scholarly journals Spontaneous and automatic processing of magnitude and parity information of Arabic digits: A frequency-tagging EEG study

2019 ◽  
Author(s):  
Mathieu Guillaume ◽  
Alexandre Poncin ◽  
Christine Schiltz ◽  
Amandine Van Rinsveld
Keyword(s):  
Semantic Information ◽  
Long Term Memory ◽  
Semantic Features ◽  
Daily Lives ◽  
Term Memory ◽  
Magnitude Processing ◽  
Brain Responses ◽  
Arabic Digits ◽  
Active Processing

AbstractArabic digits (1-9) are everywhere in our daily lives. These symbols convey various semantic information, and numerate adults can easily extract from them several numerical features such as magnitude and parity. Nonetheless, since most studies used active processing tasks to assess these properties, it remains unclear whether and to what degree the access to magnitude and especially to parity is automatic. Here we investigated with EEG whether spontaneous processing of magnitude or parity can be recorded in a frequency-tagging approach, in which participants are passively stimulated by fast visual sequences of Arabic digits. We assessed automatic magnitude processing by presenting a stream of frequent small digit numbers mixed with deviant large digits (and the reverse) with a sinusoidal contrast modulation at the frequency of 10 Hz. We used the same paradigm to investigate numerical parity processing, contrasting odd digits to even digits. We found significant brain responses at the frequency of the fluctuating change and its harmonics, recorded on electrodes encompassing right occipitoparietal regions, in both conditions. Our findings indicate that both magnitude and parity are spontaneously and unintentionally extracted from Arabic digits, which supports that they are salient semantic features deeply associated to digit symbols in long-term memory.

scholarly journals Measuring spontaneous and automatic processing of magnitude and parity information of Arabic digits by frequency-tagging EEG

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Mathieu Guillaume ◽  
Alexandre Poncin ◽  
Christine Schiltz ◽  
Amandine Van Rinsveld
Keyword(s):  
Semantic Information ◽  
Long Term Memory ◽  
Semantic Features ◽  
Daily Lives ◽  
Term Memory ◽  
Magnitude Processing ◽  
Brain Responses ◽  
Arabic Digits ◽  
Active Processing

AbstractArabic digits (1–9) are everywhere in our daily lives. These symbols convey various semantic information, and numerate adults can easily extract from them several numerical features such as magnitude and parity. Nonetheless, since most studies used active processing tasks to assess these properties, it remains unclear whether and to what degree the access to magnitude and especially to parity is automatic. Here we investigated with EEG whether spontaneous processing of magnitude or parity can be recorded in a frequency-tagging approach, in which participants are passively stimulated by fast visual sequences of Arabic digits. We assessed automatic magnitude processing by presenting a stream of frequent small digit numbers mixed with deviant large digits (and the reverse) with a sinusoidal contrast modulation at the frequency of 10 Hz. We used the same paradigm to investigate numerical parity processing, contrasting odd digits to even digits. We found significant brain responses at the frequency of the fluctuating change and its harmonics, recorded on electrodes encompassing right occipitoparietal regions, in both conditions. Our findings indicate that both magnitude and parity are spontaneously and unintentionally extracted from Arabic digits, which supports that they are salient semantic features deeply associated to digit symbols in long-term memory.

scholarly journals Encoding of numerical information in memory: Magnitude or nominal?

2017 ◽  
Vol 3 (1) ◽  
pp. 58-76 ◽  
Author(s):  
Kimmo Eriksson ◽  
Marcus Lindskog
Keyword(s):  
Alternative Hypothesis ◽  
Long Term Memory ◽  
Digit Number ◽  
Term Memory ◽  
Numerical Information ◽  
Insufficient Attention ◽  
Single Piece ◽  
Analog Magnitude ◽  
Arabic Digits

In studies of long-term memory of multi-digit numbers the leading digit tends to be recalled correctly more often than less significant digits, which has been interpreted as evidence for an analog magnitude encoding of the numbers. However, upon closer examination of data from one of these studies we found that the distribution of recall errors does not fit a model based on analog encoding. Rather, the data suggested an alternative hypothesis that each digit of a number is encoded separately in long-term memory, and that encoding of one or more digits sometimes fails due to insufficient attention in which case they are simply guessed when recall is requested, with no regard for the presented value. To test this hypothesis of nominal encoding with value-independent mistakes, we conducted two studies with a total of 1,080 adults who were asked to recall a single piece of numerical information that had been presented in a story they had read earlier. The information was a three-digit number, manipulated between subjects with respect to its value (between 193 and 975), format (Arabic digits or words), and what it counted (baseball caps or grains of sand). Results were consistent with our hypothesis. Further, the leading digit was recalled correctly more often than less significant digits when the number was presented in Arabic digits but not when the number was presented in words; our interpretation of this finding is that the latter format does not focus readers’ attention on the leading digit.

