Free Recall and Rehearsal Strategies in Average and Severely Disabled Readers

1981 ◽  
Vol 52 (2) ◽  
pp. 539-545 ◽  
Author(s):  
Deborah N. Bauserman ◽  
John E. Obrzut
Keyword(s):  
Free Recall ◽  
Recall Condition ◽  
Long Term Memory ◽  
Total Recall ◽  
Term Memory ◽  
Rehearsal Strategies ◽  
Elaborative Rehearsal ◽  
Disabled Readers ◽  
Average Readers

Free recall and rehearsal strategies were investigated in 43 boys and 24 girls in fifth and sixth grades; they were 18 average and 49 severely disabled readers. Memory abilities were measured by recall in the overt recall condition in a written free-recall test of three lists of 20 words each that required second-grade reading ability or less. Average readers performed better than severely disabled readers in terms of total recall and long-term memory. Elaborative rehearsal strategies rather than non-elaborative rehearsal strategies (repetition only) discriminated between the two groups. The organizational ability represented in elaborative rehearsal strategies was the hypothesized mechanism responsible for the better long-term memory and total recall observed in average readers.

Movement Retrieval from Long-Term Memory: Physical versus Mental Rehearsal

1987 ◽  
Vol 65 (2) ◽  
pp. 603-612 ◽  
Author(s):  
Susan L. Puretz
Keyword(s):  
Original Learning ◽  
Long Term Memory ◽  
Mental Rehearsal ◽  
Dance Movement ◽  
Term Memory ◽  
Covert Rehearsal ◽  
Significant Difference ◽  
Rehearsal Strategies ◽  
Dance Movements

Despite references in the psychomotor literature regarding the use of rehearsal strategies in recovering movements from longer term memory, no significant difference between physical (overt) and mental (covert) rehearsal strategies for retrieving a complex dance movement over 30 min., 2 days, and 1 wk. were observed for 72 college women in beginning dance classes. Further, no rehearsal was as effective as either physical or mental rehearsal for retrieving dance movements for up to 1 wk. after original learning by these inexperienced dancers. The findings raise the possibility that other forms of retrieval than those already proposed are used to recover complex dance movements from longer term memory.

Efektivitas Metode Tamyiz terhadap Memori dalam Mempelajari Alquran pada Santri Pondok Pesantren Quran

2018 ◽  
Vol 1 (1) ◽  
pp. 37-52
Author(s):  
Alfi Fauziyyah ◽  
Ulfiah Ulfiah ◽  
Ila Nurlaila Hidayat
Keyword(s):  
Experimental Method ◽  
Learning Strategy ◽  
Boarding School ◽  
Control Group ◽  
Long Term Memory ◽  
Term Memory ◽  
Popular Songs ◽  
Elaborative Rehearsal ◽  
Experimental Group

One way to memorize and understand the Qur'an is to learn Arabic. Learning Arabic is still considered a difficult thing for most people. Also, students who studied the Qur'an are only able to read and memorize the verses of the Qur'an without understand the meaning of these verses. This study aims to determine the effect of Tamyiz Method on memory in learning Qur'an. This research used true-experimental method with before match after design. The subjects were students of Islamic boarding school of Qur'an Al-Lathifah, each consisting of 35 people in the experimental group and the control group. The result shows that Tamyiz Method influences memory in learning Qur'an. This method has repetition process, that is elaborative rehearsal and there is mnemonic learning strategy. Qur’an is memorized using imagination and word made using popular songs, making it easier for students in saving information in long-term memory.

Effects of Generation on Immediate Memory Span and Delayed Unexpected Free Recall

1994 ◽  
Vol 47 (3) ◽  
pp. 781-804 ◽  
Author(s):  
Richard Schweickert ◽  
Mark A. McDaniel ◽  
Gregory Riegler
Keyword(s):  
Free Recall ◽  
Word Length ◽  
Memory Span ◽  
Harmful Effect ◽  
Speaking Rate ◽  
Long Term Memory ◽  
Term Memory ◽  
Immediate Memory ◽  
Multiplicative Effects

We investigated the effects of generating words from fragments on pronunciation time, on immediate memory span, and on delayed free recall. Subjects read long words and short words aloud or generated them from strings with missing letters. Word-length and generation condition had multiplicative effects on speaking rate, as expected if each affected a separate process regulating the rate. We replicated the standard finding that span is smaller for longer words. Generation improved delayed free recall, indicating that relatively brief presentation times are adequate to produce a generation effect. Although generation improved long-term memory for the words, memory span was shorter for the words that were generated. The harmful effect of generation on span appears to be due to its slowing of speaking rate.

