The role of long-term-memory and short-term-memory links in the Simon effect.

Based on a review of the literature on reading, including the details of its information processing aspects and the role of the sensory register, short-term memory, and long-term memory, it is concluded that both visual and tactile reading involve the same basic processes. Taking into account what is known about visual reading and the results of recent experiments on the sense of touch, it is suggested that certain simplifications in the braille code and changes in the mode of presentation (dynamic-rhythmic rather than spatial) would considerably improve the efficiency of braille reading.

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An Auditory Model of the Role of Short-Term Memory in Probe-Tone Ratings

Music Perception An Interdisciplinary Journal ◽

10.2307/40285830 ◽

2000 ◽

Vol 17 (4) ◽

pp. 481-509 ◽

Cited By ~ 59

Author(s):

Marc Leman

Keyword(s):

Short Term Memory ◽

Western Music ◽

Memory Model ◽

Long Term Memory ◽

Short Term ◽

Probe Tone ◽

Term Memory ◽

Auditory Modeling

Auditory modeling is used to investigate the role of short-term memory in probe-tone experiments. A framework for auditory modeling is first defined, based on a distinction between auditory images, processes, and stimulus-driven inferences. Experiments I and II of the probe-tone experiments described by C. Krumhansl and E. Kessler (1982) are simulated. The results show that a short-term memory model, working on echoic images of periodicity pitch, may account for the probe-tone ratings. The simulations challenge the claim that probe-tone experiments provide evidence that listeners familiar with Western music have abstracted tonal hierarchies in a long-term memory.

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Prominencia estructural y prominencia fonética en el funcionamiento de la memoria fonológica a corto plazo

Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics ◽

10.1075/resla.28.1.13var ◽

2015 ◽

Vol 28 (1) ◽

pp. 273-289

Author(s):

Elena Vares González

Keyword(s):

Language Acquisition ◽

Short Term Memory ◽

Syllable Structure ◽

Long Term Memory ◽

Short Term ◽

Term Memory ◽

Two Factors ◽

Syllabic Structure

It seems that children are born with sophisticated abilities to perceive speech sounds. Phonological short-term memory plays a key role in the process of language acquisition in the storage of unknown phonological forms while more permanent representations are stored in the long-term memory. In this paper we present the results of a study on the influence of two factors in the short-term memory: the degree of perceptibility (phonetic prominence) and the type of syllable structure (structural prominence) of the stimuli used. The results showed a larger influence of the latter at the expense of the amount of phonetic substance. This reinforces the importance of the role of syllabic structure in the early stages of language acquisition, used as a clue for learning the stress rules on speech and, subsequently, in the process of learning how to read.

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Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000928 ◽

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.

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Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

American Journal of Audiology ◽

10.1044/2020_aja-20-00018 ◽

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

Journal of Reading Behavior ◽

10.1080/10862967809547263 ◽

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.

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Remember like humans

International Journal of Advanced Robotic Systems ◽

10.1177/1729881417692313 ◽

2017 ◽

Vol 14 (1) ◽

pp. 172988141769231 ◽

Cited By ~ 2

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.

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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

Physical Therapy ◽

10.1093/ptj/85.1.8 ◽

2005 ◽

Vol 85 (1) ◽

pp. 8-18 ◽

Cited By ~ 29

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.

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

Perceptual and Motor Skills ◽

10.2466/pms.1974.38.2.495 ◽

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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Selective Performance Effects of Nitrous Oxide

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/001872087201400209 ◽

1972 ◽

Vol 14 (2) ◽

pp. 187-194 ◽

Cited By ~ 21

Author(s):

Robert J. Biersner

Keyword(s):

Nitrous Oxide ◽

Short Term Memory ◽

Subjective Effects ◽

Long Term Memory ◽

Short Term ◽

Term Memory ◽

Wechsler Memory Scale ◽

Hand Tool ◽

Performance Effects

Twenty-one U.S. Navy divers were given several standard visual tests, the Purdue Peg-board, the Bennett Hand Tool Dexterity Test, and the Wechsler Memory Scale while breathing air or 30% nitrous oxide. The results showed that visual function, fine and gross motor performance, and long-term memory were normal under nitrous oxide, while learning and short-term memory were significantly impaired. The subjective effects of breathing nitrous oxide were similar to those experienced during compressed air narcosis. The selective impairment of short-term memory suggests that divers might be able to perform useful work at depths deeper than those currently authorized, provided the tasks were well learned and practiced.

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