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In a clinical, radiological and electrocardiographical, follow-up study of the "case control" type performed in Virgem da Lapa, Minas Gerais State, Brazil, 124 chagasic patients were followed during six years. The results of the patients, the majority in the indeterminate form, did not register any change, in 32.2% there was a progress in the disease and in 5.6% the electrocardiogram returned to normal. These results when compared to that achieved by the control group, composed of pairs of non chagasic persons with the same age and sex, was shown to be 27.4% higher than among patients with positive serology. This factor represents the excess risk or exclusively chagasic component in the development of the disease. No differences were observed by sex related to the development of the disease. It was more premature and seven times more frequent however when related to the cardiopathy than to the megaesophagus. Both conditions occurring mainly in slight or moderate degree. In 192 chagasic patients and 188 non chagasic persons observed in that area in the same period, the mortality was 3.6 times higher among the chagasic patients with a letality due to cardiopathy of 8.9% without difference between sexes but more premature among the males. Sudden death was more frequent than that one caused by cardiac insufficiency. The prognostic was good for the patients with indeterminate and digestive forms and reserved for patients with the highest degree of cardiopathy.
Mem Inst Oswaldo Cruz
PMID:[Morbidity in Chagas' disease. III. Longitudinal study of 6 years, in Virgem da Lapa, MG, Brazil]. 393 14

Six experiments examined the proposal that an item of long-term knowledge can be simultaneously inhibited and activated. In 2 directed forgetting experiments items to-be-forgotten were found to be inhibited in list-cued recall but activated in lexical decision tasks. In 3 retrieval practice experiments, unpracticed items from practiced categories were found to be inhibited in category-cued recall but were primed in lexical decision. If, however, the primes and targets in lexical decision were taken directly from the study list, inhibition was observed. Finally, it was found that when items highly associated with a study list were processed in between study and test, no inhibition in recall was present. These, and a broad range of other findings, can be explained by the concept of "episodic inhibition," which proposes that episodic memories retain copies of semantic knowledge structures that preserve patterns of activation/inhibition originally generated in those structures during encoding. ((c) 2006 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2006 Jan
PMID:Episodic inhibition. 1647 39

Although people often have to learn from environments with scarce and highly selective outcome feedback, the question of how nonfeedback trials are represented in memory and affect later performance has received little attention in models of learning and decision making. In this article, the authors use the generalized context model (Nosofsky, 1986) as a vehicle to test contrasting hypotheses about the coding of nonfeedback trials. Data across 3 experiments with selective decision-contingent and selective outcome-contingent feedback provide support for the hypothesis of constructivist coding (Elwin, Juslin, Olsson, & Enkvist, 2007), according to which the outcomes on nonfeedback trials are coded with the most likely outcome, as inferred by the individual. The relation to sampling-based approaches to judgment, and the adaptive significance of constructivist coding, are discussed. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2010 Jan
PMID:What is coded into memory in the absence of outcome feedback? 2172 70

Three experiments examined how bottom-up and top-down processes interact when people view and make inferences from complex visual displays (weather maps). Bottom-up effects of display design were investigated by manipulating the relative visual salience of task-relevant and task-irrelevant information across different maps. Top-down effects of domain knowledge were investigated by examining performance and eye fixations before and after participants learned relevant meteorological principles. Map design and knowledge interacted such that salience had no effect on performance before participants learned the meteorological principles; however, after learning, participants were more accurate if they viewed maps that made task-relevant information more visually salient. Effects of display design on task performance were somewhat dissociated from effects of display design on eye fixations. The results support a model in which eye fixations are directed primarily by top-down factors (task and domain knowledge). They suggest that good display design facilitates performance not just by guiding where viewers look in a complex display but also by facilitating processing of the visual features that represent task-relevant information at a given display location. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2010 Jan
PMID:Thinking about the weather: How display salience and knowledge affect performance in a graphic inference task. 2005 43

Although phonological representations have been a primary focus of verbal working memory research, lexical-semantic manipulations also influence performance. In the present study, the authors investigated whether a classic phenomenon in verbal working memory, the phonological similarity effect (PSE), is modulated by a lexical-semantic variable, word concreteness. Phonological overlap and concreteness were factorially manipulated in each of four experiments across which presentation modality (Experiments 1 and 2: visual presentation; Experiments 3 and 4: auditory presentation) and concurrent articulation (present in Experiments 2 and 4) were manipulated. In addition to main effects of each variable, results show a Phonological Overlap x Concreteness interaction whereby the magnitude of the PSE is greater for concrete word lists relative to abstract word lists. This effect is driven by superior item memory for nonoverlapping, concrete lists and is robust to the modality of presentation and concurrent articulation. These results demonstrate that in verbal working memory tasks, there are multiple routes to the phonological form of a word and that maintenance and retrieval occur over more than just a phonological level. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2010 Jan
PMID:The interaction of concreteness and phonological similarity in verbal working memory. 2005 42