Age Differences in Organization and Recall: An Analysis of Rehearsal Processes

1982 ◽  
Vol 50 (3) ◽  
pp. 919-924 ◽  
Author(s):  
D. K. Jackson ◽  
H. G. Schneider
Keyword(s):  
Age Differences ◽  
Direct Evidence ◽  
The Elderly ◽  
Long Term Memory ◽  
Younger Adults ◽  
Term Memory ◽  
Rehearsal Strategies ◽  
Effect Of Age

Organizational processing and free recall in younger (mean age = 18.0 yr.) and older (mean age = 71.9 yr.) adults were examined in an overt rehearsal procedure monitoring spontaneous rehearsal strategies. Subjects learned one of two equivalent lists of 18 unrelated nouns. Although a significant interaction of age × list was obtained in total recall, significant age differences in recall from long-term memory were associated with quality of rehearsal. No significant effect of age emerged in subjective organization or frequency of item rehearsal. Younger adults, recalling more, tended to rehearse in an active fashion by rehearsing the currently displayed item with several others. Results provide direct evidence that the elderly may suffer from a decrement in organizational processing in long-term memory with unstructured material, possibly stemming more from acquisition than retrieval-related mechanisms.

scholarly journals Genetic Influences on Free and Cued Recall in Long-Term Memory Tasks

2006 ◽  
Vol 9 (5) ◽  
pp. 623-631 ◽  
Author(s):  
Heather E. Volk ◽  
Kathleen B. McDermott ◽  
Henry L. Roediger ◽  
Richard D. Todd
Keyword(s):  
Free Recall ◽  
Environmental Factors ◽  
Cued Recall ◽  
Word Recall ◽  
Equation Modeling ◽  
Long Term Memory ◽  
Verbal Intelligence ◽  
Term Memory ◽  
Brain Functions

AbstractLong-term memory (LTM) problems are associated with many psychiatric and neurological illnesses and are commonly measured using free and cued recall tasks. Although LTM has been linked with biologic mechanisms, the etiology of distinct LTM tasks is unknown. We studied LTM in 95 healthy female twin pairs identified through birth records in the state of Missouri. Performance on tasks of free recall of unrelated words, free and cued recall of categorized words, and the vocabulary section of the Wechsler Adult Intelligence Scale (WAIS-R) were examined using structural equation modeling. Additive genetic and unique environmental factors influenced LTM and intelligence. Free recall of unrelated and categorized words, and cued recall of categorized words, were moderately heritable (55%, 38%, and 37%). WAIS-R vocabulary score was highly heritable (77%). Controlling for verbal intelligence in multivariate analyses of recall, two components of genetic influence on LTM were found; one for all three recall scores and one for free and cued categorized word recall. Recall of unrelated and categorized words is influenced by different genetic and environmental factors indicating heterogeneity in LTM. Verbal intelligence is etiologically different from LTM indicating that these two abilities utilize different brain functions.

scholarly journals Volumetric and microstructural regional changes of the hippocampus underlying development of extended delay long-term memory

2019 ◽  
Author(s):  
Anders M Fjell ◽  
Markus H. Sneve ◽  
Donatas Sederevicius ◽  
Øystein Sørensen ◽  
Stine K Krogsrud ◽  
...  
Keyword(s):  
Recall Performance ◽  
Verbal Learning ◽  
Temporal Cortex ◽  
Recall Condition ◽  
Long Term Memory ◽  
Childhood And Adolescence ◽  
List Type ◽  
Term Memory ◽  
Developmental Effects

AbstractEpisodic memory function improves through childhood and adolescence, in part due to structural maturation of the medial temporal cortex. Although partly different processes support long-term memory over shorter vs. longer intervals, memory is usually assessed after less than an hour. The aim of the present study was to test whether there are unique developmental changes in extended memory, and whether these are related to structural maturation of sub-regions of the hippocampus. 650 children and adolescents from 4.1 to 24.8 years were assessed in total 962 times (mean interval ≈ 1.8 years). Memory was assessed by the California Verbal Learning Test (CVLT) and the Rey Complex Figure Test (CFT). In addition to 30 min recall, an extended delay recall condition was administered ≈ 10 days after encoding. We found unique developmental effects on extended delay memory independently of 30 min recall performance. For visuo-constructive memory, this could be accounted for by visuo-constructive ability levels. Performance was modestly related to anterior and posterior hippocampal volume and mean diffusion. The relationships did not show an anterior-posterior hippocampal axis difference. In conclusion, extended delay memory shows unique development, likely due to changes in encoding depth or efficacy, or improvements of long-term consolidation processes.HighlightsUnique developmental effects on episodic memories over days rather than minutesDevelopment of visuoconstructive recall explainable by visuoconstructive abilitityDevelopment of verbal recall cannot be explained by verbal abilityModest relationships between memory and hippocampal structural features

Free Recall in Williams Syndrome: is there a Dissociation Between Short-and Long-Term Memory?

Cortex ◽  
2006 ◽  
Vol 42 (3) ◽  
pp. 366-375 ◽  
Author(s):  
Jon Brock ◽  
Gordon D.A. Brown ◽  
Jill Boucher
Keyword(s):  
Free Recall ◽  
Williams Syndrome ◽  
Long Term Memory ◽  
Term Memory ◽  
Short And Long Term
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