Cognitive status, lexical learning and memory in deaf adults using sign language

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Zahra Jafari

2013-05-01

Full Text Available Background and Aim : Learning and memory are two high level cognitive performances in human that hearing loss influences them. In our study, mini-mental state examination (MMSE and Ray auditory-verbal learning test (RAVLT was conducted to study cognitive stat us and lexical learning and memory in deaf adults using sign language. Methods: This cross-sectional comparative study was conducted on 30 available congenitally deaf adults using sign language in Persian and 46 normal adults aged 19 to 27 years for both sexes, with a minimum of diploma level of education. After mini-mental state examination, Rey auditory-verbal learning test was run through computers to evaluate lexical learning and memory with visual presentation. Results: Mean scores of mini-mental state examination and Rey auditory-verbal learning test in congenitally deaf adults were significantly lower than normal individuals in all scores (p=0.018 except in the two parts of the Rey test. Significant correlation was found between results of two tests just in the normal group (p=0.043. Gender had no effect on test results. Conclusion: Cognitive status and lexical memory and learning in congenitally deaf individuals is weaker than in normal subjects. It seems that using sign language as the main way of communication in deaf people causes poor lexical memory and learning.

The Effect of Thalamic Stimulation on Memory and Language Processing in Parkinsonian Patients

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Zahrasadat Ghoreishi

2006-01-01

Full Text Available Objective: Thalamic Deep Brain Stimulation (DBS is reported to be successful in Parkinson patients with motor symptoms resistant to medication as a treatment procedure. Despite evidence of cortico-subcortico-cortical circuit involvement in motor control, the role of this neural circuitry on higher cognitive functions such as language is still controversial. In particular, research evidence pertaining to the impact of ventrolateral thalamic stimulation on linguistic processing is scarce. This paper investigates the effect of right and left thalamus-DBS on memory and language processing in Parkinson patients. Materials & Methods: In this paper as a case series research we measured memory and language processing in six Parkinson patients (2 left, 2right, 2 bilateral underwent implantation of deep brain stimulating electrode in ventrolateral thalamic nucleus. The data were collected in two “on” and “off” positions, with at least 40 days time interval in between. The patients were assessed using Wechsler memory test, verbal fluency and some sub-tests of Farsi version of Bilingual Aphasia Test (BAT. Results: The findings of this research are suggesting an improvement on grammar comprehension and a decline in sentence production and verbal fluency in “on” position versus “off” position, in both groups. The Wechsler memory scores in left thalamus group improved but declined in right thalamus group. Conclusion: The results indicate that thalamic DBS did not cause any deficit on grammar comprehension and even improved the level of comprehension. On the contrary a decrease in verbal fluency and sentence production, as two high level linguistic processing tasks, was observed. The results confirmed contemporary theories of thalamic participation on language processing and did not confirm a laterality effect on language skills. Although observed difference after thalamic DBS between right and left group on memory score can confirm laterality

Language-specific memory for everyday arithmetic facts in Chinese-English bilinguals.

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Chen, Yalin; Yanke, Jill; Campbell, Jamie I D

2016-04-01

The role of language in memory for arithmetic facts remains controversial. Here, we examined transfer of memory training for evidence that bilinguals may acquire language-specific memory stores for everyday arithmetic facts. Chinese-English bilingual adults (n = 32) were trained on different subsets of simple addition and multiplication problems. Each operation was trained in one language or the other. The subsequent test phase included all problems with addition and multiplication alternating across trials in two blocks, one in each language. Averaging over training language, the response time (RT) gains for trained problems relative to untrained problems were greater in the trained language than in the untrained language. Subsequent analysis showed that English training produced larger RT gains for trained problems relative to untrained problems in English at test relative to the untrained Chinese language. In contrast, there was no evidence with Chinese training that problem-specific RT gains differed between Chinese and the untrained English language. We propose that training in Chinese promoted a translation strategy for English arithmetic (particularly multiplication) that produced strong cross-language generalization of practice, whereas training in English strengthened relatively weak, English-language arithmetic memories and produced little generalization to Chinese (i.e., English training did not induce an English translation strategy for Chinese language trials). The results support the existence of language-specific strengthening of memory for everyday arithmetic facts.

Foreign language proficiency and working memory capacity

NARCIS (Netherlands)

Noort, M.W.M.L. van den; Bosch, M.P.C.; Hugdahl, K.

2006-01-01

In this study, the hypothesis that working memory capacity interacts with (foreign) language proficiency was tested on multilinguals, who were native (L1) Dutch speakers, were fluent in their second (L2) language, German, and had recently started the acquisition of their third (L3) language,

Signed Language Working Memory Capacity of Signed Language Interpreters and Deaf Signers

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Wang, Jihong; Napier, Jemina

2013-01-01

This study investigated the effects of hearing status and age of signed language acquisition on signed language working memory capacity. Professional Auslan (Australian sign language)/English interpreters (hearing native signers and hearing nonnative signers) and deaf Auslan signers (deaf native signers and deaf nonnative signers) completed an…

Working Memory and Developmental Language Impairments

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Henry, Lucy A.; Botting, Nicola

2017-01-01

Children with developmental language impairments (DLI) are often reported to show difficulties with working memory. This review describes the four components of the well-established working memory model, and considers whether there is convincing evidence for difficulties within each component in children with DLI. The emphasis is on the most…

Different demographic, genetic, and longitudinal traits in language versus memory Alzheimer's subgroups.

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Mez, Jesse; Cosentino, Stephanie; Brickman, Adam M; Huey, Edward D; Mayeux, Richard

2013-01-01

The study's objective was to compare demographics, APOE genotypes, and rate of rise over time in functional impairment in neuropsychologically defined language, typical, and memory subgroups of clinical Alzheimer's disease (AD). 1,368 participants from the National Alzheimer's Coordinating Center database with a diagnosis of probable AD (CDR 0.5-1.0) were included. A language subgroup (n = 229) was defined as having language performance >1 SD worse than memory performance. A memory subgroup (n = 213) was defined as having memory performance >1 SD worse than language performance. A typical subgroup (n = 926) was defined as having a difference in language and memory performance of memory subgroup, the language subgroup was 3.7 years older and more frequently self-identified as African American (OR = 3.69). Under a dominant genetic model, the language subgroup had smaller odds of carrying at least one APOEε4 allele relative to the memory subgroup. While this difference was present for all ages, it was more striking at a younger age (OR = 0.19 for youngest tertile; OR = 0.52 for oldest tertile). Compared with the memory subgroup, the language subgroup rose 35% faster on the Functional Assessment Questionnaire and 44% faster on CDR sum of boxes over time. Among a subset of participants who underwent autopsy (n = 98), the language, memory, and typical subgroups were equally likely to have an AD pathologic diagnosis, suggesting that variation in non-AD pathologies across subtypes did not lead to the observed differences. The study demonstrates that a language subgroup of AD has different demographics, genetic profile, and disease course in addition to cognitive phenotype.

Children with differing developmental trajectories of prelinguistic communication skills: language and working memory at age 5.

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Määttä, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

2014-06-01

In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the authors examined their later development by psychometric assessment. Ninety-one children first assessed at ages 12-21 months completed a battery of language and working memory tests at age 5;3 (years;months). Two of the ECD groups previously identified as being at risk for language difficulties continued to show weaker performance at follow-up. Seventy-nine percent of the children with compromised language skills at follow-up were identified on the basis of the ECD groups, but the number of false positives was high. The 2 at-risk groups also differed significantly from the typically developing groups in the measures tapping working memory capacity. In line with the dimensional view of language impairment, the accumulation of early delays predicted the amount of later difficulties; however, at the individual level, the prediction had rather low specificity. The results imply a strong link between language and working memory and call for further studies examining the early developmental interaction between language and memory.

Working Memory and Language: An Overview.

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Baddeley, Alan

2003-01-01

This article introduces the concept of a multi-component working memory. Emphasis is placed on the phonological loop component, its fractionation into a storage and processing component, and implications for native and second language learning. An overview of the visual spatial sketchpad and its possible role in language is provided. (Contains…

Auditory and verbal memory predictors of spoken language skills in children with cochlear implants.

