Adapting Immediate Verbal Memory Measures to Assess Long-Term Memory

Many American and Dutch adolescents use marijuana regularly. There is concern that such use may impair cognitive function more in adolescents than adults. We examined effects of regular marijuana use on long-term memory and perseveration among American and Dutch adolescents. We administered Buschke's Selective Reminding Test (BSRT) to assess long-term memory and the Wisconsin Card Sorting Test (WCST) to assess perseveration in male teenagers. Usable test data were obtained for 12 American marijuana users, 13 American controls, 9 Dutch marijuana users, and 12 Dutch controls. In BSRT, users showed lower overall long-term storage than controls (adjusted means ± SE's for numbers of words per trial of 9.4 ± 0.2, 13.4 ± 0.3, 11.7 ± 0.2, and 12.4 ± 0.2 for American users, Dutch users, American controls, and Dutch controls, respectively). Marijuana was associated with memory effects only in American, not Dutch, users. Bivariate Pearson correlations for American and Dutch users combined showed associations of lower total recall with more uses in the previous year and lifetime (r = –0.61 and r = –0.53, respectively); and more perseverative errors with more uses in the previous year (r = 0.55). Some findings were consistent with the possibility that regular adolescent marijuana use causes deficits in cognition, especially memory. However, a causal interpretation cannot be inferred from our findings and is challenging to reconcile with the observation of memory deficits only in American users. Our study was novel in examining the influence of nationality on marijuana's cognitive effects. More studies of this topic should compare effects across nationalities or cultures.

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The Influence of Embedded Music on the Memorization of Mandarin Chinese

International Research in Higher Education ◽

10.5430/irhe.v6n3p21 ◽

2021 ◽

Vol 6 (3) ◽

pp. 21

Author(s):

Tianyu Chu ◽

Kai Bao

Keyword(s):

Mandarin Chinese ◽

Verbal Memory ◽

Short Term Memory ◽

Finger Tapping ◽

Long Term Memory ◽

Reading Group ◽

Term Memory ◽

Verbal Recall ◽

Ambient Music

The purpose of this study is to determine how embedded music affects verbal memory in the language of Mandarin Chinese. For this purpose, an experiment was conducted where 40 college students were recruited as the participants. Specifically, they were first randomly allocated into four groups, namely the ‘Reading Group’, the ‘Ambient-music Group’, the ‘Embedded-music Group’, and the ‘Finger-tapping Group’. They were then tested for verbal recall of a lyric in terms of both short-term memory and long-term memory. The results showed that the ‘Ambient-music Group’ scored the highest, followed by the ‘Reading Group’, while the ‘Finger-tapping Group’ ranked the third, and the ‘Embedded-music Group’ was at the bottom. The results that the sung version of a lyric was recalled worse than the spoken version conforms to the recent findings, as compared with traditional notions that music can facilitate the memory of language.

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Independent Functioning of Verbal Memory Stores: A Neuropsychological Study

Quarterly Journal of Experimental Psychology ◽

10.1080/00335557043000203 ◽

1970 ◽

Vol 22 (2) ◽

pp. 261-273 ◽

Cited By ~ 339

Author(s):

T. Shallice ◽

Elizabeth K. Warrington

Keyword(s):

Verbal Memory ◽

Short Term Memory ◽

Memory Performance ◽

Long Term Memory ◽

Short Term ◽

Term Memory ◽

Probe Recognition ◽

Neuropsychological Study ◽

Independent Functioning

Five experiments are described concerning verbal short-term memory performance of a patient who has a very markedly reduced verbal span. The results of the first three, free recall, the Peterson procedure and an investigation of proactive interference, indicate that he has a greatly reduced short-term memory capacity, while the last two, probe recognition and missing scan, show that this cannot be attributed to a retrieval failure. Since his performance on long-term memory tasks is normal, it is difficult to explain these results with theories of normal functioning in which verbal STM and LTM use the same structures in different ways. They also make the serial model of the relation between STM and LTM less plausible and support a model in which verbal STM and LTM have parallel inputs.

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What’s in a chunk? Chunking and data compression in verbal short-term memory

10.31234/osf.io/2st4j ◽

2018 ◽

Author(s):

Dennis Graham Norris ◽

Kristjan Kalm

Keyword(s):

Data Compression ◽

Verbal Memory ◽

Short Term Memory ◽

Memory Capacity ◽

Information Capacity ◽

Long Term Memory ◽

Short Term ◽

Term Memory ◽

Amount Of Information

Short-term verbal memory is improved when words in the input can be chunked into larger units. Miller (1956) suggested that the capacity of verbal short-term memory is determined by the number of chunks that can be stored in memory, and not by the number of items or the amount of information. But how does the improvement due to chunking come about? Is memory really determined by the number of chunks? One possibility is that chunking is a form of data compression. Chunking allows more information to be stored in the available capacity. An alternative is that chunking operates primarily by redintegration. Chunks exist only in long-term memory, and enable items in the input which correspond to chunks to be reconstructed more reliably from a degraded trace. We review the data favoring each of these views and discuss the implications of treating chunking as data compression. Contrary to Miller, we suggest that memory capacity is primarily determined by the amount of information that can be stored. However, given the limitations on the representations that can be stored in verbal short-term memory, chunking can sometimes allow the information capacity of short-term memory to be exploited more efficiently.

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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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Retrieval from Memory or Procedural Strategies for Addition Problems

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000036 ◽

2011 ◽

Vol 70 (1) ◽

pp. 35-39 ◽

Cited By ~ 3

Author(s):

Muriel Fanget ◽

Catherine Thevenot ◽

Caroline Castel ◽

Michel Fayol

Keyword(s):

Reaction Times ◽

Long Term Memory ◽

Verbal Reports ◽

Term Memory ◽

Simple Addition ◽

Memory Traces ◽

Addition Problem ◽

Retrieval From Memory ◽

Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

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The Acute Effect of Alcohol on Various Memory Processes

Journal of Psychophysiology ◽

10.1027/0269-8803/a000038 ◽

2010 ◽

Vol 24 (4) ◽

pp. 249-252 ◽

Cited By ~ 7

Author(s):

Márk Molnár ◽

Roland Boha ◽

Balázs Czigler ◽

Zsófia Anna Gaál

Keyword(s):

Low Dose ◽

Short Term Memory ◽

Acute Effect ◽

Long Term Memory ◽

Term Memory ◽

Memory Processes ◽

Different Types ◽

The Brain ◽

Legal Consequences

This review surveys relevant and recent data of the pertinent literature regarding the acute effect of alcohol on various kinds of memory processes with special emphasis on working memory. The characteristics of different types of long-term memory (LTM) and short-term memory (STM) processes are summarized with an attempt to relate these to various structures in the brain. LTM is typically impaired by chronic alcohol intake but according to some data a single dose of ethanol may have long lasting effects if administered at a critically important age. The most commonly seen deleterious acute effect of alcohol to STM appears following large doses of ethanol in conditions of “binge drinking” causing the “blackout” phenomenon. However, with the application of various techniques and well-structured behavioral paradigms it is possible to detect, albeit occasionally, subtle changes of cognitive processes even as a result of a low dose of alcohol. These data may be important for the consideration of legal consequences of low-dose ethanol intake in conditions such as driving, etc.

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