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.

A Randomized Controlled Trial of Working Memory Training in Pediatric Sickle Cell Disease

2021 ◽  
Author(s):  
Steven J Hardy ◽  
Sarah E Bills ◽  
Emily R Meier ◽  
Jeffrey C Schatz ◽  
Katie J Keridan ◽  
...  
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Controlled Trial ◽  
Working Memory Training ◽  
Memory Training ◽  
Cell Disease ◽  
Math Fluency ◽  
Short Term ◽  
Term Memory ◽  
Randomized Controlled

Abstract Objective Youth with sickle cell disease (SCD) are at risk for neurocognitive deficits including problems with working memory (WM), but few interventions to improve functioning exist. This study sought to determine the feasibility and efficacy of home-based, digital WM training on short-term memory and WM, behavioral outcomes, and academic fluency using a parallel group randomized controlled trial design. Methods 47 children (7–16 years) with SCD and short-term memory or WM difficulties were randomized to Cogmed Working Memory Training at home on a tablet device (N = 24) or to a standard care Waitlist group (N = 23) that used Cogmed after the waiting period. Primary outcomes assessed in clinic included performance on verbal and nonverbal short-term memory and WM tasks. Secondary outcomes included parent-rated executive functioning and tests of math and reading fluency. Results In the evaluable sample, the Cogmed group (N = 21) showed greater improvement in visual WM compared with the Waitlist group (N = 22; p = .03, d = 0.70 [CI95 = 0.08, 1.31]). When examining a combined sample of participants, those who completed ≥10 training sessions exhibited significant improvements in verbal short-term memory, visual WM, and math fluency. Adherence to Cogmed was lower than expected (M = 9.07 sessions, SD = 7.77), with 19 participants (41%) completing at least 10 sessions. Conclusions: Visual WM, an ability commonly affected by SCD, is modifiable with cognitive training. Benefits extended to verbal short-term memory and math fluency when patients completed a sufficient training dose. Additional research is needed to identify ideal candidates for training and determine whether training gains are sustainable and generalize to real-world outcomes.

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.

scholarly journals Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School

2021 ◽  
Vol 9 (11) ◽  
Author(s):  
Linda Fälth ◽  
Irma Brkovic
Keyword(s):  
Working Memory ◽  
Struggling Readers ◽  
Short Term Memory ◽  
Word Reading ◽  
Intervention Group ◽  
Memory Training ◽  
Control Group ◽  
Specific Information ◽  
Short Term ◽  
Term Memory

Working memory is one of our core cognitive functions. It allows us to keep information in mind for shorter periods of time, allowing us to process and work with that specific information. In this randomized control trial, the effects of a training program that combine reading training and working memory training among struggling readers aged 8-9 were investigated. 30 pupils were included in the intervention group and 17 were assigned to the control group. The intervention group received a total of 60 training sessions divided into two eight-week training periods with a four-week pause in between. The results show that children in the intervention group improved significantly better than children in the control group on eight tests: Reading comprehension, Word decoding, Nonsense-word reading, Short-term memory, Working memory, Visuospatial short-term memory, Visuospatial working memory and Working memory for words. The effect was not confirmed for Sight word seeing.

scholarly journals Working Memory Training in Patients with Chronic Schizophrenia: A Pilot Study

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Martina Hubacher ◽  
Marcus Weiland ◽  
Pasquale Calabrese ◽  
Gabriela Stoppe ◽  
Markus Stöcklin ◽  
...  
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Intervention Group ◽  
Chronic Schizophrenia ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Short Term ◽  
Term Memory ◽  
Training Tool

Background. There is evidence that patients with schizophrenia suffer from decline in working memory performance with consequences for psychosocial outcome.Objective. To evaluate the efficacy of a computerized working memory training program (BrainStim) in patients with chronic schizophrenia.Methods. Twenty-nine inpatients with chronic schizophrenia were assigned to either the intervention group receiving working memory training (N=15) or the control group without intervention (N=14). Training was performed four times a week for 45 minutes during four weeks under neuropsychological supervision. At baseline and followup all participants underwent neuropsychological testing.Results. Pre-post comparisons of neuropsychological measures showed improvements in visual and verbal working memories and visual short-term memory with small and large effect sizes in the intervention group. In contrast, the control group showed decreased performance in verbal working memory and only slight changes in visual working memory and visual and verbal short-term memories after 4 weeks. Analyses of training profiles during application ofBrainStimrevealed increased performance over the 4-week training period.Conclusions. The applied training toolBrainStimimproved working memory and short-term memory in patients with chronic schizophrenia. The present study implies that chronic schizophrenic patients can benefit from computerized cognitive remediation training of working memory in a clinical setting.

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