Short-term memory for tonal and verbal information

2011 ◽  
Vol 75 (0) ◽  
pp. 3AM114-3AM114
Author(s):  
Shiho MIYAZAWA ◽  
Akihiro TANAKA ◽  
Takehiko NISHIMOTO
Keyword(s):  
Short Term Memory ◽  
Verbal Information ◽  
Short Term ◽  
Term Memory

Cognitive impairment associated with drug use in old age people

2017 ◽  
Vol 41 (S1) ◽  
pp. s876-s876
Author(s):  
E. Ros-Cucurull ◽  
C. Cardona-Rubira ◽  
E. García-Raboso ◽  
R.F. Palma-Álvarez ◽  
L. Grau-López ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Drug Use ◽  
Short Term Memory ◽  
Verbal Learning ◽  
Drug Misuse ◽  
Verbal Information ◽  
Short Term ◽  
Term Memory ◽  
Old Adults ◽  
Visual Construction

IntroductionSubstance use disorder is a growing phenomenon among old adults. It is usually significantly undervalued, misidentified, under diagnosed and poorly treated. It has been related to cognitive impairment but there are few studies focused on the elderly.AimTo evaluate the relationship between drug use and cognitive impairment in old adults.MethodsWe conducted a prospective study (basal and 6 month follow up) in 67 patients over 65 years old seeking for treatment for drug misuse (alcohol and prescription drugs, mainly benzodiacepines) in addiction and dual diagnosis unit in Barcelona. A specific protocol was performed to evaluate attention, executive function, working memory, learning capacity, fonetic and visual fluency, decision-making, visual construction and cognitive flexibility (FCT, CPT-II, N-BACK, COWAT FAS, TAP, SDMT, IGT, CVLT, TOL, RFFT, STROOP). Patients were compared with a control group (healthy non drug users) with same characteristics (gender, age range and education status). The protocol consisted in two separated sessions of 90 minutes each one performed by a neuropsychologist.ResultsResults obtained suggested that patients under drug misuse had worse scores in fluency, visual construction, memory and attention compared with controls. After 6 month treatment and achieving abstinence patients improve in cognitive skills as verbal learning, short-term memory and free recall of verbal information. Cognitive impairment profile changes depending on the substance abused (alcohol or benzodiacepines).ConclusionsDrug use can produce deleterious effects in old adults. However, those who achieve abstinence may improve some cognitive functioning as verbal learning, short-term memory and free recall of verbal information.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Rehearsal of Kinesthetic Information in Motor Short-Term Memory

1976 ◽  
Vol 42 (1) ◽  
pp. 99-104 ◽  
Author(s):  
John L. Craft
Keyword(s):  
Short Term Memory ◽  
Verbal Information ◽  
Short Term ◽  
Term Memory ◽  
Motor Movement ◽  
Covert Rehearsal ◽  
Kinesthetic Information

Rehearsal of kinesthetic information in motor short-term memory was investigated using a sequential motor movement task. In Exp. 1, the subjects executed 3 blind linear movements and recalled one of them. In Exp. 2, the subjects executed 3 movements while receiving visual and/or verbal information regarding the extent of movement and then recalled one of them. Results indicated that the availability of visual and/or verbal information for covert rehearsal is sufficient to maintain movement extent information in short-term memory but that availability of kinesthetic information alone for covert rehearsal is not.

Phonological short-term memory capacity and L2 oral performance

2019 ◽  
Vol 2 (2) ◽  
pp. 317-335
Author(s):  
Gisela Granena ◽  
Yucel Yilmaz
Keyword(s):  
Short Term Memory ◽  
Negative Impact ◽  
Memory Capacity ◽  
Verbal Material ◽  
Verbal Information ◽  
Oral Performance ◽  
Short Term ◽  
Term Memory ◽  
Oral Production ◽  
Study Results

Abstract Phonological short-term memory (PSTM) capacity is the ability to retain verbal information briefly (Archibald & Gathercole, 2006). Since PSTM facilitates the storage of verbal material, one expects a positive relationship between PSTM and several aspects of second language (L2) learning. Some studies have found a relationship between PSTM and oral production skills, such as fluency (e.g., O’Brien et al., 2006). This paper reports on the results of a study that looked at the inter-relations between complexity, accuracy, and fluency (CAF), and between these dimensions and PSTM. One hundred and thirty-five L2 learners of Spanish participated in the study. Results showed that performance in one L2 speech dimension did not have a negative impact on performance in another dimension, but that as complexity increased or decreased, there was a better chance of fluency than accuracy also increasing or decreasing. PSTM capacity was related to complexity and fluency, but not to accuracy. These results were interpreted as lending some support to Skehan’s Trade-off Hypothesis (Skehan, 2009).

