scholarly journals Links Between Short-Term Memory and Word Retrieval in Aphasia

2018 ◽  
Vol 27 (1S) ◽  
pp. 379-391 ◽  
Author(s):  
Irene Minkina ◽  
Nadine Martin ◽  
Kristie A. Spencer ◽  
Diane L. Kendall
Keyword(s):  
Word Pair ◽  
Picture Naming ◽  
Short Term Memory ◽  
Naming Task ◽  
Word Retrieval ◽  
Short Term ◽  
Term Memory ◽  
Retrieval Errors ◽  
The Relationship ◽  
Repetition Task

Purpose This study explored the relationship between anomia and verbal short-term memory (STM) in the context of an interactive activation language processing model. Method Twenty-four individuals with aphasia and reduced STM spans (i.e., impaired immediate serial recall of words) completed a picture-naming task and a word pair repetition task (a measure of verbal STM). Correlations between verbal STM and word retrieval errors made on the picture-naming task were examined. Results A significant positive correlation between naming accuracy and verbal span length was found. More intricate verbal STM analyses examined the relationship between picture-naming error types (i.e., semantic vs. phonological) and 2 measures of verbal STM: (a) location of errors on the word pair repetition task and (b) imageability and frequency effects on the word pair repetition task. Results indicated that, as phonological word retrieval errors (relative to semantic) increase, bias toward correct repetition of high-imageability words increases. Conclusions Results suggest that word retrieval and verbal STM tasks likely rely on a partially shared temporary linguistic activation process.

scholarly journals Short-term phonological memory in preschool children

CoDAS ◽  
2013 ◽  
Vol 25 (5) ◽  
pp. 422-428 ◽  
Author(s):  
Amalia Rodrigues ◽  
Debora Maria Befi-Lopes
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Word Repetition ◽  
Measure Methods ◽  
Quantitative Performance ◽  
Age Range ◽  
The Relationship ◽  
Effect Of Age ◽  
Repetition Task

PURPOSE: The purpose of this study was to design a short-term memory test, to describe quantitative performance in typically language developing children and to verify the relationship between the non-words repetition and oral phonological measure. METHODS: The participants included 136 typically language developing children aged from 3 years to 6 years and 11 months old in this study, who were evaluated. The test consisted of 40 non-words of one, two, three, and four syllables. The subjects' repetitions were transcribed and the number of right answers was calculated for each age range. RESULTS: The effect of age was observed in the test, as well as the effect of length, only for disyllabic non-words. The performance in the non-word repetition task showed correlation with the oral phonology measure. CONCLUSION: The test designed in this research was able to verify the short-term memory in typically language developing children and the results showed correlation between this memory and phonological performance.

scholarly journals Higher Handgrip Strength Is Linked to Better Cognitive Performance in Chinese Adults with Hypertension

2021 ◽  
Vol 11 (8) ◽  
pp. 985
Author(s):  
Shenghua Lu ◽  
Fabian Herold ◽  
Yanjie Zhang ◽  
Yuruo Lei ◽  
Arthur F. Kramer ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Short Term Memory ◽  
Handgrip Strength ◽  
Adult Health ◽  
Linear Regression Models ◽  
Chinese Adults ◽  
Short Term ◽  
Term Memory ◽  
Using Data ◽  
The Relationship

