investigated before. Therefore, we investigated the effects of a small, non-contingent, intrinsic or extrinsic reward on delayed memory retrieval. Participants (n=108) studied and recalled a list of 30 affectively neutral, imageable nouns. Experimental groups were then given either an intrinsic reward (e.g., praise) or an extrinsic reward (e.g., US 1 dollar). After a one-week delay, participants' retrieval performance for the word list was significantly better in the extrinsic reward groups, whether the reward was expected or not, than in controls. Those who received the intrinsic reward performed somewhat better than controls, but the difference was not significant. Thus, at least some forms of arousal and reward, even when semantically unrelated to the learned material, can effectively modulate memory consolidation. These types of treatments might be useful for the development of new memory intervention strategies.

Practical Applications of Analyses and Descriptions of Texts.

ERIC Educational Resources Information Center

Pugh, A. K.

An examination of the literature supports the view that the implications of text studies have yet to have much impact on classrooms. For example, word frequency lists have been used widely in the preparation of reading materials. However, few books come with a list of the frequency of the words they contain. Thus, the main use of comparing texts…

Word Inventory and Frequency Analysis of French Conversations.

ERIC Educational Resources Information Center

Malecot, Andre

This word frequency list was extracted from a corpus of fifty half-hour conversations recorded in Paris during the academic year 1967-68. The speakers, who did not know that they were being recorded, were all well-educated professionals and all speakers of the most standard dialect of French. The list is made up of all phonetically discrete words…

Talker and lexical effects on audiovisual word recognition by adults with cochlear implants.

PubMed

Kaiser, Adam R; Kirk, Karen Iler; Lachs, Lorin; Pisoni, David B

2003-04-01

The present study examined how postlingually deafened adults with cochlear implants combine visual information from lipreading with auditory cues in an open-set word recognition task. Adults with normal hearing served as a comparison group. Word recognition performance was assessed using lexically controlled word lists presented under auditory-only, visual-only, and combined audiovisual presentation formats. Effects of talker variability were studied by manipulating the number of talkers producing the stimulus tokens. Lexical competition was investigated using sets of lexically easy and lexically hard test words. To assess the degree of audiovisual integration, a measure of visual enhancement, R(a), was used to assess the gain in performance provided in the audiovisual presentation format relative to the maximum possible performance obtainable in the auditory-only format. Results showed that word recognition performance was highest for audiovisual presentation followed by auditory-only and then visual-only stimulus presentation. Performance was better for single-talker lists than for multiple-talker lists, particularly under the audiovisual presentation format. Word recognition performance was better for the lexically easy than for the lexically hard words regardless of presentation format. Visual enhancement scores were higher for single-talker conditions compared to multiple-talker conditions and tended to be somewhat better for lexically easy words than for lexically hard words. The pattern of results suggests that information from the auditory and visual modalities is used to access common, multimodal lexical representations in memory. The findings are discussed in terms of the complementary nature of auditory and visual sources of information that specify the same underlying gestures and articulatory events in speech.

Talker and Lexical Effects on Audiovisual Word Recognition by Adults With Cochlear Implants

PubMed Central

Kaiser, Adam R.; Kirk, Karen Iler; Lachs, Lorin; Pisoni, David B.

2012-01-01

The present study examined how postlingually deafened adults with cochlear implants combine visual information from lipreading with auditory cues in an open-set word recognition task. Adults with normal hearing served as a comparison group. Word recognition performance was assessed using lexically controlled word lists presented under auditory-only, visual-only, and combined audiovisual presentation formats. Effects of talker variability were studied by manipulating the number of talkers producing the stimulus tokens. Lexical competition was investigated using sets of lexically easy and lexically hard test words. To assess the degree of audiovisual integration, a measure of visual enhancement, Ra, was used to assess the gain in performance provided in the audiovisual presentation format relative to the maximum possible performance obtainable in the auditory-only format. Results showed that word recognition performance was highest for audiovisual presentation followed by auditory-only and then visual-only stimulus presentation. Performance was better for single-talker lists than for multiple-talker lists, particularly under the audiovisual presentation format. Word recognition performance was better for the lexically easy than for the lexically hard words regardless of presentation format. Visual enhancement scores were higher for single-talker conditions compared to multiple-talker conditions and tended to be somewhat better for lexically easy words than for lexically hard words. The pattern of results suggests that information from the auditory and visual modalities is used to access common, multimodal lexical representations in memory. The findings are discussed in terms of the complementary nature of auditory and visual sources of information that specify the same underlying gestures and articulatory events in speech. PMID:14700380

Effects of a single dose of a flavonoid-rich blueberry drink on memory in 8 to 10 y old children.

PubMed

Whyte, Adrian R; Williams, Claire M

2015-03-01

Recent evidence from animals and adult humans has demonstrated potential benefits to cognition from flavonoid supplementation. The aim of this study was to investigate whether these cognitive benefits extended to a sample of school-aged children. Using a crossover design, with a washout of at least 7 d between drinks, 14 children ages 8 to 10 y consumed either a flavonoid-rich blueberry drink or a matched vehicle. Two h after consumption, the children completed a battery of five cognitive tests comprising the Go-NoGo, Stroop, Rey's Auditory Verbal Learning Task, Object Location Task, and a Visual N-back. In comparison to the vehicle, the blueberry drink produced significant improvements in the delayed recall of a previously learned list of words, showing for the first time a cognitive benefit for acute flavonoid intervention in children. However, performance on a measure of proactive interference indicated that the blueberry intervention led to a greater negative impact of previously memorized words on the encoding of a set of new words. There was no benefit of our blueberry intervention for measures of attention, response inhibition, or visuospatial memory. Although findings are mixed, the improvements in delayed recall found in this pilot study suggest that, following acute flavonoid-rich blueberry interventions, school-aged children encode memory items more effectively. Copyright © 2015 Elsevier Inc. All rights reserved.

Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

PubMed

Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

2012-01-01

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning to optimize therapeutic strategies.

True or false? Memory is differentially affected by stress-induced cortisol elevations and sympathetic activity at consolidation and retrieval.

PubMed

Smeets, Tom; Otgaar, Henry; Candel, Ingrid; Wolf, Oliver T

2008-11-01

Adrenal stress hormones released in response to acute stress may yield memory-enhancing effects when released post-learning and impairing effects at memory retrieval, especially for emotional memory material. However, so far these differential effects of stress hormones on the various memory phases for neutral and emotional memory material have not been demonstrated within one experiment. This study investigated whether, in line with their effects on true memory, stress and stress-induced adrenal stress hormones affect the encoding, consolidation, and retrieval of emotional and neutral false memories. Participants (N=90) were exposed to a stressor before encoding, during consolidation, before retrieval, or were not stressed and then were subjected to neutral and emotional versions of the Deese-Roediger-McDermott word list learning paradigm. Twenty-four hours later, recall of presented words (true recall) and non-presented critical lure words (false recall) was assessed. Results show that stress exposure resulted in superior true memory performance in the consolidation stress group and reduced true memory performance in the retrieval stress group compared to the other groups, predominantly for emotional words. These memory-enhancing and memory-impairing effects were strongly related to stress-induced cortisol and sympathetic activity measured via salivary alpha-amylase levels. Neutral and emotional false recall, on the other hand, was neither affected by stress exposure, nor related to cortisol and sympathetic activity following stress. These results demonstrate the importance of stress-induced hormone-related activity in enhancing memory consolidation and in impairing memory retrieval, in particular for emotional memory material.

Word Learning Emerges from the Interaction of Online Referent Selection and Slow Associative Learning

ERIC Educational Resources Information Center

McMurray, Bob; Horst, Jessica S.; Samuelson, Larissa K.

2012-01-01

Classic approaches to word learning emphasize referential ambiguity: In naming situations, a novel word could refer to many possible objects, properties, actions, and so forth. To solve this, researchers have posited constraints, and inference strategies, but assume that determining the referent of a novel word is isomorphic to learning. We…

Observing Iconic Gestures Enhances Word Learning in Typically Developing Children and Children with Specific Language Impairment

ERIC Educational Resources Information Center

Vogt, Susanne; Kauschke, Christina

2017-01-01

Research has shown that observing iconic gestures helps typically developing children (TD) and children with specific language impairment (SLI) learn new words. So far, studies mostly compared word learning with and without gestures. The present study investigated word learning under two gesture conditions in children with and without language…

Brief report: Do children with autism gather information from social contexts to aid their word learning?

PubMed

Jing, Wei; Fang, Junming

2014-06-01

Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood.

Hidden word learning capacity through orthography in aphasia.

