An Examination of Two Ergonomically Designed Performance Aids

1993 ◽  
Vol 37 (18) ◽  
pp. 1221-1225
Author(s):  
Mark E. Barnes
Keyword(s):  
Problem Solving ◽  
Short Term Memory ◽  
Training Model ◽  
Major Goal ◽  
Short Term ◽  
Term Memory ◽  
Model Interpretation ◽  
Computer Based ◽  
Based Instruction ◽  
Problem Solving Task

The purpose of the present study was to examine the effects of providing two simple tactical aids designed to bolster cognitive ability while problem-solving. After receiving computer-based instruction, subjects used either an orientation aid, a short-term memory aid, both aids, or no aids to perform a computer-based electronic problem-solving task. A major goal was to determine whether the effect of each aid on performance conformed to either a compensatory model or a training model. Results were mixed. That is, some evidence supported the compensatory interpretation, while other evidence supported the training model interpretation. Specifically, an interaction between short-term memory scores and use of the short-term memory aid showed that the aid helped low scoring subjects solve problems quicker when they used the aid more. However, most of the evidence suggested that, in terms of the time needed to solve problems, the effects of both aids were characteristic of a training model.

Effect of Perceiving Computing to Be an Acquirable Skill upon a Computer-Mediated Serial Recall Task

2005 ◽  
Vol 100 (2) ◽  
pp. 354-356 ◽  
Author(s):  
M. J. Brosnan
Keyword(s):  
Serial Recall ◽  
Short Term Memory ◽  
Recall Task ◽  
Short Term ◽  
Term Memory ◽  
Computer Mediated ◽  
Serial Recall Task ◽  
Computer Based ◽  
Pencil And Paper ◽  
Traditional Assessments

Serial recall tasks assess the capacity of verbal short-term memory. The perception of computing as an acquirable skill rather than a fixed ability affected performance upon computer-based serial recall tasks but did not affect performance on comparable pencil-and-paper tasks. Computerized versions of traditional assessments should control for this.

scholarly journals Insomnia and intellect mask the positive link between schizotypal traits and creativity

PeerJ ◽  
2018 ◽  
Vol 6 ◽  
pp. e5615 ◽  
Author(s):  
Bertalan Polner ◽  
Péter Simor ◽  
Szabolcs Kéri
Keyword(s):  
Mental Health ◽  
Problem Solving ◽  
Cognitive Control ◽  
Sleep Disturbances ◽  
Divergent Thinking ◽  
Short Term Memory ◽  
Real Life ◽  
Short Term ◽  
Term Memory ◽  
Remote Association

Background Schizotypy is a set of personality traits that resemble the signs and symptoms of schizophrenia in the general population, and it is associated with various subclinical mental health problems, including sleep disturbances. Additionally, dimensions of schizotypy show specific but weak associations with creativity. Given that creativity demands cognitive control and mental health, and that sleep disturbances negatively impact cognitive control, we predicted that positive, impulsive and disorganised schizotypy will demonstrate stronger associations with indicators of creativity, if the effect of mental health, insomnia, and intellect are statistically controlled. Methods University students (N = 182) took part in the study. Schizotypy was assessed with the shortened Oxford-Liverpool Inventory of Feelings and Experiences (sO-LIFE). Creative achievements were measured with the Creative Achievement Questionnaire (CAQ), divergent thinking was assessed with the ‘Just suppose’ task, and remote association problem solving was tested with Compound Remote Associate (CRA) problems. Mental health was assessed with the 12-item version of the General Health Questionnaire (GHQ-12), and insomnia was examined with the Athens Insomnia Scale (AIS). Verbal short term memory was measured with the forward digit span task, and intellect was assessed with the Rational-Experiential Inventory (REI). Multiple linear regressions were performed to examine the relationship between creativity and schizotypy. Indicators of creativity were the dependent variables. In the first block, dimensions of schizotypy, age, gender and smoking were entered, and in the second block, the models were extended with mental health, insomnia, verbal short term memory, and intellect. Results Positive schizotypy positively predicted real-life creative achievements, independently from the positive effect of intellect. Follow-up analyses revealed that positive schizotypy predicted creative achievements in art, while higher disorganised schizotypy was associated with creative achievements in science (when intellect was controlled for). Furthermore, disorganised schizotypy positively predicted remote association problem solving performance, if insomnia and verbal short term memory were statistically controlled. No dimension of schizotypy was significantly associated with divergent thinking. Discussion In line with previous findings, positive schizotypy predicted real-life creative achievements. The positive effects of disorganised schizotypy might be explained in terms of the simultaneous involvement of enhanced semantic priming and cognitive control in problem solving. We speculate that the lack of associations between divergent thinking and schizotypy might be related to instruction effects. Our study underscores the relevance of sleep impairment to the psychosis-spectrum, and refines our knowledge about the adaptive aspects of schizotypy in the general population.

