New Conceptual Associative Learning in Amnesia: a Case Study
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Benefits of Immediate Repetition Versus Long Study Presentation On
Neuropsychology In the public domain 2010, Vol. 24, No. 4, 457–464 DOI: 10.1037/a0018625 Benefits of Immediate Repetition Versus Long Study Presentation on Memory in Amnesia Mieke Verfaellie and Karen F. LaRocque Suparna Rajaram Memory Disorders Research Center, VA Boston Healthcare Stony Brook University System, and Boston University School of Medicine Objective: This study aimed to resolve discrepant findings in the literature regarding the effects of massed repetition and a single long study presentation on memory in amnesia. Method: Experiment 1 assessed recognition memory in 9 amnesic patients and 18 controls following presentation of a study list that contained items shown for a single short study presentation, a single long study presentation, and three massed repetitions. In Experiment 2, the same encoding conditions were presented in a blocked rather than intermixed format to all participants from Experiment 1. Results: In Experiment 1, control participants showed benefits associated with both types of extended exposure, and massed repetition was more beneficial than long study presentation, F(2, 34) ϭ 14.03, p Ͻ .001, partial 2 ϭ .45. In contrast, amnesic participants failed to show benefits of either type of extended exposure, F Ͻ 1. In Experiment 2, both groups benefited from repetition, but did so in different ways, F(2, 50) ϭ 4.80, p ϭ .012, partial 2 ϭ .16. Amnesic patients showed significant and equivalent benefit associated with both types of extended exposure, F(2, 16) ϭ 5.58, p ϭ .015, partial 2 ϭ .41, but control participants again benefited more from massed repetition than from long study presentation, F(2, 34) ϭ 23.74, p Ͻ .001, partial 2 ϭ .58. -
The Unconscious Mind: Kinder and Gentler Than That
3/20/2013 The Freudian 20th Century “Freud in 21st-Century America” The Unconscious Mind: Kinder and Gentler Than That John F. Kihlstrom Forbidden Planet (1956) Department of Psychology University of California, Berkeley 1 2 The Discovery of the Unconscious Petites Perceptions Ellenberger (1970) Leibniz (1704/1981); Ellenberger (1970) • At every moment there is in us an infinity of perceptions, unaccompanied by awareness or reflection…. That is why we are never indifferent, even when we appear to be most so…. The choice that we make arises from these insensible stimuli, which… make us find one direction of movement more comfortable than the 3 other. 4 The Limen Unconscious Inferences Herbart (1819) Helmholtz (1866/1968) • One of the older ideas can… be • The psychic activities that lead us to infer that completely driven out of consciousness by there in front of us at a certain place there is a a new much weaker idea. On the other certain object of a certain character, are generally hand its pressure there is not to be not conscious activities, but unconscious ones. In regarded as without effect; rather it works their result they are the equivalent to conclusion…. with full power against the ideas which are But what seems to differentiate them from a conclusion, in the ordinary sense of that word, is present in consciousness. It thus causes that a conclusion is an act of conscious thought…. a particular state of consciousness, though Still it may be permissible to speak of the psychic its object is in no sense really imagined. acts of ordinary perception as unconscious 5 conclusions…. -
Implicit and Explicit Knowledge About Language
Comp. by: TPrasath Date:27/12/06 Time:22:59:29 Stage:First Proof File Path:// spiina1001z/womat/production/PRODENV/0000000005/0000001817/0000000016/ 0000233189.3D Proof by: QC by: NICK ELLIS IMPLICIT AND EXPLICIT KNOWLEDGE ABOUT LANGUAGE INTRODUCTION Children acquire their first language (L1) by engaging with their caretakers in natural meaningful communication. From this “evidence” they automatically acquire complex knowledge of the structure of their language. Yet paradoxically they cannot describe this knowledge, the discovery of which forms the object of the disciplines of theoretical lin- guistics, psycholinguistics, and child language acquisition. This is a difference between explicit and implicit knowledge—ask a young child how to form a plural and she says she does not know; ask her “here is a wug, here is another wug, what have you got?” and she is able to reply, “two wugs.” The acquisition of L1 grammar is implicit and is extracted from experience of usage rather than from explicit rules—simple expo- sure o normal linguistic input suffices and no explicit instruction is needed. Adult acquisition of second language (L2) is a different matter in that what can be acquired implicitly from communicative contexts is typically quite limited in comparison to native speaker norms, and adult attainment of L2 accuracy usually requires additional resources of explicit learning. The various roles of consciousness in second language acquisi- tion (SLA) include: the learner noticing negative evidence; their attending to language form, their perception focused by social scaffolding or explicit instruction; their voluntary use of pedagogical grammatical descriptions and analogical reasoning; their reflective induction of metalinguistic insights about language; and their consciously guided practice which results, eventually, in unconscious, automatized skill. -
Implicit and Explicit Learning of Languages Patrick Rebuschat
