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The Effects Of Age And Recall Requirement On Short Term Memory Rehearsal Strategies
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Book Synopsis The Effects of Age and Recall Requirement on Short-term Memory Rehearsal Strategies by : Peter D. Shackleton
Download or read book The Effects of Age and Recall Requirement on Short-term Memory Rehearsal Strategies written by Peter D. Shackleton and published by . This book was released on 1975 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Age and Recall Requirement on Short-term Memory Rehearsal Strategies by : Peter D. Shackleton
Download or read book The Effect of Age and Recall Requirement on Short-term Memory Rehearsal Strategies written by Peter D. Shackleton and published by . This book was released on 1975 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Rehearsal on Short-term Memory and Subsequent Recall from Long-term Memory by : David J. Skotko
Download or read book The Effects of Rehearsal on Short-term Memory and Subsequent Recall from Long-term Memory written by David J. Skotko and published by . This book was released on 1977 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Rehearsal Strategies for Short-term Memory Retention by : Wanda Lee Bryceson
Download or read book Rehearsal Strategies for Short-term Memory Retention written by Wanda Lee Bryceson and published by . This book was released on 1978 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to test the effects of cumulative rehearsal training in a keeping-track task on the subsequent memory performance of retarded subjects with M.A.'s in the range of 7 to 9. Eighteen retarded individuals were selected for subjects as determined by administration of an abbreviated form of the WAIS, administration of the Slosson Intelligence scale to determine M.A.'s, and examination of school and medical records. The eighteen subjects were divided equally into training and control groups equating according to HA, CA, IQ, and pretest performance on the keeping-track task. Training and control groups were also equated as closely as possible for sex of subject, etiology, and institutionalization. Subjects were administered a pretest on the keeping-track task to determine the presence or absence of spontaneous rehearsal strategies in their memory performance. The training group was administered thirteen days of cumulative rehearsal training on the keeping-track task over a period of six and one-half weeks. Three different types of stimuli were used in training, while only one type was used in testing the effects of rehearsal training. The three stimulus types were (1) pictured materials, (2) real objects, and (3) sounds. There were four categories within each type of stimulus and each category contained several members. The auditory stimuli were utilized in testing to measure transfer of training. The training days were as follows: Training Day 1 and 2: The subjects were trained to rehearse each item overtly as it was presented. The subjects were handed each item as it was presented and instructed to place it in the appropriate box (each box was labeled with the category name). After rehearsing each set, the objects were removed from the boxes. On the first and second day of training the subjects were presented the real objects for sixteen trials. They were required to rehearse only one item at a time on trials 1-4, two items on trials 5-8, three items on trials 9-12, and four items on trials 13-16. Training Day 3: Same procedure as above only pictured materials made up the presentation sets. Training Day 4: The same procedure and class of materials as training day 3 with the following exceptions: trials 1-4 contained three items to rehearse in each presentation set and the remaining eight trials contained four items in each presentation set. Training Day 5: The subjects were presented the auditory stimuli with labeled cards for each category. They were required to rehearse one item on trials 1-4, two items on trials 5-8, three items on trials 9-12, and four items on trials 13-16. Training Day 6: The same procedure, materials, and order of presentation as for training day 5, however the labeled boxes were removed from the subject's view. Training Day 7: Real objects were presented and the subjects were required to rehearse three items on trials 1-4 and four items on trials 5-8. Training Day 8: Exactly the same as training day 7 with one exception; pictured materials made up the presentation sets. Training Day 9 and 10: The subjects were required to rehearse four items in each presentation set, only now they were instructed to whisper their overt rehearsals. Real objects were presented on trials 1-4, pictured materials on trials 5-8, and auditory stimuli on trials 9-12. Training Day 11: The procedure was the same as for training day 10 except that now the subjects were instructed to "say it with your mouth closed so I can't hear you" (covert rehearsal). The presentation sets consisted of pictured materials on trials 1-8 and auditory stimuli on trials 9-12. Trainng Day 12: The procedure was the same as for training day 11 except that the number of trials increased. Pictured materials were presented on trials 1-12 and auditory stimuli on trials 13-16. Training Day 13: On the final day of training the subject was told he would be shown some cards and should try to remember each one he saw. The experimenter then presented four items (one from each category of pictured materials)and instructed the subjects to "say it with your mouth closed like we've been learning to do." All eight trials were composed of the pictured materials. The posttest was administered at the end of six and one-half weeks of training and was exactly the same as the pretest. The tests were scored by absolute scores and difference scores (pretest to posttest). The data obtained were statistically treated by using a mixed analysis of variance (Lindquist, 1953)and critical difference procedures. In analyzing the absolute accuracy performance level on the keeping-track task the analysis of variance showed that the training group performed significantly better than the control group, that the posttest performance significantly exceeded that on the pretest, and that there was a significant interaction between treatment conditions and test conditions (P
Book Synopsis The Relationship of Recall in a Short Term Memory Task to Subjects' Self Reports of Rehearsal and Recoding Strategies by : William Charles Low
Download or read book The Relationship of Recall in a Short Term Memory Task to Subjects' Self Reports of Rehearsal and Recoding Strategies written by William Charles Low and published by . This book was released on 1972 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Theoretical Aspects of Memory by : Michael Gruneberg
Download or read book Theoretical Aspects of Memory written by Michael Gruneberg and published by Routledge. This book was released on 2006-09-21 with total page 329 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent years have seen major developments in our understanding of how memories works. Aspects of Memory gives a clear introduction by some of the world's leading experts. The first two chapters of set past theorising about memory in an historical context and identify the major aspects of memory to be captured by any theoretical account. Later chapters go on to discuss theoretical accounts of working memory, the development of memory, implicity memory, and context-dependent memory. A final section discusses the respective strengths and problems of naturalistic and laboratory research on memory.Aspects of Memory provides an excellent authoritative textbook of current approaches to memory.
