Aging and multiple cue probability learning: The case of inverse relationships

Chasseigne, Gérard; Mullet, Étienne; Stewart, Thomas R.

doi:10.1016/s0001-6918(97)00034-6

Cited by 57 publications

(45 citation statements)

References 32 publications

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“…These findings advance our understanding of the neural processes that mediate learning and experience-dependent plasticity for categorical decisions in the human aging brain in three main respects. Previous studies have shown that performance declines with age for categorization tasks entailing learning of explicit abstract rules and cognitive strategies that guide visual attention to critical stimulus attributes (Schmitt-Eliassen et al, 2007;Racine et al, 2006;Filoteo & Maddox, 2004;Ridderinkhof et al, 2002;Chasseigne et al, 1997;Isingrini & Vazou, 1997;Kramer et al, 1994;Parkin & Lawrence, 1994;Axelrod & Henry, 1992). However, our findings show that both young and older adults can flexibly learn new decision criteria (i.e., categorical boundary) that determine the categorical membership of visual forms on the basis of stimulus-response associations.…”

Section: Discussioncontrasting

confidence: 57%

“…Further, the reduction of informative activations in anterior parietal and frontal areas for older adults could not be attributed to differences in task difficulty between age groups, as performance of the control target detection task was similar for young and older observers. It is possible that the activation patterns observed in frontal regions for young but not older adults may mediate more complex category learning tasks (e.g., abstract rule learning) for which performance has been shown to decline with age (Schmitt-Eliassen, Ferstl, Wiesner, Deuschl, & Witt, 2007;Racine, Barch, Braver, & Noelle, 2006;Filoteo & Maddox, 2004;Ridderinkhof, Span, & van der Molen, 2002;Chasseigne, Mullet, & Stewart, 1997;Isingrini & Vazou, 1997;Kramer, Humphrey, Larish, Logan, & Strayer, 1994;Parkin & Lawrence, 1994;Axelrod & Henry, 1992).…”

Section: Discussionmentioning

confidence: 99%

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Learning Shapes the Representation of Visual Categories in the Aging Human Brain

Mayhew

Li²,

Storrar³

et al. 2010

Journal of Cognitive Neuroscience

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Abstract■ The ability to make categorical decisions and interpret sensory experiences is critical for survival and interactions across the lifespan. However, little is known about the human brain mechanisms that mediate the learning and representation of visual categories in aging. Here we combine behavioral measurements and fMRI measurements to investigate the neural processes that mediate flexible category learning in the aging human brain. Our findings show that training changes the decision criterion (i.e., categorical boundary) that young and older observers use for making categorical judgments. Comparing the behavioral choices of human observers with those of a pattern classifier on the basis of multivoxel fMRI signals, we demonstrate learning-dependent changes in similar cortical areas for young and older adults. In particular, we show that neural signals in occipito-temporal and posterior parietal regions change through learning to reflect the perceived visual categories. Information in these areas about the perceived visual categories is preserved in aging, whereas information content is compromised in more anterior parietal and frontal circuits. Thus, these findings provide novel evidence for flexible category learning in aging that shapes the neural representations of visual categories to reflect the observersʼ behavioral judgments. ■

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Section: Discussioncontrasting

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Learning Shapes the Representation of Visual Categories in the Aging Human Brain

Mayhew

Li²,

Storrar³

et al. 2010

Journal of Cognitive Neuroscience

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“…Although a short or no interval between learning and test is common in many multidimensional functional learning experiments (Brehmer, 1977(Brehmer, , 1979Carrol, 1963;Chasseigne et al, 1997), it is known from educational and training research that effects on test performance may start to differ between conditions (or vice versa, to disappear) after a longer interval (e.g., a week; see, for example, Roediger & Karpicke, 2006), although effects may also remain stable across conditions after a longer interval (Nückles, Hübner, & Renkl, 2009). Moreover, Brehmer and Lindberg (1973) have shown that duration of retention interval hardly influenced performance on retention tests of multidimensional functional learning.…”

Section: Discussionmentioning

confidence: 99%

The effects of practice schedule on learning a complex judgment task

Helsdingen

Gog

Merriënboer

2011

Learning and Instruction

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The effects of practice schedule on learning a complex judgment task were investigated. In Experiment 1, participants' judgment accuracy on a retention test was higher after a random practice schedule than after a blocked schedule or operational schedule. Experiment 2 demonstrated that judgment on a transfer test was also better after a random practice schedule than after a blocked schedule. Both experiments failed to show any effects of practice schedule on performance during learning. These findings show that benefits of random practice for retention and transfer apply to learning a complex judgment task, and may be achieved without performance degradation during practice.

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“…In addition, systematic teaching of electricity concepts and Ohm's law had only limited, positive as well as negative, effects on the knowledge of these relationships. applied a learning device issued from cognitive psychology (Chasseigne et al 1997) to the problem of knowing how to intuitively (without any recourse to formal computations) infer, in a scientifically correct way, potential difference from resistance and magnitude of current information. This learning technique is named "functional learning".…”

mentioning

confidence: 99%

Improving students’ ability to intuitively infer resistance from magnitude of current and potential difference information: A functional learning approach

et al. 2010

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The study examined the knowledge of the functional relations between potential difference, magnitude of current, and resistance among seventh graders, ninth graders, 11th graders (in technical schools), and college students. It also tested the efficiency of a learning device named "functional learning" derived from cognitive psychology on the knowledge of these relations. A total of 73 participants were confronted with pictorial electrical circuits. Their task was to learn to infer resistance from potential difference and magnitude of current information, without any recourse to formal computations. It was possible to characterize, in a simple way, each student's initial conceptualizations about the relationships between potential difference, magnitude of current and resistance. These initial conceptualizations were very diverse, from the correct one to completely different ones to completely opposite ones. Learning was, to a certain extent, possible; but the learning sessions were more effective among students that had already been exposed to Ohm's law at school. Learning had durable effects, at least in the medium term (5 weeks), and mainly among the older students. There was a good correspondence between the state of learning of the relationships and the ability to solve classical physics problems related to these relationships.Résumé Cette étude a examiné les connaissances des relations fonctionnelles existant entre la différence de potentiel, l'intensité du courant et la résistance électrique chez des élèves de 5 ème , 3 ème , 1 ère de collège technique et chez des terminales de lycée. Elle a également évalué l'efficacité d'un outil pédagogique dérivé de la psychologie cognitive relatif à la Eur

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Aging and multiple cue probability learning: The case of inverse relationships

Cited by 57 publications

References 32 publications

Learning Shapes the Representation of Visual Categories in the Aging Human Brain

Learning Shapes the Representation of Visual Categories in the Aging Human Brain

The effects of practice schedule on learning a complex judgment task

Improving students’ ability to intuitively infer resistance from magnitude of current and potential difference information: A functional learning approach

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