Introduction: Implicit and explicit learning of languages Patrick Rebuschat (Lancaster University) Introduction to the forthcoming volume: Rebuschat, P. (Ed.) (in press, 2015). Implicit and explicit learning of languages. Amsterdam: John Benjamins. Implicit learning, essentially the process of acquiring unconscious (implicit) knowledge, is a fundamental feature of human cognition (Cleeremans, Destrebecqz, & Boyer, 1998; Dienes, 2012; Perruchet, 2008; Shanks, 2005; Reber, 1993). Many complex behaviors, including language comprehension and production (Berry & Dienes, 1993; Winter & Reber, 1994), music cognition (Rohrmeier & Rebuschat, 2012), intuitive decision making (Plessner, Betsch, & Betsch, 2008), and social interaction (Lewicki, 1986), are thought to be largely dependent on implicit knowledge. The term implicit learning was first used by Arthur Reber (1967) to describe a process during which subjects acquire knowledge about a complex, rule-governed stimulus environment without intending to and without becoming aware of the knowledge they have acquired. In contrast, the term explicit learning refers to a process during which participants acquire conscious (explicit) knowledge; this is generally associated with intentional learning conditions, e.g., when participants are instructed to look for rules or patterns. In his seminal study, Reber (1967) exposed subjects to letter sequences (e.g., TPTS, VXXVPS and TPTXXVS) by means of a memorization task. In experiment 1, subjects were presented with letter sequences and simply asked to commit them to memory. One group of subjects was given sequences that were generated by means of a finite-state grammar (Chomsky, 1956, 1957; Chomsky & Miller, 1958), while the other group received randomly 1 constructed sequences. The results showed that grammatical letter sequences were learned more rapidly than random letter sequences. -
Evidence of Automatic Processing in Sequence Learning Using Process-Dissociation
RESEARCH ARTICLE ADVANCES IN COGNITIVE PSYCHOLOGY Evidence of automatic processing in sequence learning using process-dissociation Heather M. Mong, David P. McCabe, and Benjamin A. Clegg Department of Psychology, Colorado State University, Fort Collins, CO, USA ABSTRACT This paper proposes a way to apply process-dissociation to sequence learning in addition and ex- tension to the approach used by Destrebecqz and Cleeremans (2001). Participants were trained on two sequences separated from each other by a short break. Following training, participants self-reported their knowledge of the sequences. A recognition test was then performed which re- quired discrimination of two trained sequences, either under the instructions to call any sequence encountered in the experiment “old” (the inclusion condition), or only sequence fragments from one half of the experiment “old” (the exclusion condition). The recognition test elicited automatic KEYWORDS and controlled process estimates using the process dissociation procedure, and suggested both implicit learning, sequence processes were involved. Examining the underlying processes supporting performance may pro- learning, process- vide more information on the fundamental aspects of the implicit and explicit constructs than has dissociation, consciousness been attainable through awareness testing. INTRODUCTION Shanks, 2005), and numerous definitions of the term itself have been offered (Dienes & Perner, 1999; Frensch, 1998). This variety is further The serial reaction time task (SRTT) has become an extremely pro- reflected in an array of methods for assessing the presence or absence ductive method for studying sequence learning (for reviews, see of explicit knowledge. Issues raised have included whether explicit Abrahamse, Jimenez, Verwey, & Clegg, 2010; Clegg, DiGirolamo, knowledge is necessary for learning, what awareness tests should be & Keele, 1998). -
1 Personality and Cognitions Underlying Entrepreneurial Intentions Benjamin R. Walker a Thesis Submitted in Partial Fulfilment O
1 Personality and Cognitions underlying Entrepreneurial Intentions Benjamin R. Walker A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy School of Management UNSW Business School March 30, 2015 2 Table of Contents Acknowledgements .................................................................................................................... 6 Originality statement .................................................................................................................. 7 Publications and conference presentations arising from this thesis ........................................... 8 List of abbreviations .................................................................................................................. 9 Thesis Abstract......................................................................................................................... 10 Chapter 1: Introduction ............................................................................................................ 11 Chapter 2: Assessing the impact of revised Reinforcement Sensitivity Theory ...................... 20 Table 1: Articles with original Reinforcement Sensitivity Theory (o-RST) and revised Reinforcement Sensitivity Theory (r-RST) measures .......................................................... 26 Table 2: Categorization of original Reinforcement Sensitivity Theory (o-RST) and revised Reinforcement Sensitivity Theory (r-RST) studies in the five years from 2010-2014 ........ 29 Chapter 3: How -
Implicit Learning and Tacit Knowledge
