Age, sex, amount, and type of memory information in concept learning.

Pishkin, Vladimir; Wolfgang, Aaron; Rasmussen, Elizabeth A.

doi:10.1037/h0024134

Cited by 22 publications

(22 citation statements)

References 9 publications

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“…The correlation between errors and trials to criterion was very high ( r = .96), as is found commonly in other similar studies (Pishkin, Shurley, & Wolfgang, 1967;Pishkin & Wolfgang, 1964;Pishkin, Wolfgang, & Rasmussen, 1967). Thus, all results reported here are based on error data alone.…”

Section: Resultssupporting

confidence: 56%

Schizophrenic cognitive dysfunction: A deficit in rule transfer

et al. 1977

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This study examined conceptual rule learning (RL) deficit in male schizophrenic Ss categorized into three groups as defined by Whitaker Index of Schizophrenic Thinking (WIST). Ss were administered a conjunctive, disjunctive, conditional or biconditional rule learning task, WIST, and Shipley-Hartford Memory Scale. It was shown that: (a) the WIST reliably differentiates among three levels of thought disorder as reflected by a deficit in inter-problem transfer of rule learning; (b) certain WIST and Shipley parameters reliably predict RL performance; and (c) phenothiazine dosage levels show no influence on the WIST and no correlation with RL. The findings indicate that cognitive dysfunction in schizophrenics is evidenced by limited inductive reasoning, insufficient channel capacity for filtering out irrelevant information, and inability to gain from antecedent RL experience. Principal locus of schizophrenic thought disorder is examined within a stimulus encoding-information processing paradigm.

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Section: Resultssupporting

confidence: 56%

Schizophrenic cognitive dysfunction: A deficit in rule transfer

et al. 1977

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“…The absence of research on adolescents' memory proficiency is particularly puzzling, considering that (a) remembering is a skill that requires the deployment of sophisticated associative and organizational strategies (e.g., Martin, Boersma, & Cox, 1965;Neimark, Slotnick, & Ulrich, 1971), and (b) other sophisticated cognitive skills-like those required for solving complex concept-formation problems-continue to improve over the course of adolescence (e.g., Pishkin, Wolfgang, & Rasmussen, 1967).…”

Section: Ryanmentioning

confidence: 99%

Age‐related improvement in short‐term memory efficiency during adolescence

Ryan

1990

Developmental Neuropsychology

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“…Several authors (e.g., Bourne, Goldstein, & Link, 1964;Cahill & Hovland, 1960;Pishkin, 1967;Pishkin & Wolfgang, 1965;and Pishkin, Wolfgang, & Rasmussen, 1967) have demonstrated the facilitative effect of available past instances in concept learning. This facilitative effect has typically been interpreted as a reduction in the memory requirements associated with a concept learning task.…”

Section: Fifty-six High School Ss Classified As High or Low In Associmentioning

confidence: 99%