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<title>Match-to-sample task</title>

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<span id="openzim-page-title" class="mw-page-title-main"><span class="mw-page-title-main">Match-to-sample task</span></span>

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<div id="mw-content-text" class="mw-body-content mw-content-ltr" lang="en" dir="ltr"><div class="mw-content-ltr mw-parser-output" lang="en" dir="ltr"><p><a href="Short-term_memory" title="Short-term memory">Short-term memory</a> for learned associations has been studied using the <b>match-to-sample task</b> (and the related <b>delayed match-to-sample task</b>, and <b>non-match to sample task</b>). The basic procedure begins by presenting a subject with a <a href="Stimulus_(psychology)" title="Stimulus (psychology)">stimulus</a> (often a light of a particular color, or a visual pattern) that they will be required to remember, known as the 'sample'. They are then required to identify from a subsequent set of stimuli one that 'matches' the sample, known as the comparison stimuli. While the correct comparison stimulus option often matches the sample identically, the task can require a symbolic match or a matching of similar features (e.g. similar in color or shape).<sup id="cite_ref-Mazur,_J._E._2013_pp._226_1-0" class="reference"><a href="#cite_note-Mazur,_J._E._2013_pp._226-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-2" class="reference"><a href="#cite_note-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="Historical_background">Historical background</h2></div>

<p>Match-to-sample tasks were developed during the era of <a href="Behaviorism" title="Behaviorism">behaviorism</a>, and were described by, among others, <a href="B.F._Skinner" class="mw-redirect" title="B.F. Skinner">B.F. Skinner</a><sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-ferster_5-0" class="reference"><a href="#cite_note-ferster-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> in its early form.<sup id="cite_ref-ferster_5-1" class="reference"><a href="#cite_note-ferster-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup> A pigeon would be presented with a colored light stimulus sample. It would then proceed to peck the sample and then be presented with two comparison stimuli. One comparison stimulus matches the sample (either because it is an identical color, or because the animal has learned an association such as green means left) and the other does not match. If it chooses (pecks) the matching comparison, then it is rewarded.<sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup>

</p><p>A more complex version of the task has formed the basis for human-centered cognitive test batteries since the 1980s.<sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup> This version of the task involves a 4X4 matrix pattern that is filled with yellow and red squares. Participants are allotted a specific amount of time to study the first pattern that appears on the screen. After the first pattern disappears, it is then replaced by a pair of matrices. One of these is the same as the previously viewed stimulus and one differs by one or more cells of the matrix. The participant then indicates which of the two was the presented stimulus. One trial of this tasks takes approximately 5–10 seconds.

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<div class="mw-heading mw-heading2"><h2 id="Strengths_and_weaknesses">Strengths and weaknesses</h2></div>

<p>The strengths of this procedure are that participants have a limited time to think, so if they are more aware/alert, they should make more correct responses. It has also been hypothesized to be impacted by alertness, but resilient to practice effects.

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<div class="mw-heading mw-heading2"><h2 id="Sleep_deprivation">Sleep deprivation</h2></div>

<p>The match-to-sample task has been shown to be an effective tool to understand the impact of sleep deprivation on short-term memory. One research study<sup id="cite_ref-9" class="reference"><a href="#cite_note-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> compared performance on a traditional sequential test battery with that on a synthetic work task requiring subjects to work concurrently on several tasks, testing subjects every three hours during 64 hrs of <a href="Sleep_deprivation" title="Sleep deprivation">sleep deprivation</a>. Similarly, another study<sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> used an event-related <a href="Functional_magnetic_resonance_imaging" title="Functional magnetic resonance imaging">functional magnetic resonance imaging</a> of the <a href="Biological_neural_network" class="mw-redirect" title="Biological neural network">neural networks</a> underlying the encoding, maintenance, and retrieval phase in the task. This test was used to discover the reduction in pattern expressions with sleep deprivation for each subject and how it related to the change in performance on the delayed-match-to-sample task. It also expanded the prefrontal areas regarding <a href="Working_memory" title="Working memory">working memory</a> and revealed substantial individual differences in performance. The test also reproduced findings of other working memory studies which demonstrated interactions between PFC and other parts of the brain.

