scholarly journals Identity salience facilitates Tibetan students’ group-reference effect using a remembering-knowing recognition paradigm

2020 ◽  
Vol 14 ◽  
Author(s):  
Hongxia Li
Keyword(s):  
Ethnic Identity ◽  
Social Identity ◽  
Recognition Memory ◽  
Chinese Students ◽  
Recognition Task ◽  
Han Chinese ◽  
Memory Test ◽  
Identity Salience ◽  
Chinese University ◽  
The Impact

Abstract Social identity theory shows that individuals’ social identity can become salient in some contexts and affect their cognition and behavior. Little research has focused on the impact of ethnic identity salience on the group-reference effect in the remembering-knowing recognition task. Thus, the current study aims to examine this effect of ethnic identity salience. In Experiment 1 we recruited 26 Tibetan students and 30 Han Chinese students from a predominantly Han Chinese university. In Experiment 2, we selected 26 Tibetan students and 30 Han Chinese students from a predominantly Tibetan university. Two weeks before the experiment, all participants reported the baseline level of their social identity salience. After two weeks, each participant underwent a memory test. Tibetan students at the predominantly Han Chinese university showed evidence of higher ethnic identity salience and superior recognition memory performance during a Tibetan reference encoding task than during a Han Chinese reference encoding task (Experiment 1). However, Tibetan students at the Tibetan-majority university did not show this effect (Experiment 2). In comparison, Han Chinese participants did not show any social identity salience in the two experiments. The results show that the salient social identity had an effect on the group reference effect in a remembering-recognition memory test. The current study contributes to the past literature by providing a tentative further understanding of the relationship between social identity salience and remembering judgments.

Ethnic identity salience improves recognition memory in Tibetan students via priming.

2016 ◽  
Vol 22 (2) ◽  
pp. 229-236 ◽  
Author(s):  
Hongxia Li ◽  
Echo Xue Wang ◽  
Shenghua Jin ◽  
Song Wu
Keyword(s):  
Ethnic Identity ◽  
Recognition Memory ◽  
Identity Salience

scholarly journals The impact of sleep on eyewitness identifications

2019 ◽  
Vol 6 (12) ◽  
pp. 170501 ◽  
Author(s):  
D. P. Morgan ◽  
J. Tamminen ◽  
T. M. Seale-Carlisle ◽  
L. Mickes
Keyword(s):  
Recognition Memory ◽  
Memory Task ◽  
Memory Test ◽  
Recognition Memory Test ◽  
Innocent Suspect ◽  
Sleep Condition ◽  
Mock Crime ◽  
Eyewitness Identifications ◽  
Impact Reliability ◽  
The Impact

Sleep aids the consolidation of recently acquired memories. Evidence strongly indicates that sleep yields substantial improvements on recognition memory tasks relative to an equivalent period of wake. Despite the known benefits that sleep has on memory, researchers have not yet investigated the impact of sleep on eyewitness identifications. Eyewitnesses to crimes are often presented with a line-up (which is a type of recognition memory test) that contains the suspect (who is innocent or guilty) and fillers (who are known to be innocent). Sleep may enhance the ability to identify the guilty suspect and not identify the innocent suspect (i.e. discriminability). Sleep may also impact reliability (i.e. the likelihood that the identified suspect is guilty). In the current study, we manipulated the presence or the absence of sleep in a forensically relevant memory task. Participants witnessed a video of a mock crime, made an identification or rejected the line-up, and rated their confidence. Critically, some participants slept between witnessing the crime and making a line-up decision, while others remained awake. The prediction that participants in the sleep condition would have greater discriminability compared to participants in the wake condition was not supported. There were also no differences in reliability.

Prenatal restraint stress impairs recognition memory in adult male and female offspring

2020 ◽  
Vol 32 (3) ◽  
pp. 122-127
Author(s):  
Clarissa A. Moura ◽  
Matheus C. Oliveira ◽  
Layse F. Costa ◽  
Pamella R. F. Tiago ◽  
Victor A. D. Holanda ◽  
...  
Keyword(s):  
Object Recognition ◽  
Recognition Memory ◽  
Estrous Cycle ◽  
Restraint Stress ◽  
Recognition Task ◽  
Female Offspring ◽  
Cycle Phase ◽  
Male And Female ◽  
The Impact ◽  
Prenatal Restraint Stress

