How long is long-term priming? Classification and action priming in the scale of days

2018 ◽  
Vol 72 (5) ◽  
pp. 1183-1199 ◽  
Author(s):  
Karolina Moutsopoulou ◽  
Christina Pfeuffer ◽  
Andrea Kiesel ◽  
Qing Yang ◽  
Florian Waszak
Keyword(s):  
Processing Time ◽  
Memory System ◽  
Long Term Memory ◽  
Top Down ◽  
Short Term ◽  
Term Memory ◽  
Stimulus Response ◽  
New Information ◽  
Stimulus Classification

Previous research has shown that stimulus–response associations comprise associations between the stimulus and the task (a classification task in particular) and the stimulus and the action performed as a response. These associations, contributing to the phenomenon of priming, affect behaviour after a delay of hundreds of trials and they are resistant against overwriting. Here, we investigate their longevity, testing their effects in short-term (seconds after priming) and long-term (24 hr and 1 week after priming) memory. Three experiments demonstrated that both stimulus–classification (S-C) and stimulus–action (S-A) associations show long-term memory effects. The results also show that retrieval of these associations can be modulated by the amount of engagement on the same task between encoding and retrieval, that is, how often participants performed this task between prime and probe sessions. Finally, results show that differences in processing time during encoding are linked to the amount of conflict caused during retrieval of S-C, but not S-A associations. These findings add new information to the existing model of priming as a memory system and pose questions about the interactions of priming and top-down control processes.

ROLE AND USAGE OF ICT IN SCHOOL EDUCATION

2017 ◽  
Vol 4 (36) ◽  
Author(s):  
V. Madhavi
Keyword(s):  
Short Term Memory ◽  
School Education ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Long Term Storage ◽  
New Information ◽  
Concrete Form ◽  
Term Storage

When we are working on a computer, the information goes into short term memory. Unless we deliberately save the data onto long term storage, it is lost very quickly. The method we use to save new information that is presented to us determines that we most likely will retrieve it in the future. Similarly the concepts that are explained to the students have to be sent to their long term memory, i.e the abstract has to be made into the concrete form. This is possible by using ICT in classroom situation for making a merry in understanding the concepts if the school education and life. The usage of ICT will not only enhance learning environment but also prepare, next generation for future lives and career as said by Wheeler.

The Immediacy of Conceptual Processing

2017 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Conceptual Knowledge ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Conceptual Processing ◽  
Conceptual Structures ◽  
New Information ◽  
Thinking Process

Understanding requires thought, and thought requires memory, both short-term memory for the ongoing thinking process and longer-term memories that constitute one’s relevant knowledge. In a variety of studies the chapter shows that conceptual knowledge comes into play faster than standard models of long-term memory retrieval suppose and reflects a larger immediate capacity than models of short-term or working memory have suggested. It proposes a new form of memory termed conceptual short-term memory (CSTM) to account for the speed and appropriateness with which our prior knowledge shapes current perception and thought. When we identify a new stimulus, not only its concept but also other associated information in long-term memory is immediately activated, allowing new conceptual structures to be formed that relate the new information to relevant knowledge. Activated information that does not become structured is quickly forgotten and may never become conscious.

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 The influence of aging on short-term and long-term memory in the continuous recognition paradigm.

2002 ◽  
Vol 72 (6) ◽  
pp. 516-521 ◽  
Author(s):  
Osamu Ishihara ◽  
Yasuyuki Gondo ◽  
W. Poon Leonard
Keyword(s):  
Long Term Memory ◽  
Short Term ◽  
Term Memory

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.

scholarly journals Remember like humans

2017 ◽  
Vol 14 (1) ◽  
pp. 172988141769231 ◽  
Author(s):  
Ning An ◽  
Shi-Ying Sun ◽  
Xiao-Guang Zhao ◽  
Zeng-Guang Hou
Keyword(s):  
Short Term Memory ◽  
Three Dimensional ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Observation Model ◽  
Two Dimensional ◽  
Short Term ◽  
Term Memory ◽  
Memory Register

Visual tracking is a challenging computer vision task due to the significant observation changes of the target. By contrast, the tracking task is relatively easy for humans. In this article, we propose a tracker inspired by the cognitive psychological memory mechanism, which decomposes the tracking task into sensory memory register, short-term memory tracker, and long-term memory tracker like humans. The sensory memory register captures information with three-dimensional perception; the short-term memory tracker builds the highly plastic observation model via memory rehearsal; the long-term memory tracker builds the highly stable observation model via memory encoding and retrieval. With the cooperative models, the tracker can easily handle various tracking scenarios. In addition, an appearance-shape learning method is proposed to update the two-dimensional appearance model and three-dimensional shape model appropriately. Extensive experimental results on a large-scale benchmark data set demonstrate that the proposed method outperforms the state-of-the-art two-dimensional and three-dimensional trackers in terms of efficiency, accuracy, and robustness.

scholarly journals The Relative Kicking Frequency of Infants Born Full-term and Preterm During Learning and Short-term and Long-term Memory Periods of the Mobile Paradigm

2005 ◽  
Vol 85 (1) ◽  
pp. 8-18 ◽  
Author(s):  
Jill C Heathcock ◽  
Anjana N Bhat ◽  
Michele A Lobo ◽  
James (Cole) Galloway
Keyword(s):  
Gestational Age ◽  
Short Term Memory ◽  
Full Term ◽  
Long Term Memory ◽  
Early Assessment ◽  
Short Term ◽  
Term Memory ◽  
Lack Of Control ◽  
Specific Manner

Abstract Background and Purpose. Infants born preterm differ in their spontaneous kicking, as well as their learning and memory abilities in the mobile paradigm, compared with infants born full-term. In the mobile paradigm, a supine infant's ankle is tethered to a mobile so that leg kicks cause a proportional amount of mobile movement. The purpose of this study was to investigate the relative kicking frequency of the tethered (right) and nontethered (left) legs in these 2 groups of infants. Subjects. Ten infants born full-term and 10 infants born preterm (<33 weeks gestational age, <2,500 g) and 10 comparison infants participated in the study. Methods. The relative kicking frequencies of the tethered and nontethered legs were analyzed during learning and short-term and long-term memory periods of the mobile paradigm. Results. Infants born full-term showed an increase in the relative kicking frequency of the tethered leg during the learning period and the short-term memory period but not for the long-term memory period. Infants born preterm did not show a change in kicking pattern for learning or memory periods, and consistently kicked both legs in relatively equal amounts. Discussion and Conclusion. Infants born full-term adapted their baseline kicking frequencies in a task-specific manner to move the mobile and then retained this adaptation for the short-term memory period. In contrast, infants born preterm showed no adaptation, suggesting a lack of purposeful leg control. This lack of control may reflect a general decrease in the ability of infants born preterm to use their limb movements to interact with their environment. As such, the mobile paradigm may be clinically useful in the early assessment and intervention of infants born preterm and at risk for future impairment.

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