Neonatal Hydrocortisone Treatment Related to 1H-MRS of the Hippocampus and Short-Term Memory at School Age in Preterm Born Children

School-age reading skills are associated with and predicted by preschool-age cognitive risk factors for dyslexia, such as deficits in phonological awareness, rapid automatized naming, letter knowledge, and verbal short-term memory. In addition, evidence exists that problems in morphological information processing could be considered a risk factor for dyslexia. In the present study, 27 children at pre-school age and the same 27 children at first grade age performed a morphological awareness task while their brain responses were measured with magnetoencephalography. Our aim was to examine how derivational morphology in Finnish language, and concomitant accuracy and reaction times are associated with first grade reading, in addition to the preschool age reading-related cognitive skills. The results replicated earlier findings; we found significant correlations between pre-school phonological skills and first-grade reading, pre-school rapid naming and first-grade reading, and pre-school verbal short-term memory and first-grade reading. The results also revealed a significant correlation between the pre-school children's reaction time for correctly derived words in the morphological task and the first-grade children's performance in rapid automatized naming for letters. No significant correlations were found between brain activation measures of morphological processing and first-grade reading.

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Impaired visual short-term memory capacity is distinctively associated with structural connectivity of the posterior thalamic radiation and the splenium of the corpus callosum in preterm-born adults

NeuroImage ◽

10.1016/j.neuroimage.2017.02.017 ◽

2017 ◽

Vol 150 ◽

pp. 68-76 ◽

Cited By ~ 14

Author(s):

Aurore Menegaux ◽

Chun Meng ◽

Julia Neitzel ◽

Josef G. Bäuml ◽

Hermann J. Müller ◽

...

Keyword(s):

Corpus Callosum ◽

Short Term Memory ◽

Structural Connectivity ◽

Memory Capacity ◽

Short Term ◽

Term Memory ◽

Visual Short Term Memory ◽

Preterm Born

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PENGARUH DUAL-TASK TRAINING (MOTOR-COGNITIVE) TERHADAP MEMORI JANGKA PENDEK PADA ANAK USIA SEKOLAH

Jurnal Fisioterapi dan Rehabilitasi ◽

10.33660/jfrwhs.v4i1.90 ◽

2020 ◽

Vol 4 (1) ◽

pp. 9-19

Author(s):

Eka - Lestari

Keyword(s):

Experimental Design ◽

Dual Task ◽

Short Term Memory ◽

School Age Children ◽

School Age ◽

Short Term ◽

Term Memory ◽

Post Test ◽

Task Training ◽

Dual Task Training

ABSTRAK Anak usia sekolah merupakan masa anak terjun ke dalam lingkungan sosial yang lebih luas dan mulai menghadapi tugas-tugas baru. Perkembangan anak pada masa ini harus selalu diperhatikan, mulai dari perkembangan kognitif, motorik, sensorik, fisik, bahasa, dan emosional anak. Penelitian ini bertujuan untuk mengetahui pengaruh dual-task training (motor-cognitive) terhadap perubahan memori jangka pendek pada anak usia sekolah. Penelitian ini menggunakan quasi experimental design dengan jenis rancangan time series experimental design (post-test setiap minggu dilakukan). Subyek penelitian yaitu anak usia 10-11 tahun di SD Inpres Kera-Kera, Makassar yang dalam kondisi sehat baik secara fisik dan mental, memiliki IMT normal dan tidak mengalami gangguan keseimbangan. Jumlah repsonden sebanyak 30 orang (diluar dropout) dan menjalani pelatihan dual-task training selama 4 minggu (12 kali perlakuan). Hasil penelitian setelah dilakukan uji normalitas Shapiro Wilk diperoleh sebaran data tidak normal (p<0,05), kemudian dilakukan uji hipotesis menggunakan uji Friedman+Pos Hoc Wilcoxon dan diperoleh nilai signifikan p=0,000 (p<0,05). Hasil analisis data yang dillihat mulai dari pretest, post-test 1, post-test 2, post-test 3, dan post-test 4 menunjukkan adanya peningkatan. Hal ini menunjukkan bahwa adanya pengaruh dual-task training (motor-cognitive) terhadap perubahan memori jangka pendek pada anak usia sekolah. Kata Kunci: dual-task training, memori jangka pendek, anak usia sekolah, digit span test ABSTRACT School-age children are the childhood years of plunging into the wider social environment and start facing new tasks. The child's development period must always be considered, starting from cognitive, motoric, sensory, physical, language, and emotional development of children. This study aims to determine the effect of dual-task training (motor-cognitive) on changes in short-term memory in school-age children. This study uses a quasi-experimental design with the type of experimental time series design (post-test every week is done). The research subjects were children aged 10-11 years in SD Inpres Kera-Kera, Makassar who were in good health both physically and mentally, had a normal BMI and had no impaired balance.. The number of respondents was 30 peoples (out of dropout) and underwent dual-task training for 4 weeks (12 times treatments). The results of this study after Shapiro Wilk normality test obtained abnormal distribution of data (p <0.05), then carried out hypothesis testing using Friedman + Pos Hoc Wilcoxon test and obtained a significant value p = 0,0001 (p <0.05). The results of the data analysis starting from the pretest, post-test 1, post-test 2, post-test 3 and post-test 4 showed an increase.. This shows that there is an influence of dual-task training (motor-cognitive) on changes short-term memory in school-age children. Keywords: dual-task training, short-term memory, school-age children, digit span test

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

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000928 ◽

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.

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

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00135 ◽

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

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

American Journal of Audiology ◽

10.1044/2020_aja-20-00018 ◽

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

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

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-18-0176 ◽

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.

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