The immediate recall of approximations to the statistical nature of Swedish.

1974 ◽  
Author(s):  
Lars H. Alin ◽  
Henrik Jonsson ◽  
Marianne Junemyr-Helgesson
Keyword(s):  
Statistical Nature ◽  
Immediate Recall

Some Experimental Discussion of Accuracies in Quantitative Virus Assessment for Water Supply

1985 ◽  
Vol 17 (10) ◽  
pp. 127-138
Author(s):  
Hisashi Sumitomo
Keyword(s):  
Public Health ◽  
Water Supply ◽  
Organic Compounds ◽  
Lake Biwa ◽  
Tap Water ◽  
Statistical Procedure ◽  
Statistical Nature ◽  
The Public ◽  
Public Risk ◽  
Precise Assessment

Chlorination has been believed to be the best sterilization method in water supply engineering for many years. However, the recent carcinogenic problem of trihalomethanes (THM) formed from organic compounds by chlorination requires us to assess the public health risk of THM. The author tried an assessment of a suitable chlorination technique considering both the effects of THM and viruses on human health, using Lake Biwa as a representative example of a water resource in Japan. Statistical handling of data was revealed to be important because of the statistical nature of the data. In other words, since both concentrations are very low in tap water, we need to quantify both the effects and concentrations with probabilities. In the first part of this paper, a statistical procedure and numerical results of the assessment of virus and THM risks are shown. In the second part some results of accuracies in virus experiments are briefly shown. These experiments concerning statistical problems are particularly important for more precise assessment of the public risk of viruses in tap water.

scholarly journals Differentiating Functional Cognitive Disorder from Early Neurodegeneration: A Clinic-Based Study

2021 ◽  
Vol 11 (6) ◽  
pp. 800
Author(s):  
Harriet A. Ball ◽  
Marta Swirski ◽  
Margaret Newson ◽  
Elizabeth J. Coulthard ◽  
Catherine M. Pennington
Keyword(s):  
Cognitive Abilities ◽  
Minnesota Multiphasic Personality Inventory ◽  
Verbal Learning ◽  
Cognitive Disorder ◽  
Control Group ◽  
Performance Validity ◽  
Immediate Recall ◽  
Trail Making ◽  
Learning Test ◽  
Validity Tests

Functional cognitive disorder (FCD) is a relatively common cause of cognitive symptoms, characterised by inconsistency between symptoms and observed or self-reported cognitive functioning. We aimed to improve the clinical characterisation of FCD, in particular its differentiation from early neurodegeneration. Two patient cohorts were recruited from a UK-based tertiary cognitive clinic, diagnosed following clinical assessment, investigation and expert multidisciplinary team review: FCD, (n = 21), and neurodegenerative Mild Cognitive Impairment (nMCI, n = 17). We separately recruited a healthy control group (n = 25). All participants completed an assessment battery including: Hopkins Verbal Learning Test-Revised (HVLT-R), Trail Making Test Part B (TMT-B); Depression Anxiety and Stress Scale (DASS) and Minnesota Multiphasic Personality Inventory (MMPI-2RF). In comparison to healthy controls, the FCD and nMCI groups were equally impaired on trail making, immediate recall, and recognition tasks; had equally elevated mood symptoms; showed similar aberration on a range of personality measures; and had similar difficulties on inbuilt performance validity tests. However, participants with FCD performed significantly better than nMCI on HVLT-R delayed free recall and retention (regression coefficient −10.34, p = 0.01). Mood, personality and certain cognitive abilities were similarly altered across nMCI and FCD groups. However, those with FCD displayed spared delayed recall and retention, in comparison to impaired immediate recall and recognition. This pattern, which is distinct from that seen in prodromal neurodegeneration, is a marker of internal inconsistency. Differentiating FCD from nMCI is challenging, and the identification of positive neuropsychometric features of FCD is an important contribution to this emerging area of cognitive neurology.

scholarly journals ¡Hola! Nice to Meet You: Language Mixing and Biographical Information Processing

2021 ◽  
Vol 11 (6) ◽  
pp. 703
Author(s):  
Eneko Antón ◽  
Jon Andoni Duñabeitia
Keyword(s):  
Social Interactions ◽  
Personal Information ◽  
Initial Exposure ◽  
Delayed Recall ◽  
Immediate Recall ◽  
Mixed Language ◽  
Educational Implications ◽  
Social Encounters ◽  
Bilingual Communities ◽  
Language Context