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de Hoog, Brigitte E; Langereis, Margreet C; van Weerdenburg, Marjolijn; Keuning, Jos; Knoors, Harry; Verhoeven, Ludo

2016-10-01

Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. In the present study, we examined the extent of delay in lexical and morphosyntactic spoken language levels of children with CIs as compared to those of a normative sample of age-matched children with normal hearing. Furthermore, the predictive value of auditory and verbal memory factors in the spoken language performance of implanted children was analyzed. Thirty-nine profoundly deaf children with CIs were assessed using a test battery including measures of lexical, grammatical, auditory and verbal memory tests. Furthermore, child-related demographic characteristics were taken into account. The majority of the children with CIs did not reach age-equivalent lexical and morphosyntactic language skills. Multiple linear regression analyses revealed that lexical spoken language performance in children with CIs was best predicted by age at testing, phoneme perception, and auditory word closure. The morphosyntactic language outcomes of the CI group were best predicted by lexicon, auditory word closure, and auditory memory for words. Qualitatively good speech perception skills appear to be crucial for lexical and grammatical development in children with CIs. Furthermore, strongly developed vocabulary skills and verbal memory abilities predict morphosyntactic language skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

List memory in young adults with language learning disability.

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Sheng, Li; Byrd, Courtney T; McGregor, Karla K; Zimmerman, Hannah; Bludau, Kadee

2015-04-01

The purpose of this study was to characterize the verbal memory limitations of young adults with language learning disability (LLD). Sixteen young adults with LLD and 34 age- and education-matched controls with typical language participated in a Deese-Roediger-McDermott (DRM; Deese, 1959; Roediger & McDermott, 1995) list recall experiment. Participants listened to 12-item word lists that converged on a nonpresented critical item (e.g., rain) semantically (umbrella, drench, weather, hail), phonologically (train, main, ran, wren), or dually in a hybrid list (umbrella, train, drench, main) and recalled words in no particular order. Group comparisons were made on veridical recall (i.e., words that were presented) and false recall of nonpresented critical items. Recall performance was analyzed by list type and list position to examine potential differences in the quality of memorial processes. The LLD group produced fewer veridical recalls than the controls. Both groups demonstrated list type and list position effects in veridical recall. False recall of the critical items was comparable in the 2 groups and varied by list type in predictable ways. Young adults with LLD have verbal memory limitations characterized by quantitatively low levels of accurate recall. Qualitative patterns of recall are similar to those of unaffected peers. Therefore, the memory problem is characterized by limited capacity; memorial processes appear to be intact.

Working, declarative and procedural memory in specific language impairment

OpenAIRE

Lum, Jarrad A.G.; Conti-Ramsden, Gina; Page, Debra; Ullman, Michael T.

2012-01-01

According to the Procedural Deficit Hypothesis (PDH), abnormalities of brain structures underlying procedural memory largely explain the language deficits in children with specific language impairment (SLI). These abnormalities are posited to result in core deficits of procedural memory, which in turn explain the grammar problems in the disorder. The abnormalities are also likely to lead to problems with other, non-procedural functions, such as working memory, that rely at least partly on the...

Attention allocation: Relationships to general working memory or specific language processing.

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Archibald, Lisa M D; Levee, Tyler; Olino, Thomas

2015-11-01

Attention allocation, updating working memory, and language processing are interdependent cognitive tasks related to the focused direction of limited resources, refreshing and substituting information in the current focus of attention, and receiving/sending verbal communication, respectively. The current study systematically examined the relationship among executive attention, working memory executive skills, and language abilities while adjusting for individual differences in short-term memory. School-age children completed a selective attention task requiring them to recall whether a presented shape was in the same place as a previous target shape shown in an array imposing a low or high working memory load. Results revealed a selective attention cost when working above but not within memory span capacity. Measures of general working memory were positively related to overall task performance, whereas language abilities were related to response time. In particular, higher language skills were associated with faster responses under low load conditions. These findings suggest that attentional control and storage demands have an additive impact on working memory resources but provide only limited evidence for a domain-general mechanism in language learning. Crown Copyright © 2015. Published by Elsevier Inc. All rights reserved.

Memory, learning and language in autism spectrum disorder

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Jill Boucher

2018-02-01

Full Text Available Background and aims The ‘dual-systems’ model of language acquisition has been used by Ullman et al. to explain patterns of strength and weakness in the language of higher-functioning people with autism spectrum disorder. Specifically, intact declarative/explicit learning is argued to compensate for a deficit in non-declarative/implicit procedural learning, constituting an example of the so-called see-saw effect. Ullman and Pullman extended their argument concerning a see-saw effect on language in autism spectrum disorder to cover other perceived anomalies of behaviour, including impaired acquisition of social skills. The aim of this paper is to present a critique of Ullman et al.’s claims and to propose an alternative model of links between memory systems and language in autism spectrum disorder. Main contribution We argue that a four-system model of learning, in which intact semantic and procedural memory are used to compensate for weaknesses in episodic memory and perceptual learning, can better explain patterns of language ability across the autistic spectrum. We also argue that attempts to generalise the ‘impaired implicit learning/spared declarative learning’ theory to other behaviours in autism spectrum disorder are unsustainable. Conclusions Clinically significant language impairments in autism spectrum disorder are under-researched, despite their impact on everyday functioning and quality of life. The relative paucity of research findings in this area lays it open to speculative interpretation which may be misleading. Implications More research is needed into links between memory/learning systems and language impairments across the spectrum. Improved understanding should inform therapeutic intervention and contribute to investigation of the causes of language impairment in autism spectrum disorder with potential implications for prevention.

LANGUAGE REPETITION AND SHORT-TERM MEMORY: AN INTEGRATIVE FRAMEWORK

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Steve eMajerus

2013-07-01

Full Text Available Short-term maintenance of verbal information is a core factor of language repetition, especially when reproducing multiple or unfamiliar stimuli. Many models of language processing locate the verbal short-term maintenance function in the left posterior superior temporo-parietal area and its connections with the inferior frontal gyrus. However, research in the field of short-term memory has implicated bilateral fronto-parietal networks, involved in attention and serial order processing, as being critical for the maintenance and reproduction of verbal sequences. We present here an integrative framework aimed at bridging research in the language processing and short-term memory fields. This framework considers verbal short-term maintenance as an emergent function resulting from synchronized and integrated activation in dorsal and ventral language processing networks as well as fronto-parietal attention and serial order processing networks. To-be-maintained item representations are temporarily activated in the dorsal and ventral language processing networks, novel phoneme and word serial order information is proposed to be maintained via a right fronto-parietal serial order processing network, and activation in these different networks is proposed to be coordinated and maintained via a left fronto-parietal attention processing network. This framework provides new perspectives for our understanding of information maintenance at the nonword-, word- and sentence-level as well as of verbal maintenance deficits in case of brain injury.

Language repetition and short-term memory: an integrative framework.

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Majerus, Steve

2013-01-01

Short-term maintenance of verbal information is a core factor of language repetition, especially when reproducing multiple or unfamiliar stimuli. Many models of language processing locate the verbal short-term maintenance function in the left posterior superior temporo-parietal area and its connections with the inferior frontal gyrus. However, research in the field of short-term memory has implicated bilateral fronto-parietal networks, involved in attention and serial order processing, as being critical for the maintenance and reproduction of verbal sequences. We present here an integrative framework aimed at bridging research in the language processing and short-term memory fields. This framework considers verbal short-term maintenance as an emergent function resulting from synchronized and integrated activation in dorsal and ventral language processing networks as well as fronto-parietal attention and serial order processing networks. To-be-maintained item representations are temporarily activated in the dorsal and ventral language processing networks, novel phoneme and word serial order information is proposed to be maintained via a right fronto-parietal serial order processing network, and activation in these different networks is proposed to be coordinated and maintained via a left fronto-parietal attention processing network. This framework provides new perspectives for our understanding of information maintenance at the non-word-, word- and sentence-level as well as of verbal maintenance deficits in case of brain injury.

Phonological working memory and auditory processing speed in children with specific language impairment

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Fatemeh Haresabadi

2015-02-01

Full Text Available Background and Aim: Specific language impairment (SLI, one variety of developmental language disorder, has attracted much interest in recent decades. Much research has been conducted to discover why some children have a specific language impairment. So far, research has failed to identify a reason for this linguistic deficiency. Some researchers believe language disorder causes defects in phonological working memory and affects auditory processing speed. Therefore, this study reviews the results of research investigating these two factors in children with specific language impairment.Recent Findings: Studies have shown that children with specific language impairment face constraints in phonological working memory capacity. Memory deficit is one possible cause of linguistic disorder in children with specific language impairment. However, in these children, disorder in information processing speed is observed, especially regarding the auditory aspect.Conclusion: Much more research is required to adequately explain the relationship between phonological working memory and auditory processing speed with language. However, given the role of phonological working memory and auditory processing speed in language acquisition, a focus should be placed on phonological working memory capacity and auditory processing speed in the assessment and treatment of children with a specific language impairment.

Children's Comprehension of Object Relative Sentences: It's Extant Language Knowledge That Matters, Not Domain-General Working Memory.

