scholarly journals Acquisition and long-term memory of object names in a sample of Gifted Word Learner dogs

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Shany Dror ◽  
Ádám Miklósi ◽  
Andrea Sommese ◽  
Andrea Temesi ◽  
Claudia Fugazza
Keyword(s):  
Social Interactions ◽  
Cognitive Skills ◽  
Long Term Memory ◽  
Human Species ◽  
Human Infants ◽  
Acquisition Rate ◽  
Term Memory ◽  
Word Acquisition ◽  
Short Period

Dogs with a vocabulary of object names are rare and are considered uniquely gifted. In a few cases, these Gifted Word Learner (GWL) dogs have presented cognitive skills that are functionally similar to those of human infants. However, the acquisition rate of new object names and the ability of GWL dogs to form long-term memories of those is unknown. In this study, we examine the ability of six GWL dogs to acquire the names of new objects in a short period and to retain those in their long-term memory without post-acquisition exposures. In Experiments 1 and 2, the dogs were tested on their ability to learn, during social interactions with their owners, the names of 6 and 12 new toys respectively, in one week. In Experiments 3 and 4, the dogs' memory of these objects was tested after one and two months. GWL dogs typically learned the names of the new objects and remembered those. We suggest that dogs with knowledge of object names could be a powerful model for studying mental mechanisms related to word acquisition in a non-human species.

scholarly journals Mengajarkan Pemecahan Masalah Matematika di Sekolah Dasar

2018 ◽  
Vol 6 (2) ◽  
pp. 215
Author(s):  
Suhartono Suhartono
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Cognitive Skills ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Long Term Memory ◽  
Previous Knowledge ◽  
Term Memory ◽  
Two Factors

Abstrak Artikel ini membahas tentang mengajarkan pemecahan masalah matematika di sekolah dasar. Metode penelitian yang digunakan dalam penulisan artikel ini adalah analisa literatur. Beberapa literatur yang berhubungan dengan pemecahan masalah dan pemecahan masalah matematika dianalisa untuk mendapatkan informasi tentang cara mengajarkan pemecahan masalah matematika di sekolah dasar. Pemecahan masalah merupakan sebuah kompetensi yang harus dikuasai oleh peserta didik dalam pembelajaran matematika. Hal ini sebagaimana yang terdapat dalam kurikulum pendidikan Indonesia. Kemampuan pemecahan masalah matematika peserta didik pada tingkat pendidikan yang lebih tinggi, sangat tergantung kepada pengalaman belajar peserta didik ketika di jenjang sekolah dasar. Oleh karena itu, mengajarkan pemecahan masalah matematika sejak jenjang sekolah dasar merupakan sesuatu yang penting. Kemampuan pemecahan masalah (problem solving) setidaknya membutuhkan dua kemampuan, yaitu (1) kemampuan untuk mengidentifikasi masalah, dan (2) kemampuan untuk merencanakan strategi untuk memecahkan masalah. Kemampuan memecahkan masalah merupakan salah satu bentuk keterampilan kognitif. Dengan demikian, kemampuan pemecahan masalah ini akan tergantung setidaknya pada dua hal. Pertama, pengetahuan awal yang dimiliki oleh peserta didik (previous knowledge). Kedua, kemampuan peserta didik untuk memanggil pengetahuan yang tersimpan dalam memori jangka panjangnya (long-term memory). Mengajarkan pemecahan masalah matematika di jenjang sekolah dasar membutuhkan sejumlah kemampuan. Pertama, kemampuan mengajarkan cara untuk mengidentifikasi masalah matematika yang sesuai dengan tingkat perkembangan kognitif peserta didik. Kedua, kemampuan untuk mengajarkan strategi untuk memecahkan masalah matematika Kata kunci: Pemecahan Masalah, Pemecahan Masalah Matematika, Sekolah Dasar Abstract This article discusses about how to teach mathemathical problem solving on elementary school. The method that is used to write this article is literature analysis. Some literatures which are related to problem solving and mathematical problem solving are analysed in order to find information about how to teach mathematical problem solving on elementary school. Problem solving is a competency that is has to be mastered by students in mathemathics education. It is stated in Indonesian curriculum document. The ability of students to solve mathematical problem on higher education is rely on their ability to solve mathematical problem on elementary school. For this reason, it is important to teach mathematical problem solving since elementary school. Problem solving need minimally two abilities, that are (1) the ability to identify the problem, and (2) the ability to plan a strategy to solve the problem. Problem solving is one kind of cognitive skills. For this reason, this skill is depended on two factors. Firstly, previous knowledge that is own by the student. Secondly, the ability of student to retrieve the information from long-term memory.