PubMed

Tuomiranta, Leena M; Càmara, Estela; Froudist Walsh, Seán; Ripollés, Pablo; Saunavaara, Jani P; Parkkola, Riitta; Martin, Nadine; Rodríguez-Fornells, Antoni; Laine, Matti

2014-01-01

The ability to learn to use new words is thought to depend on the integrity of the left dorsal temporo-frontal speech processing pathway. We tested this assumption in a chronic aphasic individual (AA) with an extensive left temporal lesion using a new-word learning paradigm. She exhibited severe phonological problems and Magnetic Resonance Imaging (MRI) suggested a complete disconnection of this left-sided white-matter pathway comprising the arcuate fasciculus (AF). Diffusion imaging tractography confirmed the disconnection of the direct segment and the posterior indirect segment of her left AF, essential components of the left dorsal speech processing pathway. Despite her left-hemispheric damage and moderate aphasia, AA learned to name and maintain the novel words in her active vocabulary on par with healthy controls up to 6 months after learning. This exceeds previous demonstrations of word learning ability in aphasia. Interestingly, AA's preserved word learning ability was modality-specific as it was observed exclusively for written words. Functional magnetic resonance imaging (fMRI) revealed that in contrast to normals, AA showed a significantly right-lateralized activation pattern in the temporal and parietal regions when engaged in reading. Moreover, learning of visually presented novel word-picture pairs also activated the right temporal lobe in AA. Both AA and the controls showed increased activation during learning of novel versus familiar word-picture pairs in the hippocampus, an area critical for associative learning. AA's structural and functional imaging results suggest that in a literate person, a right-hemispheric network can provide an effective alternative route for learning of novel active vocabulary. Importantly, AA's previously undetected word learning ability translated directly into therapy, as she could use written input also to successfully re-learn and maintain familiar words that she had lost due to her left hemisphere lesion. Copyright © 2013 Elsevier Ltd. All rights reserved.

Food insecurity and cognitive function in Puerto Rican adults.

PubMed

Gao, Xiang; Scott, Tammy; Falcon, Luis M; Wilde, Parke E; Tucker, Katherine L

2009-04-01

Food insecurity is associated with nutrient inadequacy and a variety of unfavorable health outcomes. However, little is known about whether food security is associated with lower cognitive function in the elderly. We investigated the prevalence of food insecurity in a representative sample of 1358 Puerto Ricans aged 45-75 y living in Massachusetts in relation to cognitive function performances. Food security was assessed with the US Household Food Security Scale. Cognitive function was measured to capture general cognition with a battery of 7 tests: Mini-Mental State Examination (MMSE), word list learning (verbal memory), digit span (attention), clock drawing and figure copying (visual-spatial ability), and Stroop and verbal fluency tests (fluency executive functioning). The overall prevalence of food insecurity during the past 12 mo was 12.1%; 6.1% of the subjects reported very low food security. Food insecurity was inversely associated with global cognitive performance, as assessed by the MMSE score. The adjusted difference in the MMSE score was -0.90 (95% CI: -1.6, -0.19; P for trend = 0.003) for a comparison of participants with very low food security with those who were food secure, after adjustment for age, smoking, education, poverty status, income, acculturation, plasma homocysteine, alcohol, diabetes, and hypertension. Food insecurity was significantly associated with lower scores for word-list learning, percentage retention, letter fluency, and digit span backward tests. Very low food security was prevalent among the study subjects and was associated with lower cognitive performance. Further studies, both observational and experimental, are warranted to clarify the direction of causality in this association.

The effect of lexical factors on recall from working memory: Generalizing the neighborhood size effect.

PubMed

Derraugh, Lesley S; Neath, Ian; Surprenant, Aimée M; Beaudry, Olivia; Saint-Aubin, Jean

2017-03-01

The word-length effect, the finding that lists of short words are better recalled than lists of long words, is 1 of the 4 benchmark phenomena that guided development of the phonological loop component of working memory. However, previous work has noted a confound in word-length studies: The short words used had more orthographic neighbors (valid words that can be made by changing a single letter in the target word) than long words. The confound is that words with more neighbors are better recalled than otherwise comparable words with fewer neighbors. Two experiments are reported that address criticisms of the neighborhood-size account of the word-length effect by (1) testing 2 new stimulus sets, (2) using open rather than closed pools of words, and (3) using stimuli from a language other than English. In both experiments, words from large neighborhoods were better recalled than words from small neighborhoods. The results add to the growing number of studies demonstrating the substantial contribution of long-term memory to what have traditionally been identified as working memory tasks. The data are more easily explained by models incorporating the concept of redintegration rather than by frameworks such as the phonological loop that posit decay offset by rehearsal. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Children value informativity over logic in word learning.

PubMed

Ramscar, Michael; Dye, Melody; Klein, Joseph

2013-06-01

The question of how children learn the meanings of words has long puzzled philosophers and psychologists. As Quine famously pointed out, simply hearing a word in context reveals next to nothing about its meaning. How then do children learn to understand and use words correctly? Here, we show how learning theory can offer an elegant solution to this seemingly intractable puzzle in language acquisition. From it, we derived formal predictions about word learning in situations of Quinean ambiguity, and subsequently tested our predictions on toddlers, undergraduates, and developmental psychologists. The toddlers' performance was consistent both with our predictions and with the workings of implicit mechanisms that can facilitate the learning of meaningful lexical systems. Adults adopted a markedly different and likely suboptimal strategy. These results suggest one explanation for why early word learning can appear baffling: Adult intuitions may be a poor source of insight into how children learn.

The Effect of Hearing Loss on Novel Word Learning in Infant- and Adult-Directed Speech.

PubMed

Robertson, V Susie; von Hapsburg, Deborah; Hay, Jessica S

Relatively little is known about how young children with hearing impairment (HI) learn novel words in infant- and adult-directed speech (ADS). Infant-directed speech (IDS) supports word learning in typically developing infants relative to ADS. This study examined how children with normal hearing (NH) and children with HI learn novel words in IDS and ADS. It was predicted that IDS would support novel word learning in both groups of children. In addition, children with HI were expected to be less proficient word learners as compared with their NH peers. A looking-while-listening paradigm was used to measure novel word learning in 16 children with sensorineural HI (age range 23.2 to 42.1 months) who wore either bilateral hearing aids (n = 10) or bilateral cochlear implants (n = 6) and 16 children with NH (age range 23.1 to 42.1 months) who were matched for gender, chronological age, and maternal education level. Two measures of word learning were assessed (accuracy and reaction time). Each child participated in two experiments approximately 1 week apart, one in IDS and one in ADS. Both groups successfully learned the novel words in both speech type conditions, as evidenced by children looking at the correct picture significantly above chance. As a group, children with NH outperformed children with HI in the novel word learning task; however, there were no significant differences between performance on IDS versus ADS. More fine-grained time course analyses revealed that children with HI, and particularly children who use hearing aids, had more difficulty learning novel words in ADS, compared with children with NH. The pattern of results observed in the children with HI suggests that they may need extended support from clinicians and caregivers, through the use of IDS, during novel word learning. Future research should continue to focus on understanding the factors (e.g., device type and use, age of intervention, audibility, acoustic characteristics of input, etc.) that may influence word learning in children with HI in both IDS and ADS.

Evaluating the Benefits of Displaying Word Prediction Lists on a Personal Digital Assistant at the Keyboard Level

ERIC Educational Resources Information Center

Tam, Cynthia; Wells, David

2009-01-01

Visual-cognitive loads influence the effectiveness of word prediction technology. Adjusting parameters of word prediction programs can lessen visual-cognitive loads. This study evaluated the benefits of WordQ word prediction software for users' performance when the prediction window was moved to a personal digital assistant (PDA) device placed at…

The effect of orthographic neighborhood in the reading span task.

PubMed

Robert, Christelle; Postal, Virginie; Mathey, Stéphanie

2015-04-01

This study aimed at examining whether and to what extent orthographic neighborhood of words influences performance in a working memory span task. Twenty-five participants performed a reading span task in which final words to be memorized had either no higher frequency orthographic neighbor or at least one. In both neighborhood conditions, each participant completed three series of two, three, four, or five sentences. Results indicated an interaction between orthographic neighborhood and list length. In particular, an inhibitory effect of orthographic neighborhood on recall appeared in list length 5. A view is presented suggesting that words with higher frequency neighbors require more resources to be memorized than words with no such neighbors. The implications of the results are discussed with regard to memory processes and current models of visual word recognition.

Word Learning Deficits in Children With Dyslexia

PubMed Central

Hogan, Tiffany; Green, Samuel; Gray, Shelley; Cabbage, Kathryn; Cowan, Nelson

2017-01-01

Purpose The purpose of this study is to investigate word learning in children with dyslexia to ascertain their strengths and weaknesses during the configuration stage of word learning. Method Children with typical development (N = 116) and dyslexia (N = 68) participated in computer-based word learning games that assessed word learning in 4 sets of games that manipulated phonological or visuospatial demands. All children were monolingual English-speaking 2nd graders without oral language impairment. The word learning games measured children's ability to link novel names with novel objects, to make decisions about the accuracy of those names and objects, to recognize the semantic features of the objects, and to produce the names of the novel words. Accuracy data were analyzed using analyses of covariance with nonverbal intelligence scores as a covariate. Results Word learning deficits were evident for children with dyslexia across every type of manipulation and on 3 of 5 tasks, but not for every combination of task/manipulation. Deficits were more common when task demands taxed phonology. Visuospatial manipulations led to both disadvantages and advantages for children with dyslexia. Conclusion Children with dyslexia evidence spoken word learning deficits, but their performance is highly dependent on manipulations and task demand, suggesting a processing trade-off between visuospatial and phonological demands. PMID:28388708

Intentional Forgetting of Emotional Words after Trauma: A Study with Victims of Sexual Assault

PubMed Central

Blix, Ines; Brennen, Tim

2011-01-01

Following exposure to a trauma, people tend to experience intrusive thoughts and memories about the event. In order to investigate whether intrusive memories in the aftermath of trauma might be accounted for by an impaired ability to intentionally forget disturbing material, the present study used a modified Directed Forgetting task to examine intentional forgetting and intrusive recall of words in sexual assault victims and controls. By including words related to the trauma in addition to neutral, positive, and threat-related stimuli it was possible to test for trauma-specific effects. No difference between the Trauma and the Control group was found for correct recall of to-be-forgotten (F) words or to-be-remembered (R) words. However, when recalling words from R-list, the Trauma group mistakenly recalled significantly more trauma-specific words from F-list. “Intrusive“ recall of F-trauma words when asked to recall R-words was related to symptoms of post-traumatic stress disorder reported on the Impact of Event Scale and the Post-traumatic Diagnostic Scale. The results are discussed in term of a source-monitoring account. PMID:21994497

The word-length effect and disyllabic words.