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Rusli, Yazmin Ahmad; Montgomery, James W

2017-10-17

The aim of this study was to determine whether extant language (lexical) knowledge or domain-general working memory is the better predictor of comprehension of object relative sentences for children with typical development. We hypothesized that extant language knowledge, not domain-general working memory, is the better predictor. Fifty-three children (ages 9-11 years) completed a word-level verbal working-memory task, indexing extant language (lexical) knowledge; an analog nonverbal working-memory task, representing domain-general working memory; and a hybrid sentence comprehension task incorporating elements of both agent selection and cross-modal picture-priming paradigms. Images of the agent and patient were displayed at the syntactic gap in the object relative sentences, and the children were asked to select the agent of the sentence. Results of general linear modeling revealed that extant language knowledge accounted for a unique 21.3% of variance in the children's object relative sentence comprehension over and above age (8.3%). Domain-general working memory accounted for a nonsignificant 1.6% of variance. We interpret the results to suggest that extant language knowledge and not domain-general working memory is a critically important contributor to children's object relative sentence comprehension. Results support a connectionist view of the association between working memory and object relative sentence comprehension. https://doi.org/10.23641/asha.5404573.

Immigration, Language Proficiency, and Autobiographical Memories: Lifespan Distribution and Second-Language Access

OpenAIRE

Esposito, Alena G.; Baker-Ward, Lynne

2015-01-01

This investigation examined two controversies in the autobiographical literature: how cross-language immigration affects the distribution of autobiographical memories across the lifespan and under what circumstances language-dependent recall is observed. Both Spanish/English bilingual immigrants and English monolingual non-immigrants participated in a cue word study, with the bilingual sample taking part in a within-subject language manipulation. The expected bump in the num...

Phonological working memory and its relationship with language abilities in children with cochlear implants

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Fatemeh Haresabadi

2014-12-01

Full Text Available Background and Aim: Many studies have demonstrated a close relationship between phonological working memory and language abilities in normal children and children with language developmental disorders, such as those with cochlear implants. A review of these studies would clarify communication and learning in such children and provide more comprehensive information regarding their education and treatment. In this study, the characteristics of phonological working memory and its relationship with language abilities in children with cochlear implants was examined.Recent Findings: In this study, the authors studied the characteristics of phonological working memory and its relationship with language abilities of children with cochlear implants. These studies showed that in addition to demographic variables, phonological working memory is a factor that affects language development in children with cochlear implants. Children with cochlear implants typically have a shorter memory span.Conclusion: It is thought that the deficiency in primary auditory sensory input and language stimulation caused by difficulties in the processing and rehearsal of auditory information in phonological working memory is the main cause of the short memory span in such children. Conversely, phonological working memory problems may have adverse effects on the language abilities in such children. Therefore, to provide comprehensive and appropriate treatment for children with cochlear implants, the reciprocal relationship between language abilities and phonological working memory should be considered.

Out of Mind, Out of Sight: Language Affects Perceptual Vividness in Memory

OpenAIRE

Vandeberg, Lisa; Eerland, Anita; Zwaan, Rolf A.

2012-01-01

textabstractWe examined whether language affects the strength of a visual representation in memory. Participants studied a picture, read a story about the depicted object, and then selected out of two pictures the one whose transparency level most resembled that of the previously presented picture. The stories contained two linguistic manipulations that have been demonstrated to affect concept availability in memory, i.e., object presence and goal-relevance. The results show that described ab...

Early childhood language memory in the speech perception of international adoptees.

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Oh, Janet S; Au, Terry Kit-Fong; Jun, Sun-Ah

2010-11-01

It is as yet unclear whether the benefits of early linguistic experiences can be maintained without at least some minimal continued exposure to the language. This study compared 12 adults adopted from Korea to the US as young children (all but one prior to age one year) to 13 participants who had no prior exposure to Korean to examine whether relearning can aid in accessing early childhood language memory. All 25 participants were recruited and tested during the second week of first-semester college Korean language classes. They completed a language background questionnaire and interview, a childhood slang task and a Korean phoneme identification task. Results revealed an advantage for adoptee participants in identifying some Korean phonemes, suggesting that some components of early childhood language memory can remain intact despite many years of disuse, and that relearning a language can help in accessing such a memory.

Declarative and Procedural Memory in Danish Speaking Children with Specific Language Impairment

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Lum, Jarrad A. G.; Bleses, Dorthe

2012-01-01

It has been proposed that the language problems in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impairments with procedural and working memory but not declarative memory. In SLI, this profile of memory functioning has been hypothesized to underlie grammatical impairment but leave lexical knowledge…

Memory Functioning and Mental Verbs Acquisition in Children with Specific Language Impairment

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Spanoudis, George C.; Natsopoulos, Demetrios

2011-01-01

Memory and language operate in synergy. Recent literature stresses the importance of memory functioning in interpreting language deficits. Two groups of 50 children each, ages 8-12 were studied. The first group included children with specific language impairment, while the participants in the second group were typically developing children. The…

Embodiment and Emotional Memory in First vs. Second Language.

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Baumeister, Jenny C; Foroni, Francesco; Conrad, Markus; Rumiati, Raffaella I; Winkielman, Piotr

2017-01-01

Language and emotions are closely linked. However, previous research suggests that this link is stronger in a native language (L1) than in a second language (L2) that had been learned later in life. The present study investigates whether such reduced emotionality in L2 is reflected in changes in emotional memory and embodied responses to L2 in comparison to L1. Late Spanish/English bilinguals performed a memory task involving an encoding and a surprise retrieval phase. Facial motor resonance and skin conductance (SC) responses were recorded during encoding. The results give first indications that the enhanced memory for emotional vs. neutral content (EEM effect) is stronger in L1 and less present in L2. Furthermore, the results give partial support for decreased facial motor resonance and SC responses to emotional words in L2 as compared to L1. These findings suggest that embodied knowledge involved in emotional memory is associated to increased affective encoding and retrieval of L1 compared to L2.

Efficient Management for Hybrid Memory in Managed Language Runtime

OpenAIRE

Wang , Chenxi; Cao , Ting; Zigman , John; Lv , Fang; Zhang , Yunquan; Feng , Xiaobing

2016-01-01

Part 1: Memory: Non-Volatile, Solid State Drives, Hybrid Systems; International audience; Hybrid memory, which leverages the benefits of traditional DRAM and emerging memory technologies, is a promising alternative for future main memory design. However popular management policies through memory-access recording and page migration may invoke non-trivial overhead in execution time and hardware space. Nowadays, managed language applications are increasingly dominant in every kind of platform. M...

Out of mind, out of sight: Language affects perceptual vividness in memory

NARCIS (Netherlands)

L. Vandeberg (Lisa); A. Eerland (Anita); R.A. Zwaan (Rolf)

2012-01-01

textabstractWe examined whether language affects the strength of a visual representation in memory. Participants studied a picture, read a story about the depicted object, and then selected out of two pictures the one whose transparency level most resembled that of the previously presented picture.

Phonological Short-Term Memory, Working Memory and Foreign Language Performance in Intensive Language Learning

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Kormos, Judit; Safar, Anna

2008-01-01

In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15-16 in the first intensive language training year of…

Verbal declarative memory impairments in specific language impairment are related to working memory deficits

OpenAIRE

Lum, Jarrad A.G.; Ullman, Michael T.; Conti-Ramsden, Gina

2015-01-01

This study examined verbal declarative memory functioning in SLI and its relationship to working memory. Encoding, recall, and recognition of verbal information was examined in children with SLI who had below average working memory (SLILow WM), children with SLI who had average working memory (SLIAvg. WM) and, a group of non-language impaired children with average working memory (TDAvg. WM). The SLILow WM group was significantly worse than both the SLIAvg. WM and TDAvg. WM groups at encoding ...

Implied motion language can influence visual spatial memory

NARCIS (Netherlands)

Vinson, David; Engelen, Jan; Zwaan, Rolf A; Matlock, Teenie; Dale, Rick

How do language and vision interact? Specifically, what impact can language have on visual processing, especially related to spatial memory? What are typically considered errors in visual processing, such as remembering the location of an object to be farther along its motion trajectory than it

Memory Impairment in Children with Language Impairment

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Baird, Gillian; Dworzynski, Katharina; Slonims, Vicky; Simonoff, Emily

2010-01-01

Aim: The aim of this study was to assess whether any memory impairment co-occurring with language impairment is global, affecting both verbal and visual domains, or domain specific. Method: Visual and verbal memory, learning, and processing speed were assessed in children aged 6 years to 16 years 11 months (mean 9y 9m, SD 2y 6mo) with current,…

Pitch Perception, Working Memory, and Second-Language Phonological Production

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Posedel, James; Emery, Lisa; Souza, Benjamin; Fountain, Catherine

2012-01-01

Previous research has suggested that training on a musical instrument is associated with improvements in working memory and musical pitch perception ability. Good working memory and musical pitch perception ability, in turn, have been linked to certain aspects of language production. The current study examines whether working memory and/or pitch…

Modularity, Working Memory, and Second Language Acquisition: A Research Program

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Truscott, John

2017-01-01

Considerable reason exists to view the mind, and language within it, as modular, and this view has an important place in research and theory in second language acquisition (SLA) and beyond. But it has had very little impact on the study of working memory and its role in SLA. This article considers the need for modular study of working memory,…

Assessment of short-term memory in Arabic speaking children with specific language impairment.

