Case-mixing effects on anagram solution

The effects of mixed-case letters on anagram solution were investigated in 2 studies with college-aged participants. In Experiment 1, the participants attempted to solve anagrams printed in either mixed- or same-case letters. The results showed that mixed-case letters disrupted the solution process. To determine if this effect was a result of the inappropriate grouping of letters of the same case, the authors conducted Experiment 2 as a partial replication of Experiment 1. In Experiment 2, in some cases, uppercase letters in the mixed-case condition formed a word that was of a higher frequency than was the solution word. Once again mixed-case letters disrupted the solution process. However, the authors found no evidence for the hypothesis on the inappropriate grouping of letters as the disruption was independent of having an embedded word in the anagram.     

Effects of solution word attributes on anagram difficulty: A regression analysis

A sample of 45 student subjects provided solution scores for 80 five-letter anagrams. These scores were analysed as a function of solution word imagery, con-creteness, familiarity, objective frequency, age-of-acquisition and associative meaningfulness using multiple regression techniques. Two bigram measures together with number of vowels, nature of starting letter (vowel or consonant), anagram pronounceability and anagram-solution similarity scores were also entered into the regression equations. The bigram measures, the starting letter and anagram-solution similarity emerged as having significant associations with the solution scores. Previous reports of imagery effects in anagram are discussed in the light of the present results.     

The role of syllables in anagram solution: a Rasch analysis

Anagrams are frequently used by experimental psychologists interested in how the mental lexicon is organized. Until very recently, research has overlooked the importance of syllable structure in solving anagrams and assumed that solution difficulty was mainly due to frequency factors (e.g., bigram statistics). The present study uses Rasch analysis to demonstrate that the number of syllables is a very important factor influencing anagram solution difficulty for both good and poor problem solvers, with polysyllabic words being harder to solve. Furthermore, it suggests that syllable frequency may have an impact on solution times for polysyllabic words, with more frequent syllables being more difficult to solve. The study illustrates the advantages of Rasch analysis for reliable and unidimensional measurement of item difficulty.     

Failure to replicate the Mehta and Zhu (2009) color-priming effect on anagram solution times

Mehta and Zhu (Science, 323, 1226–1229, 2009) hypothesized that the color red induces avoidance motivation and that the color blue induces approach motivation. In one experiment, they reported that anagrams of avoidance motivation words were solved more quickly on red backgrounds and that approach motivation anagrams were solved more quickly on blue backgrounds. Reported here is a direct replication of that experiment, using the same anagrams, instructions, and colors, with more than triple the number of participants used in the original study. The results did not show the Mehta and Zhu color-priming effects, even though statistical power was sufficient to detect the effect. The results call into question the existence of their color-priming effect on the solution of anagrams.     

On the nature of insight solutions: Evidence from skill differences in anagram solution

According to the Gestalt psychologists, problem solutions that pop into mind suddenly with no awareness of the process by which they were generated are objectively as well as subjectively sudden. Thus, such pop-out solutions are qualitatively different from search solutions, which are constructed incrementally. The authors tested this claim in the domain of anagram solution. Experiment 1 documented that anagrams yield pop-out solutions, especially among highly skilled solvers. The results of Experiment 2 indicated that both pop-out and search solutions depended on the gradual accumulation of partial information, contrary to the Gestalt view of problem solving. Nevertheless, some aspects of the Experiment 2 results, as well as new analyses of an anagram study reported elsewhere, suggest that there may in fact be a qualitative difference between pop-out and search solutions. In particular, pop-out solutions may result from parallel processing of the constraints on the rearranged order of the anagram letters, whereas search solutions may result from a serial hypothesis-testing procedure.     

Priming and aging: evidence of preserved memory function in an anagram solution task.

Priming effects in a test of anagram solution were compared with recognition memory in young and older adults. Age and a levels-of-processing study manipulation had little influence on priming in the anagram solution task, whereas significant effects of both of these variables were obtained in a recognition test. These findings extend those of previous studies which have shown little evidence of age differences in implicit memory tasks compared with those of explicit memory. Furthermore, they provide evidence for classifying anagram solution as an implicit memory test.     

A zeigarnik-like effect in the recall of anagram solutions

Subjects were asked to solve a series of 12 anagram problems. For each of these they were allowed 1 min. and if they did not solve it in this time they were told the solution. When asked to recall the solution words at the end of the series, subjects remembered items they had failed to complete almost twice as often as those they had solved.

