Encoding Processes and Release from Proactive Interference in Short-Term Memory of Preschool Children

1985 ◽  
Vol 112 (4) ◽  
pp. 343-348 ◽  
Author(s):  
Donald B. Reutener ◽  
Janis Fang
Keyword(s):  
Preschool Children ◽  
Proactive Interference ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Release From Proactive Interference

Categorical Encoding in Short-Term Memory by Deaf and Hearing Children

1974 ◽  
Vol 17 (3) ◽  
pp. 426-431 ◽  
Author(s):  
Harry W. Hoemann ◽  
Carol E. Andrews ◽  
Donald V. DeRosa
Keyword(s):  
Proactive Interference ◽  
Special Interest ◽  
Short Term Memory ◽  
Memory Task ◽  
Deaf Children ◽  
Short Term ◽  
Process Information ◽  
Term Memory ◽  
Hearing Children

Thirty-seven deaf and 38 hearing children, ages eight to 12, were tested in a short-term memory task. Special interest focused on the build-up and release of proactive interference (PI). Both groups showed PI when the items were drawn from the same conceptual class of animals. In addition, experimental groups of deaf and hearing subjects showed a release from PI when shifted to a set of items drawn from a different category on the last trial. It was concluded that deaf children encode categorically in short-term memory (suggesting a normally functioning ability to think abstractly and to process information without acoustic mediators).

scholarly journals Taxonomic categories and proactive interference in short-term memory

1969 ◽  
Vol 15 (6) ◽  
pp. 307-308 ◽  
Author(s):  
M. T. Turvey ◽  
J. J. Cremins ◽  
T. Lombardo
Keyword(s):  
Proactive Interference ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Taxonomic Categories

Short-Term Memory and the Nature of Interference from Concurrent Shadowing

1972 ◽  
Vol 24 (4) ◽  
pp. 414-419 ◽  
Author(s):  
Neal E. A. Kroll
Keyword(s):  
Retention Interval ◽  
Proactive Interference ◽  
Visual Memory ◽  
Short Term Memory ◽  
Auditory Memory ◽  
The Other ◽  
Short Term ◽  
Term Memory

Trigrams were presented visually or auditorily and followed by a 12 s retention interval filled with shadowing numbers or letters. Auditory memory letters followed by letter shadowing were recalled less than auditory memory letters followed by number shadowing or visual memory letters followed by either type of shadowing. The latter three conditions did not differ among themselves. An analysis of the recall intrusions suggested that forgetting of auditory memory letters followed by letter shadowing was caused mainly by a confusion between covert rehearsals and shadowing activity, while forgetting in the other three conditions was caused primarily by proactive interference from earlier memory trials.

Sign in / Sign up

Export Citation Format

Share Document