Objective: There is growing evidence that in adults, higher levels of handgrip strength (HGS) are linked to better cognitive performance. However, the relationship between HGS and cognitive performance has not been sufficiently investigated in special cohorts, such as individuals with hypertension who have an intrinsically higher risk of cognitive decline. Thus, the purpose of this study was to examine the relationship between HGS and cognitive performance in adults with hypertension using data from the Global Ageing and Adult Health Survey (SAGE). Methods: A total of 4486 Chinese adults with hypertension from the SAGE were included in this study. Absolute handgrip strength (aHGS in kilograms) was measured using a handheld electronic dynamometer, and cognitive performance was assessed in the domains of short-term memory, delayed memory, and language ability. Multiple linear regression models were fitted to examine the association between relative handgrip strength (rHGS; aHGS divided by body mass index) and measures of cognitive performance. Results: Overall, higher levels of rHGS were associated with higher scores in short-term memory (β = 0.20) and language (β = 0.63) compared with the lowest tertiles of rHGS. In male participants, higher HGS was associated with higher scores in short-term memory (β = 0.31), language (β = 0.64), and delayed memory (β = 0.22). There were no associations between rHGS and cognitive performance measures in females. Conclusion: We observed that a higher level of rHGS was associated with better cognitive performance among hypertensive male individuals. Further studies are needed to investigate the neurobiological mechanisms, including sex-specific differences driving the relationship between measures of HGS and cognitive performance in individuals with hypertension.

scholarly journals The Relationship Between Short-term Memory And Fasting Blood Glucose

2019 ◽  
Vol 72 (1) ◽  
pp. 29-33
Author(s):  
Sertaç Üstün ◽  
Selin Kurt ◽  
Dilek Erdinli ◽  
Yağmur Ekebil ◽  
Erdeniz Eriş ◽  
...  
Keyword(s):  
Blood Glucose ◽  
Short Term Memory ◽  
Fasting Blood Glucose ◽  
Short Term ◽  
Term Memory ◽  
The Relationship

Hearing the Beat

2016 ◽  
Vol 34 (1) ◽  
pp. 56-70 ◽  
Author(s):  
Kathleen M. Einarson ◽  
Laurel J. Trainor
Keyword(s):  
Cognitive Skills ◽  
Short Term Memory ◽  
Superior Performance ◽  
Auditory Stimuli ◽  
Perceptual Sensitivity ◽  
Short Term ◽  
Term Memory ◽  
Phase Errors ◽  
The Relationship ◽  
Better Than

Adults can extract the underlying beat from music, and entrain their movements with that beat. Although infants and children are poor at synchronizing their movements to auditory stimuli, recent findings suggest they are perceptually sensitive to the beat. We examined five-year-old children’s perceptual sensitivity to musical beat alignment (adapting the adult task of Iversen & Patel, 2008). We also examined whether sensitivity is affected by metric complexity, and whether perceptual sensitivity correlates with cognitive skills. On each trial of the complex Beat Alignment Test (cBAT) children were presented with two successive videos of puppets drumming to music with simple or complex meter. One puppet’s drumming was synchronized with the beat of the music while the other had either incorrect tempo or incorrect phase, and children were asked to select the better drummer. In two experiments, five-year-olds were able to detect beat misalignments in simple meter music significantly better than beat misalignments in complex meter music for both phase errors and tempo errors, with performance for complex meter music at chance levels. Although cBAT performance correlated with short-term memory in Experiment One, the relationship held for both simple and complex meter, so cannot explain the superior performance for culturally typical meters.

scholarly journals Word learning, phonological short-term memory, phonotactic probability and long-term memory: towards an integrated framework

2009 ◽  
Vol 364 (1536) ◽  
pp. 3755-3771 ◽  
Author(s):  
Prahlad Gupta ◽  
Jamie Tisdale
Keyword(s):  
Computational Model ◽  
Word Learning ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Phonotactic Probability ◽  
Term Memory ◽  
The Third ◽  
The Relationship

Word learning is studied in a multitude of ways, and it is often not clear what the relationship is between different phenomena. In this article, we begin by outlining a very simple functional framework that despite its simplicity can serve as a useful organizing scheme for thinking about various types of studies of word learning. We then review a number of themes that in recent years have emerged as important topics in the study of word learning, and relate them to the functional framework, noting nevertheless that these topics have tended to be somewhat separate areas of study. In the third part of the article, we describe a recent computational model and discuss how it offers a framework that can integrate and relate these various topics in word learning to each other. We conclude that issues that have typically been studied as separate topics can perhaps more fruitfully be thought of as closely integrated, with the present framework offering several suggestions about the nature of such integration.

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