scholarly journals Effects of short-term memory contents on short-and long-term memory searches

1973 ◽  
Vol 1 (4) ◽  
pp. 443-448 ◽  
Author(s):  
Richard C. Mohs ◽  
Keith T. Wescourt ◽  
Richard C. Atkinson
Keyword(s):  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Short And Long Term ◽  
Memory Contents

scholarly journals Retrospective Attention in Short-Term Memory Has a Lasting Effect on Long-Term Memory Across Age

2018 ◽  
Vol 74 (8) ◽  
pp. 1317-1325 ◽  
Author(s):  
Jonathan Strunk ◽  
Lauren Morgan ◽  
Sarah Reaves ◽  
Paul Verhaeghen ◽  
Audrey Duarte
Keyword(s):  
Older Adults ◽  
Young Adults ◽  
Healthy Aging ◽  
Short Term Memory ◽  
Effective Means ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Short And Long Term

Abstract Objectives Declines in both short- and long-term memory are typical of healthy aging. Recent findings suggest that retrodictive attentional cues (“retro-cues”) that indicate the location of to-be-probed items in short-term memory (STM) have a lasting impact on long-term memory (LTM) performance in young adults. Whether older adults can also use retro-cues to facilitate both STM and LTM is unknown. Method Young and older adults performed a visual STM task in which spatially informative retro-cues or noninformative neutral-cues were presented during STM maintenance of real-world objects. We tested participants’ memory at both STM and LTM delays for objects that were previously cued with retrodictive or neutral-cues during STM order to measure the lasting impact of retrospective attention on LTM. Results Older adults showed reduced STM and LTM capacity compared to young adults. However, they showed similar magnitude retro-cue memory benefits as young adults at both STM and LTM delays. Discussion To the best of our knowledge, this is the first study to investigate whether retro-cues in STM facilitate the encoding of objects into LTM such that they are more likely to be subsequently retrieved by older adults. Our results support the idea that retrospective attention can be an effective means by which older adults can improve their STM and LTM performance, even in the context of reduced memory capacity.

scholarly journals Multiple Memory Processes Following Training That a Food Is Inedible in Aplysia

1998 ◽  
Vol 5 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Dina Botzer ◽  
Silvia Markovich ◽  
Abraham J. Susswein
Keyword(s):  
Short Term Memory ◽  
Training Session ◽  
Long Term Memory ◽  
Training Procedure ◽  
Short Term ◽  
Training Experience ◽  
Term Memory ◽  
Memory Processes ◽  
Short And Long Term

In many organisms, memory after training can be separated into a number of processes. We now report that separable memory processes are also initiated by a training procedure affectingAplysia feeding behavior, a model system for examining the neural mechanisms underlying the regulation of a complex behavior. Four distinct memory process were identified: (1) a very short-term memory that declines within 15 min, (2) a short-term memory that persists for 0.5–1.0 hr, (3) an intermediate-term memory, observed 4 hr after training, and (4) a long-term memory that is seen only after a 12- to 24-hr delay. The four memory processes can be distinguished by the different training procedures that are required to elicit them. A single 5-min training session is sufficient to elicit the very short-term memory. However, a longer training session that continues until the animal stops responding to food is needed to elicit short-term memory. Intermediate-term memory is observed only after a spaced training procedure (three 5-min training sessions separated by 30-min intervals). A single 5-min training session that does not cause either short-term or intermediate-term memory is sufficient to induce long-term memory, indicating that short- and long-term memory are independent, parallel processes. Short- and long-term memory can also be separated by the effects of a post-training experience. Long-term, but not short-term, memory can be attenuated by cooling animals immediately after training. Cooling before the training does not affect either the training or the subsequent short- or long-term memory.

