Probe digit recall of items from temporally organized memory sets.

1971 ◽  
Vol 91 (1) ◽  
pp. 154-158 ◽  
Author(s):  
Donald V. DeRosa ◽  
Roger Baumgarte
Keyword(s):  
Probe Digit ◽  
Digit Recall

Effects of probe-digit positions and feedback on item retrievability in short-term memory.

1974 ◽  
Vol 103 (6) ◽  
pp. 1207-1210
Author(s):  
J. D. Read ◽  
Gayle Read ◽  
Ian Excell
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Probe Digit

Nonverbal fixation control in young children induces a left-field advantage in digit recall

1977 ◽  
Vol 15 (4-5) ◽  
pp. 569-576 ◽  
Author(s):  
John Kershner ◽  
Richard Thomae ◽  
Ragan Callaway
Keyword(s):  
Young Children ◽  
Fixation Control ◽  
Digit Recall

Short Term Retention of Sentences

1971 ◽  
Vol 23 (4) ◽  
pp. 399-409 ◽  
Author(s):  
R. A. Boakes ◽  
B. Lodwick
Keyword(s):  
Digit Span ◽  
Limited Capacity ◽  
Short Term ◽  
Immediate Memory ◽  
Term Retention ◽  
Digit Sequence ◽  
General Store ◽  
Series Of Experiments ◽  
Digit Recall ◽  
Condition B

A series of experiments was performed on the interaction between the short-term retention of sentences and of digits. In Experiment I a digit span method was used whereby subjects were presented with a sentence followed by a sequence of digits and were required either (a) to recall the sentence first and then the digits or (b) to recall the digits followed by the sentence. Under condition (a) prior recall of the sentence reduced the percentage of digit sequences correctly recalled, while under condition (b) retention of the sentence appeared to have no effect on digit recall. This last finding was confirmed in Experiment II, where the sentences varied both in grammatical complexity and length. In Experiment III the effect of prior recall of a sentence on the recall of digits was found to depend on the type of sentence used. A correlation was observed between the size of this effect and the time taken to recall a sentence. The rate of forgetting suggested by this observation was comparable to that obtained in Experiment IV, where subjects performed an intervening task that did not involve immediate memory for sentences in the interval between the presentation and recall of a six-digit sequence. It was concluded from these results that the short-term retention of sentences and of lists of items cannot be explained in terms of some general store of limited capacity.

scholarly journals The understanding of complex syntax in children with Down syndrome

2019 ◽  
Vol 3 ◽  
pp. 140 ◽  
Author(s):  
Pauline Frizelle ◽  
Paul A. Thompson ◽  
Mihaela Duta ◽  
Dorothy V. M. Bishop
Keyword(s):  
Down Syndrome ◽  
Cognitive Ability ◽  
Relative Clauses ◽  
Significant Proportion ◽  
Control Groups ◽  
Complex Sentences ◽  
Complex Syntax ◽  
Complement Clauses ◽  
Adverbial Clauses ◽  
Digit Recall

Background: Down syndrome (DS) is associated with poor language skills that seem disproportionate to general nonverbal ability, but the nature and causes of this deficit are unclear. We assessed how individuals with DS understand complex linguistic constructions, and considered how cognitive ability and memory and impact the ability of those with DS to process these sentence types. Methods: There were three groups participating in the study: children with DS (n = 33) and two control groups composed of children with cognitive impairment of unknown aetiology (CI) (n = 32) and children with typical development (n = 33). The three groups did not differ on raw scores on a test of non-verbal cognitive ability. Using a newly devised animation task, we examined how well individuals with DS (n = 33) could understand relative clauses, complement clauses and adverbial clauses compared to children with CI and typically developing controls. Participants also completed the Test for the Reception of Grammar-2, three measures of memory (forward and backward digit recall, visuo-spatial memory) and a hearing screen. Results: Results indicated that (1) with the exception of intransitive subject relative clauses, children with DS performed at floor on all other complex sentences, (2) they performed at a significantly lower level than both control groups, and (3) DS status accounted for a significant proportion of the variance over and above memory skills. Conclusions: Our findings suggest that children with DS have a disproportionate difficulty understanding complex sentences compared to two control groups matched on mental age. Furthermore, their understanding of syntax is not completely explained by poor cognitive or memory skills, rather it appears to be a specific deficit that may distinguish children with DS from other neurodevelopmental disorders.

scholarly journals Are forward and backward recall the same? A dual-task study of digit recall

2012 ◽  
Vol 41 (4) ◽  
pp. 519-532 ◽  
Author(s):  
Helen L. St Clair-Thompson ◽  
Richard J. Allen
Keyword(s):  
Dual Task ◽  
Backward Recall ◽  
Digit Recall

The Effect of an 8-Week Aerobic Dance Program on Executive Function in Children

2021 ◽  
pp. 003151252110580
Author(s):  
Khawla Zinelabidine ◽  
Yousri Elghoul ◽  
Ghada Jouira ◽  
Sonia Sahli
Keyword(s):  
Working Memory ◽  
Primary School ◽  
Cognitive Flexibility ◽  
Repeated Measures ◽  
Mixed Model ◽  
Primary School Children ◽  
Control Group ◽  
Aerobic Dance ◽  
Digit Recall ◽  
Dance Intervention