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Kaddah, F A; Shoeib, R M; Mahmoud, H E

2010-12-15

Children with Specific Language Impairment (SLI) may have some kind of memory disorder that could increase their linguistic impairment. This study assessed the short-term memory skills in Arabic speaking children with either Expressive Language Impairment (ELI) or Receptive/Expressive Language Impairment (R/ELI) in comparison to controls in order to estimate the nature and extent of any specific deficits in these children that could explain the different prognostic results of language intervention. Eighteen children were included in each group. Receptive, expressive and total language quotients were calculated using the Arabic language test. Assessment of auditory and visual short-term memory was done using the Arabic version of the Illinois Test of Psycholinguistic Abilities. Both groups of SLI performed significantly lower linguistic abilities and poorer auditory and visual short-term memory in comparison to normal children. The R/ELI group presented an inferior performance than the ELI group in all measured parameters. Strong association was found between most tasks of auditory and visual short-term memory and linguistic abilities. The results of this study highlighted a specific degree of deficit of auditory and visual short-term memories in both groups of SLI. These deficits were more prominent in R/ELI group. Moreover, the strong association between the different auditory and visual short-term memories and language abilities in children with SLI must be taken into account when planning an intervention program for these children.

Out of mind, out of sight: language affects perceptual vividness in memory

NARCIS (Netherlands)

Vandeberg, L.; Eerland, A.; Zwaan, R.A.

2012-01-01

We examined whether language affects the strength of a visual representation in memory. Participants studied a picture, read a story about the depicted object, and then selected out of two pictures the one whose transparency level most resembled that of the previously presented picture. The stories

Out of mind, out of sight: Language affects perceptual vividness in memory

NARCIS (Netherlands)

Vandeberg, Lisa; Eerland, A.|info:eu-repo/dai/nl/412493543; Zwaan, Rolf

2012-01-01

We examined whether language affects the strength of a visual representation in memory. Participants studied a picture, read a story about the depicted object, and then selected out of two pictures the one whose transparency level most resembled that of the previously presented picture. The stories

Language and memory abilities of internationally adopted children from China: evidence for early age effects.

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Delcenserie, Audrey; Genesee, Fred

2014-11-01

The goal of the present study was to examine if internationally adopted (IA) children from China (M = 10;8) adopted by French-speaking families exhibit lags in verbal memory in addition to lags in verbal abilities documented in previous studies (Gauthier & Genesee, 2011). Tests assessing verbal and non-verbal memory, language, non-verbal cognitive ability, and socio-emotional development were administered to thirty adoptees. Their results were compared to those of thirty non-adopted monolingual French-speaking children matched on age, gender, and socioeconomic status. The IA children scored significantly lower than the controls on language, verbal short-term memory, verbal working memory, and verbal long-term memory. No group differences were found on non-verbal memory, non-verbal cognitive ability, and socio-emotional development, suggesting language-specific difficulties. Despite extended exposure to French, adoptees may experience language difficulties due to limitations in verbal memory, possibly as a result of their delayed exposure to that language and/or attrition of the birth language.

Implicit Schemata and Categories in Memory-Based Language Processing

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van den Bosch, Antal; Daelemans, Walter

2013-01-01

Memory-based language processing (MBLP) is an approach to language processing based on exemplar storage during learning and analogical reasoning during processing. From a cognitive perspective, the approach is attractive as a model for human language processing because it does not make any assumptions about the way abstractions are shaped, nor any…

An approach to separating the levels of hierarchical structure building in language and mathematics.

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Makuuchi, Michiru; Bahlmann, Jörg; Friederici, Angela D

2012-07-19

We aimed to dissociate two levels of hierarchical structure building in language and mathematics, namely 'first-level' (the build-up of hierarchical structure with externally given elements) and 'second-level' (the build-up of hierarchical structure with internally represented elements produced by first-level processes). Using functional magnetic resonance imaging, we investigated these processes in three domains: sentence comprehension, arithmetic calculation (using Reverse Polish notation, which gives two operands followed by an operator) and a working memory control task. All tasks required the build-up of hierarchical structures at the first- and second-level, resulting in a similar computational hierarchy across language and mathematics, as well as in a working memory control task. Using a novel method that estimates the difference in the integration cost for conditions of different trial durations, we found an anterior-to-posterior functional organization in the prefrontal cortex, according to the level of hierarchy. Common to all domains, the ventral premotor cortex (PMv) supports first-level hierarchy building, while the dorsal pars opercularis (POd) subserves second-level hierarchy building, with lower activation for language compared with the other two tasks. These results suggest that the POd and the PMv support domain-general mechanisms for hierarchical structure building, with the POd being uniquely efficient for language.

Auditory sensory memory and language abilities in former late talkers: a mismatch negativity study.

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Grossheinrich, Nicola; Kademann, Stefanie; Bruder, Jennifer; Bartling, Juergen; Von Suchodoletz, Waldemar

2010-09-01

The present study investigated whether (a) a reduced duration of auditory sensory memory is found in late talking children and (b) whether deficits of sensory memory are linked to persistent difficulties in language acquisition. Former late talkers and children without delayed language development were examined at the age of 4 years and 7 months using mismatch negativity (MMN) with interstimulus intervals (ISIs) of 500 ms and 2000 ms. Additionally, short-term memory, language skills, and nonverbal intelligence were assessed. MMN mean amplitude was reduced for the ISI of 2000 ms in former late talking children both with and without persistent language deficits. In summary, our findings suggest that late talkers are characterized by a reduced duration of auditory sensory memory. However, deficits in auditory sensory memory are not sufficient for persistent language difficulties and may be compensated for by some children.

Levels of Phonological Awareness, Working Memory, and Lexical Knowledge in Elementary School Children

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Heloisa Helena Motta Bandini

2013-09-01

Full Text Available Relationships between oral language, phonological awareness, and working memory have been empirically demonstrated, however, phonological awareness encompasses different abilities, assessed at different levels. The present study investigated the possible associations between specific phonological awareness abilities and phonological working memory in first-grade students. In the initial phase ( n = 254, the study evaluated the abilities of phonological awareness and phonological working memory and found a high positive correlation between these abilities, thus confirming the findings of previous studies. The second phase ( n = 12 evaluated the vocabulary of individuals who, in the initial phase, showed low or high working memory and phonological awareness scores. Students with low working memory and low phonological awareness capacities had low scores in expressive language abilities, suggesting that phonological working memory may have direct effects on lexical knowledge. These results contribute to the understanding of the relationships investigated in this study and have important implications for planning teaching strategies.

Brains of verbal memory specialists show anatomical differences in language, memory and visual systems.

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Hartzell, James F; Davis, Ben; Melcher, David; Miceli, Gabriele; Jovicich, Jorge; Nath, Tanmay; Singh, Nandini Chatterjee; Hasson, Uri

2016-05-01

We studied a group of verbal memory specialists to determine whether intensive oral text memory is associated with structural features of hippocampal and lateral-temporal regions implicated in language processing. Professional Vedic Sanskrit Pandits in India train from childhood for around 10years in an ancient, formalized tradition of oral Sanskrit text memorization and recitation, mastering the exact pronunciation and invariant content of multiple 40,000-100,000 word oral texts. We conducted structural analysis of gray matter density, cortical thickness, local gyrification, and white matter structure, relative to matched controls. We found massive gray matter density and cortical thickness increases in Pandit brains in language, memory and visual systems, including i) bilateral lateral temporal cortices and ii) the anterior cingulate cortex and the hippocampus, regions associated with long and short-term memory. Differences in hippocampal morphometry matched those previously documented for expert spatial navigators and individuals with good verbal working memory. The findings provide unique insight into the brain organization implementing formalized oral knowledge systems. Copyright © 2015. Published by Elsevier Inc.

Working memory and novel word learning in children with hearing impairment and children with specific language impairment.

