The Relationship between Short‐term Memory Capacity and Intermediate Reading Skills

The amount of information that students successfully learn and later recall from each intervention session is limited and is called the acquisition rate (AR). Research has consistently supported the effects of modifying intervention set sizes with AR data, but research with AR is in its infancy. The current study compared the relationship between AR while learning words with working memory, short-term memory, and reading skills. Participants were 52 fourth- and fifth-grade students with and without learning disabilities (LDs). Working memory ( r = .34), short-term memory ( r = .41), and word reading skills ( r = .57) all moderately correlated with AR, but word reading skills accounted for 32% of the variance and the other two scores added little unique variance. The corrected correlation coefficients were higher for the word reading with AR than with any other variable and were essentially equal for both groups ( r = .73 for average readers and r = .75 for students with an LD in reading). Thus, the data not only support the validity of making decisions with AR data but also suggest that AR is more consistent with a skill-by-treatment interaction framework than an aptitude-by-treatment interaction approach. Potential applications, directions for future research, and limitations are discussed.

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Training and individual difference effects on the ability to visually discriminate serially presented graphics: Short term memory capacity in analytic and holistic cognitive styles

PsycEXTRA Dataset ◽

10.1037/e577132012-001 ◽

2004 ◽

Author(s):

Elizabeth Kramer Pratt ◽

James H. Pratt

Keyword(s):

Individual Difference ◽

Short Term Memory ◽

Cognitive Styles ◽

Memory Capacity ◽

Short Term ◽

Term Memory

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Irrelevant Sound Disrupts Speech Production: Exploring the Relationship between Short-Term Memory and Experimentally Induced Slips of the Tongue

The Quarterly Journal of Experimental Psychology Section A ◽

10.1080/02724980343000783 ◽

2004 ◽

Vol 57 (7) ◽

pp. 1309-1340 ◽

Cited By ~ 15

Author(s):

Satoru Saito ◽

Alan D. Baddeley

Keyword(s):

Speech Production ◽

Short Term Memory ◽

Short Term ◽

Term Memory ◽

Irrelevant Sound ◽

Slips Of The Tongue ◽

The Relationship ◽

Experimentally Induced

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How Do Subway Signs Affect Pedestrians’ Wayfinding Behavior through Visual Short-Term Memory?

Sustainability ◽

10.3390/su13126866 ◽

2021 ◽

Vol 13 (12) ◽

pp. 6866

Author(s):

Haoru Li ◽

Jinliang Xu ◽

Xiaodong Zhang ◽

Fangchen Ma

Keyword(s):

Public Transportation ◽

Short Term Memory ◽

Memory Capacity ◽

Cognitive Test ◽

Subway Station ◽

Short Term ◽

Term Memory ◽

Visual Short Term Memory ◽

The Difference ◽

Types Of Information

Recently, subways have become an important part of public transportation and have developed rapidly in China. In the subway station setting, pedestrians mainly rely on visual short-term memory to obtain information on how to travel. This research aimed to explore the short-term memory capacities and the difference in short-term memory for different information for Chinese passengers regarding subway signs. Previous research has shown that people’s general short-term memory capacity is approximately four objects and that, the more complex the information, the lower people’s memory capacity. However, research on the short-term memory characteristics of pedestrians for subway signs is scarce. Hence, based on the STM theory and using 32 subway signs as stimuli, we recruited 120 subjects to conduct a cognitive test. The results showed that passengers had a different memory accuracy for different types of information in the signs. They were more accurate regarding line number and arrow, followed by location/text information, logos, and orientation. Meanwhile, information type, quantity, and complexity had significant effects on pedestrians’ short-term memory capacity. Finally, according to our results that outline the characteristics of short-term memory for subway signs, we put forward some suggestions for subway signs. The findings will be effective in helping designers and managers improve the quality of subway station services as well as promoting the development of pedestrian traffic in such a setting.

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

Brain Sciences ◽

10.3390/brainsci11080985 ◽

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.

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Mediation or Production Deficiency in Disabled Readers?

Perceptual and Motor Skills ◽

10.1177/003151258005000230 ◽

1980 ◽

Vol 50 (2) ◽

pp. 519-530

Author(s):

Lauren Leslie

Keyword(s):

Short Term Memory ◽

Fifth Graders ◽

Memory Capacity ◽

Second Graders ◽

Short Term ◽

Term Memory ◽

Memory Processing ◽

Overt Rehearsal ◽

Covert Rehearsal ◽

Disabled Readers

Deficiencies in disabled readers’ short-term memory processing were studied. A deficit in memory capacity versus susceptibility to interference was investigated by examining performance over trials. A mediation versus production deficiency in memory processing was examined by testing the effect of instructions for rehearsal on performance of average and disabled readers in Grades 2 and 5. Contrary to prior research, facilitative effects of rehearsal instructions on second graders’ memory were found only on Trial 1. Fifth graders’ memory was adversely affected by overt rehearsal. Requiring children to rehearse overtly at a set rate may account for the results. A second study examined effects of covert rehearsal on the memory of average and disabled readers in Grade 2 over trials. Facilitative effects of covert rehearsal were shown when data of children who spontaneously rehearsed were removed. A deficiency in production by second graders was supported. Disabled readers who did not rehearse were more susceptible to interference.

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Working memory as a factor mediating explicit and implicit knowledge of English grammar

Annual Review of Applied Linguistics ◽

10.1017/s0267190521000052 ◽

2021 ◽

pp. 1-8

Author(s):

Mirosław Pawlak ◽

Adriana Biedroń

Keyword(s):

Working Memory ◽

Short Term Memory ◽

Working Memory Capacity ◽

Memory Capacity ◽

Target Language ◽

Short Term ◽

Passive Voice ◽

English Grammar ◽

Explicit And Implicit Knowledge ◽

The Relationship

Abstract This paper reports the findings of a study that investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and the level of mastery of L2 grammar. Grammatical mastery was operationalized as the ability to produce and comprehend English passive voice with reference to explicit and implicit (or highly automatized) knowledge. Correlational analysis showed that PSTM was related to implicit productive knowledge while WMC was linked to explicit productive knowledge. However, regression analysis showed that those relationships were weak and mediated by overall mastery of target language grammar, operationalized as final grades in a grammar course.

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