Aptitude and pedagogical conditions in the early development of a nonprimary language

2016 ◽  
Vol 38 (3) ◽  
pp. 679-701 ◽  
Author(s):  
BEATRIZ LADO
Keyword(s):  
Working Memory ◽  
Early Development ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Initial Learning ◽  
Grammatical Sensitivity ◽  
Rote Memory

ABSTRACTThe article summarizes results from a study investigating the role of aptitude on initial learning of Latin morphosyntax. The study includes two different computerized conditions: with or without metalinguistic information, provided during input-based practice with right/wrong feedback. Four aptitude measures were included: linguistic analytic ability, rote memory, working memory, and phonological short-term memory. The results revealed that linguistic analytic ability gave learners an advantage under the metalinguistic information condition when processing sentences for meaning, although only working memory (and rote memory to a lesser extent) had a role in development of grammatical sensitivity to the form. In contrast, except rote memory in immediate aural interpretation, none of the aptitude measures predicted learning under the nonmetalinguistic information condition.

Nothing left in store . . . but how do we measure attentional capacity?

2001 ◽  
Vol 24 (1) ◽  
pp. 132-133
Author(s):  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Procedural Knowledge ◽  
Short Term Memory ◽  
Memory Development ◽  
Compelling Evidence ◽  
Short Term ◽  
Term Memory ◽  
Focal Attention ◽  
And Storage

I compare the concepts of “activation” and “storage” as foundations of short-term memory, and suggest that an attention-based view of STM does not need to posit specialized short-term stores. In particular, no compelling evidence supports the hypothesis of time-limited stores. Identifying sources of activation, examining the role of activated procedural knowledge, and studying working memory development are central issues in modelling capacity-limited focal attention.

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

The constructs of short-term memory and working memory

1997 ◽  
Author(s):  
Randall W. Engle ◽  
Stephen Tuholski ◽  
James Laughlin ◽  
Andrew Conway
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory

Role of affect in short-term memory for paired associates.

1968 ◽  
Vol 78 (3, Pt.1) ◽  
pp. 494-501 ◽  
Author(s):  
Calvin F. Nodine ◽  
James H. Korn
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Paired Associates

The capacity of short term memory from an evolutionary perspective

2019 ◽  
Author(s):  
Majid Manoochehri
Keyword(s):  
Short Term Memory ◽  
Memory Span ◽  
Critical Role ◽  
Experimental Studies ◽  
Cognitive System ◽  
Evolutionary Approach ◽  
Evolutionary Perspective ◽  
Short Term ◽  
Term Memory

Memory span in humans has been intensely studied for more than a century. In spite of the critical role of memory span in our cognitive system, which intensifies the importance of fundamental determinants of its evolution, few studies have investigated it by taking an evolutionary approach. Overall, we know hardly anything about the evolution of memory components. In the present study, I briefly review the experimental studies of memory span in humans and non-human animals and shortly discuss some of the relevant evolutionary hypotheses.

A Randomized Controlled Trial of Working Memory Training in Pediatric Sickle Cell Disease

2021 ◽  
Author(s):  
Steven J Hardy ◽  
Sarah E Bills ◽  
Emily R Meier ◽  
Jeffrey C Schatz ◽  
Katie J Keridan ◽  
...  
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Controlled Trial ◽  
Working Memory Training ◽  
Memory Training ◽  
Cell Disease ◽  
Math Fluency ◽  
Short Term ◽  
Term Memory ◽  
Randomized Controlled

Abstract Objective Youth with sickle cell disease (SCD) are at risk for neurocognitive deficits including problems with working memory (WM), but few interventions to improve functioning exist. This study sought to determine the feasibility and efficacy of home-based, digital WM training on short-term memory and WM, behavioral outcomes, and academic fluency using a parallel group randomized controlled trial design. Methods 47 children (7–16 years) with SCD and short-term memory or WM difficulties were randomized to Cogmed Working Memory Training at home on a tablet device (N = 24) or to a standard care Waitlist group (N = 23) that used Cogmed after the waiting period. Primary outcomes assessed in clinic included performance on verbal and nonverbal short-term memory and WM tasks. Secondary outcomes included parent-rated executive functioning and tests of math and reading fluency. Results In the evaluable sample, the Cogmed group (N = 21) showed greater improvement in visual WM compared with the Waitlist group (N = 22; p = .03, d = 0.70 [CI95 = 0.08, 1.31]). When examining a combined sample of participants, those who completed ≥10 training sessions exhibited significant improvements in verbal short-term memory, visual WM, and math fluency. Adherence to Cogmed was lower than expected (M = 9.07 sessions, SD = 7.77), with 19 participants (41%) completing at least 10 sessions. Conclusions: Visual WM, an ability commonly affected by SCD, is modifiable with cognitive training. Benefits extended to verbal short-term memory and math fluency when patients completed a sufficient training dose. Additional research is needed to identify ideal candidates for training and determine whether training gains are sustainable and generalize to real-world outcomes.

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