AbstractObjective:Accumulating evidence from preclinical and clinical studies indicates that prenatal exposure to stress impairs the development of the offspring brain and facilitates the emergence of mental illness. This study aims to describe the impact of prenatal restraint stress on cognition and exploration to an unfamiliar environment at adulthood in an outbred strain of mice.Methods:Late pregnant mice were exposed to restraint stress and adult offspring (60 days of age) behaviours were assessed in the object recognition task and open field test.Findings:Prenatal stress (PNS) impaired new object recognition in male and female mice. Importantly, the learning deficits in female PNS mice were linked to their estrous cycle. Actually, PNS females in metestrus/diestrus but not in proestrus/estrus phases displayed recognition deficits compared to controls. Concerning locomotion in an unfamiliar environment, male but not female PNS mice displayed significant increase, but showed no differences in the distance travelled within the centre zone of the arena.Conclusion:Present findings support the view that maternal restraint-stress during late pregnancy impairs recognition memory in both male and female offspring, and in females, this cognitive deficit is dependent on the estrous cycle phase. Ultimately, these data reinforce that PNS is an aetiological component of psychiatric disorders associated with memory deficits.

Problems with the Interpretation of the “Slovak Reformation”

2020 ◽  
Vol 7 (2) ◽  
pp. 305-318
Author(s):  
Eva Kowalská
Keyword(s):  
Ethnic Identity ◽  
Language Policies ◽  
Structural Problems ◽  
Vernacular Language ◽  
Cultural Implications ◽  
The Reformation ◽  
Reformation Movement ◽  
Key Aspects ◽  
The Impact

AbstractStructural problems of communities affected by the “Slovak Reformation,” issues with accepting the situation or simply the relationships among various cultural phenomena, like literacy or language policies, are key aspects in studying the impact of the Reformation in Hungary, especially with respect to Slovaks. Information gathered from the Reformation had a direct and long-lasting impact on the formation of vernacular language, as well as on the search for and the construction of an ethnic identity. Searching for evidence left by the Slovak presence in the Reformation movement thus presents challenging though notable problems for Slovak historiography. The confessional division and its political as well as cultural implications have evoked long-lasting discussions among historians as well as politicians. This study focuses on the most relevant issues within these processes.

Design of a Robust Memristive Spiking Neuromorphic System with Unsupervised Learning in Hardware

2021 ◽  
Vol 17 (4) ◽  
pp. 1-26
Author(s):  
Md Musabbir Adnan ◽  
Sagarvarma Sayyaparaju ◽  
Samuel D. Brown ◽  
Mst Shamim Ara Shawkat ◽  
Catherine D. Schuman ◽  
...  
Keyword(s):  
Unsupervised Learning ◽  
Recognition Task ◽  
Single Layer ◽  
Process Variations ◽  
Spike Timing ◽  
System Level ◽  
Design Parameters ◽  
Digital Pulse ◽  
Neuromorphic System ◽  
The Impact

Spiking neural networks (SNN) offer a power efficient, biologically plausible learning paradigm by encoding information into spikes. The discovery of the memristor has accelerated the progress of spiking neuromorphic systems, as the intrinsic plasticity of the device makes it an ideal candidate to mimic a biological synapse. Despite providing a nanoscale form factor, non-volatility, and low-power operation, memristors suffer from device-level non-idealities, which impact system-level performance. To address these issues, this article presents a memristive crossbar-based neuromorphic system using unsupervised learning with twin-memristor synapses, fully digital pulse width modulated spike-timing-dependent plasticity, and homeostasis neurons. The implemented single-layer SNN was applied to a pattern-recognition task of classifying handwritten-digits. The performance of the system was analyzed by varying design parameters such as number of training epochs, neurons, and capacitors. Furthermore, the impact of memristor device non-idealities, such as device-switching mismatch, aging, failure, and process variations, were investigated and the resilience of the proposed system was demonstrated.

Fossilized mistakes in Spanish relative clauses learned by Chinese students

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
María Guijarro Sanz
Keyword(s):  
Teaching Methods ◽  
Relative Clauses ◽  
Chinese Students ◽  
Construction Grammar ◽  
Cognitive Grammar ◽  
Restrictive Relative Clauses ◽  
The Impact

Abstract This article demonstrates how Cognitive Grammar and Construction Grammar can prevent Chinese students learning Spanish from fossilizing mistakes in restrictive relative clauses at the A2-B1 level of the European Framework of Reference for Languages. To address this issue, first, relative clauses in Spanish and Chinese were contrasted and, second, tailored solutions based on Cognitive Grammar were proposed. Among the cognitive based tailored solutions, certain geometry forms, colours and basic mathematics metaphors were compared with syntactic characteristics such as noun order, subordination hierarchy or resumption. To elucidate the impact of such teaching methods, an experiment with 74 Chinese students was performed. The results indicate that the efficacy of the proposed materials is statistically significant and as such, the Chinese students avoid fossilized mistakes while producing subject, object and locative relative clauses in Spanish.

