Storage and retrieval of serial‐order information

In this paper I will first review some seminal work by Conrad on the storage and retrieval of serial‐order information which is still very relevant today. Then I will discuss the TODAM (theory of distributed associative memory) approach to serial‐order effects. I will compare the three TODAM serial‐order models (the chaining model, the chunking model and the power‐set model; Murdock, 1995) but concentrate on the power set model. Its original problems can be solved, but a revised and augmented version has some new problems. This paper is more of a progress report than a finished product, so the reader should be prepared to follow the twists and turns of the argument.     

The inconsistency of higher order extensions of Martin-Löf's type theory

Martin-Löf's constructive type theory forms the basis of this paper. His central notions of category and set, and their relations with Russell's type theories, are discussed. It is shown that addition of an axiom — treating the category of propositions as a set and thereby enabling higher order quantification — leads to inconsistency. This theorem is a variant of Girard's paradox, which is a translation into type theory of Mirimanoff's paradox (concerning the set of all well-founded sets). The occurrence of the contradiction is explained in set theoretical terms. Crucial here is the way a proof-object of an existential proposition is understood. It is shown that also Russell's paradox can be translated into type theory. The type theory extended with the axiom mentioned above contains constructive higher order logic, but even if one only adds constructive second order logic to type theory the contradictions arise.     

Processing order in dual-task situations: The “first-come,first-served” principle and the impact of task order instructions

When two overlapping tasks are processed, they hit a bottleneck at a central processing stage that prevents simultaneous processing of the two tasks. Thus far, however, the factors determining the processing order of the tasks at the bottleneck are unknown. The present study was designed to (re)investigate whether the arrival times of the two tasks at the central bottleneck are a key determinant of the processing order (cf. Sigman & Dehaene, 2006). To this end, we implemented a visual–auditory dual task with a random stimulus order, in which we manipulated arrival time by prolonging the initial, perceptual processing stage (stimulus analysis) of the visual task and compared the effects of this manipulation with those of one impacting the central bottleneck stage of the visual task. Additionally, we implemented two instruction conditions: Participants were told to respond either in the order of stimulus presentation or in the order they preferred. The manipulation of the visual perception stage led to an increase in task response reversals (i.e., the response order was different from the order of stimulus presentation), whereas there was no such increase when the bottleneck stage was manipulated. This pattern provides conclusive evidence that the processing order at the bottleneck is (at least in part) determined by the arrival times of the tasks at that point. Reaction time differences between the two instruction conditions indicated that additional control processes are engaged in determining task processing order when the participants are expressly told to respond in the order of stimulus presentation.     

Madonna or Don McLean? The effect of order of exposure on relative liking

While many studies have shown that exposure frequency affects consumer attitudes and preferences, the current paper provides evidence that exposure order also does so. Three studies show that people like stimuli to which they are first exposed better than later encountered, similar stimuli. Controlling for exposure frequency and duration, individuals prefer the version of a song they heard first to a version they heard later and images they saw first to mirror images they saw later. In addition, our results suggest that perceived originality contributes to the preference for a first encountered stimulus. Our results are discussed in relation to research on order effects in sequential rating formats.     

Knowledge of counting principles: How relevant is order irrelevance?

Most children who are older than 6 years of age apply essential counting principles when they enumerate a set of objects. Essential principles include (a) one-to-one correspondence between items and count words, (b) stable order of the count words, and (c) cardinality—that the last number refers to numerosity. We found that the acquisition of a fourth principle, that the order in which items are counted is irrelevant, follows a different trajectory. The majority of 5- to 11-year-olds indicated that the order in which objects were counted was relevant, favoring a left-to-right, top-to-bottom order of counting. Only some 10- and 11-year-olds applied the principle of order irrelevance, and this knowledge was unrelated to their numeration skill. We conclude that the order irrelevance principle might not play an important role in the development of children’s conceptual knowledge of counting.     

Free recall measures of short-term store: Are rehearsal and order of recall data necessary?

Several investigators have claimed that immediate free recall is a composite of output from two different storage systems—a short-term store (STS) and a long-term store (LTS). Free recall data and measures of STS were evaluated by having subjects report their rehearsals while lists of words were presented at a rate of one word every 1.25, 2.50, or 5.00 sec. The results support the conclusions that (a) arranging recall as a function of where an item was presented, rather than where it was rehearsed, is inappropriate to discussions of STS and LTS, and (b) computing measures of STS without both rehearsal and order of recall data yields a biased estimate of STS.

     

Does order of letter analysis contribute to the parafoveal identification asymmetry?

A parafoveally presented target character usually is identified more accurately when flanked by a nontarget character to its foveal side than when flanked by one to its peripheral side. An outside-in process of analysis produced by uncertainty about the target's position could contribute to this asymmetry. Current results revealed a greater asymmetry with relative target position blocked than with it mixed over trials, suggesting that target position uncertainty leads to inside-out, rather than outside-in, analysis.     

