Repetition learning in the immediate serial recall of visual and auditory materials.

Page, Mike; Cumming, Nick; Norris, Dennis; Hitch, Graham J.; McNeil, Alan M.

doi:10.1037/0278-7393.32.4.716

Cited by 75 publications

(126 citation statements)

References 53 publications

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“…We replicated the Hebb repetition effect by showing that recall performance increased over the course of the experiment for the repeated trials, but not for the non repeated trials (see, e.g., Couture & Tremblay, 2006;Hebb, 1961;Page, Cumming, Norris, Hitch, & McNeil, 2006;Turcotte et al, 2005). This pattern of performance was similar for both aware and unaware participants, confirming that learning, as assessed through the immediate recall of the repeated sequence, is not modulated by awareness (see, e.g., Couture & Tremblay, 2006;McKelvie, 1987).…”

Section: Discussionmentioning

confidence: 62%

The role of awareness in anticipation and recall performance in the Hebb repetition paradigm: implications for sequence learning

et al. 2011

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Sequence learning has notably been studied using the Hebb repetition paradigm (Hebb, 1961) and the serial reaction time (SRT) task (Nissen & Bullemer, Cognitive Psychology 19:1-32, 1987). These two paradigms produce robust learning effects but differ with regard to the role of awareness: Awareness does not affect learning a repeated sequence in the Hebb repetition paradigm, as is evidenced by recall performance, whereas in the SRT task, awareness helps to anticipate the location of the next stimulus. In this study, we examined the role of awareness in anticipation and recall performance, using the Hebb repetition paradigm. Eye movements were monitored during a spatial reconstruction task where participants had to memorize sequences of dot locations. One sequence was repeated every four trials. Results showed that recall performance for the repeated sequence improved across repetitions for all participants but that anticipation increased only for participants aware of the repetition.

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Section: Discussionmentioning

confidence: 62%

The role of awareness in anticipation and recall performance in the Hebb repetition paradigm: implications for sequence learning

et al. 2011

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“…Interestingly, there is an element of the Hebb repetition learning that seems to be domain general, given that even spatial Hebb repetition learning correlated with non-word pairedassociate learning. As we have noted in more detail elsewhere (Page et al 2006), the existence of a spatial Hebb effect does not in any way weaken the hypothesized relation between a phonological Hebb effect and PWFL. Importantly, in Mosse and Jarrold's data, correlations with performance on the non-word paired-associate task were separably reliable for both domain-general Hebb repetition learning and domain-specific performance on the ISR task itself.…”

Section: The Hebb Repetition Effectmentioning

confidence: 70%

“…There is good evidence (Page et al 2006;Mosse & Jarrold 2008) that Hebb repetition learning is observable in many domains (e.g. phonological, spatial, visual).…”

Section: A Unified Model Of Immediate Serial Recall Hebb Repetition mentioning

confidence: 99%

A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms

Page

Norris

2009

Phil. Trans. R. Soc. B

149

240

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We briefly review the considerable evidence for a common ordering mechanism underlying both immediate serial recall (ISR) tasks (e.g. digit span, non-word repetition) and the learning of phonological word forms. In addition, we discuss how recent work on the Hebb repetition effect is consistent with the idea that learning in this task is itself a laboratory analogue of the sequence-learning component of phonological word-form learning. In this light, we present a unifying modelling framework that seeks to account for ISR and Hebb repetition effects, while being extensible to word-form learning. Because word-form learning is performed in the service of later word recognition, our modelling framework also subsumes a mechanism for word recognition from continuous speech. Simulations of a computational implementation of the modelling framework are presented and are shown to be in accordance with data from the Hebb repetition paradigm.

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“…Memory for order is thus critical for performance in this task and it seems that, at least partly, similar orderlearning mechanisms underlie performance in the Hebb repetition task and the SRT tasks (Page et al, 2006). In line with the SOLID hypothesis, a majority of studies using the SRT paradigm have reported impaired implicit-sequence-learning abilities in individuals with dyslexia (see Lum et al, 2013 for a recent meta-analysis and Pavlidou et al, 2010, for converging evidence in artificial grammar learning).…”

Section: Dyslexia As a Dis-order?mentioning

confidence: 87%

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

Bogaerts

Szmalec

Hachmann

et al. 2015

Research in Developmental Disabilities

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The present study investigated long-term serial-order learning impairments, operationalized as reduced Hebb repetition learning (HRL), in people with dyslexia. In a first multi-session experiment, we investigated both the persistence of a serial-order learning impairment as well as the long-term retention of serial-order representations, both in a group of Dutch-speaking adults with developmental dyslexia and in a matched control group. In a second experiment, we relied on the assumption that HRL mimics naturalistic word-form acquisition and we investigated the lexicalization of novel wordforms acquired through HRL. First, our results demonstrate that adults with dyslexia are fundamentally impaired in the long-term acquisition of serial-order information. Second, dyslexic and control participants show comparable retention of the long-term serial-order representations in memory over a period of one month. Third, the data suggest weaker lexicalization of newly acquired word-forms in the dyslexic group. We discuss the integration of these findings into current theoretical views of dyslexia.

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Repetition learning in the immediate serial recall of visual and auditory materials.

Cited by 75 publications

References 53 publications

The role of awareness in anticipation and recall performance in the Hebb repetition paradigm: implications for sequence learning

The role of awareness in anticipation and recall performance in the Hebb repetition paradigm: implications for sequence learning

A model linking immediate serial recall, the Hebb repetition effect and the learning of phonological word forms

Linking memory and language: Evidence for a serial-order learning impairment in dyslexia

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