Journal of Experimental Psychology: General Copyrighl 1989 by the American Psychological Association, Inc. 1989, Vol. 118, No. 3, 219-235 0096-3445/89/500,75 Implicit Learning and Tacit Knowledge Arthur S. Reber Brooklyn College and the Graduate Center City University of New York I examine the phenomenon of implicit learning, the process by which knowledge about the rale- governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two, seemingly disparate experimental paradigms of synthetic grammar learning and probability learning is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: (a) Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of the environment; (b) such knowledge is optimally acquired independently of conscious efforts to learn; and (c) it can be used implicitly to solve problems and make accurate decisions about novel stimulus circumstances. Various epistemological issues and related prob- 1 lems such as intuition, neuroclinical disorders of learning and memory, and the relationship of evolutionary processes to cognitive science are also discussed. Some two decades ago the term implicit learning was first lined, and analyzed, but virtually no attention was paid to the used to characterize how one develops intuitive knowledge processes by which these implicit memories "got there." This about the underlying structure of a complex stimulus envi- general lack of attention to the acquisition problem may be ronment (Reber, 1965, 1967). In those early writings, I argued one of the reasons why much recent theorizing has been that implicit learning is characterized by two critical features: oriented toward a nativist position (e.g., Chomsky, 1980; (a) It is an unconscious process and (b) it yields abstract Fodor, 1975, 1983; Gleitman & Wanner, 1982). -
The Digital Expansion of the Mind: Implications of Internet Usage For
Journal of Applied Research in Memory and Cognition 8 (2019) 1–14 Contents lists available at ScienceDirect Journal of Applied Research in Memory and Cognition journa l homepage: www.elsevier.com/locate/jarmac The Digital Expansion of the Mind: Implications of Internet Usage for Memory and Cognition a,∗ b Elizabeth J. Marsh , Suparna Rajaram a Duke University, United States b Stony Brook University, United States The internet is rapidly changing what information is available as well as how we find it and share it with others. Here we examine how this “digital expansion of the mind” changes cognition. We begin by identifying ten properties of the internet that likely affect cognition, roughly organized around internet content (e.g., the sheer amount of information available), internet usage (e.g., the requirement to search for information), and the people and communities who create and propagate content (e.g., people are connected in an unprecedented fashion). We use these properties to explain (or ask questions about) internet-related phenomena, such as habitual reliance on the internet, the propagation of misinformation, and consequences for autobiographical memory, among others. Our goal is to consider the impact of internet usage on many aspects of cognition, as people increasingly rely on the internet to seek, post, and share information. Keywords: Memory, Cognition, Internet, External memory, Metacognition, Social memory General Audience Summary The internet is rapidly changing what information is available to us as well as how we find that information and share it with others. Here we ask how this “digital expansion of the mind” may change cognition. -
Implicit Learning, Development, and Education
Implicit learning, development, and education A. Vinter, S. Pacton, A. Witt and P. Perruchet Introduction The present chapter focuses on implicit learning processes, and aims at showing that these processes could be used to design new methods of education or reeducation. After a brief definition of what we intend by implicit learning, we will show that these proc- esses operate efficiently in development, from infancy to aging. Then, we will discuss the question of their resistance to neurological or psychiatric diseases. Finally, in a last section, we will comment on their potential use within an applied perspective. The fundamental role of learning, once neglected by cognitive psychologists a few decades ago, is now acknowledged in most areas of research, including language, cate- gorization and object perception (2). Of course, nobody has ever claimed that language development is independent of infants’ experience. However, the dominant Chom- skian tradition has confined learning to subsidiary functions, such as setting the values of parameters in a hardwired system. Recent work shows that fundamental components of language such as word segmentation (69) can be learned in an incidental way similar to that involved in the acquisition of other human abilities. Likewise, it has never been denied that learning plays a role in categorization and object perception, but acquisition processes were thought to be limited to new combinations of preestablished features (7). However, Schyns and Rodet (77) have shown that elementary features can them- selves be created with experience (for a review, see 74, 75). The type of learning process that receives the most attention in the current literature relates to implicit learning. -
UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society