scholarly journals Effects of Sound on Human’s Short-term Memorization

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Atikarn Phrukphicharn ◽  
Keyword(s):  
Short Term Memory ◽  
Digit Span ◽  
Average Score ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Short Period ◽  
Negative Effect ◽  
Online Tests

Number of studies reveals that music has an impact on human’s brain and mostly helps us to memorize things. These studies only aim for influences of music on long-term memory helping people to memorize and recalling their recollection better. However, no research nor study regarding effects of music on short-term memory has been conducted. In a very short period, whether hearing music might ruin concentration rather than enhancing attentiveness for the efficiency of memorizing or not. If not, which type of music or sound is more capable in increasing the ability to memorize. These questions lead us to develop online tests (https://lookchinandthegang.wixsite.com/my-site) by using Digit Span Test as a prototype. The tests were adapted to suit our research questions more completely. Several types of background sound were involved in the tests including metronome (100 BPM), alpha wave which people widely use to play in the background while reading, and silent mode. Test takers are a group of teenagers (between 16 and 25 years old) in Thailand. The results illustrate that the average score and the rate of participants’ opinion are nearly identical. Thus, listening to sound while doing the test does not contribute an increase in the efficiency of memorization of participants. Moreover, type of sound is that best to magnify the participants’ ability cannot be identified since there are several opinions regarding listening to sound while doing the test either enhancing the efficiency to memorizing (positive effect) or decreasing the ability of participants to recognize (negative effect) or, indeed, has no impact (neutral effect). To conclude, listening to sound could help increase the effectiveness of short-term memory or not is based on preference of the individuals.

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

Retrieval from Memory or Procedural Strategies for Addition Problems

2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol
Keyword(s):  
Reaction Times ◽  
Long Term Memory ◽  
Verbal Reports ◽  
Term Memory ◽  
Simple Addition ◽  
Memory Traces ◽  
Addition Problem ◽  
Retrieval From Memory ◽  
Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

The Acute Effect of Alcohol on Various Memory Processes

2010 ◽  
Vol 24 (4) ◽  
pp. 249-252 ◽  
Author(s):  
Márk Molnár ◽  
Roland Boha ◽  
Balázs Czigler ◽  
Zsófia Anna Gaál
Keyword(s):  
Low Dose ◽  
Short Term Memory ◽  
Acute Effect ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Processes ◽  
Different Types ◽  
The Brain ◽  
Legal Consequences

This review surveys relevant and recent data of the pertinent literature regarding the acute effect of alcohol on various kinds of memory processes with special emphasis on working memory. The characteristics of different types of long-term memory (LTM) and short-term memory (STM) processes are summarized with an attempt to relate these to various structures in the brain. LTM is typically impaired by chronic alcohol intake but according to some data a single dose of ethanol may have long lasting effects if administered at a critically important age. The most commonly seen deleterious acute effect of alcohol to STM appears following large doses of ethanol in conditions of “binge drinking” causing the “blackout” phenomenon. However, with the application of various techniques and well-structured behavioral paradigms it is possible to detect, albeit occasionally, subtle changes of cognitive processes even as a result of a low dose of alcohol. These data may be important for the consideration of legal consequences of low-dose ethanol intake in conditions such as driving, etc.

Short- and long-term memory tasks predict working memory performance, and vice versa.

2019 ◽  
Vol 73 (2) ◽  
pp. 79-93 ◽  
Author(s):  
Ian Neath ◽  
Jean Saint-Aubin ◽  
Tamra J. Bireta ◽  
Andrew J. Gabel ◽  
Chelsea G. Hudson ◽  
...  
Keyword(s):  
Working Memory ◽  
Memory Performance ◽  
Long Term Memory ◽  
Term Memory ◽  
Short And Long Term
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