The Biochemical Basis of Long-Term Memory

1969 ◽  
Vol 2 (2) ◽  
pp. 135-173 ◽  
Author(s):  
Richard B. Roberts ◽  
Louis B. Flexner
Keyword(s):  
Learning And Memory ◽  
Memory Trace ◽  
Practical Interest ◽  
Long Term Memory ◽  
Daily Lives ◽  
Biochemical Basis ◽  
Term Memory ◽  
Actual Knowledge

Learning and memory are important elements of our daily lives, familiar to all through introspection. Yet the mechanisms underlying these processes are still for the most part unknown. Here are problems which combine a maximum of intrinsic and practical interest with a minimum of actual knowledge and understanding. Years of our lives are dedicated to the formation of certain long-term memories and behaviour patterns, yet we have only rudimentary notions of how such ‘schooling’ is best accomplished. There is no certainty in any aspect of the process. We are not sure whether relatively few cells or millions participate in a memory trace; whether these cells change as a whole, or whether the changes are limited to synaptic regions. In fact, we cannot be certain whether the changes are confined to the neurones or whether the glia also participate.

scholarly journals The visual and semantic features that predict object memory: Concept property norms for 1,000 object images

2021 ◽  
Author(s):  
Mariam Hovhannisyan ◽  
Alex Clarke ◽  
Benjamin R. Geib ◽  
Rosalie Cicchinelli ◽  
Zachary Monge ◽  
...  
Keyword(s):  
Object Recognition ◽  
Memory Performance ◽  
Visual Object ◽  
Long Term Memory ◽  
Visual Object Recognition ◽  
Semantic Features ◽  
Term Memory ◽  
Object Memory ◽  
Low Level

AbstractHumans have a remarkable fidelity for visual long-term memory, and yet the composition of these memories is a longstanding debate in cognitive psychology. While much of the work on long-term memory has focused on processes associated with successful encoding and retrieval, more recent work on visual object recognition has developed a focus on the memorability of specific visual stimuli. Such work is engendering a view of object representation as a hierarchical movement from low-level visual representations to higher level categorical organization of conceptual representations. However, studies on object recognition often fail to account for how these high- and low-level features interact to promote distinct forms of memory. Here, we use both visual and semantic factors to investigate their relative contributions to two different forms of memory of everyday objects. We first collected normative visual and semantic feature information on 1,000 object images. We then conducted a memory study where we presented these same images during encoding (picture target) on Day 1, and then either a Lexical (lexical cue) or Visual (picture cue) memory test on Day 2. Our findings indicate that: (1) higher level visual factors (via DNNs) and semantic factors (via feature-based statistics) make independent contributions to object memory, (2) semantic information contributes to both true and false memory performance, and (3) factors that predict object memory depend on the type of memory being tested. These findings help to provide a more complete picture of what factors influence object memorability. These data are available online upon publication as a public resource.

Physical and semantic features of long-term memory

2014 ◽  
Vol 94 (2) ◽  
pp. 240
Author(s):  
Natalya G. Shpagonova ◽  
Vasiliy A. Sadov ◽  
Daria L. Petrovich
Keyword(s):  
Long Term Memory ◽  
Semantic Features ◽  
Term Memory

scholarly journals Openness of Natural Information Processing Systems and Short-Term and Long-Term Memory

2018 ◽  
Vol 155 ◽  
pp. 01026
Author(s):  
Vladimir Shumilov ◽  
Vladimir Syryamkin
Keyword(s):  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Brain Responses ◽  
Range Of Functions ◽  
Natural Information ◽  
Different Characteristics ◽  
The Brain ◽  
Different Parts

In this paper, various types of memory are considered.Development of the nervous system and the brain of organisms ensures expansion of species with more developed brain. Different characteristics of the brain zones have created different conditions for forming traces of events. The various traces of trace events formed in different parts of the brain provided a wider range of functions and brain responses, which contributed to the survival and expansion of species. The work describes the appearance of memory varieties and the causes of these varieties.

scholarly journals The contributions of visual details vs semantic information to visual long-term memory

2019 ◽  
Vol 19 (10) ◽  
pp. 292
Author(s):  
Kelvin Lam ◽  
Mark W Schurgin ◽  
Timothy F Brady
Keyword(s):  
Semantic Information ◽  
Long Term Memory ◽  
Term Memory

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Retrieval from Memory or Procedural Strategies for Addition Problems

2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol
Keyword(s):  
Reaction Times ◽  
Long Term Memory ◽  
Verbal Reports ◽  
Term Memory ◽  
Simple Addition ◽  
Memory Traces ◽  
Addition Problem ◽  
Retrieval From Memory ◽  
Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

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