UC Merced Proceedings of the Annual Meeting of the Cognitive Science Society Title Workshop: The Psychology of Negotiation: When, Why and How Permalink https://escholarship.org/uc/item/20s8493w Journal Proceedings of the Annual Meeting of the Cognitive Science Society, 33(33) ISSN 1069-7977 Authors Feldman, Laurie Beth Van Hell, Janet Kroll, Judith et al. Publication Date 2011 Peer reviewed eScholarship.org Powered by the California Digital Library University of California Workshop: The Psychology of Negotiation: When, Why and How Keynote Speaker: Hannah Riley Bowles Kennedy School Harvard University Laurie Beth Feldman ([email protected]) Janet van Hell ([email protected]) Department of Psychology; SS 369 619 Moore Building The University at Albany, SUNY Department of Psychology Albany, NY 12222, USA The Pennsylvania State University University Park, PA 16802 USA Judith Kroll ([email protected]) Suparna Rajaram ([email protected]) 641 Moore Building Department of Psychology Department of Psychology Stony Brook University The Pennsylvania State University Stony Brook, NY 11794-2500 USA University Park, PA 16802 USA Keywords: professional development; negotiation; start up Stuhlmacher & Walters, 1999). Further, gender based packages. differences around willingness to negotiate are not restricted Economic conditions are placing unprecedented pressures to people with lower levels of education. In fact, recent male on universities and funding agencies. For young scholars, this PhDs are almost three times more likely than recent female translates into fewer postdoctoral and faculty lines. For PhDs to initiate financial negotiations in their first highly experienced senior scholars, it emerges as fewer professional position. Finally, the pattern is as common opportunities for new programs of research and among twenty year olds as among 40 year olds (Babcock & collaborations, and this in turn limits the options available to Laschever, 2003), and gender differences are observed both senior scientists for training young scientists. -
Implicit Learning in Children Is Not Related to Age: Evidence from Drawing Behavior
Child Development, September/October 2000, Volume 71, Number 5, Pages 1223–1240 Implicit Learning in Children Is Not Related to Age: Evidence from Drawing Behavior Annie Vinter and Pierre Perruchet Three experiments are reported on implicit learning in 432 children between the ages of 4 and 10 years, using a new paradigm (“the neutral parameter procedure”) based on drawing behavior. The first two experiments demonstrated that children modified their drawing behavior following specially devised practice in such a way that these modifications could not be viewed as the result of deliberate adaptive strategies. The third ex- periment showed that these behavioral modifications lasted for at least 1 hr after the training phase. No age- related differences appeared in the experiments. A comparison of children’s data with similar adults’ data also failed to reveal any age differences. These results provide compelling evidence that implicit learning processes are age independent. Some implications of these results for developmental issues are discussed, notably the hypothesis of the formation of implicit knowledge in the course of learning. INTRODUCTION in which children’s behavior becomes sensitive to the structural features of an experienced situation, with- The fundamental role of learning, neglected by cogni- out the adaptation being due to an intentional exploi- tive psychologists a few decades ago, is now ac- tation of some pieces of explicit knowledge about knowledged in most areas of research, including lan- these features (Perruchet & Vinter, 1998). The two im- guage, categorization, and object perception (Bates & portant components of implicit learning are thus the Elman, 1996). Of course, nobody has ever claimed behavioral sensitivity to the structure of the situation that language development is independent of infants’ and the lack of intentional causes for this sensitivity. -
2018 APS Janet Taylor Spence Award Recipients Observervol
2018 APS Janet Taylor Spence Award Recipients ObserverVol. 31, No. 5 May/June 2018 T H E M A N Y S H A P E S O F A P P L I E D a publication ofPSYCHOLOGICAL SCIENCE www.psychologicalscience.org/observer Advances in Methods Association for Psychological Science | 30th Annual Convention NEW APS and Practices in JOURNAL Psychological Science FEATURED SPEAKERS NOW AVAILABLE Fred Kavli Keynote Address Bring the Family Address Making and Remaking Memory: The Paradox of Diversity: Past, Present, and Future Promise, Pitfalls, and Advances in Methods and Practices in LYNN NADEL Implications for Racial Progress Psychological Science (AMPPS) The University of Arizona JENNIFER RICHESON Yale University AMPPS, a unique and innovative new journal, presents methodological advances from across all areas in our diverse field of psychological science. Presidential Symposium Memory: From Neurons to Nations AMPPS articles are highly accessible and include: SUPARNA RAJARAM Stony Brook University, • Empirical research that exemplifies scientific The State University of New York (Chair) best practices CHARAN RANGANATH University of California, Davis • Articles that communicate advances in DORTHE BERNTSEN Henry L. Roediger, III, will be the methods, practices, and meta-science featured scientist in this year’s Inside the Aarhus University, Denmark Psychologist’s Studio. He will be interviewed • Tutorials, commentaries, and simulation studies QI WANG by his former student, APS President Suparna for new techniques and research tools Cornell University Rajaram. • Papers that bring advances from a specialized HENRY L. ROEDIGER, III Washington University in St. Louis subfield to a broader audience • Registered Replication Reports, an innovative APS-David Myers Distinguished Lecture On article type originated by APS The Science And Craft Of Teaching Psychological Science Improving the Use of Psychological Science in K-12 Education Check out the first issue now available at: DANIEL T.