Impairment in Processing Meaningless Verbal Material in Several Modalities: The Relationship between Short-term Memory and Phonological Skills

1989 ◽  
Vol 41 (2) ◽  
pp. 293-319 ◽  
Author(s):  
Patrizia S. Bisiacchi ◽  
Lisa Cipolotti ◽  
Gianfranco Denes
Keyword(s):  
Phonological Processing ◽  
Short Term Memory ◽  
Word Reading ◽  
Verbal Material ◽  
Short Term ◽  
Term Memory ◽  
Immediate Memory ◽  
Processing Abilities ◽  
The Relationship

Phonological processing abilities were studied in a patient who, following focal brain damage, showed selective impairment in non-word reading, writing, and repetition and also a severe short-term memory (STM) deficit specific for auditorily presented verbal material. The patient could execute tasks involving phonemic manipulation and awareness perfectly. Our data, in contrast with earlier observations in a case of developmental phonological dyslexia, show that acquired impairment in non-word reading, writing, repetition, and immediate memory may occur despite good phonological processing abilities. The role of STM in processing meaningless verbal material is discussed.

scholarly journals postprint - Predicting Sign Learning in Hearing Adults

2020 ◽  
Author(s):  
David Martinez ◽  
Jenny Singleton
Keyword(s):  
Phonological Processing ◽  
Short Term Memory ◽  
Learning Task ◽  
Strongly Correlated ◽  
Short Term ◽  
Term Memory ◽  
Motor Processes ◽  
Final Sample ◽  
Lexical Learning

The present study aimed to identify predictors of one aspect of sign language acquisition, sign learning, in hearing nonsigners. Candidate predictors were selected based on the theory that the observed relationship between phonological short-term memory and L2 lexical learning is due in part to common perceptual-motor processes. Hearing nonsigning adults completed a sign learning task, three assessments of short-term memory for movements (movement STM)— two of which used sign-like stimuli—and two visuospatial STM tasks. The final sample included 103 adults, ranging between 18 and 33 years of age. All predictors were moderately to strongly correlated with the sign learning task and to each other. A series of regression analyses revealed that both movement and visuospatial STM uniquely contributed to the prediction of sign learning. These results suggest that perceptual-motor processes play a significant role in sign learning and raise questions about the role of phonological processing.

scholarly journals Predicting sign learning in hearing adults: The role of perceptual-motor (and phonological?) processes

2018 ◽  
Vol 39 (5) ◽  
pp. 905-931 ◽  
Author(s):  
DAVID MARTINEZ ◽  
JENNY L. SINGLETON
Keyword(s):  
Phonological Processing ◽  
Short Term Memory ◽  
Learning Task ◽  
Strongly Correlated ◽  
Short Term ◽  
Phonological Processes ◽  
Term Memory ◽  
Motor Processes ◽  
Final Sample

ABSTRACTThe present study aimed to identify predictors of one aspect of sign language acquisition, sign learning, in hearing nonsigners. Candidate predictors were selected based on the theory that the observed relationship between phonological short-term memory and L2 lexical learning is due in part to common perceptual-motor processes. Hearing nonsigning adults completed a sign learning task, three assessments of short-term memory for movements (movement STM; two of which used sign-like stimuli), and two visuospatial STM tasks. The final sample included 103 adults, ranging between 18 and 33 years of age. All predictors were moderately to strongly correlated with the sign learning task and to each other. A series of regression analyses revealed that both movement and visuospatial STM uniquely contributed to the prediction of sign learning. These results suggest that perceptual-motor processes play a significant role in sign learning and raise questions about the role of phonological processing.

The Uses of Short-Term Memory: A Case Study

1986 ◽  
Vol 38 (4) ◽  
pp. 705-737 ◽  
Author(s):  
Brian Butterworth ◽  
Ruth Campbell ◽  
David Howard
Keyword(s):  
Phonological Processing ◽  
Short Term Memory ◽  
Digit Span ◽  
Memory Performance ◽  
Syntactic Analysis ◽  
Short Term ◽  
Term Memory ◽  
Immediate Memory ◽  
Sentence Repetition

It has been widely claimed that the systems employed in tasks of immediate memory have a function in the comprehension of speech; these systems, it has been proposed, are used to hold a representation of the speech until a syntactic analysis and interpretation have been completed. Such a holding function is meant to be especially important where the sentences heard are long or complex. It has thus been predicted that subjects with impaired short-term memory performance would show deficits in comprehension of such materials. In this study, one subject with impaired phonological processing and a severely reduced digit span was tested on a range of tasks requiring the syntactic analysis, memory and comprehension of long and complex material. She was found to be unimpaired on syntactic analysis and comprehension, but not on sentence repetition. The implications for models of short-term memory are discussed.

The Relationship Between Acquisition Rate for Words and Working Memory, Short-Term Memory, and Reading Skills: Aptitude-by-Treatment or Skill-by-Treatment Interaction?

2017 ◽  
Vol 43 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Matthew K. Burns ◽  
Katherine Davidson ◽  
Anne F. Zaslofsky ◽  
David C. Parker ◽  
Kathrin E. Maki
Keyword(s):  
Working Memory ◽  
Reading Skills ◽  
Short Term Memory ◽  
Word Reading ◽  
Future Research ◽  
Short Term ◽  
Acquisition Rate ◽  
Term Memory ◽  
Treatment Interaction ◽  
The Relationship

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.

Role of affect in short-term memory for paired associates.

1968 ◽  
Vol 78 (3, Pt.1) ◽  
pp. 494-501 ◽  
Author(s):  
Calvin F. Nodine ◽  
James H. Korn
Keyword(s):  
Short Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Paired Associates

The capacity of short term memory from an evolutionary perspective

2019 ◽  
Author(s):  
Majid Manoochehri
Keyword(s):  
Short Term Memory ◽  
Memory Span ◽  
Critical Role ◽  
Experimental Studies ◽  
Cognitive System ◽  
Evolutionary Approach ◽  
Evolutionary Perspective ◽  
Short Term ◽  
Term Memory

Memory span in humans has been intensely studied for more than a century. In spite of the critical role of memory span in our cognitive system, which intensifies the importance of fundamental determinants of its evolution, few studies have investigated it by taking an evolutionary approach. Overall, we know hardly anything about the evolution of memory components. In the present study, I briefly review the experimental studies of memory span in humans and non-human animals and shortly discuss some of the relevant evolutionary hypotheses.

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