Motivation and Short-Term Retention: Evidence for Covert Rehearsal

1969 ◽  
Vol 82 (1) ◽  
pp. 111 ◽  
Author(s):  
Roger M. Tarpy ◽  
Sam Glucksberg ◽  
Loy D. Lytle
Keyword(s):  
Short Term ◽  
Term Retention ◽  
Covert Rehearsal

Motivational Factors in Short-Term Retention: II. Rehearsal or Arousal?

1967 ◽  
Vol 20 (3_suppl) ◽  
pp. 1203-1208 ◽  
Author(s):  
Bernard Weiner
Keyword(s):  
Initial Study ◽  
Stimulus Onset ◽  
Motivational Factors ◽  
Shock Avoidance ◽  
Short Term ◽  
Immediate Recall ◽  
Term Retention ◽  
Covert Rehearsal ◽  
Relationship Of ◽  
The Relationship

Two experiments which investigate the effects of motivation on memory are reported. In the initial study it was demonstrated that recall instrumental to shock avoidance enhances short-term retention. By varying the difficulty of the task interpolated between stimulus onset and recall it was established that the augmented recall is not mediated by covert rehearsal. In Exp. II the motivational information (arousal) occurred at 1, 3, or 5 sec. after stimulus and response offset. Arousal after the stimulus and response terms facilitated immediate recall, although there were no significant differences in retention as a function of the time of the motivational input. The effects of arousal on retention and the relationship of motivation to trace storage and trace retrieval were discussed.

Mediation or Production Deficiency in Disabled Readers?

1980 ◽  
Vol 50 (2) ◽  
pp. 519-530
Author(s):  
Lauren Leslie
Keyword(s):  
Short Term Memory ◽  
Fifth Graders ◽  
Memory Capacity ◽  
Second Graders ◽  
Short Term ◽  
Term Memory ◽  
Memory Processing ◽  
Overt Rehearsal ◽  
Covert Rehearsal ◽  
Disabled Readers

Deficiencies in disabled readers’ short-term memory processing were studied. A deficit in memory capacity versus susceptibility to interference was investigated by examining performance over trials. A mediation versus production deficiency in memory processing was examined by testing the effect of instructions for rehearsal on performance of average and disabled readers in Grades 2 and 5. Contrary to prior research, facilitative effects of rehearsal instructions on second graders’ memory were found only on Trial 1. Fifth graders’ memory was adversely affected by overt rehearsal. Requiring children to rehearse overtly at a set rate may account for the results. A second study examined effects of covert rehearsal on the memory of average and disabled readers in Grade 2 over trials. Facilitative effects of covert rehearsal were shown when data of children who spontaneously rehearsed were removed. A deficiency in production by second graders was supported. Disabled readers who did not rehearse were more susceptible to interference.

Short-term retention and working memory in schizophrenia

1995 ◽  
Vol 15 (1-2) ◽  
pp. 122
Author(s):  
R. Hijman ◽  
H.E. Hulshoff Pol ◽  
W.F.C. Baaré ◽  
J. van der Linden ◽  
R.S. Kahn
Keyword(s):  
Working Memory ◽  
Short Term ◽  
Term Retention
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