PubMed

Lovatt, P; Avons, S E; Masterson, J

2000-02-01

Three experiments compared immediate serial recall of disyllabic words that differed on spoken duration. Two sets of long- and short-duration words were selected, in each case maximizing duration differences but matching for frequency, familiarity, phonological similarity, and number of phonemes, and controlling for semantic associations. Serial recall measures were obtained using auditory and visual presentation and spoken and picture-pointing recall. In Experiments 1a and 1b, using the first set of items, long words were better recalled than short words. In Experiments 2a and 2b, using the second set of items, no difference was found between long and short disyllabic words. Experiment 3 confirmed the large advantage for short-duration words in the word set originally selected by Baddeley, Thomson, and Buchanan (1975). These findings suggest that there is no reliable advantage for short-duration disyllables in span tasks, and that previous accounts of a word-length effect in disyllables are based on accidental differences between list items. The failure to find an effect of word duration casts doubt on theories that propose that the capacity of memory span is determined by the duration of list items or the decay rate of phonological information in short-term memory.

Bye-bye mummy - Word comprehension in 9-month-old infants.

PubMed

Syrnyk, Corinne; Meints, Kerstin

2017-06-01

From the little research that exists on the onset of word learning in infants under the age of 1 year, the evidence suggests an idiosyncratic comprehensive vocabulary is developing. To further this field, we tested 49 nine-month-old infants by pre-assessing their vocabularies using a UK version of the MacArthur-Bates Communicative Developmental Inventory. Intermodal preferential looking (IPL) was then used to examine word comprehension including: (a) words parents reported as understood, (b) words infants are expected to understand according to age-related frequency data, and (c) words parents had reported infants not to understand. Assuming parents are good assessors of their infant's early word knowledge, we expected a naming effect with IPL in condition (a), but not condition (c). As language research uses standard samples of words, we expected a discernible naming effect in condition (b). Results show clear IPL evidence of word comprehension for those words that parents reported their infants to understand (condition a). This agreement between methods demonstrates the usefulness of parental communicative developmental inventory in conjunction with IPL to assess infant's individual word knowledge. No naming effects were found for condition (c) and the lack of naming effects in (b) shows that pre-established word lists may not give a sufficiently clear picture of infant's true vocabulary - an important insight for researchers and practitioners alike. Statement of contribution What is already known on this subject? Most word comprehension research is mainly based on older infants (12, 15, or 18 months of age to 2-3 years and older). Some evidence of word comprehension for common and novel nouns in 6- to 10-month-olds. Existing evidence uses either only specific word groups or nouns combined with specific training and/or repetition procedures. What does this study add? Nine-month-olds display word knowledge independent of context and without repetitions of words. First words encompass not only nouns, but a range of other word classes. Parents are good at indicating which words their infants do and do not understand. © 2016 The British Psychological Society.

Difficulty in learning similar-sounding words: a developmental stage or a general property of learning?

PubMed Central

Pajak, Bozena; Creel, Sarah C.; Levy, Roger

2016-01-01

How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning mapping at that age (Stager & Werker, 1997). However, it is unclear whether this difficulty arises from developmental limitations of young infants (e.g., poorer working memory) or whether it is an intrinsic part of the initial word learning, L1 and L2 alike. Here we show that adults of particular L1 backgrounds—just like young infants—have difficulty learning similar-sounding L2 words that they can nevertheless discriminate perceptually. This suggests that the early stages of word learning, whether L1 or L2, intrinsically involve difficulty in mapping similar-sounding words onto referents. We argue that this is due to an interaction between two main factors: (1) memory limitations that pose particular challenges for highly similar-sounding words, and (2) uncertainty regarding the language's phonetic categories, as these are being learned concurrently with words. Overall, our results show that vocabulary acquisition in infancy and in adulthood share more similarities than previously thought, thus supporting the existence of common learning mechanisms that operate throughout the lifespan. PMID:26962959

Maltreated and non-maltreated children's true and false memories of neutral and emotional word lists in the Deese/Roediger-McDermott task.

PubMed

Baugerud, Gunn Astrid; Howe, Mark L; Magnussen, Svein; Melinder, Annika

2016-03-01

Maltreated (n=26) and non-maltreated (n=31) 7- to 12-year-old children were tested on the Deese/Roediger-McDermott (DRM) false memory task using emotional and neutral word lists. True recall was significantly better for non-maltreated than maltreated children regardless of list valence. The proportion of false recall for neutral lists was comparable regardless of maltreatment status. However, maltreated children showed a significantly higher false recall rate for the emotional lists than non-maltreated children. Together, these results provide new evidence that maltreated children could be more prone to false memory illusions for negatively valenced information than their non-maltreated counterparts. Copyright © 2015 Elsevier Inc. All rights reserved.

"Playing with Words": Effects of an Anagram Solving Game-Like Application for Primary Education Students

ERIC Educational Resources Information Center

Panagiotakopoulos, Chris T.; Sarris, Menelaos E.

2013-01-01

The present study reports the basic characteristics of a game-like application entitled "Playing with Words-PwW". PwW is a single-user application where a word must be guessed given an anagram of that word. Anagrams are presented from a predefined word list and users can repeatedly try to guess the word, from which the anagram is…

The relationship between novel word learning and anomia treatment success in adults with chronic aphasia.

PubMed

Dignam, Jade; Copland, David; Rawlings, Alicia; O'Brien, Kate; Burfein, Penni; Rodriguez, Amy D

2016-01-29

Learning capacity may influence an individual's response to aphasia rehabilitation. However, investigations into the relationship between novel word learning ability and response to anomia therapy are lacking. The aim of the present study was to evaluate the novel word learning ability in post-stroke aphasia and to establish the relationship between learning ability and anomia treatment outcomes. We also explored the influence of locus of language breakdown on novel word learning ability and anomia treatment response. 30 adults (6F; 24M) with chronic, post-stroke aphasia were recruited to the study. Prior to treatment, participants underwent an assessment of language, which included the Comprehensive Aphasia Test and three baseline confrontation naming probes in order to develop sets of treated and untreated items. We also administered the novel word learning paradigm, in which participants learnt novel names associated with unfamiliar objects and were immediately tested on recall (expressive) and recognition (receptive) tasks. Participants completed 48 h of Aphasia Language Impairment and Functioning Therapy (Aphasia LIFT) over a 3 week (intensive) or 8 week (distributed) schedule. Therapy primarily targeted the remediation of word retrieval deficits, so naming of treated and untreated items immediately post-therapy and at 1 month follow-up was used to determine therapeutic response. Performance on recall and recognition tasks demonstrated that participants were able to learn novel words; however, performance was variable and was influenced by participants' aphasia severity, lexical-semantic processing and locus of language breakdown. Novel word learning performance was significantly correlated with participants' response to therapy for treated items at post-therapy. In contrast, participants' novel word learning performance was not correlated with therapy gains for treated items at 1 month follow-up or for untreated items at either time point. Therapy intensity did not influence treatment outcomes. This is the first group study to directly examine the relationship between novel word learning and therapy outcomes for anomia rehabilitation in adults with aphasia. Importantly, we found that novel word learning performance was correlated with therapy outcomes. We propose that novel word learning ability may contribute to the initial acquisition of treatment gains in anomia rehabilitation. Copyright © 2015 Elsevier Ltd. All rights reserved.

A computational model of prefrontal control in free recall: strategic memory use in the California Verbal Learning Task.

PubMed

Becker, Suzanna; Lim, Jean

2003-08-15

Several decades of research into the function of the frontal lobes in brain-damaged patients, and more recently in intact individuals using function brain imaging, has delineated the complex executive functions of the frontal cortex. And yet, the mechanisms by which the brain achieves these functions remain poorly understood. Here, we present a computational model of the role of the prefrontal cortex (PFC) in controlled memory use that may help to shed light on the mechanisms underlying one aspect of frontal control: the development and deployment of recall strategies. The model accounts for interactions between the PFC and medial temporal lobe in strategic memory use. The PFC self-organizes its own mnemonic codes using internally derived performance measures. These mnemonic codes serve as retrieval cues by biasing retrieval in the medial temporal lobe memory system. We present data from three simulation experiments that demonstrate strategic encoding and retrieval in the free recall of categorized lists of words. Experiment 1 compares the performance of the model with two control networks to evaluate the contribution of various components of the model. Experiment 2 compares the performance of normal and frontally lesioned models to data from several studies using frontally intact and frontally lesioned individuals, as well as normal, healthy individuals under conditions of divided attention. Experiment 3 compares the model's performance on the recall of blocked and unblocked categorized lists of words to data from Stuss et al. (1994) for individuals with control and frontal lobe lesions. Overall, our model captures a number of aspects of human performance on free recall tasks: an increase in total words recalled and in semantic clustering scores across trials, superiority on blocked lists of related items compared to unblocked lists of related items, and similar patterns of performance across trials in the normal and frontally lesioned models, with poorer overall performance of the lesioned models on all measures. The model also has a number of shortcomings, in light of which we suggest extensions to the model that would enable more sophisticated forms of strategic control.

