scholarly journals Capacity of short-term memory in dyslexia is reduced due to less efficient utilization of items’ long-term frequency

2020 ◽  
Author(s):  
Eva Kimel ◽  
Itay Lieder ◽  
Merav Ahissar
Keyword(s):  
Short Term Memory ◽  
Digit Span ◽  
Repeated Sequence ◽  
Short Term ◽  
Good Readers ◽  
Term Memory ◽  
Term Frequency ◽  
Word Repetition ◽  
Significant Deficit

AbstractDyslexia, defined as a specific impairment in decoding the written script, is the most widespread learning difficulty. However, individuals with dyslexia (IDDs) also consistently manifest reduced short-term memory (STM) capacity, typically measured by Digit Span or non-word repetition tasks. In this paper we report two experiments which test the effect of item frequency and the effect of a repeated sequence on the performance in STM tasks in good readers and in IDDs. IDDs’ performance benefited less from item frequency, revealing poor use of long-term single item statistics. This pattern suggests that the amply reported shorter verbal spans in dyslexia may in fact reflect their impaired sensitivity to items’ long-term frequency. For repeated sequence learning, we found no significant deficit among IDDs, even when a sensitive paradigm and a robust measure were used.

scholarly journals Spans attributed to short-term memory are explained by sensitivity to long-term statistics in both musicians and individuals with dyslexia

2019 ◽  
Author(s):  
Eva Kimel ◽  
Atalia Hai Weiss ◽  
Hilla Jakoby ◽  
Luba Daikhin ◽  
Merav Ahissar
Keyword(s):  
High Frequency ◽  
Opposite Effect ◽  
Short Term Memory ◽  
Native Language ◽  
Short Term ◽  
Good Readers ◽  
Syllable Frequency ◽  
Term Memory

AbstractReduced short-term memory (STM) of individuals with dyslexia (IDDs) and enhanced STM of musicians are well documented, yet their causes are disputed. We hypothesized that their STMs reflect their sensitivities to accumulative long-term stimuli statistics. Indeed, when performing an STM task, IDDs had reduced benefit from syllable frequency, whereas musicians manifested an opposite effect, compared to controls. Interestingly, benefit from sequence-repetition did not significantly differ between groups, suggesting that it relies on different mechanisms. To test the generality of this separation across populations, we recruited a group of good-readers, whose native language contains a smaller fraction of the high-frequency syllables. Their span for these “high-frequency” syllables was small, yet their benefit from sequence-repetition was adequate. These experiments indicate that sensitivity to long-term stimuli distribution, and not to sequential repetition, is reduced in IDDs and enhanced in musicians, and this accounts for differences in their STM performance.

Short-term memory, working memory and linguistic abilities in bilingual children with Developmental Language Disorder

2019 ◽  
Vol 40 (4) ◽  
pp. 437-460 ◽  
Author(s):  
Ioanna Talli ◽  
Stavroula Stavrakaki
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Digit Span ◽  
Verbal Working Memory ◽  
Receptive Vocabulary ◽  
Developmental Language Disorder ◽  
Short Term ◽  
Term Memory ◽  
Word Repetition

This article investigates verbal short-term memory (vSTM) and verbal working memory (vWM) abilities and their relation to lexical and syntactic abilities in monolingual (mono-) and bilingual (bi-) children with Developmental Language Disorder (DLD) and typical development (TD). The authors employed the following tasks: vSTM (non-word repetition and forward digit span), vWM (backward digit span), receptive vocabulary, syntactic production (sentence repetition) and syntactic comprehension (relative clauses, reflexives and passives). While the mono- and bi-DLD groups underperformed the mono- and bi-TD groups respectively in all tasks, the two clinical groups differed only in receptive vocabulary. vSTM was a significant predictor of syntactic performance for both monolinguals and bilinguals, while vWM was a significant predictor of syntactic performance only for bilinguals. These findings suggest that impairments in vSTM, wVM and syntax are core clinical features in DLD, and that vWM makes a greater contribution to syntax in bilinguals than in monolinguals.

