scholarly journals Smell-Based Memory Training: Evidence of Olfactory Learning and Transfer to the Visual Domain

2020 ◽  
Vol 45 (7) ◽  
pp. 593-600
Author(s):  
Jonas K Olofsson ◽  
Ingrid Ekström ◽  
Joanna Lindström ◽  
Elmeri Syrjänen ◽  
Anna Stigsdotter-Neely ◽  
...  
Keyword(s):  
Visual Memory ◽  
Difficulty Level ◽  
Memory Training ◽  
High Performing ◽  
Sense Of Smell ◽  
Visual Spatial ◽  
Visual Tasks ◽  
High Level ◽  
Visual Domain ◽  
Olfactory Training

Abstract Human and non-human animal research converge to suggest that the sense of smell, olfaction, has a high level of plasticity and is intimately associated with visual-spatial orientation and memory encoding networks. We investigated whether olfactory memory (OM) training would lead to transfer to an untrained visual memory (VM) task, as well as untrained olfactory tasks. We devised a memory intervention to compare transfer effects generated by olfactory and non-olfactory (visual) memory training. Adult participants were randomly assigned to daily memory training for about 40 days with either olfactory or visual tasks that had a similar difficulty level. Results showed that while visual training did not produce transfer to the OM task, olfactory training produced transfer to the untrained VM task. Olfactory training also improved participants’ performance on odor discrimination and naming tasks, such that they reached the same performance level as a high-performing group of wine professionals. Our results indicate that the olfactory system is highly responsive to training, and we speculate that the sense of smell may facilitate transfer of learning to other sensory domains. Further research is however needed in order to replicate and extend our findings.

scholarly journals Smell-based memory training: Evidence of olfactory learning and transfer to a visual task

2019 ◽  
Author(s):  
Jonas Olofsson ◽  
Ingrid Ekström ◽  
Sara Sjölund ◽  
Joanna Lindström ◽  
Elmeri Syrjänen ◽  
...  
Keyword(s):  
Visual Memory ◽  
Memory Task ◽  
Difficulty Level ◽  
Memory Training ◽  
Olfactory Memory ◽  
Sense Of Smell ◽  
Visual Spatial ◽  
High Level ◽  
Olfactory Training ◽  
Visual Memory Task

Human and non-human animal research converge to suggest that the sense of smell, olfaction, has a high level of plasticity and is intimately associated with visual-spatial orientation and memory encoding networks. We investigated whether olfactory memory training would lead to transfer to an untrained visual memory task, as well as untrained olfactory tasks. We devised a memory intervention to compare transfer effects generated by olfactory and non-olfactory (visual) memory training. Adult participants were randomly assigned to daily memory training for about 40 days with either olfactory or visual tasks, that had a similar difficulty level. Results showed that while visual training did not produce transfer to the olfactory memory task, olfactory training produced transfer to the untrained visual memory task. Olfactory training also improved participants’ performance on odor discrimination and naming tasks, such that they reached the same performance level as a high-performing group of wine professionals. Our results indicate that the olfactory system is highly responsive to training, and we speculate that the sense of smell may facilitate transfer of learning to other sensory domains. Further research is however needed in order to replicate and extend our findings.

scholarly journals THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP AND SCHOOL EFFECTIVENESS IN TS25 SCHOOLS IN GUA MUSANG KELANTAN

2021 ◽  
Vol 6 (42) ◽  
pp. 204-214
Author(s):  
Mohd Zainuddin Zakaria ◽  
Siti Noor Ismail ◽  
Yahya Don ◽  
Wan Rosni Wan Yakob
Keyword(s):  
Transformational Leadership ◽  
School Effectiveness ◽  
School Administrators ◽  
Survey Method ◽  
Ministry Of Education ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
High Performing ◽  
High Level ◽  
The Relationship

This study aims to identify the level of transformational leadership of principals and the level of school effectiveness in TS25 schools in Gua Musang District, Kelantan. In addition, this study also seeks to look at the relationship between the two variables involved, transformational leadership and school effectiveness. This quantitative study by cross-sectional survey method used two types of instruments, namely the Transformational leadership instrument by Leithwood and Jantzi (1999) and the school effectiveness instrument adapted from the study of Lazaridou and Iordanidis (2011. The sampling of the study involved four TS25 secondary schools with a total of 162 teachers. The findings of the study showed that the level of transformational leadership of principals and the level of school effectiveness was at a high level, with values (M = 4.17, SP = .604) and (M = 4.19, SP = .613) respectively. Further, correlation analysis showed that there was a very strong and significant relationship (r = .89, p <.01) between the two variables involved, namely transformational leadership and school effectiveness. It is hoped that the findings of this study can be used as a guide by the parties involved, especially the Ministry of Education Malaysia in strengthening the characteristics of high-performing leadership among school administrators towards improving school effectiveness through professionalism programs.

