Navegando por Palavras-chave "stem-completion"
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- ItemAcesso aberto (Open Access)Um paradigma para diferenciar o uso de memória implícita e explícita(Curso de Pós-Graduação em Psicologia da Universidade Federal do Rio Grande do Sul, 2006-01-01) Pompéia, Sabine [UNIFESP]; Bueno, Orlando Francisco Amodeo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The study of the contribution of different subtypes of long-term memory, explicit and implicit, in the performance in certain tasks is constrained by three different factors: a) the ambiguous definition of these types of memory, consciously and non-consciously retrievable, respectively; b) the distinct features of tasks that assess implicit and explicit memory, rendering the direct comparison of results in these tasks little revealing; e c) the fact that both implicit and explicit strategies can be employed together in practically all types of tests. The Retrieval Intentionality Criterion (Schacter, Bowers, & Booker, 1989) consists of a paradigm that proposes to control these factors so that the use of explicit and implicit memory can be distinguished. The present work illustrates how this methodology can be employed and how to interpret results obtained applying a stem-completion task.
- ItemSomente MetadadadosStem-completion tasks (indirect, direct inclusion and exclusion) are differently affected by equipotent doses of lorazepam and flunitrazepam(Wiley-Blackwell, 2003-10-01) Pompeia, S.; Bueno, OFA; Galduroz, JCF; Tufik, S.; Universidade Federal de São Paulo (UNIFESP)This study was designed to explore the effects on performance in stem-completion tasks of two benzodiazepines (BZ) in equipotent doses: lorazepam, a drug that atypically disrupts perceptual priming, and flunitrazepam, a compound with standard BZ effects. the study followed a placebo-controlled, double-blind, parallel-group design. Thirty-six young and healthy subjects carried out three completion tasks at theoretical peak-plasma concentrations of drugs: (a) indirect tasks, in which the subjects were instructed to complete stems with the first word that came to mind; (b) direct inclusion tasks/cued recall, in which the participants had to try to use words seen at study as completions; and (c) direct exclusion tasks, in which words seen at study were to be avoided. the PDP was applied to the results in the inclusion and exclusion tasks, to obtain indices of explicit/controlled (C) and implicit/automatic (A) memory. the C index was lowered by both BZs and A was equivalent in all treatments, confirming the general amnestic action of BZs. However, lorazepam led to decreases in completions in the indirect and inclusion tasks, while flunitrazepam impaired performance in the exclusion task. the qualitative differences between the drugs in their effects on performance suggest that these BZs may lead to differences in response bias. Copyright (C) 2003 John Wiley Sons, Ltd.
- ItemAcesso aberto (Open Access)Teste de complementação de letras: estímulos para uso no Brasil(Instituto de Psicologia, Universidade de Brasília, 2003-04-01) Pompéia, Sabine [UNIFESP]; Paes, Ângela Tavares [UNIFESP]; Bueno, Orlando Francisco Amodeo [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Stem-completion tests are commonly used to assess memory. In Brazil, however, there are no publications that propose adequate stimuli for use in this type of task. Our objective was to select adequate word-stems to maximize memory assessment using this task in Brazil. We obtained chance-completion profiles of 137 word-stems that completed at least 10 common words in Portuguese from Brazil and manipulated factors that could influence memory estimates using these stems. We found that depending on the chance-completion of the most frequently used word to complete a stem it is not possible to show memory effects; that is, completion with familiar stimuli (seen before) is not distinguishable from baseline. Guidelines are proposed for the selection of adequate stems and stimuli to maximize the acquisition of memory estimates using indirect stem-completion tasks.
- ItemSomente MetadadadosZolpidem and memory: a study using the process-dissociation procedure(Springer, 2004-07-01) Pompeia, S.; Lucchesi, L. M.; Bueno, OFA; Manzano, G. M.; Tufik, Sergio [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Rationale. There is a dearth of studies which have employed sophisticated paradigms to investigate the effects of zolpidem on memory. Objectives. To explore anterograde cognitive deficits induced by acute oral doses of zolpidem by means of the process-dissociation procedure (PDP). Methods. the present study followed a placebo-controlled, double-blind, parallel-group design. Young, healthy females were randomly allocated to one of three treatments with 12 subjects each: placebo, 5 mg and 10 mg zolpidem. Two word-stem completion tasks were carried out close to theoretical peak-plasma concentration: a) direct inclusion task with cued recall, in which participants had to try to use words seen at study to complete stems; and b) direct exclusion task, in which words seen at study were to be avoided as completions. the PDP was applied to the results in these tasks to yield indices of explicit/controlled (C) and implicit/automatic (A) memory. Classical psychometric tests were also carried out. Results. Zolpidem 10 mg led to cognitive effects similar to benzodiazepines (except for the atypical lorazepam), including impairment of exclusion, but not inclusion-task performance. Results of the application of the PDP were inconclusive but concurred with the pattern established in previously published work on benzodiazepine effects, i.e. that zolpidem (10 mg) impaired C. Conclusions. Zolpidem leads to cognitive effects similar to most benzodiazepines. Although the application of PDP in drug studies may be counterproductive in view of methodological difficulties that are discussed, the pattern of effects on the stem-completion tasks involved in this paradigm is potentially useful in the investigation of cognitive effects of psychoactive drugs.