Development of a simplified Short-Term Memory recall Test (STMT) and its clinical evaluation

2010 ◽  
Vol 22 (2) ◽  
pp. 157-163 ◽  
Author(s):  
Naoto Kobayashi ◽  
Kyoko Nakano ◽  
Hisao Tago ◽  
Shinichi Niwa
Keyword(s):  
Clinical Evaluation ◽  
Recall Test ◽  
Short Term Memory ◽  
Memory Recall ◽  
Short Term ◽  
Term Memory

Short-term memory recall of visual patterns under static and dynamic visual noise.

2016 ◽  
Vol 9 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Rafael Vasques ◽  
Ricardo Basso Garcia ◽  
Cesar Galera
Keyword(s):  
Short Term Memory ◽  
Visual Noise ◽  
Memory Recall ◽  
Dynamic Visual Noise ◽  
Short Term ◽  
Term Memory ◽  
Visual Patterns

Internationally Adopted Children in the Early School Years: Relative Strengths and Weaknesses in Language Abilities

2015 ◽  
Vol 46 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Sharon Glennen
Keyword(s):  
Clinical Evaluation ◽  
Short Term Memory ◽  
Receptive Language ◽  
Relative Strength ◽  
School Age Children ◽  
Adopted Children ◽  
Short Term ◽  
Term Memory ◽  
Test Norms ◽  
The Average Range

Purpose This study aimed to determine the relative strengths and weaknesses in language and verbal short-term memory abilities of school-age children who were adopted from Eastern Europe. Method Children adopted between 1;0 and 4;11 (years;months) of age were assessed with the Clinical Evaluation of Language Fundamentals—Preschool, Second Edition (CELF–P2) and the Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF–4) at age 5 and ages 6–7. Language composites and subtests were compared across time. Results All CELF–P2 and CELF–4 mean scores fell in the average range. Receptive composites were 102.74 and 103.86, and expressive composites were 100.58 and 98.42, at age 5 and ages 6–7, respectively. Age of adoption did not correlate to test scores. At ages 6–7, receptive language, sentence formulation, and vocabulary were areas of strength, with subtest scores significantly better than test norms. Verbal short-term memory and expressive grammar subtest scores were within the average range but significantly worse than test norms. A high percentage of children scored 1 standard deviation below the mean on these 2 subtests (27.3%–34.1%). Conclusion Eastern European adoptees had average scores on a variety of language tests. Vocabulary was a relative strength; enriching the environment substantially improved this language area. Verbal short-term memory and expressive grammar were relative weaknesses. Children learning a language later in life may have difficulty with verbal short-term memory, which leads to weaknesses in expressive syntax and grammar.

Visual Memory in Left Hemiplegia: A Clinical Evaluation of Verbally Mediated Theories of Visual Memory

1980 ◽  
Vol 51 (1) ◽  
pp. 13-14
Author(s):  
J. Scott Richards
Keyword(s):  
Clinical Evaluation ◽  
Verbal Memory ◽  
Visual Memory ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Post Onset

8 left hemiplegies with poor short-term memory showed poorer visual memory than 18 left hemiplegies with good short-term verbal memory, although they were matched for current ability on Bender-Gestalt designs. Intelligence, assessed by the WAIS post onset, was a complicating factor.

scholarly journals Understanding hifdh and its effect on short-term memory recall performance: An experimental study on high school students in Saudi Arabia

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Rabah Khan ◽  
Mariam Adawiah Dzulkifli
Keyword(s):  
High School ◽  
Saudi Arabia ◽  
High School Students ◽  
Short Term Memory ◽  
Recall Performance ◽  
Memory Performance ◽  
Memory Recall ◽  
Short Term ◽  
School Students ◽  
Term Memory

Past literature suggests memorizing the Quran enhances one’s learning and overall memory performance. This study investigates the effect of hifdh on high school students’ short-term memory recall performance in Saudi Arabia. The research specifically aims to explore whether the ability to memorize Quran will affect the short-term memory of the individuals. One hundred high school students residing in Saudi Arabia, aged between 13-20 years, were divided into two groups of 50 students each. The first group consisted of huffadh students with 28 males and 21 females, while the non-huffadh group had 13 males and 36 females. All were given a word list recall task consisting of both English and Arabic word lists. They were asked to immediately recall words to the best they can at the end of every list. The analysis shows that the memory performance differed between the two groups. This finding suggests that hifdh has a significant effect on individuals’ short-term memory performance.

scholarly journals Examining the Effect of Motivation on Short-term Memory Recalling of Arabic Abstract and Concrete Words Using Free, Cued, and Serial Recall Paradigms

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Yasir Saad Almukhaizeem ◽  
Ahmed Mohammed Saleh Alduais
Keyword(s):  
Serial Recall ◽  
Short Term Memory ◽  
Cued Recall ◽  
Control Group ◽  
Memory Recall ◽  
Short Term ◽  
Term Memory ◽  
King Saud University ◽  
Abstract Words ◽  
Concrete Words

Purpose: : The present paper explores whether a correlation exists between motivation and short-term memory recalling and examines motivation as a factor affecting memory recalling of Arabic concrete and abstract words through free, cued, and serial recall tasks. Method: Four groups of undergraduates at King Saud University, Saudi Arabia participated in this study. The first group consisted of 9 undergraduates who were trained to perform three types of recall for 20 Arabic abstract and concrete words. The second, third and fourth groups consisted of 27 undergraduates where each group member was trained only to perform one recall type: free recall, cued recall and serial recall respectively. Motivation was the independent variable and number of recalled abstract and concrete words was the dependent variable. The used materials in this study were: abstract and concrete words classification form based on four factors distributed to the participants (concreteness, image ability, meaningfulness, and age of acquisition), three oral recall forms, three written recall forms, and observation sheets for each type of recall. Three methods were used: auditory, visual, and written. Results: The statistical analysis indicated that the percentage of the retrieved words by the control group was slightly lower than that of the experimental group in the case of free and serial recall paradigms. In other words, the effect of motivation on short-term memory recall was found partial. A Pearson product-moment correlation coefficient was also computed to assess the relationship between motivation (one recall trail, that is recalling only either freely, supportably (with cues), or serially [as compared to those who recalled the words freely, supportably, and serially) and short-term memory recall (recalled Arabic abstract and concrete words). The participants with a motivational stimulus tended to recall slightly more Arabic abstract and concrete words, whereas those participants with no motivational stimulus tended to recall slightly less Arabic abstract and concrete words, r = .713, p< 0.01. Conclusions: Motivation effect on short-term memory recall of Arabic abstract and concrete words was not significant especially in the case of free and serial recall paradigms. However, Pearson’s correlation supported the research hypothesis that there was a moderate positive correlation between the two variables, r = 0.713, n = 440, p = 0.000, with R2 = .508.

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