Search results for "Memory"
showing 10 items of 2004 documents
Maintaining information in Short-Term Memory between 2 and 6 years old of age : temporal forgetting and helping in maintaining the goal
2014
Working memory is an essential component of thought that is highly involved in learning and academic achievement. However, it is rarely studied in preschoolers, mainly because of a lack of suitable paradigms. Therefore, this thesis investigated the functioning of working memory in children between 2 and 6 years. For this purpose, two original paradigms were used. They were designed to be close to game situations which should help young children to focus their attention on the task. Firstly it was shown that the recall performance decreased over time, even in the absence of an interfering task. Children of this age therefore use a passive maintenance, i.e. without spontaneously implementing …
Autonomic Stress Response and Perceived Effort Jointly Inform on Dual Tasking in Aging
2019
The study investigated, through neuroendocrinological, subjective and behavioral assessments, how aging individuals cope with locomotor-cognitive dual-tasking and whether physical activity habits influence the acute response to locomotor-cognitive performance. Seventy-nine healthy participants aged 55&ndash
Modelling glow curves of thermoluminescent radiometric devices
2017
Thermoluminescent (TLD) radiation dosimeters enjoy wide usage due to low cost and simplicity of use. They however require complex device modelling in order to extract the measured dose. A new glow peak model and fit method are presented, that offer a more robust fit to the glow-curves and allows operators to enter visually inspectable parameters (rather than physical quantities difficult to estimate from the visual inspection of the glow curves themselves). Fits performed on the GLOCANIN-challenge's RefGlow-002 and RefGlow-009 [2] are presented, highlighting the good performance of the GEMINI C++ code written.
Does IQ matter in adolescents' reading disability?
2009
Abstract We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existe…
Very early phonological and language skills: estimating individual risk of reading disability
2007
Background: Analyses from the JyvaskylaLongitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabu- lary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability (n ¼ 46) and the group without reading problems (n ¼ 152) at the end of the 2nd grade. These measures were employed at the ages of 3.5, 4.5 and 5.5 years and information regarding the familial risk of dyslexia was used to find the most sensitive indices of an individual child's risk for reading disabil- ity. Methods: Age-specific and across-age logistic regression models were constructed to pro…
Is Written Language Production more Difficult than Oral Language Production? A Working Memory Approach
1994
Abstract Is written language production more difficult than oral language production? Probably, yes. But why? Several experiments were conducted in order to test the impact of low-level activities involved in writing on the performance of higher-level activities also involved in writing. Three assumptions were made: (1) the capacity of working-memory is limited, (2) every component of writing has a cognitive load, and (3) every increase in the load devoted to the activity of one component would lead to a decrease in the remaining resources available for the other components. These low-level activities are more resource-consuming in children than in adults because children have not yet autom…
Improvement of working memory performance by training is not transferable
2011
Working memory (WM) usually refers to a cognitive system devoted to the simultaneous maintenance and processing of information which plays a crucial role in high-level cognition. Recently, Barrouillet and collaborators showed the importance of controlling the time course of cognitive activities to assess WM capacities. Therefore, they developed a new paradigm to systematically explore the functioning of WM that involved simple but time-constrained activities as processing component. In comparison with traditional tasks, these computer-paced span tasks provide a more accurate evaluation of WM capacities and turned out to be the most predictive of complex cognitive achievements. The present s…
The cognitive neuropsychology of recollection
2013
The recognition of whether someone, something or somewhere has been experienced before rests on a decisionmaking process. In humanmemory, information is not reproduced as it would be in a computer, but is a reflective, conscious process. This is more so the case when encountering the same scene, environment or idea for a second time. When we recognize something as having been encountered before we arguably make a comparison between what is represented in the cognitive system and what is currently perceived. Consider that somebody uses the word ‘loquacious’, a word which you have only just encountered recently, and up until then, you did not know its meaning, or even existence. When encounte…
The effectiveness of multimedia programmes in children's vocabulary learning
2009
The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cog…
What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentat…
2005
We study the comprehension of a multimedia technical document about gear functioning by young pupils. The research is focused on the effect of three factors on the construction of a mental model: illustration format (animated versus static) signaling cues (presence versus absence) learner-control of information delivery (three rhythms of presentation: speed, slow and self-controlled). The experimental procedure, conducted with 123 children, follows three phases: pre-test, individual passation of the lesson, comprehension test, delayed post-test. The goal of the pre-test is the evaluation of prior knowledge about gears, but also the control of spatial and verbal working memory aptitude and r…