Supplemental Material for The Contribution of Serial Order Short-Term Memory and Long-Term Learning to Reading Acquisition: A Longitudinal Study

2020 ◽  
Keyword(s):  
Longitudinal Study ◽  
Short Term Memory ◽  
Reading Acquisition ◽  
Serial Order ◽  
Short Term ◽  
Term Memory

scholarly journals The contribution of serial order short-term memory and long-term learning to reading acquisition: A longitudinal study.

2020 ◽  
Vol 56 (9) ◽  
pp. 1671-1683 ◽  
Author(s):  
Laura Ordonez Magro ◽  
Steve Majerus ◽  
Lucie Attout ◽  
Martine Poncelet ◽  
Eleonore H. M. Smalle ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Short Term Memory ◽  
Reading Acquisition ◽  
Serial Order ◽  
Short Term ◽  
Term Memory

Do serial order short-term memory and long-term learning abilities predict spelling skills in school-age children?

Cognition ◽  
2021 ◽  
Vol 206 ◽  
pp. 104479
Author(s):  
Laura Ordonez Magro ◽  
Steve Majerus ◽  
Lucie Attout ◽  
Martine Poncelet ◽  
Eleonore H.M. Smalle ◽  
...  
Keyword(s):  
Short Term Memory ◽  
Serial Order ◽  
School Age Children ◽  
School Age ◽  
Short Term ◽  
Learning Abilities ◽  
Term Memory

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

scholarly journals Short-term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities

Dyslexia ◽  
2017 ◽  
Vol 23 (3) ◽  
pp. 209-233 ◽  
Author(s):  
Nelson Cowan ◽  
Tiffany P. Hogan ◽  
Mary Alt ◽  
Samuel Green ◽  
Kathryn L. Cabbage ◽  
...  
Keyword(s):  
Short Term Memory ◽  
Serial Order ◽  
Short Term ◽  
Term Memory ◽  
Multiple Modalities ◽  
Childhood Dyslexia

scholarly journals An Approach toward the Development of a Functional Encoding Model of Short Term Memory during Reading

1978 ◽  
Vol 10 (2) ◽  
pp. 141-148
Author(s):  
Mary Anne Herndon
Keyword(s):  
Cluster Analysis ◽  
Storage Capacity ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Processing Efficiency ◽  
Term Memory ◽  
Information Unit ◽  
Subsequent Storage

In a model of the functioning of short term memory, the encoding of information for subsequent storage in long term memory is simulated. In the encoding process, semantically equivalent paragraphs are detected for recombination into a macro information unit. This recombination process can be used to relieve the limited storage capacity constraint of short term memory and subsequently increase processing efficiency. The results of the simulation give a favorable indication of the success for the use of cluster analysis as a tool to simulate the encoding function in the detection of semantically similar paragraphs.

Sign in / Sign up

Export Citation Format

Share Document