scholarly journals The Effect of Games with Rules on Voluntary Regulation of 6—7-year-old Children

2017 ◽  
Vol 13 (4) ◽  
pp. 56-63 ◽  
Author(s):  
E.A. Savina ◽  
I.A. Savenkova ◽  
I.V. Shchekotikhina ◽  
A.M. Gul'yants
Keyword(s):  
Size Effects ◽  
Short Term Memory ◽  
Control Group ◽  
Verbal Instruction ◽  
Interference Control ◽  
Short Term ◽  
Term Memory ◽  
Voluntary Regulation ◽  
Visual Motor ◽  
Experimental Group

This article discusses the results of experimental study aimed at investigating the effect of games with rules on voluntary regulation of preschool children. The following components of voluntary regulation were studied: short-term and working memory, verbal interference control, the ability to follow verbal instruction, and knowledge of rules of conduct. One hundred and twenty 6—7-year-old children participated in this study. After the intervention, children in experimental group improved their knowledge of rules of conduct, short-term memory for numbers, verbal interference, and the ability to follow verbal instruction when executing a visual-motor integration task. Children in the control group also improved their verbal interference ability and short-term memory for numbers and words. However, size effects were smaller than in the experimental group.

scholarly journals A Study of Voluntary Regulation Components in Children of the First Grade

2015 ◽  
Vol 20 (2) ◽  
pp. 33-42
Author(s):  
E.A. Savina ◽  
A.E. Logvinova
Keyword(s):  
Working Memory ◽  
Verbal Behavior ◽  
Short Term Memory ◽  
First Grade ◽  
Visual Pattern ◽  
Verbal Instruction ◽  
Short Term ◽  
Term Memory ◽  
Voluntary Regulation ◽  
Memory Knowledge

The present study examines the components of voluntary regulation in children of the first grade. Children (N = 82) were asked to perform tasks, measuring the ability of inhibition of verbal behavior (tests “yes-no”, “day-night”), working and short-term memory, knowledge of the rules of behavior in the classroom, the ability to follow a visual pattern (“Butterfly”) and verbal instruction (“Graphic dictation”). It has been found that girls have a higher regulation of verbal behavior than boys. It is shown that the working memory is an essential component of any regulation: for example, children with higher working memory abilities also showed a higher level of inhibition and the ability to follow the pattern and instructions. The regulation of verbal behavior is important both to follow verbal and visual pattern instructions and to control interference. The number of rules of conduct, provided by these children, was positively associated with the test that measures the ability to inhibit verbal behavior: “day-night”. The findings indicate the need for the formation in children of speech mediation activities and methods of working memory.

scholarly journals Physical rehabilitation and pharmacotherapy of cognitive functions and asthenic disorders in stroke patients

2019 ◽  
Vol 17 (1) ◽  
pp. 87-92 ◽  
Author(s):  
Janna E. Firileva ◽  
Pavel V. Rodichkin ◽  
Galina V. Buznik
Keyword(s):  
Cognitive Functions ◽  
Short Term Memory ◽  
Physical Rehabilitation ◽  
Control Group ◽  
Stroke Patients ◽  
Short Term ◽  
Traditional Methods ◽  
Term Memory ◽  
Post Stroke ◽  
Experimental Group

The article deals with the state of cognitive functions (memory, attention and thought process) and asthenic disorders in stroke patients in the process of physical rehabilitation and pharmacotherapy. The study used conventional methods for determining the state of cognitive functions. To improve cognitive abilities in the process of physical rehabilitation in the experimental group of patients, traditional methods and special physical exercises in the form of training tasks for memory, attention and thought processes were used. In the control group of patients only traditional methods of restoration of cognitive functions were used. Both groups of patients took the same drugs to improve cognitive function and relieve symptoms of cerebrogenic asthenia, using classic nootropic drugs (Pyracetam, Phenotropil, Vinpotropil), peptide drugs (Cortexin, Cerebrolysin, Noopept, Semax), antidepressants and tranquilizers (benzodiazepines and non-benzodiazepine). It is determined that the most important indicator of memory quality is short-term memory. In the experimental group in the process of physical rehabilitation revealed an improvement in this memory in 50% of patients, the deterioration of this indicator in 34% of persons, and 16% memory remained at the same level. Short-term memory indices in post-stroke patients of the control group are lower and correspond to: improvement – in 35%, deterioration – in 40%, remained at the same level in 25% of patients. Since the rate of short-term memory is 7 ± 2 units of information, the study showed that in all patients after a stroke, the indicators of storing information in short-term memory have become normal. The study of attention stability revealed that in the control group of patients it is worse than in the experimental group, and that the stability of attention does not depend on the experience of the post-stroke state. Patients with 3 years of post-stroke experience show the same results as patients with 6-month stroke. The study of inductive thinking showed that in both groups of patients it is in good condition. As for the indicators of practical mathematical thinking, 83% of the participants coped with the task in the experimental group, and 17% failed. In the control group, 57% of patients coped with this task, and 43% failed. Only 50% of the patients in the experimental group and 42% of the control group coped with a more difficult task in this type of thinking. The same results were obtained in persons without stroke. This shows that the more difficult tasks of identifying this type of thinking are difficult for people after a stroke. It can be concluded that the mental processes of a person after a stroke are in optimal condition.

