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March 2014
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363 Reads
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14 Citations
Psychonomic Science
Two experiments investigated the effect of spacing on the solution of word and nonword anagrams. In word problems the five letters already constitute a word and the solution is another unrelated word. The results indicate that word problems are more difficult than nonword problems and that spacing probably does not affect anagram solution.
September 1980
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13 Reads
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2 Citations
The American Journal of Psychology
June 1978
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7 Reads
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11 Citations
The American Journal of Psychology
Subjects were presented with 100 schematic faces that conformed to a particular frequency distribution of features and then were asked to make typicality judgments. Method of acquisition varied across the six conditions tested. Both absolute ratings and paired comparisons of typicality revealed a linear relationship between summed feature frequency and degree of category membership. The relationship was invariant across sequential and paired presentation of training faces as well as instructions to organize the concept. Subjects required to make typicality judgments during acquisition displayed a weak relationship between frequency and category organization unless they were given feedback after each judgment. The results support a feature-frequency interpretation of natural concept learning.
June 1978
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4 Reads
The American Journal of Psychology
Barrett, Maier, Ekstrand, and Pellegrino in 1975 reported relatively large drops in performance from the criterion trial to an immediate retention test using a study-test free-recall paradigm. The present experiment was designed to determine whether this criterion fall was associated with the use of a retrieval strategy involving short-term memory. Subjects learned either a high-structure or low-structure free-recall list to a criterion of 18/20 correct responses on a single test and then were given an immediate retention test. Immediately before each test during learning half the subjects were asked to count backward by sevens for 15 sec. Analyses indicated that low-structure groups showed sizable criterion fall regardless of whether or not they had counted backward. Subsequent analyses suggested that differential susceptibility to output interference might account for the results. It is strongly suggested that immediate retention groups be used whenever it is important to control for degree of original learning.
December 1977
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11 Reads
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81 Citations
September 1976
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84 Reads
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23 Citations
The frequency with which values on the relevant dimensions of a concept occur within the positive and the negative category vary with a number of conditions, including the rule of the concept. In a series of 7 experiments with a total of 450 undergraduates, it was found that (a) the magnitude of frequency differentials correlates with differences in rule difficulty; (b) problem difficulty is markedly affected by frequency differential with rule constant; (c) frequency differential within the positive category is a more potent cue than within the negative category, although negative differentials are effective; (d) differentials favoring relevant values are more useful in the positive category, whereas differentials favoring nonrelevant values are more useful in the negative category; and (e) frequency counts are made both at the time of stimulus presentation and at feedback. Differences in difficulty among conceptual rules in attribute identification reduce largely to differences in attribute frequency. The possibility of a general frequency theory of attribute identification is discussed. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
July 1975
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20 Reads
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7 Citations
Journal of Experimental Psychology Human Learning & Memory
Conducted 2 experiments with a total of 240 undergraduates to determine whether E-imposed organizational strategies in a free-recall list would affect forgetting over a 1-wk retention interval. The organizational strategy in Exp I was a peg word strategy based on the alphabet; Exp II compared 2 semantic vs 2 nonsemantic grouping strategies. In both experiments, E-imposed strategies facilitated original learning but had no effect on long-term retention. It is suggested that long-term retention is a function of the final acquisition state of storage and/or retrieval processes rather than the organizational strategy used to accomplish storage into and/or retrieval from long-term memory. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
January 1975
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7 Reads
Journal of Experimental Psychology Human Learning & Memory
Conducted 2 experiments with a total of 144 undergraduates to determine whether or not the presence of a rule structure in a paired-associate list would affect forgetting over a 1-wk retention interval. In these experiments, the rules were 2nd-order associations that related stimulus-term categories to response-term categories (e.g., if the stimulus is an instance of the concept "animal," then the response is an instance of the concept "fruit"; a sample pair for this rule might be "dog-apple"). In both experiments there was evidence that Ss learn and utilize these rules, consequently reducing long-term forgetting. The rules did not affect the speed of learning. It is suggested that the rules might operate by increasing the Ss' ability to reconstruct the nature of the list after a long retention interval. Alternatively, 1st-order associations may be less susceptible to extra-experimental interference if they are stored hierarchically under unique higher-order associations. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
January 1975
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2 Reads
Journal of Experimental Psychology Human Learning & Memory
February 1973
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27 Reads
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115 Citations
Science
Two experiments demonstrated that memory over an interval with relatively high amounts of rapid eye movement (REM) sleep was inferior to memory over an interval with relatively high amounts of stage 4 sleep. The results suggest that, at least for humans, REM sleep does not facilitate memory consolidation and that stage 4 sleep may be beneficial to memory.
... Behaviourally, sleep results in better recall and recognition memory performance than an equivalent wakefulness period (Berres & Erdfelder, 2021). For example, more event details and paired associated stimuli are recalled after sleep than after wakefulness (Aly & Moscovitch, 2010;Ekstrand, 1977;Feld & Born, 2017;Lau et al., 2010;Rasch & Born, 2013;Wolford, 1971). Sleep has also been shown to benefit schema-related information compared to schema-unrelated information (Hennies et al., 2016) and promote the integration of newly learned stimuli with prior knowledge (Dumay & Gaskell, 2007). ...