It is suggested that this phenomenon is analogous to the Zeigarnik effect, but that it has the advantage of occurring in conditions which are easy to specify and control.     

Impaired performance of right-brain-damaged patients on a sentence anagram task

A sentence anagram task was used to examine the right cerebral hemispheres's role in core grammatical functioning at the syntactic level. The test consisted of two subsets of stimuli involving empty categories: (a) those that required the empty category to be filled, and (b) those that allowed the category to remain empty. Three hypotheses were presented: (1) right-brain-damaged patients (RBDs) would be more sensitive to subset (a) than (b), (2) RBDs would perform similarly to left-brain-damaged subjects, and (3) non-brain-damaged controls would outerperform both brain-damaged groups. With all hypotheses supported, the discussion focuses on an explanation for RBDs' sensitivity to the first subset of stimuli.     

The effects of uncontrollable and unpredictable events on anagram solving

An experiment is reported which investigated the effects of uncontrollability and unpredictability in an anagram solving task. It was found that performance was disrupted following experience of outcomes which were uncontrollable or unpredictable or both. It was concluded that the effects of uncontrollability cannot be explained solely in terms of unpredictability.     

The solution of anagrams: A reexamination of the effects of transition letter probabilities,letter moves,and word frequency on anagram difficulty

Word frequency (WF), number of letter moves, and solution word transition letter probabilities (TP) were related to anagram solution. The solution word TP measure was based on the relative frequencies of correct to incorrect bigrams within the pool of bigrams defined by the letters of the anagram rather than on the absolute frequencies of the correct bigrams. This bigram rank measure, which also took word length and letter position into account, was a powerful predictor of anagram difficulty (p < .001). Likewise, number of letter moves predicted anagram solution strongly (p < .001), but WF was only a marginal predictor (.05 < p < .10). In addition, there were no significant interactions among the three variables, nor wasanagram TP consistently related to anagram difficulty. The results were interpreted in terms of an approach which combined elements of an hypothesis and an S-R mediational theory.     

Immediate and latent interlimb transfer of gait stability adaptation following repeated exposure to slips

The authors trained 21 participants by using blocked-and-mixed exposure to right-side slips and then caused them to slip unexpectedly on the untrained left side. Authors retested participants with a right slip and a left slip at 1 week, 2 weeks, 1 month, and 4 months. The authors found that preslip stability on the first untrained left slip improved and was significantly greater than that on the first right slip, which probably contributed to the reduction in incidence of falls from approximately 30% to approximately 10%. Postslip stability and base of support (BOS) slip velocity were similar to those on the first right slip and much lower than those on the last right slip. Increases in pre- and postslip stabilities and BOS slip velocity during the left slip led to reductions in backward balance loss (BLOB) from approximately 95% on initial left slip to approximately 60% and to approximately 25% on the 1st and 3rd retest sessions, respectively. In contrast, BLOB remained at a constant approximately 40% level on the right slip of the same retest sessions. The results indicate a partial immediate transfer and a possible latent transfer.     

Effects of variable practice on retention and motor schema development in Down syndrome subjects

Portions of Schmidt's schema theory, the effects of variable practice on retention and ability to learn a novel motor task, were tested using Down syndrome subjects. 23 subjects ranged in mental and chronological ages from 3.0 to 5.1 yr. and 4.6 to 22 yr., respectively. IQs ranged from 32 to 62. The two throwing tasks were closed, discrete movements requiring no feedback or error detection during movement. Subjects were randomly assigned to a specific-practice, variable-practice, or control group. Specific group subjects practiced 100 trials from the test-target location. Variable-practice subjects also practiced 100 trials but from four different practice locations. The control group practiced an unrelated kicking activity. All subjects participated in identical pretests, posttests, and retention tests to assess accuracy on these throwing tasks. A standard archery target was used to score tosses. To examine the effects of practice on a novel task, two target conditions, or tasks, were employed. On Task A the subject tossed a bean bag at the archery target placed flat on the floor. For Task B, the novel task, the target was placed upright on the wall. Subjects were assigned higher scores for tosses landing closer to the center of the target. Analysis of variance indicated no significant differences between groups on Task A pretest or posttest. Significance was detected for the main effect of group for Task B. However, the Scheffé post hoc test indicated that the simple main effects were nonsignificant. This research did not support Schmidt's schema theory.(ABSTRACT TRUNCATED AT 250 WORDS)     