scholarly journals Choline intake effects on psychophysiological indicators of students in the pre-exam period

2021 ◽  
Vol 9 (2) ◽  
pp. 397-405
Author(s):  
Olga Tarasova ◽  
Vadim Ivanov ◽  
Sergey Luzgarev ◽  
Marya Lavryashina ◽  
Vladimir Anan’ev
Keyword(s):  
Nervous System ◽  
Short Term Memory ◽  
Reaction Times ◽  
Functional Mobility ◽  
Motor Reaction ◽  
Short Term ◽  
Term Memory ◽  
Visual Motor ◽  
Choline Intake ◽  
Experimental Group

Introduction. Choline has a wide range of physiological functions. It has a neuroprotective effect on brain dysfunctions, while its deficiency has a negative effect on antenatal development of the nervous system. We aimed to study the impact of exogenous choline on the psychophysiological indicators in students. Study objects and methods. 87 students were surveyed by questionnaire to determine their background intake of dietary choline. One month before the exams, we measured their simple and complex visual-motor reaction times, functional mobility and balance of nervous processes, as well as indicators of their short-term memory, attention, health, activity, and mood. Then, we divided the students into a control and an experimental group, regardless of their choline intake. The experimental group took 700 mg choline supplements on a daily basis for one month, followed by a second psychophysiological examination. Results and discussion. Students with a low choline intake had lower functional mobility and balance of nervous processes, but better attention stability than students with a high choline intake. The second examination showed improved short-term memory, health, and activity indicators in the experimental group, compared to the control. The visual-motor reaction times also increased, but only in students with an initially low level of choline intake. Conclusion. Choline supplementation can be recommended to students under pre-exam stress to enhance the functional state of their central nervous system.

Effectiveness of humor on short term memory function in age matched elderly and diabetic subjects vs. control group

2013 ◽  
Author(s):  
Gurinder S. Bains ◽  
Lee Berk ◽  
Noha Daher ◽  
Pooja Deshpande ◽  
Everett Lohman ◽  
...  
Keyword(s):  
Short Term Memory ◽  
Memory Function ◽  
Control Group ◽  
Short Term ◽  
Term Memory

Predictors of developmental outcomes in children with complete transposition

1998 ◽  
Vol 8 (3) ◽  
pp. 352-357 ◽  
Author(s):  
Alex Gomelsky ◽  
E. Wayne Holden ◽  
Kathy A. Ellerbeck ◽  
Joel I. Brenner
Keyword(s):  
Short Term Memory ◽  
Educational Achievement ◽  
Developmental Outcomes ◽  
Surgical Correction ◽  
Short Term ◽  
Neurodevelopmental Outcomes ◽  
Term Memory ◽  
Visual Motor Integration ◽  
Complete Transposition ◽  
Visual Motor

AbstractCognitive, functional, educational achievement and behavioural measures were employed to assess neurobehavioral status in 57 of 60 participants who were initially enrolled in the Baltimore–Washington Infant Study, and who survived surgical correction of complete transposition (concordant atrioventricular and discordant ventriculo-arterial connections). Charts were reviewed to investigate the relationship between birth variables, surgical strategy and developmental outcomes. Higher preoperative weight was associated with better outcomes on the Stanford–Biner Short-term Memory subtest, while lower preoperative oxygen tension was associated with better outcomes on the Abstract/Visual Reasoning subtest and a test of Visual–Motor Integration. Longer total bypass time was associated with poor outcomes on the Short-term Memory subtests. Higher average flow rates during cooling and rewarming were associated with higher scores in the test of short term memory but poorer outcomes on a test for visual motor integration. Longer cooling times were associated with higher scores on the test for Visual–Motor Integration. Patients suffering seizures scored lower on the Stanford–Biner Composite, as well as in their tests of achievement. The data indicate that non-verbal. skills may be particularly sensitive to variations in surgical strategies employed to correct complete transposition. Overt neurological events, such as seizures, were related to global deficits in intellectual functioning. Prospective studies evaluating systemic variations in surgical procedures and attempts to prevent and manage perioperative neurological events are important for further investigation of neurodevelopmental outcomes in children surviving surgical correction.