The Effect of Talker Variability on Word Recognition in Preschool Children

PubMed Central

Ryalls, Brigette Oliver; Pisoni, David B.

2012-01-01

In a series of experiments, the authors investigated the effects of talker variability on children’s word recognition. In Experiment 1, when stimuli were presented in the clear, 3- and 5-year-olds were less accurate at identifying words spoken by multiple talkers than those spoken by a single talker when the multiple-talker list was presented first. In Experiment 2, when words were presented in noise, 3-, 4-, and 5-year-olds again performed worse in the multiple-talker condition than in the single-talker condition, this time regardless of order; processing multiple talkers became easier with age. Experiment 3 showed that both children and adults were slower to repeat words from multiple-talker than those from single-talker lists. More important, children (but not adults) matched acoustic properties of the stimuli (specifically, duration). These results provide important new information about the development of talker normalization in speech perception and spoken word recognition. PMID:9149923

Attention training normalises combat-related post-traumatic stress disorder effects on emotional Stroop performance using lexically matched word lists.

PubMed

Khanna, Maya M; Badura-Brack, Amy S; McDermott, Timothy J; Shepherd, Alex; Heinrichs-Graham, Elizabeth; Pine, Daniel S; Bar-Haim, Yair; Wilson, Tony W

2015-08-26

We examined two groups of combat veterans, one with post-traumatic stress disorder (PTSD) (n = 27) and another without PTSD (n = 16), using an emotional Stroop task (EST) with word lists matched across a series of lexical variables (e.g. length, frequency, neighbourhood size, etc.). Participants with PTSD exhibited a strong EST effect (longer colour-naming latencies for combat-relevant words as compared to neutral words). Veterans without PTSD produced no such effect, t < .918, p > .37. Participants with PTSD then completed eight sessions of attention training (Attention Control Training or Attention Bias Modification Training) with a dot-probe task utilising threatening and neutral faces. After training, participants-especially those undergoing Attention Control Training-no longer produced longer colour-naming latencies for combat-related words as compared to other words, indicating normalised attention allocation processes after treatment.

Adults' Self-Directed Learning of an Artificial Lexicon: The Dynamics of Neighborhood Reorganization

ERIC Educational Resources Information Center

Bardhan, Neil Prodeep

2010-01-01

Artificial lexicons have previously been used to examine the time course of the learning and recognition of spoken words, the role of segment type in word learning, and the integration of context during spoken word recognition. However, in all of these studies the experimenter determined the frequency and order of the words to be learned. In three…

Nonword Repetition and Vocabulary Knowledge as Predictors of Children's Phonological and Semantic Word Learning.

PubMed

Adlof, Suzanne M; Patten, Hannah

2017-03-01

This study examined the unique and shared variance that nonword repetition and vocabulary knowledge contribute to children's ability to learn new words. Multiple measures of word learning were used to assess recall and recognition of phonological and semantic information. Fifty children, with a mean age of 8 years (range 5-12 years), completed experimental assessments of word learning and norm-referenced assessments of receptive and expressive vocabulary knowledge and nonword repetition skills. Hierarchical multiple regression analyses examined the variance in word learning that was explained by vocabulary knowledge and nonword repetition after controlling for chronological age. Together with chronological age, nonword repetition and vocabulary knowledge explained up to 44% of the variance in children's word learning. Nonword repetition was the stronger predictor of phonological recall, phonological recognition, and semantic recognition, whereas vocabulary knowledge was the stronger predictor of verbal semantic recall. These findings extend the results of past studies indicating that both nonword repetition skill and existing vocabulary knowledge are important for new word learning, but the relative influence of each predictor depends on the way word learning is measured. Suggestions for further research involving typically developing children and children with language or reading impairments are discussed.

Lexical and Semantic Binding in Verbal Short-Term Memory

ERIC Educational Resources Information Center

Jefferies, Elizabeth; Frankish, Clive R.; Ralph, Matthew A. Lambon

2006-01-01

Semantic dementia patients make numerous phoneme migration errors in their immediate serial recall of poorly comprehended words. In this study, similar errors were induced in the word recall of healthy participants by presenting unpredictable mixed lists of words and nonwords. This technique revealed that lexicality, word frequency, imageability,…

Affect influences false memories at encoding: evidence from recognition data.

PubMed

Storbeck, Justin; Clore, Gerald L

2011-08-01

Memory is susceptible to illusions in the form of false memories. Prior research found, however, that sad moods reduce false memories. The current experiment had two goals: (1) to determine whether affect influences retrieval processes, and (2) to determine whether affect influences the strength and the persistence of false memories. Happy or sad moods were induced either before or after learning word lists designed to produce false memories. Control groups did not experience a mood induction. We found that sad moods reduced false memories only when induced before learning. Signal detection analyses confirmed that sad moods induced prior to learning reduced activation of nonpresented critical lures suggesting that they came to mind less often. Affective states, however, did not influence retrieval effects. We conclude that negative affective states promote item-specific processing, which reduces false memories in a similar way as using an explicitly guided cognitive control strategy. 2011 APA, all rights reserved

Affect Influences False Memories at Encoding: Evidence from Recognition Data

PubMed Central

Storbeck, Justin; Clore, Gerald L.

2014-01-01

Memory is susceptible to illusions in the form of false memories. Prior research found, however, that sad moods reduce false memories. The current experiment had two goals: (1) to determine whether affect influences retrieval processes, and (2) to determine whether affect influences the strength and the persistence of false memories. Happy or sad moods were induced either before or after learning word lists designed to produce false memories. Control groups did not experience a mood induction. We found that sad moods reduced false memories only when induced before learning. Signal detection analyses confirmed that sad moods induced prior to learning reduced activation of nonpresented critical lures suggesting that they came to mind less often. Affective states, however, did not influence retrieval effects. We conclude that negative affective states promote item-specific processing, which reduces false memories in a similar way as using an explicitly guided cognitive control strategy. PMID:21517165

Learners' choices and beliefs about self-testing.

PubMed

Kornell, Nate; Son, Lisa K

2009-07-01

Students have to make scores of practical decisions when they study. We investigated the effectiveness of, and beliefs underlying, one such practical decision: the decision to test oneself while studying. Using a flashcards-like procedure, participants studied lists of word pairs. On the second of two study trials, participants either saw the entire pair again (pair mode) or saw the cue and attempted to generate the target (test mode). Participants were asked either to rate the effectiveness of each study mode (Experiment 1) or to choose between the two modes (Experiment 2). The results demonstrated a mismatch between metacognitive beliefs and study choices: Participants (incorrectly) judged that the pair mode resulted in the most learning, but chose the test mode most frequently. A post-experimental questionnaire suggested that self-testing was motivated by a desire to diagnose learning rather than a desire to improve learning.

Nursing Students in a Global Learning Environment: Creative Teaching Methods on Culture, Emotion, and Communication.

PubMed

Wilhelm, Dalit; Zlotnick, Cheryl

2014-07-01

Two tools were created to help international students to better understand culture by becoming more astute observers of nonverbal behaviors, particularly behaviors depicting emotions among Norwegian students. The two tools were a trilingual list of words illustrating emotions and an exercise with images to practice verbalizing their observations of emotional expression. Students compared the subdued behaviors of Norwegians to the Israelis' very vivid behaviors. The intense emotional expression of Israelis influenced their interpretations. By making comparisons and through the experiences with Israelis, they learned more about culture and their own emotional expression. Creative strategies can contribute to students understanding and reflection of patients in a different culture. Encouraging students to grasp the nuances of emotional expression is part of understanding a different culture. Students, like faculty, learn that self-exploration is an evolving process that requires checking out one's assumptions and interpretations. © The Author(s) 2013.

Manual for Bilingual Dictionaries. Textbook, Word List A-L, and Word List LL-Z.

ERIC Educational Resources Information Center

Robinson, Dow F.

Volume One of this handbook for the preparation of bilingual dictionaries deals with (1) the purpose and structure of the bilingual dictionary for which this manual is designed; (2) the grammatical form of a main entry; (3) the grammatical designation of vernacular entries; (4) gloss in Spanish and vernacular; (5) sense discriminations; (6)…

Repetition Blindness in Rapid Lists: Activation and Inhibition Versus Construction and Attribution

ERIC Educational Resources Information Center

Whittlesea, Bruce W. A.; Masson, Michael E. J.

2005-01-01

The authors examine the repetition blindness effect--the failure to report one of the occurrences of a word presented twice in a rapid list. This phenomenon has been ascribed to inhibitory processes that prevent immediate tokenization of the 2nd occurrence of a repeated word. The authors present several kinds of evidence against that account,…

Semantic Memory Is Key to Binding Phonology: Converging Evidence from Immediate Serial Recall in Semantic Dementia and Healthy Participants

ERIC Educational Resources Information Center

Hoffman, Paul; Jefferies, Elizabeth; Ehsan, Sheeba; Jones, Roy W.; Lambon Ralph, Matthew A.

2009-01-01

Patients with semantic dementia (SD) make numerous phoneme migration errors when recalling lists of words they no longer fully understand, suggesting that word meaning makes a critical contribution to phoneme binding in verbal short-term memory. Healthy individuals make errors that appear similar when recalling lists of nonwords, which also lack…

Effects of Orthographic and Phonological Word Length on Memory for Lists Shown at RSVP and STM Rates

ERIC Educational Resources Information Center

Coltheart, Veronika; Mondy, Stephen; Dux, Paul E.; Stephenson, Lisa

2004-01-01

This article reports 3 experiments in which effects of orthographic and phonological word length on memory were examined for short lists shown at rapid serial visual presentation (RSVP) and short-term memory (STM) rates. Only visual-orthographic length reduced RSVP serial recall, whereas both orthographic and phonological length lowered recall for…

Adaptive false memory: Imagining future scenarios increases false memories in the DRM paradigm.