December 1977
... This runs throughout the course. Some of the books used for reference in this phase are Leedy [2], Dominowski [1] and Meyers and Grossen [3]. ...
September 1980
The American Journal of Psychology
... These different models (rules, prototype, and feature frequency) assume that people use abstracted information to classify novel elements. Prototype theories have been most successful in predicting how people will classify perceptual patterns consisting of feature values that vary continuously along a dimension whereas the feature frequency theory has been most successful in predicting how people classify patterns consisting of feature values that do not vary continuously along a dimension (Kellogg, Bourne, & Ekstrand, 1978;Reed, 1972;Strauss, 1979). ...
June 1978
The American Journal of Psychology
... Six word anagrams were chosen for this experiment, abolished, courtesan, educators, neurotics, secondary, and universal. Word anagrams were chosen as previous researchers found them to be more difficult than nonword anagrams (Ekstrand and Dominowski, 1965;Heise and Miller, 1951;Watson, 1928). The word anagrams were displayed on a Google Form in two sets of three, one for each condition. ...
March 2014
Psychonomic Science
... Since 1957, a wide range of research has pretty clearly defined what scientists mean when they say "concept." Bourne et al. (1976) stated that to learn a concept you must focus on the relevant features and ignore those that are irrelevant. Perhaps a more current but wrong definition is given by Layng (2013), which defined a concept as "a set of shared features found in each example of the concept." ...
September 1976
... In the case of blocking, the Rescorla-Wagner model assumes that the blocking cue (A) accrues most, if not all, of the associative strength the US can support during Phase 1 training, thereby attenuating additional learning to the blocked stimulus (X) during Phase 2. Other models, such as those of Mackintosh (1975), Miller and Matzel (1988), Pearce-Hall (1980), andWagner (1981) can all account for such interaction, albeit with different mechanisms. Importantly, historical and recent evidence of analogous interactions between cues trained apart (i.e., in the absence of compound training of the target and interfering cues; e.g., Matute & Pineño, 1998;Underwood & Estrand, 1968) exists in what is referred to as the interference literature. Because none of the contemporary associative models of learning were designed to account for situations in which the retrieval of a target association is impaired exclusively by independent training of another association with the same cue or same outcome, it might prove valuable to our understanding stimulus interaction if we identified variables as having similar or opposing effects on interaction between cues presented together (defined here as competition) and between cues presented apart (defined here as interference). ...
February 1968
Journal of Verbal Learning and Verbal Behavior
... Underwood & Postman (1960) postulated that proaetive inhibition from previously learned natural language habits should differentially affeet the retention of lists varying in meaningfulness. Studies failing to give strong support to these postulated sources of in terference include: Ekstrand & Underwood, 1965;Postman, 1961Postman, , 1962aUnderwood, 1964;andUnderwood &Postman, 1960. Underwood (1966) therefore concluded that if lists differing widely in diffieulty of leaming are taken to the same degree of learning, we may expeet that after 24 h, retention of both lists will be the same. ...
October 1965
Journal of Verbal Learning and Verbal Behavior
... Recall and organization were higher at slower presentation rates, and the two performance measures were positively co"elated. Ekstrand & Underwood (1963) reported a small, but significant, superiority in free reeall with unpaeed, relative to paeed, responding. As the authors noted,however, the amount of total recall time allotted to unpaced Ss (60 sec) was greater than the total time allowed for paced Ss (24 sec). ...
October 1963
Journal of Verbal Learning and Verbal Behavior
... The first demonstration that sleep benefits memory was obtained in 1924 using the paired associate learning (PAL) paradigm in humans (Jenkins & Dallenbach, 1924). Since then, it has been repeatedly demonstrated that the transformation of these initially weakly bound associations into long-lasting memories benefits from sleep (Barrett & Ekstrand, 1972;Gais et al., 2006;Lahl et al., 2008;Lau et al., 2010;Plihal & Born, 1997;Rasch et al., 2007;Ruch et al., 2012;Studte et al., 2015;Tucker et al., 2006). ...
December 1972
Journal of Experimental Psychology
... The relationships between sleep and memory became a topical issue over the past decades. From a tentative hypothesis pushed forward by a few animal and human precursors in the 70's (e.g., Fowler, Sullivan, & Ekstrand, 1973;Koukkou & Lehmann, 1968;Smith, Kitahama, Valatx, & Jouvet, 1974;Tilley & Empson, 1978), it is nowadays well established that sleep plays a significant role in learning and memory processes, complementary to those taking place during wakefulness. In particular, many studies conducted in the 90's and the following decades evidenced a role for post-training sleep in the consolidation of newly learned material in humans, further supported by neuroimaging data evidencing continued learning-related brain activity during sleep. ...
January 1973
Science
