Using a Complementary Emulation-Simulation Co-Design Approach to Assess Application Readiness for Processing-in-Memory Systems

Language processing is not a race against time

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000692 ◽

2016 ◽

Vol 39 ◽

Cited By ~ 1

Author(s):

Giosuè Baggio ◽

Carmelo M. Vicario

Keyword(s):

Information Processing ◽

Human Brain ◽

Language Processing ◽

Cognitive Functions ◽

Memory Systems ◽

Language System ◽

Moderating Factors

AbstractWe agree with Christiansen & Chater (C&C) that language processing and acquisition are tightly constrained by the limits of sensory and memory systems. However, the human brain supports a range of cognitive functions that mitigate the effects of information processing bottlenecks. The language system is partly organised around these moderating factors, not just around restrictions on storage and computation.

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Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00135 ◽

2020 ◽

Vol 63 (12) ◽

pp. 4162-4178

Author(s):

Emily Jackson ◽

Suze Leitão ◽

Mary Claessen ◽

Mark Boyes

Keyword(s):

Working Memory ◽

Short Term Memory ◽

Language Disorder ◽

Declarative Memory ◽

Memory Systems ◽

Procedural Memory ◽

Typically Developing ◽

Short Term ◽

Term Memory ◽

Visual Spatial

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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Human Memory Systems: A Framework for Understanding Dementia

ASHA Leader ◽

10.1044/leader.ftr1.12162007.8 ◽

2007 ◽

Vol 12 (16) ◽

pp. 8-11 ◽

Cited By ~ 2

Author(s):

Nidhi Mahendra ◽

Allegra Apple

Keyword(s):

Human Memory ◽

Memory Systems

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Perceptual Effects and Recollective Experience in Face Recognition

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.3.224 ◽

2005 ◽

Vol 52 (3) ◽

pp. 224-231 ◽

Cited By ~ 7

Author(s):

Chrisanthi Nega

Keyword(s):

Face Recognition ◽

Recognition Memory ◽

Congruency Effect ◽

Facial Recognition ◽

Memory Systems ◽

Study Time ◽

Perceptual Fluency ◽

Recollective Experience ◽

Trace Strength ◽

Size Congruency

Abstract. Four experiments were conducted investigating the effect of size congruency on facial recognition memory, measured by remember, know and guess responses. Different study times were employed, that is extremely short (300 and 700 ms), short (1,000 ms), and long times (5,000 ms). With the short study time (1,000 ms) size congruency occurred in knowing. With the long study time the effect of size congruency occurred in remembering. These results support the distinctiveness/fluency account of remembering and knowing as well as the memory systems account, since the size congruency effect that occurred in knowing under conditions that facilitated perceptual fluency also occurred independently in remembering under conditions that facilitated elaborative encoding. They do not support the idea that remember and know responses reflect differences in trace strength.

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