scholarly journals Experimental effects of acute exercise on forgetting

2020 ◽  
Vol 107 (3) ◽  
pp. 359-375
Author(s):  
D.C. Moore ◽  
S. Ryu ◽  
P.D. Loprinzi
Keyword(s):  
Episodic Memory ◽  
Acute Exercise ◽  
Short Term Memory ◽  
Memory Function ◽  
Experimental Studies ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Short And Long Term

AbstractObjectivePrior research has evaluated the effects of acute exercise on episodic memory function. These studies have, on occasion, demonstrated that acute exercise may enhance both short- and long-term memory. It is uncertain as to whether the acute exercise improvements in long-term memory are a result of acute exercise attenuating declines in long-term memory, or rather, are driven by the enhancement effects of acute exercise on short-term memory. The present empirical study evaluates whether the decline from short- to long-term is influenced by acute exercise. This relationship is plausible as exercise has been shown to activate neurophysiological pathways (e.g., RAC1) that are involved in the mechanisms of forgetting.MethodsTo evaluate the effects of acute exercise on forgetting, we used data from 12 of our laboratory's prior experiments (N = 538). Across these 12 experiments, acute exercise ranged from 10 to 15 mins in duration (moderate-to-vigorous intensity). Episodic memory was assessed from word-list or paragraph-based assessments. Short-term memory was assessed immediately after encoding, with long-term memory assessed approximately 20-min later. Forgetting was calculated as the difference in short- and long-term memory performance.ResultsAcute exercise (vs. seated control) was not associated with an attenuated forgetting effect (d = 0.10; 95% CI: −0.04, 0.25, P = 0.17). We observed no evidence of a significant moderation effect (Q = 6.16, df = 17, P = 0.17, I2 = 0.00) for any of the evaluated parameters, including study design, exercise intensity and delay period.ConclusionAcross our 12 experimental studies, acute exercise was not associated with an attenuated forgetting effect. We discuss these implications for future research that evaluates the effects of acute exercise on long-term memory function.

Semantic and Acoustic Coding in Short- and Long-Term Memory

1969 ◽  
Vol 25 (3) ◽  
pp. 849-850 ◽  
Author(s):  
Michael M. Gruneberg ◽  
Robert N. Sykes
Keyword(s):  
Semantic Processing ◽  
Short Term Memory ◽  
Sufficient Evidence ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Short And Long Term

This paper considers the evidence for semantic processing in STM. It is concluded that there is sufficient evidence of semantic processing in STM to make it impossible to dichotomize between long- and short-term memory on the basis of semantic coding being exclusively employed by long-term memory.

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

scholarly journals An Approach toward the Development of a Functional Encoding Model of Short Term Memory during Reading

1978 ◽  
Vol 10 (2) ◽  
pp. 141-148
Author(s):  
Mary Anne Herndon
Keyword(s):  
Cluster Analysis ◽  
Storage Capacity ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Processing Efficiency ◽  
Term Memory ◽  
Information Unit ◽  
Subsequent Storage

In a model of the functioning of short term memory, the encoding of information for subsequent storage in long term memory is simulated. In the encoding process, semantically equivalent paragraphs are detected for recombination into a macro information unit. This recombination process can be used to relieve the limited storage capacity constraint of short term memory and subsequently increase processing efficiency. The results of the simulation give a favorable indication of the success for the use of cluster analysis as a tool to simulate the encoding function in the detection of semantically similar paragraphs.

scholarly journals Remember like humans

2017 ◽  
Vol 14 (1) ◽  
pp. 172988141769231 ◽  
Author(s):  
Ning An ◽  
Shi-Ying Sun ◽  
Xiao-Guang Zhao ◽  
Zeng-Guang Hou
Keyword(s):  
Short Term Memory ◽  
Three Dimensional ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Observation Model ◽  
Two Dimensional ◽  
Short Term ◽  
Term Memory ◽  
Memory Register