Book Synopsis The Role of Rehearsal for the Verbal Short-term Memory by : Monica Flütsch
Download or read book The Role of Rehearsal for the Verbal Short-term Memory written by Monica Flütsch and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Modeled and Instructed Rehearsal as a Function of Age on Short-term Memory by : John Andrew Bell
Download or read book The Effects of Modeled and Instructed Rehearsal as a Function of Age on Short-term Memory written by John Andrew Bell and published by . This book was released on 1973 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Perspectives on the Development of Memory and Cognition by : Robert V. Kail (jr.)
Download or read book Perspectives on the Development of Memory and Cognition written by Robert V. Kail (jr.) and published by Lawrence Erlbaum Associates. This book was released on 1977 with total page 520 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Rehearsal, Interpolated Activity, and Order of Recall on Short-term Retention by : Lester Robert D'Andrea
Download or read book The Effects of Rehearsal, Interpolated Activity, and Order of Recall on Short-term Retention written by Lester Robert D'Andrea and published by . This book was released on 1966 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Rehearsal and Recall from Long-term Memory by : Brian Gordon Olson
Download or read book Rehearsal and Recall from Long-term Memory written by Brian Gordon Olson and published by . This book was released on 1974 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving Working Memory in Learning and Intellectual Disabilities by : Silvia Lanfranchi
Download or read book Improving Working Memory in Learning and Intellectual Disabilities written by Silvia Lanfranchi and published by Frontiers Media SA. This book was released on 2016-08-05 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last forty years of research have demonstrated that working memory (WM) is a key concept for understanding higher-order cognition. To give an example, WM is involved in reading comprehension, problem solving and reasoning, but also in a number of everyday life activities. It has a clear role in the case of atypical development too. For instance, numerous studies have shown an impairment in WM in individuals with learning disabilities (LD) or intellectual disabilities (ID); and several researchers have hypothesized that this can be linked to their difficulties in learning, cognition and everyday life. The latest challenge in the field concerns the trainability of WM. If it is a construct central to our understanding of cognition in typical and atypical development, then specific intervention to sustain WM performance might also promote changes in cognitive processes associated with WM. The idea that WM can be modified is debated, however, partly because of the theoretical implications of this view, and partly due to the generally contradictory results obtained so far. In fact, most studies converge in demonstrating specific effects of WM training, i.e. improvements in the trained tasks, but few transfer effects to allied cognitive processes are generally reported. It is worth noting that any maintenance effects (when investigated) are even more meagre. In addition, a number of methodological concerns have been raised in relation to the use of: 1. single tasks to assess the effects of a training program; 2. WM tasks differing from those used in the training to assess the effects of WM training; and 3. passive control groups. These and other crucial issues have so far prevented any conclusions from being drawn on the efficacy of WM training. Bearing in mind that the opportunity to train WM could have a huge impact in the educational and clinical settings, it seems fundamentally important to shed more light on the limits and potential of this line of research. The aim of the research discussed here is to generate new evidence on the feasibility of training WM in individuals with LD and ID. There are several questions that could be raised in this field. For a start, can WM be trained in this population? Are there some aspects of WM that can be trained more easily than others? Can a WM training reduce the impact of LD and ID on learning outcomes, and on everyday living? What kind of training program is best suited to the promotion of such changes?
Book Synopsis The Rivermead Behavioural Memory Test by : Barbara A. Wilson
Download or read book The Rivermead Behavioural Memory Test written by Barbara A. Wilson and published by . This book was released on 2003 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Aging Upon Auditory Short-term Memory Recall by : Bunny Barber
Download or read book The Effects of Aging Upon Auditory Short-term Memory Recall written by Bunny Barber and published by . This book was released on 1979 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis New Research on Short-term Memory by : Noah B. Johansen
Download or read book New Research on Short-term Memory written by Noah B. Johansen and published by Nova Science Publishers. This book was released on 2008 with total page 558 pages. Available in PDF, EPUB and Kindle. Book excerpt: Short-term memory, sometimes referred to as "primary", "working" or "active" memory, is said to hold a small amount of information for about 20 seconds. Estimates of short-term memory capacity vary -- from about 3 or 4 elements (i.e., words, digits, or letters) to about 9 elements: a commonly cited capacity is 7±2 elements. In contrast, long-term memory indefinitely stores a seemingly unlimited amount of information. Short-term memory can be described as the capacity (or capacities) for holding in mind, in an active, highly available state, a small amount of information. The information held in short-term memory may be: recently processed sensory input; items recently retrieved from long-term memory; or the result of recent mental processing, although that is more generally related to the concept of working memory. This book presents the latest research in the field from around the world.
Book Synopsis Training and Enhancing Executive Function by : Gian Marco Marzocchi
Download or read book Training and Enhancing Executive Function written by Gian Marco Marzocchi and published by Frontiers Media SA. This book was released on 2020-10-27 with total page 255 pages. Available in PDF, EPUB and Kindle. Book excerpt: This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact.
Book Synopsis The Development of Working Memory by : Anik de Ribaupierre
Download or read book The Development of Working Memory written by Anik de Ribaupierre and published by Psychology Press. This book was released on 1994 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Special Issue of the International Journal of Behavioral Development brings together research on the development of working memory that arises within two quite different approaches.