scholarly journals A Novel IoT Based Positioning and Shadowing System for Dementia Training

2021 ◽  
Vol 18 (4) ◽  
pp. 1610
Author(s):  
Lun-Ping Hung ◽  
Weidong Huang ◽  
Jhih-Yu Shih ◽  
Chien-Liang Liu
Keyword(s):  
Cognitive Training ◽  
Clinical Training ◽  
Short Term Memory ◽  
Information And Communications Technology ◽  
Short Term ◽  
Training Environment ◽  
Term Memory ◽  
Indoor Location ◽  
People With Dementia ◽  
Number Of Patients

A rapid increase in the number of patients with dementia, particularly memory decline or impairment, has led to the loss of self-care ability in more individuals and increases in medical and social costs. Numerous studies, and clinical service experience, have revealed that the intervention of nonpharmacological management for people with dementia is effective in delaying the degeneration caused by dementia. Due to recent rapid developments in information and communications technology, many innovative research and development and cross-domain applications have been effectively used in the dementia care environment. This study proposed a new short-term memory support and cognitive training application technology, a “positioning and shadowing system,” to delay short-term memory degeneration in dementia. Training courses that integrate physical and digital technologies for the indoor location of patients with dementia were constructed using technologies such as Bluetooth Low Energy, fingerprint location algorithm, and short-range wireless communication. The Internet of Things was effectively applied to a clinical training environment for short-term memory. A pilot test verified that the results demonstrated learning effects in cognitive training and that the system can assist medical personnel in training and nursing work. Participants responded with favorable feedback regarding course satisfaction and system usability. This study can be used as a reference for future digital smart cognitive training that allows observation of the performance of patients with dementia in activities of daily living.

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.

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

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

Sign in / Sign up

Export Citation Format

Share Document