In list-method directed forgetting, participants are cued to intentionally forget a previously studied list (List 1) before encoding a subsequently presented list (List 2). Compared with remember-cued participants, forget-cued participants typically show impaired recall of List 1 and improved recall of List 2, referred to as List 1 forgetting and List 2 enhancement. In 3 experiments, we examined how amount of postcue encoding influences directed forgetting. Two results emerged dissociating List 1 forgetting from List 2 enhancement. First, an increase in amount of postcue encoding led to an increase in List 1 forgetting but did not affect List 2 enhancement. Second, the forget cue influenced all List 1 items but affected only early List 2 items. A 2-mechanism account of directed forgetting is suggested, according to which List 1 forgetting reflects reduced accessibility of List 1 items, and List 2 enhancement arises from a reset of encoding processes. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2010 Jan
PMID:Amount of postcue encoding predicts amount of directed forgetting. 2005 44

Using 3 experiments, I examined false memory for encoding context by presenting Deese-Roediger-McDermott themes (Deese, 1959; Roediger & McDermott, 1995) in usual-looking fonts and by testing related, but unstudied, lure items in a font that was shown during encoding. In 2 of the experiments, testing lure items in the font used to study their associated themes increased false recognition relative to testing lure items in a font that was used to study a different lure's theme. Further, studying a larger number of associates exacerbated the influence of testing lure items in a font used to study their associated themes. Finally, testing lures in a font that was encoded many times, but was not used to present the lures' studied associates, increased lure errors more than testing lures in a font that was encoded relatively fewer times. These results favor the explanation of false recognition offered by global-matching models of recognition memory over the explanations of activation-monitoring theory and fuzzy-trace theory. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2010 Jan
PMID:The role of memory activation in creating false memories of encoding context. 2005 45

Most modern research on the effects of feedback during learning has assumed that feedback is an error correction mechanism. Recent studies of feedback-timing effects have suggested that feedback might also strengthen initially correct responses. In an experiment involving cued recall of trivia facts, we directly tested several theories of feedback-timing effects and also examined the effects of restudy and retest trials following immediate and delayed feedback. Results were not consistent with theories assuming that the only function of feedback is to correct initial errors but instead supported a theoretical account assuming that delaying feedback strengthens initially correct responses due to the spacing of encoding opportunities: Delaying feedback increased the probability of correct response perseveration on the final retention test but had minimal effects on error correction or error perseveration probabilities. In a 2nd experiment, the effects of varying the lags between study, test, and feedback trials during learning provided further support for the spacing hypothesis. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2010 Jan
PMID:Learning from feedback: Spacing and the delay-retention effect. 2005 46

Whether words are or are not activated within the lexicon of the nonused language is an important question for accounts of bilingual word production. Prior studies have not led to conclusive results, either because alternative accounts could be proposed for their findings or because activation could have been artificially induced by the experimental paradigms. Moreover, previous data only involved target translations, and nothing is known about the activation of nontarget words in the nonused language. The picture-picture interference paradigm was used here, since it allowed the activation of nontarget words to be determined without showing stimuli that could artificially activate the nonused language. Proficient Spanish-Catalan speakers were presented with pairs of partially overlapping colored pictures and were instructed to name the green picture and ignore the red picture. In Experiment 1, distractor pictures with cognate names interfered more than distractor pictures with noncognate names. In Experiment 2, facilitation was observed when the names of the distractor pictures in the nonused language were phonologically related to the names of the target pictures. Overall, these results indicate that nontarget words are activated in the nonused language, at least in the case of proficient bilingual speakers. These results help researchers to constrain theories of bilingual lexical access. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2010 Jan
PMID:Which words are activated during bilingual word production? 2005 47

In a series of experiments, participants learned to associate black-and-white shapes with nonsense spoken labels (e.g., "joop"). When tested on their recognition memory, participants falsely recognized as correct a shape paired with a label that began with the same sounds as the shape's original label (onset-overlapping lure; e.g., joob) more often than a shape paired with a label that overlapped with the original label at offset (offset-overlapping lure; e.g., choop). Furthermore, the false-alarm rate was modulated by the phonetic distance between the sounds that distinguished the original label and the lures. Greater false-alarm rates to onset-overlapping labels were not predicted by explicit similarity ratings or by consonant identification and were not dependent upon label familiarity. The asymmetry at erroneously recognizing onset- versus offset-overlapping lures remained unchanged as the presentation of the shape at test was delayed in time, suggesting that response anticipation based on the first sounds of the spoken label did not contribute much to the false recognition of onset-overlapping lures. Thus, learning 2 words whose names differ in their last sounds appears to pose greater difficulty than learning 2 words whose names differ in their first sounds because, we argue, people are biased to give more importance to the early sounds of a name than to its last sounds when learning a novel label-referent association. (PsycINFO Database Record (c) 2009 APA, all rights reserved).
J Exp Psychol Learn Mem Cogn 2010 Jan
PMID:The effect of the temporal structure of spoken words on paired-associate learning. 2005 48


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