scholarly journals The effect of visual memory training on spelling achievement in the classroom

2000 ◽  
Author(s):  
Linda Baker
Keyword(s):  
Visual Memory ◽  
Memory Training ◽  
Spelling Achievement

scholarly journals Smell-Based Memory Training: Evidence of Olfactory Learning and Transfer to the Visual Domain

2020 ◽  
Vol 45 (7) ◽  
pp. 593-600
Author(s):  
Jonas K Olofsson ◽  
Ingrid Ekström ◽  
Joanna Lindström ◽  
Elmeri Syrjänen ◽  
Anna Stigsdotter-Neely ◽  
...  
Keyword(s):  
Visual Memory ◽  
Difficulty Level ◽  
Memory Training ◽  
High Performing ◽  
Sense Of Smell ◽  
Visual Spatial ◽  
Visual Tasks ◽  
High Level ◽  
Visual Domain ◽  
Olfactory Training

Abstract Human and non-human animal research converge to suggest that the sense of smell, olfaction, has a high level of plasticity and is intimately associated with visual-spatial orientation and memory encoding networks. We investigated whether olfactory memory (OM) training would lead to transfer to an untrained visual memory (VM) task, as well as untrained olfactory tasks. We devised a memory intervention to compare transfer effects generated by olfactory and non-olfactory (visual) memory training. Adult participants were randomly assigned to daily memory training for about 40 days with either olfactory or visual tasks that had a similar difficulty level. Results showed that while visual training did not produce transfer to the OM task, olfactory training produced transfer to the untrained VM task. Olfactory training also improved participants’ performance on odor discrimination and naming tasks, such that they reached the same performance level as a high-performing group of wine professionals. Our results indicate that the olfactory system is highly responsive to training, and we speculate that the sense of smell may facilitate transfer of learning to other sensory domains. Further research is however needed in order to replicate and extend our findings.

scholarly journals Effectiveness of Visual Memory Training For Primary School Children with Developmental Coordination Disorder (DCD)

2020 ◽  
Vol 11 (4) ◽  
pp. 6206-6210
Author(s):  
Ganapathy Sankar U ◽  
Monisha R
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
School Children ◽  
Visual Memory ◽  
Developmental Coordination Disorder ◽  
Primary School Children ◽  
Memory Training ◽  
Significant Difference ◽  
Comprehension Skills ◽  
Coordination Disorder

Developmental coordination disorder is a term that refers to a Motor coordination disorder manifested by significant unexpected, specific and persistent difficulties in the acquisition and use of practical motor skills, which is most needed for academic performance among primary school children with DCD. This current research aims to determine the effectiveness of visual memory training in children with DCD- Developmental coordination disorder. Ten children with DCD (N=10) were recruited from the year 2016 June to December 2016 through convenient sampling. DCDQ was used to include the children in the study. Children were enrolled in a visual memory training programme of 24 sessions, one hour per session continued for thrice a week for eight weeks. Visual memory training revealed statistical significance on reading, visual memory and reading comprehension skills (t= -4.346; p<0.05; t= -3.356, p<0.05 and t= - 5.265, p<0.05 respectively) and also suggested a statistically significant difference and the association between reading skills, visual memory skills and comprehension skills (F=20.234, p= 0.000). The study concluded that visual memory training had a significant effect on visual memory skills which have an impact on academic performance.

scholarly journals The Effect of a Visual Memory Training Program on Chinese Handwriting Performance of Primary School Students with Dyslexia in Hong Kong

2015 ◽  
Vol 03 (04) ◽  
pp. 146-158
Author(s):  
Cecilia W. P. Li-Tsang ◽  
Agnes S. K. Wong ◽  
Linda F. L. Tse ◽  
Hebe Y. H. Lam ◽  
Viola H. L. Pang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Training Program ◽  
Visual Memory ◽  
Memory Training ◽  
Primary School Students ◽  
School Students

Memory-For-Designs, Intelligence, and Achievement of Educable Mentally Retarded Children

1982 ◽  
Vol 55 (2) ◽  
pp. 379-382
Author(s):  
Jin Ong ◽  
Lowell Jones
Keyword(s):  
Visual Memory ◽  
Mentally Retarded ◽  
Full Scale ◽  
Memory Training ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Class 1 ◽  
Rank Difference ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded

Relationships between Memory-for-Designs test, Wechsler Intelligence Scale for Children (WISC), and Wide Range Achievement Test (WRAT) were determined for classes of 12 and 14 educable mentally retarded children. Rank-difference rs showed that Memory-for-Designs errors correlated significantly with WISC Verbal IQs (—0.78), WISC Performance IQs (—0.85), and WISC Full Scale IQs (—0.96) for Class 1, and with WRAT Reading (—0.79) and WRAT Arithmetic (—0.70) for Class 2, implying that Memory-for-Designs may supplement the other tests in placement of children into educable mentally retarded classes. The high r (—0.96) between Memory-for-Designs and WISC Full Scale IQs indicates that a major component in intelligence is visual memory, which accounts for 84% of the variance of intelligence and suggests the possibility of improving intelligence through visual memory training in the schools.

scholarly journals Smell-based memory training: Evidence of olfactory learning and transfer to a visual task

2019 ◽  
Author(s):  
Jonas Olofsson ◽  
Ingrid Ekström ◽  
Sara Sjölund ◽  
Joanna Lindström ◽  
Elmeri Syrjänen ◽  
...  
Keyword(s):  
Visual Memory ◽  
Memory Task ◽  
Difficulty Level ◽  
Memory Training ◽  
Olfactory Memory ◽  
Sense Of Smell ◽  
Visual Spatial ◽  
High Level ◽  
Olfactory Training ◽  
Visual Memory Task

Human and non-human animal research converge to suggest that the sense of smell, olfaction, has a high level of plasticity and is intimately associated with visual-spatial orientation and memory encoding networks. We investigated whether olfactory memory training would lead to transfer to an untrained visual memory task, as well as untrained olfactory tasks. We devised a memory intervention to compare transfer effects generated by olfactory and non-olfactory (visual) memory training. Adult participants were randomly assigned to daily memory training for about 40 days with either olfactory or visual tasks, that had a similar difficulty level. Results showed that while visual training did not produce transfer to the olfactory memory task, olfactory training produced transfer to the untrained visual memory task. Olfactory training also improved participants’ performance on odor discrimination and naming tasks, such that they reached the same performance level as a high-performing group of wine professionals. Our results indicate that the olfactory system is highly responsive to training, and we speculate that the sense of smell may facilitate transfer of learning to other sensory domains. Further research is however needed in order to replicate and extend our findings.

Does the Ability of Kindergarten Children to Retain Auditory and Visual Stimuli Improve with Training?

1984 ◽  
Vol 15 (3) ◽  
pp. 210-215 ◽  
Author(s):  
Linda L. Mullin ◽  
Una A. Lange
Keyword(s):  
Visual Memory ◽  
Visual Stimuli ◽  
Kindergarten Children ◽  
Memory Training ◽  
Training Activities

The purpose of the study was to determine whether specific auditory and visual memory training improves the ability of kindergarten children to retain auditory and visual stimuli. Auditory and visual pretests were administered. The children were involved in auditory and visual memory training activities for 15-min sessions on 25 days. Following the training, auditory and visual posttests were administered. The pre- and posttest scores were compared. The results support the notion that memory training does increase a child's ability to retain stimuli.

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