scholarly journals Construction of Short-Term Memory Training Model in Consecutive Interpretation

2021 ◽  
Vol 11 (10) ◽  
pp. 1300-1307
Author(s):  
Jixin Huang
Keyword(s):  
Short Term Memory ◽  
Training Model ◽  
Teaching Experiment ◽  
Memory Training ◽  
Short Term ◽  
Term Memory ◽  
Discourse Type ◽  
Theory Of Discourse ◽  
Reform And Opening Up ◽  
Opening Up

With the deepening of the reform and opening up policy, China is moving towards the world dramatically, and the importance of interpretation is becoming increasingly prominent. Based on the theory of memory in interpretation and the theory of discourse type in interpretation, this paper aims to demonstrate the fit between discourse type and memory, and analyze the effectiveness of the training model through empirical research. In the experiment, students of Translation Class 2018 (reference class) and students of Translation Class 2019 (experimental class) were selected as the research objects, and a six week teaching experiment was carried out. Through the analysis of students' data, questionnaires and interviews, it can be found that the application of the theory of discourse type in interpretation to the training of short-term memory in interpreting can improve the logic and integrity of information transmission, so this teaching model is effective and feasible. The purpose of this study is to construct a training model of short-term memory in consecutive interpretation teaching with the help of the theory of discourse type, so that students can experience the joy of progress in the process of practice, monitoring and reflection, which will greatly mobilize students' subjective initiative in learning, stimulate students' innovative consciousness and cultivate students' innovative ability.

Self-Limited and Unlimited Word Usage during Problem Solving in Two Telecommunication Modes

1977 ◽  
Vol 21 (6) ◽  
pp. 501-504
Author(s):  
W. Randolph Ford
Keyword(s):  
Problem Solving ◽  
Short Term Memory ◽  
Monetary Incentive ◽  
Hard Copy ◽  
Communication Mode ◽  
Short Term ◽  
Term Memory ◽  
Word Usage ◽  
Alternative Hypotheses

Subjects using oral modes of communication generate far more verbiage than do subjects using written (handwritten or typewritten) modes to solve the same problems. This study was designed to provide support for one of two alternative hypotheses that have been proposed to account for this disparity: (1) written modes produce a hard copy of interchanges that can be referred to at any time, thereby compensating for the limitations of short-term memory and reducing the need to repeat information, and (2) talking is so much easier than handwriting or typewriting that there is no incentive to be concise in oral modes. Two-person teams of subjects solved problems cooperatively using either a voice or a teletypewriter mode of communication. Half the teams were given a monetary incentive to use as few words as possible. No such request was made of the control teams. The main finding was that subjects in the brevity condition, regardless of the communication mode, greatly reduced verbiage with no increase in time or decrease in accuracy. Moreover, subjects in the brevity-voice condition used even fewer words than did subjects in the control-teletypewriter condition. These results, then, lend weight to the second hypothesis.

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.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

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

The Link Between Verbal Short-Term Memory and Anomia Treatment Gains

2019 ◽  
Vol 28 (3) ◽  
pp. 1039-1052
Author(s):  
Reva M. Zimmerman ◽  
JoAnn P. Silkes ◽  
Diane L. Kendall ◽  
Irene Minkina
Keyword(s):  
Short Term Memory ◽  
Controlled Trial ◽  
Treatment Success ◽  
Linear Regression Models ◽  
Language Performance ◽  
Short Term ◽  
Term Memory ◽  
Treatment Gains ◽  
Post Hoc

Purpose A significant relationship between verbal short-term memory (STM) and language performance in people with aphasia has been found across studies. However, very few studies have examined the predictive value of verbal STM in treatment outcomes. This study aims to determine if verbal STM can be used as a predictor of treatment success. Method Retrospective data from 25 people with aphasia in a larger randomized controlled trial of phonomotor treatment were analyzed. Digit and word spans from immediately pretreatment were run in multiple linear regression models to determine whether they predict magnitude of change from pre- to posttreatment and follow-up naming accuracy. Pretreatment, immediately posttreatment, and 3 months posttreatment digit and word span scores were compared to determine if they changed following a novel treatment approach. Results Verbal STM, as measured by digit and word spans, did not predict magnitude of change in naming accuracy from pre- to posttreatment nor from pretreatment to 3 months posttreatment. Furthermore, digit and word spans did not change from pre- to posttreatment or from pretreatment to 3 months posttreatment in the overall analysis. A post hoc analysis revealed that only the less impaired group showed significant changes in word span scores from pretreatment to 3 months posttreatment. Discussion The results suggest that digit and word spans do not predict treatment gains. In a less severe subsample of participants, digit and word span scores can change following phonomotor treatment; however, the overall results suggest that span scores may not change significantly. The implications of these findings are discussed within the broader purview of theoretical and empirical associations between aphasic language and verbal STM processing.

Sign in / Sign up

Export Citation Format

Share Document