scholarly journals Memory bias training by means of the emotional short-term memory task

2015 ◽  
Vol 46 (1) ◽  
pp. 122-126
Author(s):  
Borysław Paulewicz ◽  
Agata Blaut ◽  
Aleksandra Gronostaj
Keyword(s):  
Emotional Disorders ◽  
Short Term Memory ◽  
Memory Task ◽  
Memory Bias ◽  
Control Group ◽  
Training Procedure ◽  
Negative Group ◽  
Short Term ◽  
Term Memory ◽  
Target Words

Abstract According to major cognitive theories of emotional disorders cognitive biases are partly responsible for their onset and maintenance. The direct test of this assumption is possible only if experimental method capable of altering a given form of cognitive bias is available. The purpose of the study was to examine the effectiveness of a novel implicit memory bias training procedure based on the emotional version of the classical Sternberg’s short-term memory task with negative, neutral and positive words. 108 participants, who completed the PANAS and the CES-D questionnaires, were randomly assigned to the control group (n = 33), the No-Negative group (n = 36), in which the target words in the Sternberg’s task were either positive or neutral but never negative or the Negative-New group (n = 39) in which the negative target words in the modified Sternberg’s task were always new. This training was followed by the recollection stage. Only one of the training protocols resulted in significant effects at the recall stage - individuals in the No-Negative group recalled more positive words and fewer negative words than those in the control group. These results show that it may be possible to experimentally induce memory bias characteristic of non-depressed individuals.

Double Literacy Effects on Language and Reading Skills in Italian–English Primary School Children

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Francesca Costa ◽  
Maria Teresa Guasti ◽  
Stefania Sharley
Keyword(s):  
Reading Comprehension ◽  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Short Term Memory ◽  
Reading Speed ◽  
Primary School Children ◽  
Control Group ◽  
Short Term ◽  
Term Memory

Major concerns still surround literacy education in a foreign language during primary school. In this study, we aim to establish (1) whether bilinguals perform worse in Italian literacy tests than monolinguals; (2) whether literacy skills transfer from Italian to English. We tested 97 Italian–English bilingual first, third and fifth graders (attending two bilingual primary schools in Italy, with a simultaneous 50:50 immersion programme) and a control group of 40 monolingual Italian pupils in grades 1 and 3. All participants were tested in Italian, measuring the following skills: vocabulary, phonological awareness, reading proficiency and verbal short-term memory. Bilingual participants – who had been exposed to Italian since birth and to English within the first three years of their lives – were also tested on the same measures in English. The results showed that bilingual first graders outperformed their monolingual peers in verbal short-term memory, thus revealing a possible cognitive advantage in the early stage of literacy acquisition. Monolingual and bilingual firstand third graders did not differ in reading speed. The two groups made an almost similar number of errors, but the small difference turned out to be statistically significant. Bilingual subjects’ reading attainment was found to be within monolingual normal limits in both languages on all measures except for English reading comprehension, which, together with English vocabulary, was found to be below the English norm. Aside from reading comprehension, on all other measures bilingual children’s performance in Italian correlated with their performance in English, suggesting the presence of cross-linguistic transfer of language and reading skills. 

The Effects of Directed Study on the Spelling Performance of Two Subgroups of Learning Disabled Students

1983 ◽  
Vol 6 (3) ◽  
pp. 252-257 ◽  
Author(s):  
Kelli Foster ◽  
Joseph K. Torgesen
Keyword(s):  
Short Term Memory ◽  
Memory Performance ◽  
Learning Disabled ◽  
Control Group ◽  
Short Term ◽  
Educational Support ◽  
Term Memory ◽  
Spelling Performance ◽  
Spelling Test ◽  
Group A

This study investigated the response of two different subgroups of learning disabled children to variations in study conditions as they prepared for a spelling test. The study conditions were: (a) free study, in which the children studied lists of words in any manner they chose; and (b) directed study, in which all children were required to engage in the same number of repetitive spellings of the word lists. The three groups of eight subjects each included a normal control group, a group of LD children with severe short-term memory problems, and a group of LD children with normal short-term memory performance. The directed study condition was found to have a significant effect on the spelling performance only of the LD children without short-term memory deficits. While the results illustrate that some LD children's spelling performance may be improved by simply altering the way they approach tasks, the findings also suggest that other LD children may need a different kind of educational support.

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.

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