scholarly journals Age and task effects in short-term memory of children

1971 ◽  
Vol 9 (6) ◽  
pp. 480-482 ◽  
Author(s):  
Karen Keely
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Task Effects ◽  
And Task

Hierarchical Menu Design: Breadth, Depth, and Task Complexity

1996 ◽  
Vol 82 (3_suppl) ◽  
pp. 1187-1201 ◽  
Author(s):  
Julie A. Jacko ◽  
Gavriel Salvendy
Keyword(s):  
Short Term Memory ◽  
Memory Load ◽  
Task Complexity ◽  
Short Term ◽  
Term Memory ◽  
Independent Variables ◽  
Cognitive Component ◽  
Dependent Variables ◽  
Perceived Complexity ◽  
And Task

In this research a relationship between an hierarchical menu's depth and the perceived complexity of a task involving menu retrieval was proposed and validated. 12 subjects were asked to use six different hierarchical menus of varying breadth and depth. The dependent variables were response time and accuracy. The independent variables were depth and breadth of the hierarchy. Subsequent to experimentation, the subjects were asked to complete a questionnaire on users' perceptions of the complexity of the different menu structures. As depth increased, perceived complexity of the menus increased significantly. These phenomena are linked to an existing theory of task complexity. We suggest that the cognitive component influencing users' perceptions of task complexity was short-term memory load.

Expectations impact short-term memory through changes in connectivity between attention- and task-related brain regions

Cortex ◽  
2016 ◽  
Vol 78 ◽  
pp. 1-14 ◽  
Author(s):  
Christopher Sinke ◽  
Katarina Forkmann ◽  
Katharina Schmidt ◽  
Katja Wiech ◽  
Ulrike Bingel
Keyword(s):  
Short Term Memory ◽  
Brain Regions ◽  
Short Term ◽  
Term Memory ◽  
And Task

scholarly journals Postcategorical auditory distraction in short-term memory: Insights from increased task load and task type.

2018 ◽  
Vol 44 (6) ◽  
pp. 882-897 ◽  
Author(s):  
John E. Marsh ◽  
Jingqi Yang ◽  
Pamela Qualter ◽  
Cassandra Richardson ◽  
Nick Perham ◽  
...  
Keyword(s):  
Short Term Memory ◽  
Task Type ◽  
Auditory Distraction ◽  
Short Term ◽  
Term Memory ◽  
Task Load ◽  
And Task

Neurophysiology indicates cognitive penetration of the visual system

1999 ◽  
Vol 22 (3) ◽  
pp. 379-380
Author(s):  
Alexander Grunewald
Keyword(s):  
Visual System ◽  
Short Term Memory ◽  
Cognitive Penetration ◽  
Short Term ◽  
Term Memory ◽  
Task Effects ◽  
The Brain

Short-term memory, nonattentional task effects and nonspatial extraretinal representations in the visual system are signs of cognitive penetration. All of these have been found physiologically, arguing against the cognitive impenetrability of vision as a whole. Instead, parallel subcircuits in the brain, each subserving a different competency including sensory and cognitive (and in some cases motor) aspects, may have cognitively impenetrable components.

Visual Imagery in Brain-Injured Children

1971 ◽  
Vol 33 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Jean S. Symmes
Keyword(s):  
Diagnostic Criteria ◽  
Visual Imagery ◽  
Short Term Memory ◽  
Visual Input ◽  
Short Term ◽  
Term Memory ◽  
Task Learning ◽  
Brain Injured ◽  
And Task ◽  
Iq Discrepancy

The incidence of eidetic imagery and prolonged after-imagery was investigated in a population of young retardates. Incidence of eidetic imagery was 19%, significantly higher than normal samples, and all children with eidetic imagery were classified as “brain-injured” by common neurological diagnostic criteria. Children with long, stable afterimages had a significantly higher mean IQ than those with short afterimages, capacity for fixation and task learning being controlled. A possible explanation of the IQ discrepancy in terms of how a longer time to process visual input into short-term memory may be functional for children of low intelligence is presented.

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.

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

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

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

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