PubMed

Dewhurst, Stephen A; Anderson, Rachel J; Grace, Lydia; van Esch, Lotte

2016-10-01

Previous research has shown that rating words for their relevance to a future scenario enhances memory for those words. The current study investigated the effect of future thinking on false memory using the Deese/Roediger-McDermott (DRM) procedure. In Experiment 1, participants rated words from 6 DRM lists for relevance to a past or future event (with or without planning) or in terms of pleasantness. In a surprise recall test, levels of correct recall did not vary between the rating tasks, but the future rating conditions led to significantly higher levels of false recall than the past and pleasantness conditions did. Experiment 2 found that future rating led to higher levels of false recognition than did past and pleasantness ratings but did not affect correct recognition. The effect in false recognition was, however, eliminated when DRM items were presented in random order. Participants in Experiment 3 were presented with both DRM lists and lists of unrelated words. Future rating increased levels of false recognition for DRM lures but did not affect correct recognition for DRM or unrelated lists. The findings are discussed in terms of the view that false memories can be associated with adaptive memory functions.

Learning linear transformations between counting-based and prediction-based word embeddings

PubMed Central

Hayashi, Kohei; Kawarabayashi, Ken-ichi

2017-01-01

Despite the growing interest in prediction-based word embedding learning methods, it remains unclear as to how the vector spaces learnt by the prediction-based methods differ from that of the counting-based methods, or whether one can be transformed into the other. To study the relationship between counting-based and prediction-based embeddings, we propose a method for learning a linear transformation between two given sets of word embeddings. Our proposal contributes to the word embedding learning research in three ways: (a) we propose an efficient method to learn a linear transformation between two sets of word embeddings, (b) using the transformation learnt in (a), we empirically show that it is possible to predict distributed word embeddings for novel unseen words, and (c) empirically it is possible to linearly transform counting-based embeddings to prediction-based embeddings, for frequent words, different POS categories, and varying degrees of ambiguities. PMID:28926629

Semantic Coherence Facilitates Distributional Learning.

PubMed

Ouyang, Long; Boroditsky, Lera; Frank, Michael C

2017-04-01

Computational models have shown that purely statistical knowledge about words' linguistic contexts is sufficient to learn many properties of words, including syntactic and semantic category. For example, models can infer that "postman" and "mailman" are semantically similar because they have quantitatively similar patterns of association with other words (e.g., they both tend to occur with words like "deliver," "truck," "package"). In contrast to these computational results, artificial language learning experiments suggest that distributional statistics alone do not facilitate learning of linguistic categories. However, experiments in this paradigm expose participants to entirely novel words, whereas real language learners encounter input that contains some known words that are semantically organized. In three experiments, we show that (a) the presence of familiar semantic reference points facilitates distributional learning and (b) this effect crucially depends both on the presence of known words and the adherence of these known words to some semantic organization. Copyright © 2016 Cognitive Science Society, Inc.

Acquisition of generic memory in amnesia.

PubMed

Verfaellie, M; Cermak, L S

1994-06-01

Amnesic patients' ability to acquire generic, semantic information was assessed relative to their own level of episodic memory. Patients studied a list of words in which some items were presented twice and others once. Upon each presentation, the words were tagged episodically by presenting them in a unique color. Recall of the colors in which words were presented suggested that individual presentations of repeated items were less likely to be recalled than presentations of nonrepeated items; however, actual recall of repeated items exceeded that of nonrepeated items. This outcome demonstrated that amnesics can recall some items generically without recalling either of their individual presentations. However, amnesics' recall of twice-presented items remained far below that of the control group, even when their recall of once-presented items was matched by testing the control group after a delay. This finding suggests that amnesic patients can acquire new generic knowledge but do so much less efficiently than do normal individuals. Furthermore, this deficit occurs independently of the amnesics' episodic memory impairments, reflecting instead a disruption in semantic learning per se.

The Picture Complexity Effect: Another List Composition Paradox

ERIC Educational Resources Information Center

Nguyen, Khuyen; McDaniel, Mark A.

2015-01-01

"List composition effects" refer to the findings in which a given memory phenomenon shows discrepant patterns across different list designs (i.e., mixed or pure lists). These effects have typically been reported with verbal materials (e.g., word lists, paired associates, sentences); much less research has examined whether these effects…

Utterance-final position and pitch marking aid word learning in school-age children.

PubMed

Filippi, Piera; Laaha, Sabine; Fitch, W Tecumseh

2017-08-01

We investigated the effects of word order and prosody on word learning in school-age children. Third graders viewed photographs belonging to one of three semantic categories while hearing four-word nonsense utterances containing a target word. In the control condition, all words had the same pitch and, across trials, the position of the target word was varied systematically within each utterance. The only cue to word-meaning mapping was the co-occurrence of target words and referents. This cue was present in all conditions. In the Utterance-final condition, the target word always occurred in utterance-final position, and at the same fundamental frequency as all the other words of the utterance. In the Pitch peak condition, the position of the target word was varied systematically within each utterance across trials, and produced with pitch contrasts typical of infant-directed speech (IDS). In the Pitch peak + Utterance-final condition, the target word always occurred in utterance-final position, and was marked with a pitch contrast typical of IDS. Word learning occurred in all conditions except the control condition. Moreover, learning performance was significantly higher than that observed with simple co-occurrence ( control condition) only for the Pitch peak + Utterance-final condition. We conclude that, for school-age children, the combination of words' utterance-final alignment and pitch enhancement boosts word learning.

A Dual-Route Model that Learns to Pronounce English Words

NASA Technical Reports Server (NTRS)

Remington, Roger W.; Miller, Craig S.; Null, Cynthia H. (Technical Monitor)

1995-01-01

This paper describes a model that learns to pronounce English words. Learning occurs in two modules: 1) a rule-based module that constructs pronunciations by phonetic analysis of the letter string, and 2) a whole-word module that learns to associate subsets of letters to the pronunciation, without phonetic analysis. In a simulation on a corpus of over 300 words the model produced pronunciation latencies consistent with the effects of word frequency and orthographic regularity observed in human data. Implications of the model for theories of visual word processing and reading instruction are discussed.

Effect of training on word-recognition performance in noise for young normal-hearing and older hearing-impaired listeners.

PubMed

Burk, Matthew H; Humes, Larry E; Amos, Nathan E; Strauser, Lauren E

2006-06-01

The objective of this study was to evaluate the effectiveness of a training program for hearing-impaired listeners to improve their speech-recognition performance within a background noise when listening to amplified speech. Both noise-masked young normal-hearing listeners, used to model the performance of elderly hearing-impaired listeners, and a group of elderly hearing-impaired listeners participated in the study. Of particular interest was whether training on an isolated word list presented by a standardized talker can generalize to everyday speech communication across novel talkers. Word-recognition performance was measured for both young normal-hearing (n = 16) and older hearing-impaired (n = 7) adults. Listeners were trained on a set of 75 monosyllabic words spoken by a single female talker over a 9- to 14-day period. Performance for the familiar (trained) talker was measured before and after training in both open-set and closed-set response conditions. Performance on the trained words of the familiar talker were then compared with those same words spoken by three novel talkers and to performance on a second set of untrained words presented by both the familiar and unfamiliar talkers. The hearing-impaired listeners returned 6 mo after their initial training to examine retention of the trained words as well as their ability to transfer any knowledge gained from word training to sentences containing both trained and untrained words. Both young normal-hearing and older hearing-impaired listeners performed significantly better on the word list in which they were trained versus a second untrained list presented by the same talker. Improvements on the untrained words were small but significant, indicating some generalization to novel words. The large increase in performance on the trained words, however, was maintained across novel talkers, pointing to the listener's greater focus on lexical memorization of the words rather than a focus on talker-specific acoustic characteristics. On return in 6 mo, listeners performed significantly better on the trained words relative to their initial baseline performance. Although the listeners performed significantly better on trained versus untrained words in isolation, once the trained words were embedded in sentences, no improvement in recognition over untrained words within the same sentences was shown. Older hearing-impaired listeners were able to significantly improve their word-recognition abilities through training with one talker and to the same degree as young normal-hearing listeners. The improved performance was maintained across talkers and across time. This might imply that training a listener using a standardized list and talker may still provide benefit when these same words are presented by novel talkers outside the clinic. However, training on isolated words was not sufficient to transfer to fluent speech for the specific sentence materials used within this study. Further investigation is needed regarding approaches to improve a hearing aid user's speech understanding in everyday communication situations.

Phonological and Semantic Cues to Learning from Word-Types

PubMed Central

Richtsmeier, Peter

2017-01-01

Word-types represent the primary form of data for many models of phonological learning, and they often predict performance in psycholinguistic tasks. Word-types are often tacitly defined as phonologically unique words. Yet, an explicit test of this definition is lacking, and natural language patterning suggests that word meaning could also act as a cue to word-type status. This possibility was tested in a statistical phonotactic learning experiment in which phonological and semantic properties of word-types varied. During familiarization, the learning targets—word-medial consonant sequences—were instantiated either by four related word-types or by just one word-type (the experimental frequency factor). The expectation was that more word-types would lead participants to generalize the target sequences. Regarding semantic cues, related word-types were either associated with different referents or all with a single referent. Regarding phonological cues, related word-types differed from each other by one, two, or more phonemes. At test, participants rated novel wordforms for their similarity to the familiarization words. When participants heard four related word-types, they gave higher ratings to test words with the same consonant sequences, irrespective of the phonological and semantic manipulations. The results support the existing phonological definition of word-types. PMID:29187914

Semantic and phonological schema influence spoken word learning and overnight consolidation.