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Hansson, K; Forsberg, J; Löfqvist, A; Mäki-Torkko, E; Sahlén, B

2004-01-01

Working memory is considered to influence a range of linguistic skills, i.e. vocabulary acquisition, sentence comprehension and reading. Several studies have pointed to limitations of working memory in children with specific language impairment. Few studies, however, have explored the role of working memory for language deficits in children with hearing impairment. The first aim was to compare children with mild-to-moderate bilateral sensorineural hearing impairment, children with a preschool diagnosis of specific language impairment and children with normal language development, aged 9-12 years, for language and working memory. The special focus was on the role of working memory in learning new words for primary school age children. The assessment of working memory included tests of phonological short-term memory and complex working memory. Novel word learning was assessed according to the methods of. In addition, a range of language tests was used to assess language comprehension, output phonology and reading. Children with hearing impairment performed significantly better than children with a preschool diagnosis of specific language impairment on tasks assessing novel word learning, complex working memory, sentence comprehension and reading accuracy. No significant correlation was found between phonological short-term memory and novel word learning in any group. The best predictor of novel word learning in children with specific language impairment and in children with hearing impairment was complex working memory. Furthermore, there was a close relationship between complex working memory and language in children with a preschool diagnosis of specific language impairment but not in children with hearing impairment. Complex working memory seems to play a significant role in vocabulary acquisition in primary school age children. The interpretation is that the results support theories suggesting a weakened influence of phonological short-term memory on novel word

Violent and sexual media impair second-language memory during encoding and retrieval

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Lull, R.B.; Cetin, Y.; Bushman, B.J.

2015-01-01

Research suggests that exposure to media containing violence and sex impairs attention and memory. Learning a foreign language is one domain in which attention and memory are critical. Two experiments addressed whether exposure to media containing violence and sex interferes with foreign-language

Exploration of a 'double-jeopardy' hypothesis within working memory profiles for children with specific language impairment.

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Briscoe, J; Rankin, P M

2009-01-01

Children with specific language impairment (SLI) often experience difficulties in the recall and repetition of verbal information. Archibald and Gathercole (2006) suggested that children with SLI are vulnerable across two separate components of a tripartite model of working memory (Baddeley and Hitch 1974). However, the hierarchical relationship between the 'slave' systems (temporary storage) and the central executive components places a particular challenge for interpreting working memory profiles within a tripartite model. This study aimed to examine whether a 'double-jeopardy' assumption is compatible with a hierarchical relationship between the phonological loop and central executive components of the working memory model in children with SLI. If a strong double-jeopardy assumption is valid for children with SLI, it was predicted that raw scores of working memory tests thought to tap phonological loop and central executive components of tripartite working memory would be lower than the scores of children matched for chronological age and those of children matched for language level, according to independent sources of constraint. In contrast, a hierarchical relationship would imply that a weakness in a slave component of working memory (the phonological loop) would also constrain performance on tests tapping a super-ordinate component (central executive). This locus of constraint would predict that scores of children with SLI on working memory tests that tap the central executive would be weaker relative to the scores of chronological age-matched controls only. Seven subtests of the Working Memory Test Battery for Children (Digit recall, Word recall, Non-word recall, Word matching, Listening recall, Backwards digit recall and Block recall; Pickering and Gathercole 2001) were administered to 14 children with SLI recruited via language resource bases and specialist schools, as well as two control groups matched on chronological age and vocabulary level

Adolescents with and without gestational cocaine exposure: Longitudinal analysis of inhibitory control, memory and receptive language.

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Betancourt, Laura M; Yang, Wei; Brodsky, Nancy L; Gallagher, Paul R; Malmud, Elsa K; Giannetta, Joan M; Farah, Martha J; Hurt, Hallam

2011-01-01

Preclinical studies of gestational cocaine exposure (GCE) show evidence of changes in brain function at the anatomical, physiological, and behavioral levels, to include effects on developing dopaminergic systems. In contrast, human studies have produced less consistent results, with most showing small effects or no effects on developmental outcomes. Important changes in brain structure and function occur through adolescence, therefore it is possible that prenatal cocaine exposure has latent effects on neurocognitive (NC) outcome that do not manifest until adolescence or young adulthood. We examined NC function using a set of 5 tasks designed to tap 4 different systems: inhibitory control, working memory, receptive language, and incidental memory. For each NC task, data were collected longitudinally at ages 12, 14.5 and 17 years and examined using generalized estimating equations. One hundred and nine children completed at least two of the three evaluations. Covariates included in the final model were assessment number, gender, participant age at first assessment, caregiver depression, and two composites from the Home Observation for Measurement of the Environment (HOME), Environmental Stimulation and Parental Nurturance. We found no cocaine effects on inhibitory control, working memory, or receptive language (p=0.18). GCE effects were observed on incidental face memory task (p=0.055), and GCE by assessment number interaction effects were seen on the incidental word memory task (p=0.031). Participant performance on inhibitory control, working memory, and receptive language tasks improved over time. HOME Environmental Stimulation composite was associated with better receptive language functioning. With a larger sample size smaller differences between groups may have been detected. This report shows no evidence of latent effects of GCE on inhibitory control, working memory, or receptive language. GCE effects were observed on the incidental face memory task, and GCE by

Declarative vs. Procedural Memory: Roles in Second Language Acquisition

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Laleh Fakhraee Faruji

2012-04-01

Full Text Available Memory is not a single faculty but is a combination of multiple distinct abilities (Schacter, 1987. The declarative-procedural distinction is used both with regard to knowledge and memory that stores this knowledge. Ellis (2008 used the terms explicit/implicit, and declarative/procedural interchangeably. In this article the researcher aims at identifying the different aspects of declarative/procedural memory, interaction between these two types of memory, and the role they may play in second language acquisition.

Attention-based Memory Selection Recurrent Network for Language Modeling

OpenAIRE

Liu, Da-Rong; Chuang, Shun-Po; Lee, Hung-yi

2016-01-01

Recurrent neural networks (RNNs) have achieved great success in language modeling. However, since the RNNs have fixed size of memory, their memory cannot store all the information about the words it have seen before in the sentence, and thus the useful long-term information may be ignored when predicting the next words. In this paper, we propose Attention-based Memory Selection Recurrent Network (AMSRN), in which the model can review the information stored in the memory at each previous time ...

Developmental Associations between Working Memory and Language in Children with Specific Language Impairment: A Longitudinal Study

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Vugs, Brigitte; Hendriks, Marc; Cuperus, Juliane; Knoors, Harry; Verhoeven, Ludo

2017-01-01

Purpose: This longitudinal study examined differences in the development of working memory (WM) between children with specific language impairment (SLI) and typically developing (TD) children. Further, it explored to what extent language at ages 7-8 years could be predicted by measures of language and/or WM at ages 4-5 years. Method: Thirty…

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition.

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Gudde, Harmen B; Griffiths, Debra; Coventry, Kenny R

2018-02-19

The memory game paradigm is a behavioral procedure to explore the relationship between language, spatial memory, and object knowledge. Using two different versions of the paradigm, spatial language use and memory for object location are tested under different, experimentally manipulated conditions. This allows us to tease apart proposed models explaining the influence of object knowledge on spatial language (e.g., spatial demonstratives), and spatial memory, as well as understanding the parameters that affect demonstrative choice and spatial memory more broadly. Key to the development of the method was the need to collect data on language use (e.g., spatial demonstratives: "this/that") and spatial memory data under strictly controlled conditions, while retaining a degree of ecological validity. The language version (section 3.1) of the memory game tests how conditions affect language use. Participants refer verbally to objects placed at different locations (e.g., using spatial demonstratives: "this/that red circle"). Different parameters can be experimentally manipulated: the distance from the participant, the position of a conspecific, and for example whether the participant owns, knows, or sees the object while referring to it. The same parameters can be manipulated in the memory version of the memory game (section 3.2). This version tests the effects of the different conditions on object-location memory. Following object placement, participants get 10 seconds to memorize the object's location. After the object and location cues are removed, participants verbally direct the experimenter to move a stick to indicate where the object was. The difference between the memorized and the actual location shows the direction and strength of the memory error, allowing comparisons between the influences of the respective parameters.

Working memory training to improve speech perception in noise across languages.

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Ingvalson, Erin M; Dhar, Sumitrajit; Wong, Patrick C M; Liu, Hanjun

2015-06-01

Working memory capacity has been linked to performance on many higher cognitive tasks, including the ability to perceive speech in noise. Current efforts to train working memory have demonstrated that working memory performance can be improved, suggesting that working memory training may lead to improved speech perception in noise. A further advantage of working memory training to improve speech perception in noise is that working memory training materials are often simple, such as letters or digits, making them easily translatable across languages. The current effort tested the hypothesis that working memory training would be associated with improved speech perception in noise and that materials would easily translate across languages. Native Mandarin Chinese and native English speakers completed ten days of reversed digit span training. Reading span and speech perception in noise both significantly improved following training, whereas untrained controls showed no gains. These data suggest that working memory training may be used to improve listeners' speech perception in noise and that the materials may be quickly adapted to a wide variety of listeners.

