Rhesus monkeys were trained and tested in visual and auditory list-memory tasks with sequences of four travel pictures or four natural/environmental sounds followed by single test items. Acquisitions of the visual list-memory task are presented. Visual recency (last item) memory diminished with retention delay, and primacy (first item) memory strengthened. Capuchin monkeys, pigeons, and humans ...

Do animals form task-specific representations, or do those representations take a general form that can be applied to qualitatively different tasks? Rhesus monkeys (Macaca mulatta) learned the ordering of stimulus lists using two different serial tasks, in order to test whether prior experience in each task could be transfered to the other, enhancing performance. The simultaneous chaining parad...

PURPOSE Strategic and mnemonic abilities of person with schizophrenia (SCZ) were studied using a part-list cuing (PLC) task. In this task, presentation of retrieval cues in the form of a subset of studied words typically impairs recall of the remaining items. This impairment is thought to reflect a disruption of participants' natural retrieval strategies. METHODS Participants with SCZ and hea...

Two experiments examined how individual differences in working-memory capacity (WM) relate to proactive interference (PI) susceptibility. We tested high and low WM-span participants in a PI-buildup task under single-task or dual-task ("load") conditions. In Experiment 1, a finger-tapping task was imposed during encoding and retrieval of each list; in Experiment 2, tapping was required during en...

Many previous studies have emphasized the role of the sociability of the computer supported collaborative learning (CSCL) environments on learning achievements. Also, recent studies have reported that other than on-task interaction, students have considerable off-task interactions in CSCL environments. Yet, more studies are needed to clarify the off-task aspect of social interactions in CSCL an...

The TREC 2006 question answering (QA) track contained two tasks: the main task and the complex, interactive question answering (ciQA) task. As in 2005, the main task consisted of series of factoid, list, and “Other” questions organized around a set of targets; in contrast to previous years, the evaluation of factoid and list responses distinguished between answers that were globally correct (wi...