In the current study, we examined the effect of an aerobic dance program as part of physical education (PE) classes on aspects of primary school children’s executive functions (EFs) (inhibition, working memory, and cognitive flexibility). Participants were 41 children (21 boys and 20 girls; M age =10.30, SD = 0.50 years, M height = 134.09, SD= 3.9 cm; M weight = 35.61, SD = 7.85 kg) who were divided into an experimental group (EG) and a no-PE control group (CG). The EG followed an aerobic dance intervention as part of their PE program (45 minute sessions two days per week over eight weeks). Participants in both groups performed EF tests before and after the intervention period to evaluate their mental flexibility, inhibition, and working memory. A two-way mixed model repeated measures ANOVA revealed a significant effect of the aerobic dance program on participants’ cognitive flexibility (i.e., on Trails Making Tests B-A times and committed errors) ( p <0.001), and on Stroop measures of inhibition (corrected number of words and corrected errors) ( p <0.001 and p <0.01, respectively), with post-hoc analyses showing an improved performance by the EG in working memory (digit recall score) from pre-test to post-test and in comparsion to the CG ( p < 0.001). Thus, this 8-week aerobic dance program promoted EF development among primary school children.

scholarly journals The understanding of complex syntax in children with Down syndrome

2018 ◽  
Vol 3 ◽  
pp. 140 ◽  
Author(s):  
Pauline Frizelle ◽  
Paul A. Thompson ◽  
Mihaela Duta ◽  
Dorothy V. M. Bishop
Keyword(s):  
Down Syndrome ◽  
Cognitive Ability ◽  
Relative Clauses ◽  
Significant Proportion ◽  
Hearing Level ◽  
Control Groups ◽  
Complex Sentences ◽  
Complement Clauses ◽  
Adverbial Clauses ◽  
Digit Recall

Background: Down syndrome (DS) is associated with poor language skills that seem disproportionate to general nonverbal ability, but the nature and causes of this deficit are unclear. We assessed how individuals with DS understand complex linguistic constructions, and considered how cognitive ability, memory and hearing level impact the ability of those with DS to process these sentence types. Methods: There were three groups participating in the study: children with DS (n = 33) and two control groups composed of children with cognitive impairment of unknown aetiology (CI) (n = 32) and children with typical development (n = 33). Both groups were matched to those with DS on cognitive ability. Using a newly devised animation task, we examined how well individuals with DS (n = 33) could understand relative clauses, complement clauses and adverbial clauses compared to children with CI and typically developing controls. Participants also completed the Test for the Reception of Grammar-2, three measures of memory (forward and backward digit recall, visuo-spatial memory) and a hearing screen. Results: Results indicated that (1) with the exception of intransitive subject relative clauses, children with DS performed at floor on all other complex sentences, (2) they performed at a significantly lower level than both control groups, and (3) DS status accounted for a significant proportion of the variance over and above memory skills. Conclusions: Our findings suggest that children with DS have a disproportionate difficulty understanding complex sentences compared to two control groups matched on mental age. Furthermore, their understanding of syntax is not completely explained by poor cognitive or memory skills, rather it appears to be a specific deficit that may distinguish children with DS from other neurodevelopmental disorders.

scholarly journals Complex syntax and working memory in children with specific learning difficulties

2019 ◽  
Vol 40 (4) ◽  
pp. 411-436 ◽  
Author(s):  
Emily Stanford ◽  
Hélène Delage
Keyword(s):  
Working Memory ◽  
Processing System ◽  
Learning Disorder ◽  
Complex Syntax ◽  
Specific Learning Disorder ◽  
Wh Questions ◽  
Digit Recall ◽  
Relationship Of ◽  
The Relationship ◽  
Specific Learning

Working memory (WM) limitations are frequently reported for children with specific learning disorder (SLD). However, WM capacity influences more than literacy and numeracy, as research highlights the contribution of WM to language development, in particular syntax. In this article, the authors study the effect of syntactic intervention, i.e. syntactic elements intervening between filler and gap, on comprehension in children with SLD and evaluate the relationship of this effect to WM capacity. Specifically, they assess how these children comprehend wh-questions and relative clauses. Additionally, they examine how comprehension relates to WM, measured by backward digit recall. The authors report that a subgroup of children with SLD struggle to comprehend structures containing intervention, and that WM capacity influences performance in SLD. Their conclusion is that computing a syntactic relation in which a moved object and an intervening subject share a featural specification taxes the processing system of children with SLD who have WM limitations. Thus, syntactic difficulties, although not typically associated with SLD, may form part of the SLD profile, especially when WM capacity is reduced.

Effects and Implications of the Experimental Double Bind

1981 ◽  
Vol 48 (3) ◽  
pp. 895-900 ◽  
Author(s):  
David M. Dush ◽  
Marvin Brodsky
Keyword(s):  
Factorial Design ◽  
Empirical Support ◽  
Double Bind ◽  
Male And Female ◽  
Etiological Factors ◽  
Subsequent Research ◽  
Double Binds ◽  
Etiological Role ◽  
Experimental Analogue ◽  
Digit Recall

Patterns of paradoxical communication with certain punitive features have been termed double binds (Bateson, Jackson, Haley, & Weakland, 1956) and viewed as etiological factors in the etiology of schizophrenia. Empirical support to date of the proposed etiological role has been weak. The present study replicated an experimental analogue of the double bind which produced increased anxiety in normals (Smith, 1976). A battery of dependent measures was chosen for their potential in discriminating between normals and schizophrenics. The features of the double bind were arranged in a factorial design. 100 male and female undergraduates participated. Significant effects were found for digit recall which implicate exposure to the full array of double-bind features in producing patterns of recall similar to those observed in schizophrenics. Issues for subsequent research were discussed.

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