Growth in literacy, cognition, and working memory in English language learners.

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Lee Swanson, H; Orosco, Michael J; Lussier, Catherine M

2015-04-01

This cohort sequential study explored the components of working memory that underlie English reading and language acquisition in elementary school children whose first language is Spanish. To this end, children (N=410) in Grades 1, 2, and 3 at Wave 1 were administered a battery of cognitive (short-term memory [STM], working memory [WM], rapid naming, phonological processing, and random letter and number generation), vocabulary, and reading measures in both Spanish and English. These same measures were administered 1 and 2 years later. The results showed that (a) a three-factor structure (phonological STM, visual-spatial WM, and verbal WM) captured the data within both language systems, (b) growth in both the executive and STM storage components was uniquely related to growth in second language (L2) reading and language acquisition, and (c) the contribution of growth in the executive component of WM to growth in L2 processing was independent of growth in storage, phonological knowledge, inhibition, and rapid naming speed. The results suggested that growth in the phonological storage system does not supersede growth of the executive component of WM as a major contributor to growth in children's L2 reading and language. Copyright © 2015 Elsevier Inc. All rights reserved.

Language, learning, and memory in children with and without single-suture craniosynostosis.

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Kapp-Simon, Kathleen A; Wallace, Erin; Collett, Brent R; Cradock, Mary Michaeleen; Crerand, Canice E; Speltz, Matthew L

2016-05-01

OBJECTIVE The language and memory functions of children with and without single-suture craniosynostosis (SSC) were compared at school age (mean 7.45 years, standard deviation [SD] 0.54 years). The children in this cohort were originally recruited in infancy and prior to cranial surgery for those with SSC. METHODS Individual evaluations of 179 school-aged children with SSC and 183 controls were conducted (70% of the original cohort) using standardized measures of language, learning, and memory. Parents participated in an interview about specialized education interventions and school progress. Parents and teachers completed questionnaires about language development. RESULTS Children with SSC (cases) obtained lower scores than controls on all measures. The adjusted differences in language, learning, and memory scores were modest, with SD ranging from 0.0 to -0.4 (p values ranged from 0.001 to 0.99). Censored normal regression was used to account for intervention services received prior to the school-age evaluation; this increased case-control differences (SD range 0.1 to -0.5, p value range 0.001 to 0.50). Mean scores for cases in each SSC diagnostic group were lower than those for controls, with the greatest differences observed among children with unilateral coronal craniosynostosis. CONCLUSIONS Children with SSC continue to show poorer performance than controls on language, learning, and memory tasks at early elementary school age, even when controlling for known confounders, although mean differences are small. Multidisciplinary care, including direct psychological assessment, for children with SSC should extend through school age with a specific focus on language and conceptual learning, as these are areas of potential risk. Future research is needed to investigate language, memory, and learning for this population during the middle to high school years.

Children's Speech Perception in Noise: Evidence for Dissociation From Language and Working Memory.

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Magimairaj, Beula M; Nagaraj, Naveen K; Benafield, Natalie J

2018-05-17

We examined the association between speech perception in noise (SPIN), language abilities, and working memory (WM) capacity in school-age children. Existing studies supporting the Ease of Language Understanding (ELU) model suggest that WM capacity plays a significant role in adverse listening situations. Eighty-three children between the ages of 7 to 11 years participated. The sample represented a continuum of individual differences in attention, memory, and language abilities. All children had normal-range hearing and normal-range nonverbal IQ. Children completed the Bamford-Kowal-Bench Speech-in-Noise Test (BKB-SIN; Etymotic Research, 2005), a selective auditory attention task, and multiple measures of language and WM. Partial correlations (controlling for age) showed significant positive associations among attention, memory, and language measures. However, BKB-SIN did not correlate significantly with any of the other measures. Principal component analysis revealed a distinct WM factor and a distinct language factor. BKB-SIN loaded robustly as a distinct 3rd factor with minimal secondary loading from sentence recall and short-term memory. Nonverbal IQ loaded as a 4th factor. Results did not support an association between SPIN and WM capacity in children. However, in this study, a single SPIN measure was used. Future studies using multiple SPIN measures are warranted. Evidence from the current study supports the use of BKB-SIN as clinical measure of speech perception ability because it was not influenced by variation in children's language and memory abilities. More large-scale studies in school-age children are needed to replicate the proposed role played by WM in adverse listening situations.

Interactions between working memory and language in young children with specific language impairment (SLI).

Science.gov (United States)

Vugs, Brigitte; Knoors, Harry; Cuperus, Juliane; Hendriks, Marc; Verhoeven, Ludo

2016-01-01

The underlying structure of working memory (WM) in young children with and without specific language impairment (SLI) was examined. The associations between the components of WM and the language abilities of young children with SLI were then analyzed. The Automated Working Memory Assessment and four linguistic tasks were administered to 58 children with SLI and 58 children without SLI, aged 4-5 years. The WM of the children was best represented by a model with four separate but interacting components of verbal storage, visuospatial storage, verbal central executive (CE), and visuospatial CE. The associations between the four components of WM did not differ significantly for the two groups of children. However, the individual components of WM showed varying associations with the language abilities of the children with SLI. The verbal CE component of WM was moderately to strongly associated with all the language abilities in children with SLI: receptive vocabulary, expressive vocabulary, verbal comprehension, and syntactic development. These results show verbal CE to be involved in a wide range of linguistic skills; the limited ability of young children with SLI to simultaneously store and process verbal information may constrain their acquisition of linguistic skills. Attention should thus be paid to the language problems of children with SLI, but also to the WM impairments that can contribute to their language problems.

The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment

OpenAIRE

Conti-Ramsden, Gina; Ullman, Michael T.; Lum, Jarrad A. G.

2015-01-01

What memory systems underlie grammar in children, and do these differ between typically developing children and children with specific language impairment (SLI)? Whilst there is substantial evidence linking certain memory deficits to the language problems in children with SLI, few studies have investigated multiple memory systems simultaneously, examining not only possible memory deficits but also memory abilities that may play a compensatory role. This study examined the extent to which proc...

Memory Retention in Second Language Acquisition and Instruction: Insights from Literature and Research

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Sanatullova-Allison , Elvira

2014-01-01

This article reviews some essential theoretical and empirical research literature that discusses the role of memory in second language acquisition and instruction. Two models of literature review--thematic and study-by-study--were used to analyze and synthesize the existing research. First, issues of memory retention in second language acquisition…

Wada test for evaluation of language and memory function in medically intractable epilepsy

International Nuclear Information System (INIS)

Hong, Yong Kook; Chung, Tae Sub; Suh, Jung Ho; Kim, Dong Ik; Kim, Eun Kyung; Lee, Byung In; Huh, Kyun

1992-01-01

The Wada test was performed for lateralization of language and memory function, using intracarotid injection of Sodium Amytal. But the internal carotid artery (ICA) Wada test has some limitations for testing memory function. The posterior cerebral artery (PCA) Wada test has been designed to modify the ICA Wada test for testing memory function selectively. In our study, 10 patients out of 12 patients with intractable seizure underwent only the ICA Wada test and the other 2 patients underwent both the ICA and the selective PCA Wada test. In all 12 patients undergoing the ICA Wada test, we successfully localized speech and language dominance. Four of 12 patients who underwent the ICA Wada test for evaluation of memory function displayed superior memory functions in one hemisphere, but the other hemisphere also significantly contributed to memory. The selective PCA Wada test, performed in 2 patients, showed successful results of memory function test in both patients. Four of 12 patients underwent temporal lobectomy and there was no major post-operative language or memory deficits. We concluded that the ICA and PCA Wada tests are useful for preoperative evaluation of medically intractable epilepsy, and the PCA Wada test is valuable in memory evaluation in some patients who have high risk of postoperative global amnesia after temporal lobectomy following equivocal results of memory function by the ICA Wada test

Wada test for evaluation of language and memory function in medically intractable epilepsy

Energy Technology Data Exchange (ETDEWEB)

Hong, Yong Kook; Chung, Tae Sub; Suh, Jung Ho; Kim, Dong Ik; Kim, Eun Kyung; Lee, Byung In; Huh, Kyun [College of Medicine, Yonsei University, Seoul (Korea, Republic of)

1992-05-15

The Wada test was performed for lateralization of language and memory function, using intracarotid injection of Sodium Amytal. But the internal carotid artery (ICA) Wada test has some limitations for testing memory function. The posterior cerebral artery (PCA) Wada test has been designed to modify the ICA Wada test for testing memory function selectively. In our study, 10 patients out of 12 patients with intractable seizure underwent only the ICA Wada test and the other 2 patients underwent both the ICA and the selective PCA Wada test. In all 12 patients undergoing the ICA Wada test, we successfully localized speech and language dominance. Four of 12 patients who underwent the ICA Wada test for evaluation of memory function displayed superior memory functions in one hemisphere, but the other hemisphere also significantly contributed to memory. The selective PCA Wada test, performed in 2 patients, showed successful results of memory function test in both patients. Four of 12 patients underwent temporal lobectomy and there was no major post-operative language or memory deficits. We concluded that the ICA and PCA Wada tests are useful for preoperative evaluation of medically intractable epilepsy, and the PCA Wada test is valuable in memory evaluation in some patients who have high risk of postoperative global amnesia after temporal lobectomy following equivocal results of memory function by the ICA Wada test.