Visual tracking is a challenging computer vision task due to the significant observation changes of the target. By contrast, the tracking task is relatively easy for humans. In this article, we propose a tracker inspired by the cognitive psychological memory mechanism, which decomposes the tracking task into sensory memory register, short-term memory tracker, and long-term memory tracker like humans. The sensory memory register captures information with three-dimensional perception; the short-term memory tracker builds the highly plastic observation model via memory rehearsal; the long-term memory tracker builds the highly stable observation model via memory encoding and retrieval. With the cooperative models, the tracker can easily handle various tracking scenarios. In addition, an appearance-shape learning method is proposed to update the two-dimensional appearance model and three-dimensional shape model appropriately. Extensive experimental results on a large-scale benchmark data set demonstrate that the proposed method outperforms the state-of-the-art two-dimensional and three-dimensional trackers in terms of efficiency, accuracy, and robustness.

scholarly journals The Relative Kicking Frequency of Infants Born Full-term and Preterm During Learning and Short-term and Long-term Memory Periods of the Mobile Paradigm

2005 ◽  
Vol 85 (1) ◽  
pp. 8-18 ◽  
Author(s):  
Jill C Heathcock ◽  
Anjana N Bhat ◽  
Michele A Lobo ◽  
James (Cole) Galloway
Keyword(s):  
Gestational Age ◽  
Short Term Memory ◽  
Full Term ◽  
Long Term Memory ◽  
Early Assessment ◽  
Short Term ◽  
Term Memory ◽  
Lack Of Control ◽  
Specific Manner

Abstract Background and Purpose. Infants born preterm differ in their spontaneous kicking, as well as their learning and memory abilities in the mobile paradigm, compared with infants born full-term. In the mobile paradigm, a supine infant's ankle is tethered to a mobile so that leg kicks cause a proportional amount of mobile movement. The purpose of this study was to investigate the relative kicking frequency of the tethered (right) and nontethered (left) legs in these 2 groups of infants. Subjects. Ten infants born full-term and 10 infants born preterm (<33 weeks gestational age, <2,500 g) and 10 comparison infants participated in the study. Methods. The relative kicking frequencies of the tethered and nontethered legs were analyzed during learning and short-term and long-term memory periods of the mobile paradigm. Results. Infants born full-term showed an increase in the relative kicking frequency of the tethered leg during the learning period and the short-term memory period but not for the long-term memory period. Infants born preterm did not show a change in kicking pattern for learning or memory periods, and consistently kicked both legs in relatively equal amounts. Discussion and Conclusion. Infants born full-term adapted their baseline kicking frequencies in a task-specific manner to move the mobile and then retained this adaptation for the short-term memory period. In contrast, infants born preterm showed no adaptation, suggesting a lack of purposeful leg control. This lack of control may reflect a general decrease in the ability of infants born preterm to use their limb movements to interact with their environment. As such, the mobile paradigm may be clinically useful in the early assessment and intervention of infants born preterm and at risk for future impairment.

Effect of Context on Transfer of Information from Short- to Long-Term Memory

1974 ◽  
Vol 38 (2) ◽  
pp. 495-501
Author(s):  
Gilbert B. Tunnell ◽  
Philippe R. Falkenberg
Keyword(s):  
Short Term Memory ◽  
Memory Model ◽  
Long Term Memory ◽  
Interference Theory ◽  
Short Term ◽  
Term Memory ◽  
Immediate Recall ◽  
Encoding Specificity ◽  
Transfer Of Information

Manipulation of the context in a short-term memory paradigm produces changes in the ability to recognize the same material from long-term memory 24 hr. later. If immediate recall is accurate, later recognition is improved if this recall is conducted with the same context as occurred at learning. If immediate recall is completely inaccurate, later recognition is improved if this recall is conducted with different context than was present at learning. Short-term recall did not need to be accurate to transfer the learned nonsense trigrams to long-term memory. Manipulation of context 24 hr. after learning had no effect on recognition. Results are discussed in terms of the Waugh and Norman memory model, Tulving's encoding specificity hypothesis, and interference theory.

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