Short-Term Memory: List Length and The Isolation Effect

1971 ◽  
Author(s):  
Richard S. Cimbalo
1978 ◽  
Vol 99 (2) ◽  
pp. 251-256 ◽  
Author(s):  
Richard S. Cimbalo ◽  
Bernadette I. Nowak ◽  
Carolyn Stringfield

1967 ◽  
Vol 19 (2) ◽  
pp. 97-102 ◽  
Author(s):  
Wayne A. Wickelgren

Lists of 8, 9, or 10 digits were presented at the rate of 1 digit/sec. to subjects instructed to rehearse silently the digits in non-overlapping groups of 1, 2, 3, 4, or 5 digits, after hearing each digit. Subjects were instructed not to rehearse any digits outside the group currently being presented. Rehearsing in 3's was optimal, irrespective of list length. Both recall of items and recall of the correct positions of items improved from 1's to 2's to 3's. Recall of items declined very little from 3's to 4's to 5's, but recall of position declined sharply. Errors in positioning digits tended, above chance, to be in the same group or the same position in a different group. The results suggest that both item-to-item associations and serial position-to-item associations are formed in short-term memory, that only two or three serial position cues are used, but that these serial position cues can be hierarchically organized into a beginning, middle, and end group and a beginning, middle, and end position within a group.


1970 ◽  
Vol 19 (2) ◽  
pp. 98-99 ◽  
Author(s):  
William E. Gumenik ◽  
Fay Rossman

1977 ◽  
Vol 41 (6) ◽  
pp. 419-432 ◽  
Author(s):  
Richard S. Cimbalo ◽  
Rosemary A. Capria ◽  
Linda L. Neider ◽  
Mary Ann C. Wilkins

1981 ◽  
Vol 105 (2) ◽  
pp. 215-223 ◽  
Author(s):  
Richard S. Cimbalo ◽  
Bernadette I. Nowak ◽  
Janet A. Soderstrom

1969 ◽  
Vol 82 (2) ◽  
pp. 238-241
Author(s):  
Donald A. Schumsky ◽  
Anthony F. Grasha ◽  
John Trinder ◽  
Charles L. Richman

1967 ◽  
Vol 6 (3) ◽  
pp. 303-311 ◽  
Author(s):  
James L. Phillips ◽  
Richard M. Shiffrin ◽  
Richard C. Atkinson

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter

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.


2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180


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