Procedural and Declarative Memory in Children with and without Specific Language Impairment

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Lum, Jarrad A. G.; Gelgic, Celin; Conti-Ramsden, Gina

2010-01-01

Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population. Aims: This study examined procedural and declarative memory in young…

Neural associative memories for the integration of language, vision and action in an autonomous agent.

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Markert, H; Kaufmann, U; Kara Kayikci, Z; Palm, G

2009-03-01

Language understanding is a long-standing problem in computer science. However, the human brain is capable of processing complex languages with seemingly no difficulties. This paper shows a model for language understanding using biologically plausible neural networks composed of associative memories. The model is able to deal with ambiguities on the single word and grammatical level. The language system is embedded into a robot in order to demonstrate the correct semantical understanding of the input sentences by letting the robot perform corresponding actions. For that purpose, a simple neural action planning system has been combined with neural networks for visual object recognition and visual attention control mechanisms.

Language Mediated Concept Activation in Bilingual Memory Facilitates Cognitive Flexibility

Directory of Open Access Journals (Sweden)

Anatoliy V. Kharkhurin

2017-06-01

Full Text Available This is the first attempt of empirical investigation of language mediated concept activation (LMCA in bilingual memory as a cognitive mechanism facilitating divergent thinking. Russian–English bilingual and Russian monolingual college students were tested on a battery of tests including among others Abbreviated Torrance Tests for Adults assessing divergent thinking traits and translingual priming (TLP test assessing the LMCA. The latter was designed as a lexical decision priming test, in which a prime and a target were not related in Russian (language of testing, but were related through their translation equivalents in English (spoken only by bilinguals. Bilinguals outperformed their monolingual counterparts on divergent thinking trait of cognitive flexibility, and bilinguals’ performance on this trait could be explained by their TLP effect. Age of second language acquisition and proficiency in this language were found to relate to the TLP effect, and therefore were proposed to influence the directionality and strength of connections in bilingual memory.

The strengths and weaknesses in verbal short-term memory and visual working memory in children with hearing impairment and additional language learning difficulties.

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Willis, Suzi; Goldbart, Juliet; Stansfield, Jois

2014-07-01

To compare verbal short-term memory and visual working memory abilities of six children with congenital hearing-impairment identified as having significant language learning difficulties with normative data from typically hearing children using standardized memory assessments. Six children with hearing loss aged 8-15 years were assessed on measures of verbal short-term memory (Non-word and word recall) and visual working memory annually over a two year period. All children had cognitive abilities within normal limits and used spoken language as the primary mode of communication. The language assessment scores at the beginning of the study revealed that all six participants exhibited delays of two years or more on standardized assessments of receptive and expressive vocabulary and spoken language. The children with hearing-impairment scores were significantly higher on the non-word recall task than the "real" word recall task. They also exhibited significantly higher scores on visual working memory than those of the age-matched sample from the standardized memory assessment. Each of the six participants in this study displayed the same pattern of strengths and weaknesses in verbal short-term memory and visual working memory despite their very different chronological ages. The children's poor ability to recall single syllable words in relation to non-words is a clinical indicator of their difficulties in verbal short-term memory. However, the children with hearing-impairment do not display generalized processing difficulties and indeed demonstrate strengths in visual working memory. The poor ability to recall words, in combination with difficulties with early word learning may be indicators of children with hearing-impairment who will struggle to develop spoken language equal to that of their normally hearing peers. This early identification has the potential to allow for target specific intervention that may remediate their difficulties. Copyright © 2014. Published

Episodic grammar: a computational model of the interaction between episodic and semantic memory in language processing

NARCIS (Netherlands)

Borensztajn, G.; Zuidema, W.; Carlson, L.; Hoelscher, C.; Shipley, T.F.

2011-01-01

We present a model of the interaction of semantic and episodic memory in language processing. Our work shows how language processing can be understood in terms of memory retrieval. We point out that the perceived dichotomy between rule-based versus exemplar-based language modelling can be

Memory for non-native language: the role of lexical processing in the retention of surface form.

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Sampaio, Cristina; Konopka, Agnieszka E

2013-01-01

Research on memory for native language (L1) has consistently shown that retention of surface form is inferior to that of gist (e.g., Sachs, 1967). This paper investigates whether the same pattern is found in memory for non-native language (L2). We apply a model of bilingual word processing to more complex linguistic structures and predict that memory for L2 sentences ought to contain more surface information than L1 sentences. Native and non-native speakers of English were tested on a set of sentence pairs with different surface forms but the same meaning (e.g., "The bullet hit/struck the bull's eye"). Memory for these sentences was assessed with a cued recall procedure. Responses showed that native and non-native speakers did not differ in the accuracy of gist-based recall but that non-native speakers outperformed native speakers in the retention of surface form. The results suggest that L2 processing involves more intensive encoding of lexical level information than L1 processing.

Working Memory Functioning in Children with Learning Disorders and Specific Language Impairment

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Schuchardt, Kirsten; Bockmann, Ann-Katrin; Bornemann, Galina; Maehler, Claudia

2013-01-01

Purpose: On the basis of Baddeley's working memory model (1986), we examined working memory functioning in children with learning disorders with and without specific language impairment (SLI). We pursued the question whether children with learning disorders exhibit similar working memory deficits as children with additional SLI. Method: In…

Implications of the Declarative/Procedural Model for Improving Second Language Learning: The Role of Memory Enhancement Techniques

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Ullman, Michael T.; Lovelett, Jarrett T.

2018-01-01

The declarative/procedural (DP) model posits that the learning, storage, and use of language critically depend on two learning and memory systems in the brain: declarative memory and procedural memory. Thus, on the basis of independent research on the memory systems, the model can generate specific and often novel predictions for language. Till…

Interrelationships between Working Memory, Processing Speed, and Language Development in the Age Range 2-4 Years

Science.gov (United States)

Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F.; Moran, Catherine

2016-01-01

Purpose: This study explored associations between working memory and language in children aged 2-4 years. Method: Seventy-seven children aged 24-30 months were assessed on tests measuring language, visual cognition, verbal working memory (VWM), phonological short-term memory (PSTM), and processing speed. A standardized test of receptive and…

Episodic Memory Retrieval in Adolescents with and without Developmental Language Disorder (DLD)

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Lee, Joanna C.

2018-01-01

Background: Two reasons may explain the discrepant findings regarding declarative memory in developmental language disorder (DLD) in the literature. First, standardized tests are one of the primary tools used to assess declarative memory in previous studies. It is possible they are not sensitive enough to subtle memory impairment. Second, the…

Long-Term Memory: A Review and Meta-Analysis of Studies of Declarative and Procedural Memory in Specific Language Impairment

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Lum, Jarrad A. G.; Conti-Ramsden, Gina

2013-01-01

This review examined the status of long-term memory systems in specific language impairment (SLI)--declarative memory and aspects of procedural memory in particular. Studies included in the review were identified following a systematic search of the literature and findings combined using meta-analysis. This review showed that individuals with SLI…

Working Memory and Learning in Children with Developmental Coordination Disorder and Specific Language Impairment

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Alloway, Tracy Packiam; Archibald, Lisa

2008-01-01

The authors compared 6- to 11-year-olds with developmental coordination disorder (DCD) and those with specific language impairment (SLI) on measures of memory (verbal and visuospatial short-term and working memory) and learning (reading and mathematics). Children with DCD with typical language skills were impaired in all four areas of memory…

Low-level neural auditory discrimination dysfunctions in specific language impairment—A review on mismatch negativity findings

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Teija Kujala

2017-12-01

Full Text Available In specific language impairment (SLI, there is a delay in the child’s oral language skills when compared with nonverbal cognitive abilities. The problems typically relate to phonological and morphological processing and word learning. This article reviews studies which have used mismatch negativity (MMN in investigating low-level neural auditory dysfunctions in this disorder. With MMN, it is possible to tap the accuracy of neural sound discrimination and sensory memory functions. These studies have found smaller response amplitudes and longer latencies for speech and non-speech sound changes in children with SLI than in typically developing children, suggesting impaired and slow auditory discrimination in SLI. Furthermore, they suggest shortened sensory memory duration and vulnerability of the sensory memory to masking effects. Importantly, some studies reported associations between MMN parameters and language test measures. In addition, it was found that language intervention can influence the abnormal MMN in children with SLI, enhancing its amplitude. These results suggest that the MMN can shed light on the neural basis of various auditory and memory impairments in SLI, which are likely to influence speech perception. Keywords: Specific language impairment, Auditory processing, Mismatch negativity (MMN

A common neural substrate for language production and verbal working memory.