The acute and medium-term effects of treatment with electroconvulsive therapy on memory in patients with major depressive disorder

2015 ◽  
Vol 46 (4) ◽  
pp. 797-806 ◽  
Author(s):  
N. P. Maric ◽  
Z. Stojanovic ◽  
S. Andric ◽  
I. Soldatovic ◽  
M. Dolic ◽  
...  
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Electroconvulsive Therapy ◽  
Visual Memory ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Neuropsychological Test ◽  
Medium Term ◽  
Major Depressive ◽  
Visual Spatial

BackgroundCurrent literature provides insufficient information on the degree of cognitive impairment during and after electroconvulsive therapy (ECT), mostly due to the fact that applied tests lacked sensitivity and flexibility. Our goal was to evaluate cognitive functioning in adult depressed patients treated with bi-temporal ECT, using tests sensitive for detection of possible acute and medium-term memory changes.MethodThirty adult patients with major depressive disorder, treated with a course of bi-temporal ECT, underwent clinical and cognitive measurements three times: at baseline, immediately after a course of ECT, and 1 month later. For cognition assessment, we used learning and visual, spatial and figural memory tests from the Cambridge Neuropsychological Test Automated Battery (CANTAB).ResultsBi-temporal ECT has proven to be an effective treatment. The linear mixed model, used to analyze changes in depression severity and patients’ cognitive performances over time and to assess dynamic correlations between aforementioned features, did not show any significant memory impairment as a potential acute or medium-term ECT effect. However, it yielded significant improvement on visual memory and learning at the follow-up, which positively correlated with the improvement of depression.ConclusionGood progress is being made in the search for ECT-related acute and medium-term cognitive side-effects by using the tests sensitive to detect memory dysfunction with parallel forms of the tasks (to counter practice effects on repeat testing). Our results on learning and memory in relation to ECT during treatment of depression did not bring forth any prolonged and significant bi-temporal ECT-related memory deficit.

scholarly journals A-182 Convergent and Divergent Validity of the ChAMP with the CVLT-C and RCFT in Children with Epilepsy

2020 ◽  
Vol 35 (6) ◽  
pp. 977-977
Author(s):  
David C ◽  
Brooks B ◽  
Macallister W
Keyword(s):  
Verbal Memory ◽  
Visual Memory ◽  
Verbal Learning ◽  
California Verbal Learning Test ◽  
Divergent Validity ◽  
Complex Figure ◽  
Visual Tasks ◽  
Convergent And Divergent Validity ◽  
Learning Test ◽  
Figure Test

Abstract Objective As new measures of memory become available, clinicians may be cautious to adopt them without evidence supporting their validity. The present study assesses the convergent and divergent validity of the Child and Adolescent Memory Profile (ChAMP), with the California Verbal Learning Test Children’s (CVLT-C) and the Rey Complex Figure Test (RCFT) in children with epilepsy. Method Twenty four clinically referred children (16 female, 8 male, - age = 12.37 years, SD = 2.68) completed the ChAMP, CVLT-C, and RCFT. Pearson correlations assessed the ChAMP’s convergent and divergent validity with the CVLT-C and the RCFT. Base rate of impairment was calculated for scores ≤2nd percentile. Results The ChAMP verbal tasks demonstrated strong relations with CVLT-C (lists; r = 0.678 p = &lt; .001, instructions; r = 0.724 p = &lt; .001 with CVLT-C learning trials and ChAMP lists free recall with CVLT-C long delay r = 0.580 p = .003). The ChAMP visual tasks correlated strongly with the RCFT delay (objects; r = 0.570 p = .004, places; r = 0.619 p = .001, Visual Memory Index; r = 0.657 p = &lt; .001). However, divergent validity was limited as ChAMP Verbal Memory Index correlated with RCFT delay (r = 0.550 p = .005) and ChAMP Visual Memory Index with CVLT-C delay (r = 0.606 p = .002). Eight percent were deemed impaired on ChAMP lists delay similar to the CVLT-C delay (13%), however, ChAMP places delay identified 21% impaired, compared to the RCFT delay (42%). Conclusions ChAMP scores are strongly correlated with older established measures, but identify fewer cases as clinically impaired. This may reflect the more contemporary normative data or the fact that ChAMP tasks are less multifactorial in nature than are the CVLT-C and RCFT.

