scholarly journals Short-term memory tests in personnel selection: Low adverse impact and high validity

Intelligence ◽  
1996 ◽  
Vol 23 (1) ◽  
pp. 15-32 ◽  
Author(s):  
Jennifer M. Verive ◽  
Michael A. McDaniel
Keyword(s):  
Personnel Selection ◽  
Short Term Memory ◽  
Adverse Impact ◽  
Short Term ◽  
Term Memory ◽  
Memory Tests

scholarly journals Study of Brain Activation Using Electroencephalographic Technique for Performing Short-Term Memory Tests

2016 ◽  
Vol 06 (01) ◽  
pp. 37-42
Author(s):  
E.S.F. Filho ◽  
T.V. de Oliveira Lima ◽  
D.L.R. Silva ◽  
Milton Vieira Costa ◽  
E.M.T. Filho
Keyword(s):  
Short Term Memory ◽  
Brain Activation ◽  
Short Term ◽  
Term Memory ◽  
Memory Tests

Memory disorders following focal neocortical damage

1982 ◽  
Vol 298 (1089) ◽  
pp. 73-83 ◽  
Keyword(s):  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Associate Learning ◽  
Term Memory ◽  
Memory Tests ◽  
Sequential Memory ◽  
Selective Impairment ◽  
Neocortical Lesion

Two aspects of memory defects following circumscribed neocortical lesion are considered. First, the selective impairment involving one category of stimuli (e.g. faces, colours) or a specific mnestic ability (spatial orientation). The deficit affects ‘new’ as well as ‘old’ memories and suggests that engrams are located in discrete cortical areas. The second issue concerns the relation of the hemispheric side of lesion to memory of non-verbal visual material, as a function of the differential utilization of the visual and verbal code in carrying out the task. Short-term memory tests are performed poorly by aphasics. In long-term memory tests, the performance depends on the nature of the task: in the early stages of paired-associate learning aphasics are impaired, on recurring figure recognition no hemispheric difference emerges, on sequential memory right brain-damaged patients have the poorest scores.

Field Dependence and Short-Term Memory

1979 ◽  
Vol 49 (1) ◽  
pp. 87-96 ◽  
Author(s):  
Elizabeth Berger ◽  
Leo Goldberger
Keyword(s):  
Field Dependence ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Memory Tests ◽  
Field Independent ◽  
Field Dependent ◽  
The Relationship

This study examined the relationship between field dependence and short-term memory. It was predicted that relatively field-independent individuals would perform better on short-term memory tests in which a large amount of interference is assumed to be present than would individuals who are more field-dependent. Subjects' appraisals of their own attentional facility, as well as their thoughts and feelings about the experimental tasks, were also elicited, and were looked at in terms of their relationship to field dependence and short-term memory.

scholarly journals Aversive operant conditioning alters the phototactic orientation of the marbled crayfish

2021 ◽  
Vol 224 (6) ◽  
pp. jeb242180
Author(s):  
Shione Okada ◽  
Natsumi Hirano ◽  
Toshiki Abe ◽  
Toshiki Nagayama
Keyword(s):  
Operant Conditioning ◽  
Short Term Memory ◽  
Memory Formation ◽  
Long Term Memory ◽  
Aversive Learning ◽  
Short Term ◽  
Term Memory ◽  
Memory Tests ◽  
Marbled Crayfish

ABSTRACTAversive learning was applied to affect the phototactic behaviour of the marbled crayfish. Animals initially showed negative phototaxis to white light and positive taxis to blue light. Using an aversive learning paradigm, we investigated the plasticity of innate behaviour following operant conditioning. The initial rate of choosing a blue-lit exit was analysed by a dual choice experiment between blue-lit and white-lit exits in pre-test conditions. During training, electrical shocks were applied to the animals when they oriented to the blue-lit exit. Memory tests were given to analyse the orientation rate to the blue-lit exit in trials 1 and 24 h after training and these rates were compared with the pre-test. In general, animals avoided the blue-lit exit in the memory tests. When training was carried out three times, the long-term memory was retained for at least 48 h, although a single bout of training was also enough to form a long-term memory. Cooling animals at 4°C or injection of cycloheximide immediately after training altered the formation of long-term memory, but had no effect on short-term memory formation. Administration of the adenylate cyclase inhibitor SQ22536, the PKA inhibitor H89 or the CREB inhibitor KG-501 immediately after training also blocked the formation of long-term memory, but had no effect on short-term memory formation. Thus, our pharmacological behavioural analyses showed that new protein synthesis was necessary to form long-term memories and that the cAMP/PKA/CREB pathway is the main signal cascade for long-term memory formation in the marbled crayfish.

scholarly journals Neural Flip-Flops I: Short-Term Memory

2018 ◽  
Author(s):  
Lane Yoder
Keyword(s):  
High Frequency ◽  
Short Term Memory ◽  
Building Blocks ◽  
Memory Formation ◽  
Short Term ◽  
Term Memory ◽  
Memory Tests ◽  
Sequential Logic ◽  
With Memory ◽  
Neighboring Neuron

AbstractThe networks proposed here show how neurons can be connected to form flip-flops, the basic building blocks in sequential logic systems. Two novel neural flip-flops (NFFs) are composed of two and four neurons. Their operation depends only on minimal neuron capabilities of excitation and inhibition. The NFFs can generate known phenomena of short-term memory. Memory tests have shown that certain neurons fire continuously at a high frequency while information is held in short-term memory. These neurons exhibit seven characteristics associated with memory formation, retention, retrieval, termination, and errors. One of the neurons in each of the NFFs produces all of the characteristics. This neuron and a second neighboring neuron together predict eight unknown phenomena. These predictions can be tested by the same methods that led to the discovery of the first seven phenomena.

scholarly journals Breakfast and performance in schoolchildren

1982 ◽  
Vol 48 (3) ◽  
pp. 483-496 ◽  
Author(s):  
N. H. Dickie ◽  
A. E. Bender
Keyword(s):  
Short Term Memory ◽  
Memory Search ◽  
Mental Performance ◽  
Short Term ◽  
Term Memory ◽  
Memory Tests ◽  
And Performance

1. The results from two studies are reported of the effects on mental performance of omitting breakfast. The objective of the first study was to compare the performances of schoolchildren who habitually ate or did not eat breakfast. In the second study the effectsof omitting breakfast by those accustomed to eating the morning meal were investigated.2. Mental performance was assessed by two short-term memory tests (a simple cancellation test in which paired letters were marked on a page of random letters) and a memory-search test in which tines containing a group of specified fetters were marked, a series of numerical additions, and an attention-demanding test (in which specified statements had to be verified).3. Neither study revealed differences attributable to the omission or consumption of breakfast.

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

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