PubMed

Havas, Viktória; Taylor, Jsh; Vaquero, Lucía; de Diego-Balaguer, Ruth; Rodríguez-Fornells, Antoni; Davis, Matthew H

2018-06-01

We studied the initial acquisition and overnight consolidation of new spoken words that resemble words in the native language (L1) or in an unfamiliar, non-native language (L2). Spanish-speaking participants learned the spoken forms of novel words in their native language (Spanish) or in a different language (Hungarian), which were paired with pictures of familiar or unfamiliar objects, or no picture. We thereby assessed, in a factorial way, the impact of existing knowledge (schema) on word learning by manipulating both semantic (familiar vs unfamiliar objects) and phonological (L1- vs L2-like novel words) familiarity. Participants were trained and tested with a 12-hr intervening period that included overnight sleep or daytime awake. Our results showed (1) benefits of sleep to recognition memory that were greater for words with L2-like phonology and (2) that learned associations with familiar but not unfamiliar pictures enhanced recognition memory for novel words. Implications for complementary systems accounts of word learning are discussed.

Music-to-language transfer effect: may melodic ability improve learning of tonal languages by native nontonal speakers?

PubMed

Delogu, Franco; Lampis, Giulia; Olivetti Belardinelli, Marta

2006-09-01

In tonal languages, as Mandarin Chinese and Thai, word meaning is partially determined by lexical tones. Previous studies suggest that lexical tones are processed by native listeners as linguistic information and not as pure tonal information. This study aims at verifying if, in nontonal languages speakers, the discrimination of lexical Mandarin tones varies in function of the melodic ability. Forty-six students with no previous experience of Mandarin or any other tonal language were presented with two short lists of spoken monosyllabic Mandarin words and invited to perform a same-different task trying to identify whether the variation were phonological or tonal. Main results show that subjects perform significantly better in identifying phonological variations rather than tonal ones and interestingly, the group with a high melodic ability (assessed by Wing subtest 3) shows a better performance exclusively in detecting tonal variations.

Serial position effects in free memory recall--An ERP-study.

PubMed

Wiswede, Daniel; Rüsseler, Jascha; Münte, Thomas F

2007-05-01

Event-related brain potentials (ERPs) elicited by recalled and non-recalled words were recorded from 18 female subjects to investigate primacy and recency effects in free memory recall. The typical pattern of a serial position curve (SPC) was obtained with words presented at first and final positions in a list recalled better than words presented in the middle of a list. A marked positivity is seen in the ERPs for words on Primacy, but not on Recency positions at frontocentral electrodes. In contrast, ERP amplitudes on parietal electrodes resemble the SPC seen in behavioral data: P300 amplitude is largest for words on Primacy and Recency positions and attenuated on Plateau positions. Furthermore, subjects with a clear Primacy effect in behavioral data show a distinct frontal positive slow wave for Primacy words only, whereas subjects without a clear primacy effect show a frontal "difference due to subsequent memory" (DM) effect for Primacy and Plateau words. These results are discussed in the framework of working memory and distinctiveness.

Statistical Word Learning in Children with Autism Spectrum Disorder and Specific Language Impairment

ERIC Educational Resources Information Center

Haebig, Eileen; Saffran, Jenny R.; Ellis Weismer, Susan

2017-01-01

Background: Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined…

Body in Mind: How Gestures Empower Foreign Language Learning

ERIC Educational Resources Information Center

Macedonia, Manuela; Knosche, Thomas R.

2011-01-01

It has previously been demonstrated that enactment (i.e., performing representative gestures during encoding) enhances memory for concrete words, in particular action words. Here, we investigate the impact of enactment on abstract word learning in a foreign language. We further ask if learning novel words with gestures facilitates sentence…

Synesthesia and memory: color congruency, von Restorff, and false memory effects.

PubMed

Radvansky, Gabriel A; Gibson, Bradley S; McNerney, M Windy

2011-01-01

In the current study, we explored the influence of synesthesia on memory for word lists. We tested 10 grapheme-color synesthetes who reported an experience of color when reading letters or words. We replicated a previous finding that memory is compromised when synesthetic color is incongruent with perceptual color. Beyond this, we found that, although their memory for word lists was superior overall, synesthetes did not exhibit typical color- or semantic-defined von Restorff isolation effects (von Restorff, 1933) compared with control participants. Moreover, our synesthetes exhibited a reduced Deese-Roediger-McDermott false memory effect (Deese, 1959; Roediger & McDermott, 1995). Taken as a whole, these findings are consistent with the idea that color-grapheme synesthesia can lead people to place a greater emphasis on item-specific processing and surface form characteristics of words in a list (e.g., the letters that make them up) relative to relational processing and more meaning-based processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

A computerized Stroop task to assess cancer-related cognitive biases.

PubMed

DiBonaventura, Marco DaCosta; Erblich, Joel; Sloan, Richard P; Bovbjerg, Dana H

2010-01-01

Biases in processing information related to sources of stress have widely been demonstrated with the use of Stroop emotional color word tasks. One study reported such biases among women with histories of breast cancer in a first-degree relative (FH+) who were given a Stroop cancer word task. This study aimed to replicate and extend these findings with a computerized version of the task. Response latencies and errors were recorded during administration of the task to FH+ and FH- women. A cancer list and 5 comparison lists were administered. Results indicated that FH+ women exhibited longer response latencies for cancer words than did FH- women (p < 0.04), providing further support for cognitive biases in FH+ women. Confirming the psychometric properties of the task, lists exhibited high reliability for both latency (alphas 0.96-0.98) and error rate (alphas 0.61-0.79). In sum, results support the favorable psychometrics and predictive validity of the Stroop cancer word task.

Two- and Three-Year-Olds Track a Single Meaning during Word Learning: Evidence for Propose-but-Verify

ERIC Educational Resources Information Center

Woodard, Kristina; Gleitman, Lila R.; Trueswell, John C.

2016-01-01

A child word-learning experiment is reported that examines 2- and 3-year-olds' ability to learn the meanings of novel words across multiple, referentially ambiguous, word occurrences. Children were told they were going on an animal safari in which they would learn the names of unfamiliar animals. Critical trial sequences began with hearing a novel…

Omitting details from post-event information: are true and false memory affected in the same way?

PubMed

Loehr, Janeen D; Marche, Tammy A

2006-01-01

Participants who witness an event and later receive post-event information that omits a critical scene are less likely to recall and to recognise that scene than are participants who receive no post-event information (Wright, Loftus, & Hall, 2001). The present study used the Deese-Roediger-McDermott (DRM) paradigm, in which participants study lists of semantic associates (e.g., hot, snow, warm, winter) that commonly elicit false memories of critical non-presented words (e.g., cold), to determine whether omitting information from a second presentation decreases memory for both presented and non-presented information. Participants were presented with a list of the semantic associates of six non-presented words. For half the participants, this list was presented a second time with the semantic associates of one of the non-presented words omitted. As expected, participants were less likely to recall and to recognise the presented words when they had been omitted from the second presentation. Omission also decreased the rate at which non-presented words were recalled, although false recognition of these words was not reduced. These results suggest that false recognition may be particularly difficult to attenuate and that post-event omission may be more detrimental to memory accuracy than previously thought.

When Words Collide: Facilitation and Interference in the Report of Repeated Words From Rapidly Presented Lists

ERIC Educational Resources Information Center

Masson, Michael E. J.

2004-01-01

Inhibited encoding is the basis of some accounts of repetition blindness--impaired report of the second occurrence of a repeated word in a rapidly presented word sequence. The author presents evidence for the claim that repetition effects arise from constructive processes of perception and memory that occur to some extent after the word sequence…

NASA thesaurus. Volume 2: Access vocabulary

NASA Technical Reports Server (NTRS)

1985-01-01

The Access Vocabulary, which is essentially a permuted index, provides access to any word or number in authorized postable and nonpostable terms. Additional entries include postable and nonpostable terms, other word entries, and pseudo-multiword terms that are permutations of words that contain words within words. The Access Vocabulary contains 40,738 entries that give increased access to the hierarchies in Volume 1 - Hierarchical Listing.

NASA Thesaurus. Volume 2: Access vocabulary

NASA Technical Reports Server (NTRS)

1982-01-01

The Access Vocabulary, which is essentially a permuted index, provides access to any word or number in authorized postable and nonpostable terms. Additional entries include postable and nonpostable terms, other word entries, and pseudo-multiword terms that are permutations of words that contain words within words. The Access Vocabulary contains, 40,661 entries that give increased access to he hierarchies in Volume 1 - Hierarchical Listing.

Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian

PubMed Central

Plesničar, Vesna; Razboršek, Tina; Sullivan, Jessica; Barner, David

2016-01-01

How does linguistic structure affect children’s acquisition of early number word meanings? Previous studies have tested this question by comparing how children learning languages with different grammatical representations of number learn the meanings of labels for small numbers, like 1, 2, and 3. For example, children who acquire a language with singular-plural marking, like English, are faster to learn the word for 1 than children learning a language that lacks the singular-plural distinction, perhaps because the word for 1 is always used in singular contexts, highlighting its meaning. These studies are problematic, however, because reported differences in number word learning may be due to unmeasured cross-cultural differences rather than specific linguistic differences. To address this problem, we investigated number word learning in four groups of children from a single culture who spoke different dialects of the same language that differed chiefly with respect to how they grammatically mark number. We found that learning a dialect which features “dual” morphology (marking of pairs) accelerated children’s acquisition of the number word two relative to learning a “non-dual” dialect of the same language. PMID:27486802

Does Grammatical Structure Accelerate Number Word Learning? Evidence from Learners of Dual and Non-Dual Dialects of Slovenian.

PubMed

Marušič, Franc; Žaucer, Rok; Plesničar, Vesna; Razboršek, Tina; Sullivan, Jessica; Barner, David

2016-01-01

How does linguistic structure affect children's acquisition of early number word meanings? Previous studies have tested this question by comparing how children learning languages with different grammatical representations of number learn the meanings of labels for small numbers, like 1, 2, and 3. For example, children who acquire a language with singular-plural marking, like English, are faster to learn the word for 1 than children learning a language that lacks the singular-plural distinction, perhaps because the word for 1 is always used in singular contexts, highlighting its meaning. These studies are problematic, however, because reported differences in number word learning may be due to unmeasured cross-cultural differences rather than specific linguistic differences. To address this problem, we investigated number word learning in four groups of children from a single culture who spoke different dialects of the same language that differed chiefly with respect to how they grammatically mark number. We found that learning a dialect which features "dual" morphology (marking of pairs) accelerated children's acquisition of the number word two relative to learning a "non-dual" dialect of the same language.

Psychometrically equivalent bisyllabic words for speech recognition threshold testing in Vietnamese.

PubMed

Harris, Richard W; McPherson, David L; Hanson, Claire M; Eggett, Dennis L

2017-08-01

This study identified, digitally recorded, edited and evaluated 89 bisyllabic Vietnamese words with the goal of identifying homogeneous words that could be used to measure the speech recognition threshold (SRT) in native talkers of Vietnamese. Native male and female talker productions of 89 Vietnamese bisyllabic words were recorded, edited and then presented at intensities ranging from -10 to 20 dBHL. Logistic regression was used to identify the best words for measuring the SRT. Forty-eight words were selected and digitally edited to have 50% intelligibility at a level equal to the mean pure-tone average (PTA) for normally hearing participants (5.2 dBHL). Twenty normally hearing native Vietnamese participants listened to and repeated bisyllabic Vietnamese words at intensities ranging from -10 to 20 dBHL. A total of 48 male and female talker recordings of bisyllabic words with steep psychometric functions (>9.0%/dB) were chosen for the final bisyllabic SRT list. Only words homogeneous with respect to threshold audibility with steep psychometric function slopes were chosen for the final list. Digital recordings of bisyllabic Vietnamese words are now available for use in measuring the SRT for patients whose native language is Vietnamese.

Statistical learning of an auditory sequence and reorganization of acquired knowledge: A time course of word segmentation and ordering.

PubMed

Daikoku, Tatsuya; Yatomi, Yutaka; Yumoto, Masato

2017-01-27

Previous neural studies have supported the hypothesis that statistical learning mechanisms are used broadly across different domains such as language and music. However, these studies have only investigated a single aspect of statistical learning at a time, such as recognizing word boundaries or learning word order patterns. In this study, we neutrally investigated how the two levels of statistical learning for recognizing word boundaries and word ordering could be reflected in neuromagnetic responses and how acquired statistical knowledge is reorganised when the syntactic rules are revised. Neuromagnetic responses to the Japanese-vowel sequence (a, e, i, o, and u), presented every .45s, were recorded from 14 right-handed Japanese participants. The vowel order was constrained by a Markov stochastic model such that five nonsense words (aue, eao, iea, oiu, and uoi) were chained with an either-or rule: the probability of the forthcoming word was statistically defined (80% for one word; 20% for the other word) by the most recent two words. All of the word transition probabilities (80% and 20%) were switched in the middle of the sequence. In the first and second quarters of the sequence, the neuromagnetic responses to the words that appeared with higher transitional probability were significantly reduced compared with those that appeared with a lower transitional probability. After switching the word transition probabilities, the response reduction was replicated in the last quarter of the sequence. The responses to the final vowels in the words were significantly reduced compared with those to the initial vowels in the last quarter of the sequence. The results suggest that both within-word and between-word statistical learning are reflected in neural responses. The present study supports the hypothesis that listeners learn larger structures such as phrases first, and they subsequently extract smaller structures, such as words, from the learned phrases. The present study provides the first neurophysiological evidence that the correction of statistical knowledge requires more time than the acquisition of new statistical knowledge. Copyright © 2016 Elsevier Ltd. All rights reserved.

Utterance-final position and pitch marking aid word learning in school-age children

PubMed Central

Laaha, Sabine; Fitch, W. Tecumseh

2017-01-01

We investigated the effects of word order and prosody on word learning in school-age children. Third graders viewed photographs belonging to one of three semantic categories while hearing four-word nonsense utterances containing a target word. In the control condition, all words had the same pitch and, across trials, the position of the target word was varied systematically within each utterance. The only cue to word–meaning mapping was the co-occurrence of target words and referents. This cue was present in all conditions. In the Utterance-final condition, the target word always occurred in utterance-final position, and at the same fundamental frequency as all the other words of the utterance. In the Pitch peak condition, the position of the target word was varied systematically within each utterance across trials, and produced with pitch contrasts typical of infant-directed speech (IDS). In the Pitch peak + Utterance-final condition, the target word always occurred in utterance-final position, and was marked with a pitch contrast typical of IDS. Word learning occurred in all conditions except the control condition. Moreover, learning performance was significantly higher than that observed with simple co-occurrence (control condition) only for the Pitch peak + Utterance-final condition. We conclude that, for school-age children, the combination of words' utterance-final alignment and pitch enhancement boosts word learning. PMID:28878961

Grounding statistical learning in context: The effects of learning and retrieval contexts on cross-situational word learning.

PubMed

Chen, Chi-Hsin; Yu, Chen

2017-06-01

Natural language environments usually provide structured contexts for learning. This study examined the effects of semantically themed contexts-in both learning and retrieval phases-on statistical word learning. Results from 2 experiments consistently showed that participants had higher performance in semantically themed learning contexts. In contrast, themed retrieval contexts did not affect performance. Our work suggests that word learners are sensitive to statistical regularities not just at the level of individual word-object co-occurrences but also at another level containing a whole network of associations among objects and their properties.

A Corpus-Based Lexical Study on Frequency and Distribution of Coxhead's Awl Word Families in Medical Research Articles (RAs)

ERIC Educational Resources Information Center

Chen, Qi; Guang-Chun, Ge

2007-01-01

We conducted a lexical study on the word frequency and the text coverage of the 570 word families from Coxhead's Academic Word List (AWL) in medical research articles (RAs) based on a corpus of 50 medical RAs written in English with 190425 running words. By computer analysis, we found that the text coverage of the AWL words accounted for around…

Phonology, reading, and Chomsky and Halle's optimal orthography.

PubMed

Steinberg, D D

1973-09-01

Chomsky and Halle claim that an orthography based on their underlying phonological representations (UPR) of lexical items would be optimal for English. This paper challenges three of C & H's basic phonological assumptions, that their vowel shift rule is valid, that the UPR is the only sound representation to be listed in the lexicon, and that derived words do not appear as wholes in the lexicon. A less abstract phonological representation level based on the conscious perceptions of speakers, the surface phonemic (SPR), is proposed. An SPR-based orthography has advantages which a UPR-based orthography would not: it is easy to learn and teach, it can be learned at an early age, and it permits rapid detection of rhyme. It is concluded that an orthography based on SPRs, and not UPRs, would be optimal.

The Influence of Concreteness of Concepts on the Integration of Novel Words into the Semantic Network

PubMed Central

Ding, Jinfeng; Liu, Wenjuan; Yang, Yufang

2017-01-01

On the basis of previous studies revealing a processing advantage of concrete words over abstract words, the current study aimed to further explore the influence of concreteness on the integration of novel words into semantic memory with the event related potential (ERP) technique. In the experiment during the learning phase participants read two-sentence contexts and inferred the meaning of novel words. The novel words were two-character non-words in Chinese language. Their meaning was either a concrete or abstract known concept which could be inferred from the contexts. During the testing phase participants performed a lexical decision task in which the learned novel words served as primes for either their corresponding concepts, semantically related or unrelated targets. For the concrete novel words, the semantically related words belonged to the same semantic categories with their corresponding concepts. For the abstract novel words, the semantically related words were synonyms of their corresponding concepts. The unrelated targets were real words which were concrete or abstract for the concrete or abstract novel words respectively. The ERP results showed that the corresponding concepts and the semantically related words elicited smaller N400s than the unrelated words. The N400 effect was not modulated by the concreteness of the concepts. In addition, the concrete corresponding concepts elicited a smaller late positive component (LPC) than the concrete unrelated words. This LPC effect was absent for the abstract words. The results indicate that although both concrete and abstract novel words can be acquired and linked to their related words in the semantic network after a short learning phase, the concrete novel words are learned better. Our findings support the (extended) dual coding theory and broaden our understanding of adult word learning and changes in concept organization. PMID:29255440

The Influence of Concreteness of Concepts on the Integration of Novel Words into the Semantic Network.