Local order description of an icosahedral Al–Cu–Fe quasicrystal

Abstract

A rapidly solidified Al₆₅Cu₂₀Fe₁₅ icosahedral alloy has been studied by extended X-ray absorption he structure above the Cu and Fe K absorption edges. The local order has been determined around Cu and Fe atoms and compared with results obtained previously in other icosahedral alloys     

The effect of question order on evaluations of test performance: Can the bias dissolve?

Question difficulty order has been shown to affect students’ global postdictions of test performance. We attempted to eliminate the bias by letting participants experience the question order manipulation multiple times. In all three experiments, participants answered general knowledge questions and self-evaluated their performance. In Experiment 1, participants studied questions and answers in easy–hard or hard–easy question order prior to taking a test in the same order. In Experiment 2, participants took the same test twice in the opposite question order (easy–hard then hard–easy, or hard–easy then easy–hard). In Experiment 3, participants took two different tests in the opposite question order (easy–hard then hard–easy, or hard–easy then easy–hard). In all three experiments, we were unable to eliminate the bias, which suggests that repeated exposure is insufficient to overcome a strong initial anchor.     

The role of general and number-specific order processing in adults’ arithmetic performance

Digit order processing is highly related to individual differences in arithmetic performance. To examine whether serial scanning or associative mechanisms underlie order processing, order tasks (i.e. deciding whether three digits were presented in an order or not) were administered in two experiments. In the first experiment, digits were presented in different directions namely ascending, descending and non-ordered. For each direction, close and far distance sequences were presented. Results revealed reversed distance effects for ordered sequences, but ascending sequences elicited faster performance and stronger reversed distance effects than descending sequences, suggesting that associative mechanisms underlie order processing. In the second experiment, it was examined to which extent the relation between order processing and arithmetic is number-specific by presenting order tasks with digits, letters and months. In all order tasks similar distance effects were observed and similar relations with arithmetic were found, suggesting that both general associative mechanisms and number-specific mechanisms contribute to arithmetic.     

The effects of the constancy of location and order in working memory visual–phonological binding of children with dyslexia

It has been suggested that children with dyslexia have difficulties in visual–phonological working memory (WM) binding, supporting the hypothesis that this ability is crucial in the formation of associations between written forms and phonological codes required by reading. However, research on this topic is currently scarce and has not clarified to what extent binding may be supported by spatial and temporal information. The present study examined visual–phonological WM binding performance in a group of children with dyslexia compared to a control group of typically developing children matched for age, gender, and grade. Children had to memorize ephemeral associations between meaningless shapes and nonwords, with stimuli presented in either fixed or variable spatial locations, and in either fixed or variable temporal order across trials; performance was assessed using a recognition task. Results showed that children with dyslexia have a deficit in visual–phonological WM binding in every presentation condition and that, unlike control children, they are not able to use fixed spatial locations as an aid to bind information. Crucially, however, children with dyslexia still benefit from the presentation of stimuli in a fixed temporal order. These findings support the hypothesis that a WM binding deficit is crucial in children with dyslexia, and have potential implications for treatment strategies.     

The state of order in Fe–Al studied by precession electron diffraction

Precession electron diffraction (PED) has been carried out on a fully ordered Fe–40at.%Al solid solution in order to explore its suitability for determining the state of order. The integrated intensity ratio of a superlattice reflection with respect to a fundamental reflection was measured as a function of the sample thickness and the results are well fitted by dynamical simulations. It is proposed that, in addition to conventional X-ray diffraction, PED may provide access to the state of order at microscopic and nanoscopic scales.     

The effect of question order on evaluations of test performance: how does the bias evolve?

Weinstein and Roediger (Memory & Cognition 38:366-376, 2010) found that manipulating the order of questions on a general knowledge quiz resulted in differing evaluations of performance at the end of the quiz: Irrespective of their actual performance, participants were consistently more optimistic about their performance when questions were given in an easy-to-hard order. In the present experiment, the participants were stopped 10 times throughout a 100-item test and asked to evaluate their performance on the last 10 questions they had answered, as well as rating their impressions of the test so far and predicting their final performance. Arranging the questions from the easiest to the hardest produced more optimistic performance evaluations on each block than did an analogous hard-easy question order, even though performance on the two versions did not differ significantly as a function of question order. Furthermore, the ratings of item difficulty on each block of 10 questions were asymmetrical in the two conditions, with a higher sensitivity to increasing as compared to decreasing question difficulty. On the other hand, the item-by-item ratings and predictions remained unaffected by question order. Our findings are best explained by an anchoring interpretation, which suggests that students fail to adjust their evaluations of performance as the difficulty of the questions changes across the test.     