Effects of practice on variability, effects of variability on transfer

Five experiments examined how practice early in skill acquisition affected variability and accuracy during skill retention (Experiments 1-5) and skill transfer (Experiments 3, 4, 5). Lag constraints required that each path from apex to base of a computer-generated pyramid display differ from some number (the lag) of immediately prior paths. Location constraints specified end points at which paths must exit the pyramid. In all experiments, an early optimal period for acquiring a variability level was identified. Both low and high levels of variability were sustained during retention; high levels facilitated transfer. The results suggest that (a) early practice that requires high variability sensitizes learners to changes in condition and (b) such perception-performance links facilitate transfer by activating appropriate alternative strategies/schema or initiating their construction.     

Consistent and variable practice conditions: effects on relative and absolute timing

The authors conducted the present experiments to resolve the discrepancy between studies in which relative-timing learning has been found to be enhanced by consistent practice conditions and contextual interference experiments in which relative-timing learning has been found to be enhanced more by random practice than by blocked practice. There were 40 participants in Experiment 1 and 48 in Experiment 2. The results of Experiment 1 extended previous findings: The learning of the relative-timing pattern was systematically enhanced by the degree to which the practice conditions promoted movement consistency (constant > blocked > serial > random). Experiment 2 provided evidence that the discrepancy between the relative-timing effects in the 2 groups of studies was a product of the way in which relative-timing goals and feedback were presented. When the feedback was presented as segment times, random practice resulted in generally more stable relative-timing patterns during acquisition than blocked practice did. Thus, in both experiments, the learning of the relative-timing pattern was enhanced by more stable relative-timing conditions during acquisition. Absolute-timing learning, as indexed by the transfer tests, was enhanced by serial or random practice as compared with constant or blocked practice, and was relatively unaffected by feedback conditions directed at the relative-timing pattern. In terms of motor programming theory, those findings are taken as additional evidence for the disassociation of memories supporting generalized motor program (GMP) performance, as indexed by relative timing, and parameter performance, as indexed by absolute timing.     

Obstacle avoidance in novel visual environments improved by variable practice training

Motor performance on simple tasks improves after training in variable practice. We asked if locomotor skill during an obstacle-avoidance task in a novel sensorimotor environment improved through training in variable practice on other complex tasks. 40 normal adults practiced gross motor skills while wearing either sham lenses, one of several visual distortion lens (constant practice), or three different visual distortion lenses (variable practice). Posttests on obstacle avoidance with novel lenses showed significantly better scores with variable practice and one of the constant groups vs sham lenses. Constant and variable practice groups did not differ. Thus, performance in a novel environment improves after training on similar type novelty, even when practice and test conditions differ. Constant practice was effective only if the subjects used the lens efficacious in training. Variable practice increases the likelihood of efficacious training when adaptive performance is required in a novel environment.     

The effects of sequence difficulty and practice on proportional and nonproportional transfer

Two experiments were designed to determine participants' ability to transfer a learned movement sequence to new spatial locations. A 16-element dynamic arm movement sequence was used in both experiments. The task required participants to move a horizontal lever to sequentially projected targets. Experiment 1 included two groups. One group practised a relatively easy 16-element movement sequence (easy long). The other group practised a more difficult 16-element movement sequence (difficult long). Approximately 24 hours after practice with their respective sequence both groups were administered a retention and two transfer tests. The only difference between the retention and transfer tests was the location of the targets. The short transfer target configuration was considered a proportional transfer because all the amplitudes between targets were reduced by the same proportion. The mixed transfer configuration was considered a nonproportional transfer because the targets did not have the same proportional distances between targets as the sequence they practised. The results indicated that participants could effectively transfer the difficult long sequence to the new target configurations regardless of whether the transfer required proportional and nonproportional spatial changes to the movement pattern. However, the easy long sequence was only effectively transferred in the proportional transfer condition. Experiment 2 assessed the effects of extended practice of the easy long sequence on proportional and nonproportional spatial transfer. The data indicated that participants could again effectively transfer the easy long sequence to proportional but not the nonproportional spatial transfer conditions regardless of the amount of practice (1 or 4 days). The results are discussed in terms of the mechanism by which response sequences become increasingly specific over extended practice in an attempt to optimize movement production and how this process interacts with the difficulty of the sequence.