No description available.

Thesis (B.Sc.Hons.) -- University of Adelaide, Dept. of Psychology, 1972.

<p> Different instructions for associating concrete nouns were given in a paired-associate learning situation. Material was varied to produce different types of interference against which to evaluate the effectiveness of the different instructions.</p> <p> The major findings were: (1) Specific instructions for association produced fewer errors than no specific instructions on the first list a subject learned. (2) After the first list, only the instructions which asked the learner to produce a logical scene from the nouns produced fewer errors than non-specific instructions. (3) Specific instructions did not interact with material.</p> <p> Little evidence was found that the significant instructional effects were due to the specific characteristics of the learners' mediations. These effects were more plausibly attributed to such general mechanisms as either giving the mediations during learning or having learning time occupied with irrelevant activity.</p> / Thesis / Master of Arts (MA)

An experiment was conducted in order to distinguish between semantic elaboration and interacting imagery theories of children's linked noun pair learning. Grades 2 and 6 students were presented with sixteen pairs of nouns linked by different types of connectives and following learning set presentation were required to recall the second noun of each pair upon presentation of the first. One third of the Ss in each grade were asked to form visual images of the two nouns of each pair (Imagery Prompting condition); one third were instructed to form interacting images of each pair (Imagery Training condition); and the remaining Ss were given no special instruction (No Training condition). Results from the experiment showed No Training and Imagery Training Ss to be unaffected by the type of connective employed to link the pairs. However, those Ss in the Imagery Prompting condition recalled significantly more pairs linked by interaction suggesting links (i.e., verbs and interaction suggesting prepositions) relative to pairs linked by connectives which did not suggest a physical interaction (i.e., conjunctions and non-interaction suggesting prepositions). The results were interpreted as favouring an interacting imagery rather than semantic elaboration theory of children's linked noun pair learning. / Arts, Faculty of / Psychology, Department of / Graduate

Diencephalic amnesia is thought to be the result of damage to a single thalamic structure that is responsible for the memory impairment. However, an alternative view is that different thalamic structures contribute to the memory impairment in subtly different ways. Paired-associate learning is one important measure of learning and memory that is highly sensitive to disruption in people with amnesia or dementia. The current study will investigate the influence of lesions to two thalamic subregions, the anterior thalamic nuclei (AT) and the lateral thalamic nuclei (LT) in an object-odour paired associate learning task. Each of these subregions has been suggested by the literature as critical for amnesia after thalamus injury. The current study does not involve a place/ space component. Both AT and LT lesions caused impairments in the object-odour paired associate task, but not in the simple discrimination tasks. The results of this study provide new evidence to suggest that the anterior thalamic region may be responsible for more than spatial memory processing. This result is inconsistent with those of Aggleton & Brown (1999) that consider the AT to be part of an 'extended hippocampal system'. The deficits observed from LT lesions in this study provide new insight into the lateral thalamic region's role in pattern processing.

The present study sought to investigate the combined influences of degree of first-list learning, stimulus order, emphasis, and meaningfulness on the selection strategies of college subjects.

Includes vita. / Title from PDF of title page. / Document formatted into pages; contains 97 pages. / Thesis (Ph.D.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Alcohol expectancy theory suggests that genetically influenced personality characteristics may lead to differential acquisition of expectancy information, and that this information then may serve as one mediational pathway for alcoholism risk. Research has already shown that expectancy information can predict and even mediate risk, but it has yet to be shown that personality traits can influence the acquisition of alcohol expectancy information. To that end, personality characteristics known to be risk factors for the development of excessive alcohol use were assessed in 83 male undergraduates. In addition, each participant studied, in a paired-associate learning/cued-recall test paradigm, a list of word pairs matching alcohol content words (keg, beer), positive/arousing alcohol expectancy words (happy, fun), and neutral words (backpack, desk). / ABSTRACT: Their rate of learning the second word from each pair after being cued with the first word was then assessed across three trials of this task, and overall learning of the pairs was then assessed using free-recall. To determine whether learning rates for each type of word pair was a function of participants' status on the personality risk measures, hierarchical regression analyses were conducted for cued- and free-recall data. Results indicated that higher sensation seeking, more drinking-related problems, and a lesser degree of a family history of alcohol problems were predictive of greater recall for word pairs containing alcohol and expectancy information. Consistent with predictions, these risk indicators were also associated with a higher rate of learning for the alcohol and expectancy pairs. / ABSTRACT: These findings suggest that significant differences exist in the ability to learn alcohol to expectancy word associations, and lend support to recent theories that implicate individual difference factors as a predisposition for the development of problematic alcohol to expectancy associations in memory. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Sensation seeking is a personality characteristic associated with problematic alcohol use and positive alcohol expectancies, but little research has examined the relationship between sensation seeking and the acquisition of alcohol expectancy information. In a recent study (Steinberg, 2003), sensation seeking was associated with how quickly and accurately college-aged students were able to learn alcohol-expectancy word pairs in a paired associate learning task. In this age group, however, the individuals had fully developed alcohol expectancies that may have influenced their rates of learning. The current study sought to minimize the influence of previously held alcohol expectancies by exploring this relationship in children when the development of alcohol expectancies is just beginning. The participants in this study were fifth grade students. A series of regressions examined the relationship between sensation seeking, alcohol expectancies, current and predicted future drinking with the acquisition of alcohol and expectancy word pairs in a paired associate learning task. Although no statistically significant relationships were found, children with higher drinking frequency and males with higher Thrill and Adventure Seeking (TAS) demonstrated a minor advantage in their ability to match alcohol and expectancy words in cued-recall trials. Although the results of this study are inconclusive, they suggest that sensation seeking may play a role in the acquisition of alcohol expectancies. Future research with refined word pairs and a larger sample size is necessary to further clarify these trends.

Diencephalic amnesia is thought to be the result of damage to a single thalamic structure that is responsible for the memory impairment. However, an alternative view is that different thalamic structures contribute to the memory impairment in subtly different ways. Paired-associate learning is one important measure of learning and memory that is highly sensitive to disruption in people with amnesia or dementia. The current study will investigate the influence of lesions to two thalamic subregions, the anterior thalamic nuclei (AT) and the lateral thalamic nuclei (LT) in an object-odour paired associate learning task. Each of these subregions has been suggested by the literature as critical for amnesia after thalamus injury. The current study does not involve a place/ space component. Both AT and LT lesions caused impairments in the object-odour paired associate task, but not in the simple discrimination tasks. The results of this study provide new evidence to suggest that the anterior thalamic region may be responsible for more than spatial memory processing. This result is inconsistent with those of Aggleton & Brown (1999) that consider the AT to be part of an 'extended hippocampal system'. The deficits observed from LT lesions in this study provide new insight into the lateral thalamic region's role in pattern processing.

No description available.