Children’s higher order cognitive abilities and the development of secondary memory

The relations between higher cognitive abilities and immediate and delayed recall were studied in 57 children (6–16 years of age). The participants were tested repeatedly on free recall of a supraspan list (Children’s Memory Scale), and their fluid ability was also assessed (Woodcock—Johnson III Spatial Relations). Consistent with Unsworth and Engle’s (2007) account of the relation between memory and higher order cognition, the children’s fluid ability was significantly correlated with retrieval from secondary memory, regardless of whether it was measured using immediate or delayed recall. Multiple regression analyses provided further support for this view, revealing that measures of immediate and delayed retrieval from secondary memory accounted for the same variance in the children’s fluid ability.     

Do response time advantage and interference reflect the order of processing of global- and local-level information?

Navon's (1977) global precedence hypothesis was based primarily on the joint occurrence of two effects: a response time (RT) advantage for identifying global targets, and interference by global distractors on responding to local targets. Although the hypothesis has been questioned on the basis of experiments in which it has been shown that a local RT advantage and local interference can occur, it is still frequently assumed that these two effects are a valid measure of the order in which local and global levels of structure are processed. In the present experiment, this assumption was examined. Subjects identified target letters that occurred randomly at the global or local level in a divided-attention task. The visual angle subtended by the stimulus pattern was varied, a manipulation known to affect the relative speed of response to local- or global-level information. Local targets were identified faster than global targets at the larger visual angles, but there was no difference in RT at the smallest visual angle. Despite this change in RT advantage, the interference effect did not change as a function of the visual angle of the stimulus pattern. Moreover, global distractors interfered with responding to local targets but local targets had no effect on responding to global targets, which is exactly the opposite of the finding one would expect if RT advantage and interference reflected order of processing. These findings are not consistent with the assumption that RT advantage and interference reflect order of processing in a simple way.     

An item/order trade‐off explanation of word length and generation effects

The item‐order hypothesis suggests that under certain conditions increased item processing can lead to deficits in order processing, and that this produces a dissociation in performance between item and order tasks. The generation effect is one such example. The word length effect is seen as another instance where this trade‐off might be observed. The following experiments compare word length and generation effects under serial recall and single item recognition conditions. Short words are better recalled than long words on the serial recall task but long words were better recognised than short words. The results are consistent with the item‐order approach and support a novel explanation for the word length effect.     

Eye movements and parafoveal preview of compound words: Does morpheme order matter?

Recently, there has been considerable debate about whether readers can identify multiple words in parallel or whether they are limited to a serial mode of word identification, processing one word at a time (see, e.g., Reichle, Liversedge, Pollatsek, & Rayner, 2009). Similar questions can be applied to bimorphemic compound words: Do readers identify all the constituents of a compound word in parallel, and does it matter which of the morphemes is identified first? We asked subjects to read compound words embedded in sentences while monitoring their eye movements. Using the boundary paradigm (Rayner, 1975), we manipulated the preview that subjects received of the compound word before they fixated it. In particular, the morpheme order of the preview was either normal (cowboy) or reversed (boycow). Additionally, we manipulated the preview availability for each of the morphemes separately. Preview was thus available for the first morpheme only (cowtxg), for the second morpheme only (enzboy), or for neither of the morphemes (enztxg). We report three major findings: First, there was an effect of morpheme order on gaze durations measured on the compound word, indicating that, as expected, readers obtained a greater preview benefit when the preview presented the morphemes in the correct order than when their order was reversed. Second, gaze durations on the compound word were influenced not only by preview availability for the first, but also by that for the second morpheme. Finally, and most importantly, the results show that readers are able to extract some morpheme information even from a reverse order preview. In summary, readers obtain preview benefit from both constituents of a short compound word, even when the preview does not reflect the correct morpheme order.     

Is temporal order encoded automatically?

The reported experiment tested the suggestion that encoding of temporal order is automatic. Specifically, two of Hasher and Zacks’s (1979) automaticity criteria were examined: (1) that the amount and appropriateness of practice received would not affect acquisition of temporal information, and (2) that reliable individual differences would not be found on a test of memory for temporal order. Contrary to expectations, neither of these criteria was confirmed: Retention of temporal order increased with practice at three (or four) successive lists. And, reliable individual differences were indicated by the findings that subjects’ relative performance levels remained stable across lists, and that groups with higher average academic ability outperformed those with lower ability. Similar results were obtained for a flee-recall task (in which case they were expected). Problems of assessing degrees of nonautomaticity are discussed. Our data are seen to be in general conformity with Tzeng’s (e.g., Tzeng & Cotton, 1980) “study-phase” retrieval theory of temporal coding.