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<div class="mw-heading mw-heading2"><h2 id="Delayed_match-to-sample_tasks_and_working_memory">Delayed match-to-sample tasks and working memory</h2></div>

<p>The Delayed match-to-sample procedure is a slightly more complex variation of the task. In this case there is a time delay between the presentation of the sample and the comparison stimuli. By varying the length of the delay we can gain insight into how long the subject can retain information in their <a href="Working_memory" title="Working memory">working memory</a>. We can also use the delay to identify the extent to which modifying or adding new stimuli affects the performance of working memory in the subject. This is known as 'interference' and can come in two forms; retroactive (following the presentation of the sample) or proactive (prior to the presentation of the sample).<sup id="cite_ref-Mazur,_J._E._2013_pp._226_1-1" class="reference"><a href="#cite_note-Mazur,_J._E._2013_pp._226-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup>

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<div class="mw-heading mw-heading2"><h2 id="References">References</h2></div>

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<li id="cite_note-Mazur,_J._E._2013_pp._226-1"><span class="mw-cite-backlink">^ <a href="#cite_ref-Mazur,_J._E._2013_pp._226_1-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-Mazur,_J._E._2013_pp._226_1-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text">Mazur, J. E. (2013). Learning and behavior. (7th ed., pp. 226). New Jersey: Pearson Education, Inc.</span>

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<li id="cite_note-2"><span class="mw-cite-backlink"><b><a href="#cite_ref-2">^</a></b></span> <span class="reference-text">Chudasama, Y. (2010). Delayed (Non)Match-to-Sample Task. Encyclopedia of Psychopharmacology. I. P. Stolerman. Berlin, Heidelberg, Springer Berlin Heidelberg: 372-372.</span>

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</style><cite id="CITEREFSkinner1950" class="citation journal cs1">Skinner, B. F. (1950). "Are theories of learning necessary?". <i>Psychological Review</i>. <b>57</b> (4): <span class="nowrap">193–</span>216. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1037%2Fh0054367">10.1037/h0054367</a>. <a href="PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/15440996">15440996</a>.</cite></span>

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<li id="cite_note-4"><span class="mw-cite-backlink"><b><a href="#cite_ref-4">^</a></b></span> <span class="reference-text">Blough D S.. Delayed matching in the pigeon. J Exp Anal Behav. 1959 Apr;2:151–160.</span>

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<li id="cite_note-ferster-5"><span class="mw-cite-backlink">^ <a href="#cite_ref-ferster_5-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-ferster_5-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text"><cite id="CITEREFFerster1960" class="citation journal cs1">Ferster, C. B. (July 1960). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1404017">"Intermittent reinforcement of matching to sample in the pigeon"</a>. <i>J Exp Anal Behav</i>. <b>3</b> (3): <span class="nowrap">259–</span>272. <a href="Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1901%2Fjeab.1960.3-259">10.1901/jeab.1960.3-259</a>. <a href="PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <span class="id-lock-free" title="Freely accessible"><a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1404017">1404017</a></span>. <a href="PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/13822532">13822532</a>.</cite></span>

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<li id="cite_note-6"><span class="mw-cite-backlink"><b><a href="#cite_ref-6">^</a></b></span> <span class="reference-text"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="http://www.pigeon.psy.tufts.edu/avc/wright/">"Models of Learning and Performance"</a>. <i>www.pigeon.psy.tufts.edu</i>.</cite></span>

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<li id="cite_note-7"><span class="mw-cite-backlink"><b><a href="#cite_ref-7">^</a></b></span> <span class="reference-text"><a rel="nofollow" class="external text" href="http://stinet.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA182480">Englund, C. E., Reeves, D. L., Shingledecker, C. A., Thorne, D. R., & Wilson, K. P. (1987). Unified Tri-Service Cognitive Performance Assessment Battery (UTC-PAB). 1. Design and Specification of the Battery.</a></span>

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<li id="cite_note-8"><span class="mw-cite-backlink"><b><a href="#cite_ref-8">^</a></b></span> <span class="reference-text"><a rel="nofollow" class="external text" href="http://stinet.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA181697">Perez, W. A., Masline, P. J., Ramsey, E. G., & Urban, K. E. (1987). Unified Tri-Services Cognitive Performance Assessment Battery: Review and Methodology.</a></span>

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<li id="cite_note-9"><span class="mw-cite-backlink"><b><a href="#cite_ref-9">^</a></b></span> <span class="reference-text">Elsmore, T. F. (1995). A comparison of the effects of sleep deprivation on synthetic work performance and a conventional performance assessment battery. San Diego, Calif.: Naval Health Research Center.</span>

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<li id="cite_note-10"><span class="mw-cite-backlink"><b><a href="#cite_ref-10">^</a></b></span> <span class="reference-text">Habeck C, Rakitin BC, Moeller J, Scarmeas N, Zarahn E, Brown T, <a href="Yaakov_Stern" title="Yaakov Stern">Stern Y</a>. (2005). Brain research. Cognitive brain research</span>

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