An Architecture for Distributed Visual Memory

1998 ◽  
Vol 53 (7-8) ◽  
pp. 550-559 ◽  
Author(s):  
Nils Jungclaus ◽  
Markus von der Heyde ◽  
Helge Ritter ◽  
Gerhard Sagerer
Keyword(s):  
Visual Memory ◽  
Vision System ◽  
Research Work ◽  
Semantic Networks ◽  
Memory Architecture ◽  
Natural Systems ◽  
Scientific Disciplines ◽  
Visual Tasks ◽  
Programming Techniques ◽  
Work Done

Abstract The development of autonomous as well as situated robots is one of the great remaining challenges and involves a number of different scientific disciplines. In spite of recent dramatic progress, it remains worthwhile to examine natural systems, because their abilities are still out of reach. Motivated by research work done in the fields of cognitive systems, visual perception, and psychology of memory we designed and implemented a memory architecture for visual tasks. Structural and functional concepts of the memory architecture were modeled on the ones found in natural systems. We present an efficient implementation based on parallel programming techniques. The memory module is integrated into a distributed system for speech and image analysis, which is currently developed in the Sonderforschungsbereich (SFB) 360, Situated Artificial Communicators, where a hybrid vision system combining neural and semantic networks is used.

scholarly journals Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) Using Rasch Analysis

2021 ◽  
Vol 10 (1) ◽  
pp. 35-47
Author(s):  
W. L. Yuhanna ◽  
M. H. I. Al Muhdhar ◽  
A. Gofur ◽  
Z. Hassan
Keyword(s):  
Rasch Model ◽  
Difficulty Level ◽  
Mean Square ◽  
Design Development ◽  
Self Reflection ◽  
Vertebrate Zoology ◽  
The Mean ◽  
High Consistency ◽  
High Level ◽  
The Rasch Model

Instruments that are valid, reliable, and have high consistency are needed to measure students’ self-reflection. The Self-Reflection Assessment in Vertebrate Zoology (SRAVZ) was developed to explore students’ self-reflection and abilities in the vertebrate zoology course. It is essential to test the instrument’s validity before measuring students’ abilities so that data bias does not occur. This study aims to determine the validity, whether the items are fit or misfit, and the difficulty level of SRAVZ items. SRAVZ is developed by ADDIE (Analysis, Design, Development, Implementation, Evaluation). The SRAVZ consists of 24 items tested on 135 students who have taken the vertebrate zoology course. Analysis of the Rasch model using Winstep version 4.5.2. The Rasch model shows the item reliability value at 0.97. The Cronbach alpha value at 0.94 with PTMEA Corr shows a positive value, unidimensional 48.1%. The separation index of 5.6 means that the level of grouping the items is very good. The mean square infit for SRAVZ was 0.59-1.96, and the mean square outfit value is 0.59-2.16. Data analysis shows that 24 SRAVZ items have 22 fit items and two misfit items (S3 and S5). Item numbers S3 and S5 must be excluded from the SRAVZ construction. Total items used to measure students’ self-reflection in the vertebrate zoology course were 22 items. The most difficult item is S3, and the easiest item is S6. Thus, the data indicate that the valid and reliable SRAVZ is in the good, effective, and high level of consistency category

scholarly journals Visual Perceptual Skills (non-motor) among Adults in Selangor of Malaysia

2020 ◽  
Vol 15 (2) ◽  
pp. 37-46
Author(s):  
Mohd Harimi Abd Rahman ◽  
Keyword(s):  
Visual Memory ◽  
Pearson Correlation ◽  
Negative Relationship ◽  
Significant Negative Correlation ◽  
Screening Tests ◽  
Cognitive Screening ◽  
Cross Sectional ◽  
Perceptual Skills ◽  
Visual Spatial ◽  
The Mean

Visual perceptual skills are important skills for an adult to carry out their daily activities such as reading, writing and driving, successfully. This study was conducted to determine the visual perceptual skills (non-motor) of a group of adults in Selangor, Malaysia. A total of 120 subjects from Selangor with the age ranging from 20 to 59 years were randomly recruited in this cross-sectional study. This study involved distance and near visual acuity measurements using Snellen chart and Universiti Kebangsaan Malaysia (UKM) near vision chart, cognitive screening tests using the Mini Mental State Examination questionnaire (MMSE) as well as visual perceptual skills assessment (non-motor) using the Test of Visual Perceptual Skills (Non-Motor)- Revised (TVPS-R). The mean age of the subjects was 39.41+11.81 years old. Results showed that the mean standard scored obtained for Visual Discrimination (VD), Visual Memory (VM), Visual-Spatial Relationships (VSR), Visual Form Constancy (VFC), Visual Sequential Memory (VSM), Visual Figure-Ground (VFG) and Visual Closure (VC) subtests were 14.12+1.10, 13.42+1.58, 14.53+1.26, 12.47+1.03, 12.35+2.26, 13.67+1.64 and 13.73+2.23, respectively. Analysis of ANOVA shows that the VD, VM, and VSM scores are influenced by educational level (p<0.05). Pearson correlation showed a significant negative correlation between all the sub-tests of TVPS-R scores with age variation (p<0.05) except the VFC. Linear regression showed significant negative relationship between VD, VM, VSR and VSM with age. This research provided normative data of TVPS-R test on Malaysian adults for future reference and study.

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