scholarly journals Cultural bias and the retention and organization of verbal information: A developmental perspective

2014 ◽  
Vol 5 (2) ◽  
pp. 566-581
Author(s):  
Paul Miller ◽  
Nancy Joubran Awadie ◽  
Raphiq Ibrahim
Keyword(s):  
High School ◽  
Elementary School ◽  
Short Term Memory ◽  
Point Of View ◽  
Cultural Bias ◽  
Verbal Information ◽  
Short Term ◽  
Cultural Backgrounds ◽  
Term Memory ◽  
Per Se

This study explores how cultural disposition and education impact the ways individuals assimilate and organize information. Students from two cultural backgrounds (individualist, collectivist) and three levels of education (elementary school, high school and university) were tested in two experiments. Findings from Experiment 1, which used a short-term memory (STM) paradigm, revealed that, contrary to a widely held theory, culture per se does not seem to foster propensities toward the use of particular memory strategies. Experiment 2, which used a concept organization paradigm, suggests that, even if cultural/educational preferences bias individuals approach to information in some regards, such bias is overshadowed by and interacts with other more intuitive predispositions. Findings are discussed from a cultural and educational point of view.

Role of Stimulus Modality in Rating Ordinary and Derived Word Strings

1975 ◽  
Vol 40 (2) ◽  
pp. 495-501
Author(s):  
Deana Finkler
Keyword(s):  
Short Term Memory ◽  
Native Speaker ◽  
Linguistic Competence ◽  
Verbal Information ◽  
Short Term ◽  
Stimulus Modality ◽  
Term Memory ◽  
Visual Mode ◽  
Auditory Mode

Four types of word strings were presented either visually or auditorily and rated for grammaticality and meaningfulness. The string types were normal sentences, syntactically deviant strings, semantically deviant strings, and strings both syntactically and semantically deviant. Results for the auditory mode conform to expectations based upon the linguistic competence of the native speaker but results for the visual mode do not. The results are discussed in terms of the inferiority of visual over auditory short-term memory for verbal information and attentional strategies.

Functional neuroimaging of short-term memory: The neural mechanisms of mental storage

2001 ◽  
Vol 24 (1) ◽  
pp. 143-144 ◽  
Author(s):  
Bart Rypma ◽  
John D.E. Gabrieli
Keyword(s):  
Short Term Memory ◽  
Functional Neuroimaging ◽  
Memory Load ◽  
Activity Patterns ◽  
Memory Task ◽  
Task Demands ◽  
Cortical Activation ◽  
Verbal Information ◽  
Short Term ◽  
Term Memory

Cowan argues that the true short-term memory (STM) capacity limit is about 4 items. Functional neuroimaging data converge with this conclusion, indicating distinct neural activity patterns depending on whether or not memory task-demands exceed this limit. STM for verbal information within that capacity invokes focal prefrontal cortical activation that increases with memory load. STM for verbal information exceeding that capacity invokes widespread prefrontal activation in regions associated with executive and attentional processes that may mediate chunking processes to accommodate STM capacity limits.

Visual Recognition of Equivalent Tactile-Kinesthetic and Verbal Information in Short-Term Memory

1986 ◽  
Vol 63 (2) ◽  
pp. 547-552 ◽  
Author(s):  
Miguel Kazen-Saad
Keyword(s):  
Visual Information ◽  
Visual Recognition ◽  
Short Term Memory ◽  
Index Finger ◽  
Verbal Information ◽  
Short Term ◽  
Verbal System ◽  
Term Memory ◽  
Term Retention ◽  
Significant Difference

Short-term retention of equivalent tactile-kiaesthetic and verbal information was compared, as well as subjects' ability to construct, and visually recognize information. Sixty undergraduate subjects participated, 30 in each of two groups. The first group received information through the fine movements of the subject's right index finger, whereas the second group was presented exactly the same information verbally coded. Both groups had to recognize visually each of 10 mentally constructed patterns, one at a time, depicted as drawings of a target and four distractors. Although both groups performed above chance level, there was a significant difference in the total number of correct recognitions, favoring the verbal one. It is concluded that: (a) the transformation to a visual code is easier for the verbal system than for the kinesthetic one, perhaps because experience in coding visual information from verbal descriptions is greater. (b) If we want to make meaningful comparisons between motor and verbal short-term memory, it is desirable to use tasks as similar as possible for both conditions. The present work suggests one way to achieve the above.

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

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