In bilingual communities, social interactions take place in both single- and mixed-language contexts. Some of the information shared in multilingual conversations, such as interlocutors’ personal information, is often required in consequent social encounters. In this study, we explored whether the autobiographical information provided in a single-language context is better remembered than in an equivalent mixed-language situation. More than 400 Basque-Spanish bilingual (pre) teenagers were presented with new persons who introduced themselves by either using only Spanish or only Basque, or by inter-sententially mixing both languages. Different memory measures were collected immediately after the initial exposure to the new pieces of information (immediate recall and recognition) and on the day after (delayed recall and recognition). In none of the time points was the information provided in a mixed-language fashion worse remembered than that provided in a strict one-language context. Interestingly, the variability across participants in their sociodemographic and linguistic variables had a negligible impact on the effects. These results are discussed considering their social and educational implications for bilingual communities.

scholarly journals Stimulus redundancy and immediate recall

1976 ◽  
Vol 4 (4) ◽  
pp. 357-360 ◽  
Author(s):  
John C. Jahnke ◽  
Ronald H. Nowaczyk ◽  
William Wozniak
Keyword(s):  
Immediate Recall

scholarly journals Women have Farther to Fall: Gender Differences Between Normal Elderly and Alzheimer's Disease in Verbal Memory Engender Better Detection of Alzheimer's Disease in Women

2011 ◽  
Vol 17 (4) ◽  
pp. 654-662 ◽  
Author(s):  
Robert M. Chapman ◽  
Mark Mapstone ◽  
Margaret N. Gardner ◽  
Tiffany C. Sandoval ◽  
John W. McCrary ◽  
...  
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Gender Differences ◽  
Verbal Memory ◽  
Control Group ◽  
Large Drop ◽  
Delayed Recall ◽  
Logical Memory ◽  
Wechsler Memory Scale ◽  
Immediate Recall

AbstractWe analyzed verbal episodic memory learning and recall using the Logical Memory (LM) subtest of the Wechsler Memory Scale-III to determine how gender differences in AD compare to those seen in normal elderly and whether or not these differences impact assessment of AD. We administered the LM to both an AD and a Control group, each comprised of 21 men and 21 women, and found a large drop in performance from normal elders to AD. Of interest was a gender interaction whereby the women's scores dropped 1.6 times more than the men's did. Control women on average outperformed Control men on every aspect of the test, including immediate recall, delayed recall, and learning. Conversely, AD women tended to perform worse than AD men. Additionally, the LM achieved perfect diagnostic accuracy in discriminant analysis of AD versus Control women, a statistically significantly higher result than for men. The results indicate the LM is a more powerful and reliable tool in detecting AD in women than in men. (JINS, 2011, 17, 654–662)

CONSTRAINTS ON “NOTICING THE GAP”

2003 ◽  
Vol 25 (1) ◽  
pp. 99-126 ◽  
Author(s):  
Jenefer Philp
Keyword(s):  
Native Speakers ◽  
Oral Communication ◽  
Dyadic Interaction ◽  
Attentional Resources ◽  
Immediate Recall ◽  
Adult Esl ◽  
Esl Learners

Interaction has been argued to promote noticing of L2 form in a context crucial to learning—when there is a mismatch between the input and the learner's interlanguage (IL) grammar (Gass & Varonis, 1994; Long, 1996; Pica, 1994). This paper investigates the extent to which learners may notice native speakers' reformulations of their IL grammar in the context of dyadic interaction. Thirty-three adult ESL learners worked on oral communication tasks in NS-NNS pairs. During each of the five sessions of dyadic task-based interaction, learners received recasts of their nontargetlike question forms. Accurate immediate recall of recasts was taken as evidence of noticing of recasts by learners. Results indicate that learners noticed over 60–70% of recasts. However, accurate recall was constrained by the level of the learner and by the length and number of changes in the recast. The effect of these variables on noticing is discussed in terms of processing biases. It is suggested that attentional resources and processing biases of the learner may modulate the extent to which learners “notice the gap” between their nontargetlike utterances and recasts.

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