scholarly journals Effects of transcranial direct current stimulation combined with listening to preferred music on memory in older adults

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Ricky Chow ◽  
Alix Noly-Gandon ◽  
Aline Moussard ◽  
Jennifer D. Ryan ◽  
Claude Alain
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Recognition Memory ◽  
Direct Current ◽  
Transcranial Direct Current Stimulation ◽  
Digit Span ◽  
Recognition Task ◽  
Music Listening ◽  
Subsequent Performance ◽  
Direct Current Stimulation

AbstractListening to autobiographically-salient music (i.e., music evoking personal memories from the past), and transcranial direct current stimulation (tDCS) have each been suggested to temporarily improve older adults’ subsequent performance on memory tasks. Limited research has investigated the effects of combining both tDCS and music listening together on cognition. The present study examined whether anodal tDCS stimulation over the left dorsolateral prefrontal cortex (2 mA, 20 min) with concurrent listening to autobiographically-salient music amplified subsequent changes in working memory and recognition memory in older adults than either tDCS or music listening alone. In a randomized sham-controlled crossover study, 14 healthy older adults (64–81 years) participated in three neurostimulation conditions: tDCS with music listening (tDCS + Music), tDCS in silence (tDCS-only), or sham-tDCS with music listening (Sham + Music), each separated by at least a week. Working memory was assessed pre- and post-stimulation using a digit span task, and recognition memory was assessed post-stimulation using an auditory word recognition task (WRT) during which electroencephalography (EEG) was recorded. Performance on the backwards digit span showed improvement in tDCS + Music, but not in tDCS-only or Sham + Music conditions. Although no differences in behavioural performance were observed in the auditory WRT, changes in neural correlates underlying recognition memory were observed following tDCS + Music compared to Sham + Music. Findings suggest listening to autobiographically-salient music may amplify the effects of tDCS for working memory, and highlight the potential utility of neurostimulation combined with personalized music to improve cognitive performance in the aging population.

EXPRESS: Bored, distracted and forgetful – The impact of mind wandering and boredom on memory encoding

2021 ◽  
pp. 174702182110263
Author(s):  
Philippe Blondé ◽  
Marco Sperduti ◽  
Dominique Makowski ◽  
Pascale Piolino
Keyword(s):  
Working Memory ◽  
Memory Load ◽  
Memory Performance ◽  
Load Condition ◽  
Recognition Task ◽  
Mind Wandering ◽  
Memory Encoding ◽  
Working Memory Load ◽  
Thought Probes ◽  
The Impact

Mind wandering, defined as focusing attention toward task unrelated thoughts, is a common mental state known to impair memory encoding. This phenomenon is closely linked to boredom. Very few studies, however, have tested the potential impact of boredom on memory encoding. Thus, the present study aimed at manipulating mind wandering and boredom during an incidental memory encoding task, to test their differential impact on memory encoding. Thirty-two participants performed a variant of the n-back task in which they had to indicate if the current on-screen object was the same as the previous one (1-back; low working memory load) or the one presented three trials before (3-back; high working memory load). Moreover, thought probes assessing either mind wandering or boredom were randomly presented. Afterward, a surprise recognition task was delivered. Results showed that mind wandering and boredom were highly correlated, and both decreased in the high working memory load condition, while memory performance increased. Although both boredom and mind wandering predicted memory performance taken separately, we found that mind wandering was the only reliable predictor of memory performance when controlling for boredom and working memory load. Model comparisons also revealed that a model with boredom only was outperformed by a model with mind wandering only and a model with both mind wandering and boredom, suggesting that the predictive contribution of boredom in the complete model is minimal. The present results confirm the high correlation between mind wandering and boredom and suggest that the hindering effect of boredom on memory is subordinate to the effect of mind wandering.

scholarly journals Chinese students’ participation: the effect of cultural factors

2014 ◽  
Vol 56 (5) ◽  
pp. 430-446 ◽  
Author(s):  
Chris S. Hodkinson ◽  
Arthur E. Poropat
Keyword(s):  
Teaching Effectiveness ◽  
Educational Achievement ◽  
Chinese Students ◽  
Educational Practice ◽  
Chinese Student ◽  
Future Research ◽  
Electronic Interaction ◽  
Content Type ◽  
Cultural Elements ◽  
The Impact

Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.

Sign in / Sign up

Export Citation Format

Share Document