PubMed

Ding, Jinfeng; Liu, Wenjuan; Yang, Yufang

2017-01-01

On the basis of previous studies revealing a processing advantage of concrete words over abstract words, the current study aimed to further explore the influence of concreteness on the integration of novel words into semantic memory with the event related potential (ERP) technique. In the experiment during the learning phase participants read two-sentence contexts and inferred the meaning of novel words. The novel words were two-character non-words in Chinese language. Their meaning was either a concrete or abstract known concept which could be inferred from the contexts. During the testing phase participants performed a lexical decision task in which the learned novel words served as primes for either their corresponding concepts, semantically related or unrelated targets. For the concrete novel words, the semantically related words belonged to the same semantic categories with their corresponding concepts. For the abstract novel words, the semantically related words were synonyms of their corresponding concepts. The unrelated targets were real words which were concrete or abstract for the concrete or abstract novel words respectively. The ERP results showed that the corresponding concepts and the semantically related words elicited smaller N400s than the unrelated words. The N400 effect was not modulated by the concreteness of the concepts. In addition, the concrete corresponding concepts elicited a smaller late positive component (LPC) than the concrete unrelated words. This LPC effect was absent for the abstract words. The results indicate that although both concrete and abstract novel words can be acquired and linked to their related words in the semantic network after a short learning phase, the concrete novel words are learned better. Our findings support the (extended) dual coding theory and broaden our understanding of adult word learning and changes in concept organization.

Lessons from Television: Children's Word Learning When Viewing.

ERIC Educational Resources Information Center

Rice, Mabel L.; Woodsmall, Linda

1988-01-01

Preschoolers were assigned to experimental and control groups to investigate whether they could learn novel words when viewing television and whether the learning was influenced by age or type of word. (PCB)

Using variability to guide dimensional weighting: Associative mechanisms in early word learning

PubMed Central

Apfelbaum, Keith S.; McMurray, Bob

2013-01-01

At 14 months, children appear to struggle to apply their fairly well developed speech perception abilities to learning similar sounding words (e.g. bih/dih; Stager & Werker, 1997). However, variability in non-phonetic aspects of the training stimuli seems to aid word learning at this age. Extant theories of early word learning cannot account for this benefit of variability. We offer a simple explanation for this range of effects based on associative learning. Simulations suggest that if infants encode both non-contrastive information (e.g. cues to speaker voice) and meaningful linguistic cues (e.g. place of articulation or voicing), then associative learning mechanisms predict these variability effects in early word learning. Crucially, this means that despite the importance of task variables in predicting performance, this body of work shows that phonological categories are still developing in this age, and that the structure of non-informative cues has critical influences on word learning abilities. PMID:21609356

Deep learning meets ontologies: experiments to anchor the cardiovascular disease ontology in the biomedical literature.

PubMed

Arguello Casteleiro, Mercedes; Demetriou, George; Read, Warren; Fernandez Prieto, Maria Jesus; Maroto, Nava; Maseda Fernandez, Diego; Nenadic, Goran; Klein, Julie; Keane, John; Stevens, Robert

2018-04-12

Automatic identification of term variants or acceptable alternative free-text terms for gene and protein names from the millions of biomedical publications is a challenging task. Ontologies, such as the Cardiovascular Disease Ontology (CVDO), capture domain knowledge in a computational form and can provide context for gene/protein names as written in the literature. This study investigates: 1) if word embeddings from Deep Learning algorithms can provide a list of term variants for a given gene/protein of interest; and 2) if biological knowledge from the CVDO can improve such a list without modifying the word embeddings created. We have manually annotated 105 gene/protein names from 25 PubMed titles/abstracts and mapped them to 79 unique UniProtKB entries corresponding to gene and protein classes from the CVDO. Using more than 14 M PubMed articles (titles and available abstracts), word embeddings were generated with CBOW and Skip-gram. We setup two experiments for a synonym detection task, each with four raters, and 3672 pairs of terms (target term and candidate term) from the word embeddings created. For Experiment I, the target terms for 64 UniProtKB entries were those that appear in the titles/abstracts; Experiment II involves 63 UniProtKB entries and the target terms are a combination of terms from PubMed titles/abstracts with terms (i.e. increased context) from the CVDO protein class expressions and labels. In Experiment I, Skip-gram finds term variants (full and/or partial) for 89% of the 64 UniProtKB entries, while CBOW finds term variants for 67%. In Experiment II (with the aid of the CVDO), Skip-gram finds term variants for 95% of the 63 UniProtKB entries, while CBOW finds term variants for 78%. Combining the results of both experiments, Skip-gram finds term variants for 97% of the 79 UniProtKB entries, while CBOW finds term variants for 81%. This study shows performance improvements for both CBOW and Skip-gram on a gene/protein synonym detection task by adding knowledge formalised in the CVDO and without modifying the word embeddings created. Hence, the CVDO supplies context that is effective in inducing term variability for both CBOW and Skip-gram while reducing ambiguity. Skip-gram outperforms CBOW and finds more pertinent term variants for gene/protein names annotated from the scientific literature.

Contextual diversity facilitates learning new words in the classroom.

PubMed

Rosa, Eva; Tapia, José Luis; Perea, Manuel

2017-01-01

In the field of word recognition and reading, it is commonly assumed that frequently repeated words create more accessible memory traces than infrequently repeated words, thus capturing the word-frequency effect. Nevertheless, recent research has shown that a seemingly related factor, contextual diversity (defined as the number of different contexts [e.g., films] in which a word appears), is a better predictor than word-frequency in word recognition and sentence reading experiments. Recent research has shown that contextual diversity plays an important role when learning new words in a laboratory setting with adult readers. In the current experiment, we directly manipulated contextual diversity in a very ecological scenario: at school, when Grade 3 children were learning words in the classroom. The new words appeared in different contexts/topics (high-contextual diversity) or only in one of them (low-contextual diversity). Results showed that words encountered in different contexts were learned and remembered more effectively than those presented in redundant contexts. We discuss the practical (educational [e.g., curriculum design]) and theoretical (models of word recognition) implications of these findings.

Contextual diversity facilitates learning new words in the classroom

PubMed Central

Tapia, José Luis; Perea, Manuel

2017-01-01

In the field of word recognition and reading, it is commonly assumed that frequently repeated words create more accessible memory traces than infrequently repeated words, thus capturing the word-frequency effect. Nevertheless, recent research has shown that a seemingly related factor, contextual diversity (defined as the number of different contexts [e.g., films] in which a word appears), is a better predictor than word-frequency in word recognition and sentence reading experiments. Recent research has shown that contextual diversity plays an important role when learning new words in a laboratory setting with adult readers. In the current experiment, we directly manipulated contextual diversity in a very ecological scenario: at school, when Grade 3 children were learning words in the classroom. The new words appeared in different contexts/topics (high-contextual diversity) or only in one of them (low-contextual diversity). Results showed that words encountered in different contexts were learned and remembered more effectively than those presented in redundant contexts. We discuss the practical (educational [e.g., curriculum design]) and theoretical (models of word recognition) implications of these findings. PMID:28586354

Conditional recall and the frequency effect in the serial recall task: an examination of item-to-item associativity.

PubMed

Miller, Leonie M; Roodenrys, Steven

2012-11-01

The frequency effect in short-term serial recall is influenced by the composition of lists. In pure lists, a robust advantage in the recall of high-frequency (HF) words is observed, yet in alternating mixed lists, HF and low-frequency (LF) words are recalled equally well. It has been argued that the preexisting associations between all list items determine a single, global level of supportive activation that assists item recall. Preexisting associations between items are assumed to be a function of language co-occurrence; HF-HF associations are high, LF-LF associations are low, and mixed associations are intermediate in activation strength. This account, however, is based on results when alternating lists with equal numbers of HF and LF words were used. It is possible that directional association between adjacent list items is responsible for the recall patterns reported. In the present experiment, the recall of three forms of mixed lists-those with equal numbers of HF and LF items and pure lists-was examined to test the extent to which item-to-item associations are present in serial recall. Furthermore, conditional probabilities were used to examine more closely the evidence for a contribution, since correct-in-position scoring may mask recall that is dependent on the recall of prior items. The results suggest that an item-to-item effect is clearly present for early but not late list items, and they implicate an additional factor, perhaps the availability of resources at output, in the recall of late list items.

COMPUTER-AIDED WORD RESEARCH.

ERIC Educational Resources Information Center

SILIAKUS, H.J.

IN PREPARATION FOR THE DEVELOPMENT OF A GENERAL FREQUENCY WORD LIST IN GERMAN DESIGNED TO MEET THE NEEDS OF THE INTERMEDIATE AND ADVANCED LEVELS OF READING IN THE GERMAN CURRICULUM, A COMPUTER-BASED WORD COUNT WAS BEGUN IN AUSTRALIA'S UNIVERSITY OF ADELAIDE. USING MAGNETIC TAPES CONTAINING (1) A TEXT OF OVER 100,000 RUNNING WORDS, (2) 1,000 MOST…

Word-Processing "Efficiency"--By Means of Personalized Word-Frequency Lists.

ERIC Educational Resources Information Center

Coniam, David

2001-01-01

Examines the concept of the efficiency with which text is entered into a word processor--from the perspective of effective use of keyboard shortcuts. Illustrates how the possibility for productiveness offered by shortcuts, available through the use of features such as Autotext, are often under-utilized by many word processor users, academics being…