Correlational analyses of procedural and declarative learning performance

Feldman, Judith F.; Kerr, Beth; Streissguth, Ann P.

doi:10.1016/0160-2896(95)90007-1

Cited by 68 publications

(67 citation statements)

References 36 publications

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“…In a study of over 400 schoolchildren Feldman, Kerr and Streissguth (1995) reported a correlation of .05 with WISC IQ, and similar results have been reported by Unsworth and Engle (2005), and Kaufman et al (2010).…”

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confidence: 73%

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Associations and propositions: The case for a dual-process account of learning in humans

McLaren

Forrest

McLaren

et al. 2014

Neurobiology of Learning and Memory

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N.J. Mackintosh (2104). Associations and Propositions: The case for a dual-process account of learning in humans. Neurobiology of Learning and Memory, 108,. AbstractWe review evidence that supports the conclusion that people can and do learn in two distinct ways -one associative, the other propositional. No one disputes that we solve problems by testing hypotheses and inducing underlying rules, so the issue amounts to deciding whether there is evidence that we (and other animals) also rely on a simpler, associative system, that detects the frequency of occurrence of different events in our environment and the contingencies between them. There is neuroscientific evidence that associative learning occurs in at least some animals (e.g., Aplysia californica), so it must be the case that associative learning has evolved. Since both associative and propositional theories can in principle account for many instances of successful learning, the problem is then to show that there are at least some cases where the two classes of theory predict different outcomes. We offer a demonstration of cue competition effects in humans under incidental conditions as evidence against the argument that all such effects are based on cognitive inference. The latter supposition would imply that if the necessary information is unavailable to inference then no cue competition should occur. We then discuss the case of unblocking by reinforcer omission, where associative theory predicts an irrational solution to the problem, and consider the phenomenon of the Perruchet effect, in which conscious expectancy and conditioned response dissociate. Further discussion makes use of evidence that people will sometimes provide one solution to a problem when it is presented to them in summary form, and another when they are presented in rapid succession with trial-by trial information. We also demonstrate that people trained on a discrimination may show a peak shift (predicted by associative theory), but given the time and opportunity to detect the relationships between S+ and S-, show rule-based behaviour instead. Finally, we conclude by presenting evidence that research on individual differences suggests that variation in intelligence and explicit problem solving ability are quite unrelated to variation in implicit (associative) learning, and briefly consider the computational implications of our argument, by asking how both associative and propositional processes can be accommodated within a single framework for cognition.

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Section: Figure 4 About Here Pleasesupporting

confidence: 73%

“…But another measure is to ask them to predict what the next item will be. Feldman et al (1995) found that although the former measure did not correlate with IQ (see above), the latter did (r = .28).…”

Section: Figure 4 About Here Pleasementioning

confidence: 92%

Associations and propositions: The case for a dual-process account of learning in humans

McLaren

Forrest

McLaren

et al. 2014

Neurobiology of Learning and Memory

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“…Likewise, previous research has suggested that measures of incidental learning have small to nonexistent correlations with measures of higher order cognition such as reasoning, but that moderate correlations exist for explicit learning measures. In a large-scale (i.e., N ϭ 455) correlational study, Feldman, Kerr, and Streissguth (1995) found that incidental learning measures in the SRT had small to nonexistent correlations with a large battery of tasks including reasoning, processing speed, and STM. Declarative learning indexed via a generate task, however, demonstrated reliable correlations with virtually all of the measures, including intelligence (WAIS-R).…”

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confidence: 99%

Individual differences in working memory capacity and learning: Evidence from the serial reaction time task

2005

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“…Our findings support this claim in showing impaired working memory functions versus intact probabilistic sequence learning in OSA. These result are consistent with studies claiming no relationship between these two functions (Feldman et al, 1995; and also with , who highlight the association between sequence learning and visuospatial working memory compared to verbal working memory examined in our study. Nevertheless, it is worth mentioning that this study cannot rule out the possible effect of collateral factors such as increasing blood pressure, hormonal changes, weight gain and an increase in diabetes risk, which are often present in OSA patients .…”

Section: Discussionsupporting

confidence: 83%

“…We also examined the working memory performance of OSA patients to investigate whether the less attention-demanding implicit sequence learning and the more attention-demanding working memory show differences. Prior reports in healthy participants found no relationship between the two systems (Feldman et al, 1995;; for opposite findings see . The frontal loberelated attentional processes are influenced mainly by disrupted sleep architecture (Hobson, 2009;.…”

Section: Introductionmentioning

confidence: 40%

The effect of Sleep-Disordered Breathing (SDB)on declarative and non-declarative memory processes in children and adults

Csábi¹

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Declarative and non-declarative memory consolidation in children with sleep disorder. Neuroscience, 9, 709. (IF: 3.63) III. Németh, D., Csábi, E., Janacsek, K., Várszegi, M., & Mari, Z. (2012) Clinical Neuroscience,, 9-18. Frontiers in Human.III. Benedek, P., Kiss, G., Csábi, E., & Katona, G. (2014). Postoperative monitoring of children with obstructive sleep apnea syndrome. Orvosi Hetilap, 155(18), 703-707. Abstracts related to the thesis:I. Csábi E., Benedek, P., Janacsek, K., Katona, P., & Németh D. we investigated the effect of disrupted sleep on declarative and non-declarative forms of learning in children with sleep-disordered breathing (SDB). In Study II, we examined the consolidation of these memory processes in children with SDB. In case of online learning, our results showed that children with SDB exhibited generally weaker declarative memory performance while the online non-declarative learning was preserved. Regarding the offline changes, we found intact consolidation in case of declarative memory as well as sequencespecific and general skill aspects of non-declarative memory in SDB. In Study III, we investigated the more attention-demanding working memory performance and less attentiondemanding non-declarative learning in adult OSA patients. In Study IV, we tested the consolidation of general skill and sequence-specific aspects of non-declarative memory. In the case of online learning, we observed that OSA patients showed general skill learning and sequence-specific learning similar to that of controls. In contrast, the working memory performance was impaired in the OSA group. A case of the consolidation on non-declarative learning we revealed differences in offline changes of general skill learning between OSA patients and controls. The control group showed offline improvement from evening to morning, thus they became faster in the morning after the offline period, while the OSA group did not. In contrast, we failed to find differences in the offline changes of sequence-specific knowledge between the groups. Finally, in Study V, we examined the effectiveness of positive airway pressure treatment after two and half month. We revealed significant improvement in the respiratory functions during sleep which led to improvement in sleep pattern and reduced sleepiness. In the case of cognitive functions we observed significant improvement in complex working memory, short-and long-term verbal memory and shortterm visual memory. In contrast, the OSA patients demonstrated significant impairment in long-term visual memory. In the case of anxiety, we found significant improvement in state anxiety level and trend in trait anxiety which was correlated with hypoxic events during sleep.Furthermore, we found a positive correlation between slow wave sleep and executive functions. The respiratory functions and hypoxic events during sleep associated negatively with executive functions and explicit memory.Our results can give us a deeper insight into the effect of sleep on the developing brain and memory functions ...

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Correlational analyses of procedural and declarative learning performance

Cited by 68 publications

References 36 publications

Associations and propositions: The case for a dual-process account of learning in humans

Associations and propositions: The case for a dual-process account of learning in humans

Individual differences in working memory capacity and learning: Evidence from the serial reaction time task

The effect of Sleep-Disordered Breathing (SDB)on declarative and non-declarative memory processes in children and adults

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