Short-term and serial memory in autistic, retarded, and normal children

1976 ◽  
Vol 6 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Margot R. Prior ◽  
C. S. Chen
Keyword(s):  
Short Term ◽  
Normal Children ◽  
Serial Memory

The magic number four: Can it explain Sternberg's serial memory scan data?

2001 ◽  
Vol 24 (1) ◽  
pp. 126-127 ◽  
Author(s):  
Jerwen Jou
Keyword(s):  
Short Term Memory ◽  
Magic Number ◽  
Linear Increase ◽  
Short Term ◽  
Set Size ◽  
Serial Memory ◽  
Capacity Limit ◽  
Capacity Theory ◽  
Sternberg Paradigm ◽  
Scan Data

Cowan's concept of a pure short-term memory (STM) capacity limit is equivalent to that of memory subitizing. However, a robust phenomenon well known in the Sternberg paradigm, that is, the linear increase of RT as a function of memory set size is not consistent with this concept. Cowan's STM capacity theory will remain incomplete until it can account for this phenomenon.

A new quantitative method in analysing the experiments on short term serial memory

1998 ◽  
Vol 41 (5) ◽  
pp. 460-464
Author(s):  
Xiaowei Tang ◽  
Xiangchuan Chen ◽  
Daren Zhang
Keyword(s):  
Quantitative Method ◽  
Short Term ◽  
Serial Memory

Bone alkaline phosphatase and height velocity in short normal children undergoing growth-promoting treatments: longitudinal study

1995 ◽  
Vol 41 (5) ◽  
pp. 672-678 ◽  
Author(s):  
P M Crofton ◽  
H F Stirling ◽  
C J Kelnar
Keyword(s):  
Growth Hormone ◽  
Alkaline Phosphatase ◽  
Final Height ◽  
Randomized Study ◽  
Bone Alkaline Phosphatase ◽  
Height Velocity ◽  
Quantitative Relation ◽  
Growth Responses ◽  
Short Term ◽  
Normal Children

Abstract We studied the temporal and quantitative relation between bone alkaline phosphatase (ALP) and height velocity in 62 short normal children as part of a prospective randomized study to compare placebo, growth hormone, oxandralone, and testosterone, singly and in combination, in promoting short-term growth acceleration and increased final height. The pretreatment cross-sectional correlation between bone ALP and height velocity was poor (P > or = 0.25), but was much higher (P = 0.0001) 3 months after treatment started. In each treatment group, there was a parallel relation between bone ALP and height velocity through time. Individual children showed a variety of growth responses over 12-42 months, but in almost all cases bone ALP paralleled height velocity. Within individual children, bone ALP was strongly correlated with 6-month height velocity (r > 0.9 in 30% of the children, r > 0.7 in 70%). We conclude that bone ALP is a useful short-term marker of growth in short normal children treated with growth hormone.

Visual and Motor Sequencing in Normal and Clumsy Children

1988 ◽  
Vol 8 (2) ◽  
pp. 89-103 ◽  
Author(s):  
Jacqueline B. Murphy ◽  
Jeffrey A. Gliner
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Control Group ◽  
Short Term ◽  
Normal Children ◽  
Skill Performance ◽  
Experimental Group ◽  
Motor Acts ◽  
Information Processing Approach

An information-processing approach was used to investigate motor performance differences between normal children and children designated as clumsy. The focus of this study was on the planning stages of motor skill. Following a motor skills screening test, 38 children 6 to 9 years old were divided into a control group, consisting of children who had passed the screening and an experimental group consisting of children who had failed the screening. The children then performed three tasks involving visual and motor sequencing selected for this study: (a) visual sequencing and short-term recall of visual stimuli, (b) visual sequencing and long-term recall of skilled motor acts, and (c) visual sequencing and short-term recall with motor reproduction. Results of the study indicated that children who had failed the motor skills screening did significantly worse than the control group on the three tasks. Implications for occupational therapy are discussed in terms of the importance of perception in motor skill performance.

scholarly journals Short-term memory in normal children and mental retardates

1966 ◽  
Vol 6 (8) ◽  
pp. 381-382 ◽  
Author(s):  
Norman R. Ellis ◽  
Myrtie Munger
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Normal Children ◽  
Term Memory

The Spatial or Temporal Organization of Short-Term Memory

1973 ◽  
Vol 25 (3) ◽  
pp. 335-343 ◽  
Author(s):  
N. O'Connor ◽  
B. M. Hermelin
Keyword(s):  
Temporal Order ◽  
Short Term Memory ◽  
Temporal Organization ◽  
Visual Displays ◽  
Sequential Order ◽  
Short Term ◽  
Normal Children ◽  
Term Memory ◽  
Right Order ◽  
The Relationship

Children were shown three visually displayed digits. The digits were exposed successively in three windows in such a way, that the left-to-right order never corresponded with the temporal-sequential order. When asked to recall or recognize the digits, normal children responded in terms of temporal order. Deaf, autistic and some subnormal children, recalled or recognized the spatial, i.e. the left-to-right order. The relationship between hearing and/or speech and the temporal ordering of visual displays is discussed.

scholarly journals The Effect of Structured Exercise on Short-Term Memory Subsystems: New Insight on Training Activities

2021 ◽  
Vol 18 (14) ◽  
pp. 7545
Author(s):  
Giovanni Ottoboni ◽  
Andrea Ceciliani ◽  
Alessia Tessari
Keyword(s):  
Short Term Memory ◽  
Memory Performance ◽  
Control Group ◽  
Long Term Memory ◽  
Short Term ◽  
Normal Children ◽  
Term Memory ◽  
Before And After ◽  
Team Game ◽  
Training Activities

It has been shown that exercise positively affects cognitive abilities, such as frontal functions and long-term memory processes. We tried to understand whether different exercises (i.e., an open-skill activity, a team game, vs. a closed-skill activity, a circuit) might specifically influence different short-term-memory (STM) subsystems of working memory. We examined the effect of a single bout of open- and closed-skill exercises on three STM tasks (i.e., verbal, visuo-spatial, and motor) in children attending the 3rd and 4th classes at primary school. One group was tested before and after (T0 and T1) an Italian class (control group), one group before and after 30-min exercise on a circuit, and one group before and after 30-min of a team game. The control group presented no improvement. The open-skill activity improved short-term memory performance in all the participants at T1 (p < 0.001 for children attending the 3rd class, and p = 0.007 for children attending the 4th class). In contrast, closed-skill activity improved short-term memory performance in older children (those attending the 4th class; p = 0.046) at T1. Importantly, this finding was found in a school setting and might have ecological validity. Therefore, the exercise protocol here used might help to structure specific training activities for both normal children and those with learning deficits to positively improve short-term memory abilities.

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