The relation between short-term memory and vocabulary skills in Greek children with cochlear implants: The role of hearing experience

2018 ◽  
Vol 38 (4) ◽  
pp. 359-381 ◽  
Author(s):  
Ioanna Talli ◽  
Miltiadis Tsalighopoulos ◽  
Areti Okalidou
Keyword(s):  
Cochlear Implants ◽  
Short Term Memory ◽  
Digit Span ◽  
Rapid Naming ◽  
Cognitive Measures ◽  
Short Term ◽  
Term Memory ◽  
Word Repetition ◽  
Vocabulary Skills

Weak performance in short-term memory (STM) in children with cochlear implants (CI) may have an impact on vocabulary development. Vocabulary, phonological STM (non-word repetition), phonological/verbal STM (digit span) and rapid naming measures were administered to 15 Greek-speaking children with CI (ages 4;6–8;6) and to chronological age (CA) and younger controls with normal hearing (NH). The children with CI exhibited lower performance in all tasks compared to CA controls but lagged behind only in phonological STM tasks in comparison to younger NH controls. For children with CI, vocabulary correlated with phonological STM, while for younger NH controls it correlated with all the cognitive measures used. The present results showed that children with CI demonstrate age-matched rapid naming skills, a slower development in vocabulary acquisition rates and developmental lags in their phonological STM skills, suggesting an overall atypical pattern of development. The results also suggest a relationship between these skills which needs to be explored further.

scholarly journals Effects of Sound on Human’s Short-term Memorization

2021 ◽  
Vol 04 (08) ◽  
Author(s):  
Atikarn Phrukphicharn ◽  
Keyword(s):  
Short Term Memory ◽  
Digit Span ◽  
Average Score ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Short Period ◽  
Negative Effect ◽  
Online Tests

Number of studies reveals that music has an impact on human’s brain and mostly helps us to memorize things. These studies only aim for influences of music on long-term memory helping people to memorize and recalling their recollection better. However, no research nor study regarding effects of music on short-term memory has been conducted. In a very short period, whether hearing music might ruin concentration rather than enhancing attentiveness for the efficiency of memorizing or not. If not, which type of music or sound is more capable in increasing the ability to memorize. These questions lead us to develop online tests (https://lookchinandthegang.wixsite.com/my-site) by using Digit Span Test as a prototype. The tests were adapted to suit our research questions more completely. Several types of background sound were involved in the tests including metronome (100 BPM), alpha wave which people widely use to play in the background while reading, and silent mode. Test takers are a group of teenagers (between 16 and 25 years old) in Thailand. The results illustrate that the average score and the rate of participants’ opinion are nearly identical. Thus, listening to sound while doing the test does not contribute an increase in the efficiency of memorization of participants. Moreover, type of sound is that best to magnify the participants’ ability cannot be identified since there are several opinions regarding listening to sound while doing the test either enhancing the efficiency to memorizing (positive effect) or decreasing the ability of participants to recognize (negative effect) or, indeed, has no impact (neutral effect). To conclude, listening to sound could help increase the effectiveness of short-term memory or not is based on preference of the individuals.

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

scholarly journals An Approach toward the Development of a Functional Encoding Model of Short Term Memory during Reading

1978 ◽  
Vol 10 (2) ◽  
pp. 141-148
Author(s):  
Mary Anne Herndon
Keyword(s):  
Cluster Analysis ◽  
Storage Capacity ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Processing Efficiency ◽  
Term Memory ◽  
Information Unit ◽  
Subsequent Storage

In a model of the functioning of short term memory, the encoding of information for subsequent storage in long term memory is simulated. In the encoding process, semantically equivalent paragraphs are detected for recombination into a macro information unit. This recombination process can be used to relieve the limited storage capacity constraint of short term memory and subsequently increase processing efficiency. The results of the simulation give a favorable indication of the success for the use of cluster analysis as a tool to simulate the encoding function in the detection of semantically similar paragraphs.

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