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Acheson, Daniel J; Hamidi, Massihullah; Binder, Jeffrey R; Postle, Bradley R

2011-06-01

Verbal working memory (VWM), the ability to maintain and manipulate representations of speech sounds over short periods, is held by some influential models to be independent from the systems responsible for language production and comprehension [e.g., Baddeley, A. D. Working memory, thought, and action. New York, NY: Oxford University Press, 2007]. We explore the alternative hypothesis that maintenance in VWM is subserved by temporary activation of the language production system [Acheson, D. J., & MacDonald, M. C. Verbal working memory and language production: Common approaches to the serial ordering of verbal information. Psychological Bulletin, 135, 50-68, 2009b]. Specifically, we hypothesized that for stimuli lacking a semantic representation (e.g., nonwords such as mun), maintenance in VWM can be achieved by cycling information back and forth between the stages of phonological encoding and articulatory planning. First, fMRI was used to identify regions associated with two different stages of language production planning: the posterior superior temporal gyrus (pSTG) for phonological encoding (critical for VWM of nonwords) and the middle temporal gyrus (MTG) for lexical-semantic retrieval (not critical for VWM of nonwords). Next, in the same subjects, these regions were targeted with repetitive transcranial magnetic stimulation (rTMS) during language production and VWM task performance. Results showed that rTMS to the pSTG, but not the MTG, increased error rates on paced reading (a language production task) and on delayed serial recall of nonwords (a test of VWM). Performance on a lexical-semantic retrieval task (picture naming), in contrast, was significantly sensitive to rTMS of the MTG. Because rTMS was guided by language production-related activity, these results provide the first causal evidence that maintenance in VWM directly depends on the long-term representations and processes used in speech production.

High-level language computer architecture

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Chu, Yaohan

1975-01-01

High-Level Language Computer Architecture offers a tutorial on high-level language computer architecture, including von Neumann architecture and syntax-oriented architecture as well as direct and indirect execution architecture. Design concepts of Japanese-language data processing systems are discussed, along with the architecture of stack machines and the SYMBOL computer system. The conceptual design of a direct high-level language processor is also described.Comprised of seven chapters, this book first presents a classification of high-level language computer architecture according to the pr

Memory and Language Improvements Following Cognitive Control Training

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Hussey, Erika K.; Harbison, J. Isaiah; Teubner-Rhodes, Susan E.; Mishler, Alan; Velnoskey, Kayla; Novick, Jared M.

2017-01-01

Cognitive control refers to adjusting thoughts and actions when confronted with conflict during information processing. We tested whether this ability is causally linked to performance on certain language and memory tasks by using cognitive control training to systematically modulate people's ability to resolve information-conflict across domains.…

NEREC, an effective brain mapping protocol for combined language and long-term memory functions.

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Perrone-Bertolotti, Marcela; Girard, Cléa; Cousin, Emilie; Vidal, Juan Ricardo; Pichat, Cédric; Kahane, Philippe; Baciu, Monica

2015-12-01

Temporal lobe epilepsy can induce functional plasticity in temporoparietal networks involved in language and long-term memory processing. Previous studies in healthy subjects have revealed the relative difficulty for this network to respond effectively across different experimental designs, as compared to more reactive regions such as frontal lobes. For a protocol to be optimal for clinical use, it has to first show robust effects in a healthy cohort. In this study, we developed a novel experimental paradigm entitled NEREC, which is able to reveal the robust participation of temporoparietal networks in a uniquely combined language and memory task, validated in an fMRI study with healthy subjects. Concretely, NEREC is composed of two runs: (a) an intermixed language-memory task (confrontation naming associated with encoding in nonverbal items, NE) to map language (i.e., word retrieval and lexico-semantic processes) combined with simultaneous long-term verbal memory encoding (NE items named but also explicitly memorized) and (b) a memory retrieval task of items encoded during NE (word recognition, REC) intermixed with new items. Word recognition is based on both perceptual-semantic familiarity (feeling of 'know') and accessing stored memory representations (remembering). In order to maximize the remembering and recruitment of medial temporal lobe structures, we increased REC difficulty by changing the modality of stimulus presentation (from nonverbal during NE to verbal during REC). We report that (a) temporoparietal activation during NE was attributable to both lexico-semantic (language) and memory (episodic encoding and semantic retrieval) processes; that (b) encoding activated the left hippocampus, bilateral fusiform, and bilateral inferior temporal gyri; and that (c) task recognition (recollection) activated the right hippocampus and bilateral but predominant left fusiform gyrus. The novelty of this protocol consists of (a) combining two tasks in one (language

Addressing Phonological Memory in Language Therapy with Clients Who Have Down Syndrome: Perspectives of Speech-Language Pathologists

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Faught, Gayle G.; Conners, Frances A.; Barber, Angela B.; Price, Hannah R.

2016-01-01

Background: Phonological memory (PM) plays a significant role in language development but is impaired in individuals with Down syndrome (DS). Without formal recommendations on how to address PM limitations in clients with DS, it is possible speech-language pathologists (SLPs) find ways to do so in their practices. Aims: This study asked if and how…

A Common Neural Substrate for Language Production and Verbal Working Memory

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Acheson, Daniel J.; Hamidi, Massihullah; Binder, Jeffrey R.; Postle, Bradley R.

2011-01-01

Verbal working memory (VWM), the ability to maintain and manipulate representations of speech sounds over short periods, is held by some influential models to be independent from the systems responsible for language production and comprehension [e.g., Baddeley, A. D. "Working memory, thought, and action." New York, NY: Oxford University Press,…

Working memory mediates the effects of gestational age at birth on expressive language development in children.

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Riva, Valentina; Cantiani, Chiara; Dionne, Ginette; Marini, Andrea; Mascheretti, Sara; Molteni, Massimo; Marino, Cecilia

2017-07-01

This study tested the role of temporary memory, measured by phonological short-term memory (pSTM) and verbal working memory (vWM), as a mediator of the effect of 3 putative risk factors (i.e., socioeconomic status, home literacy environment, birth gestational age) upon expressive and receptive language. A community-based sample of 646 Italian children aged 6-11 years was assessed with a comprehensive battery of language and cognitive tests. A mediation analysis was used to examine whether memory mediates environmental/biological effects on language. The results demonstrated a developmental cascade of effects, whereby the duration of pregnancy drives vWM functioning that, in turn, may affect expressive linguistic outcome Conclusion: Treatments focused on vWM, specifically to preterm children, may improve their language development, with enduring consequences on educational and psychosocial outcomes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Aptitude, Phonological Memory, and Second Language Proficiency in Nonnovice Adult Learners

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Hummel, Kirsten M.

2009-01-01

This study explores the relationship between aptitude, phonological memory (PM), and second language (L2) proficiency in nonnovice adult learners of English as an L2. Native speakers of French (N = 77) enrolled in a university Teaching English as a Second Language program were the participants in the study. Exploratory factor analysis revealed…

Language differences in verbal short-term memory do not exclusively originate in the process of subvocal rehearsal.

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Thorn, A S; Gathercole, S E

2001-06-01

Language differences in verbal short-term memory were investigated in two experiments. In Experiment 1, bilinguals with high competence in English and French and monolingual English adults with extremely limited knowledge of French were assessed on their serial recall of words and nonwords in both languages. In all cases recall accuracy was superior in the language with which individuals were most familiar, a first-language advantage that remained when variation due to differential rates of articulation in the two languages was taken into account. In Experiment 2, bilinguals recalled lists of English and French words with and without concurrent articulatory suppression. First-language superiority persisted under suppression, suggesting that the language differences in recall accuracy were not attributable to slower rates of subvocal rehearsal in the less familiar language. The findings indicate that language-specific differences in verbal short-term memory do not exclusively originate in the subvocal rehearsal process. It is suggested that one source of language-specific variation might relate to the use of long-term knowledge to support short-term memory performance.

Working memory and sentence comprehension of Hong Kong Chinese children with specific language impairment.

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Siu, Elaine; Man, David W K

2006-09-01

Children with Specific Language Impairment present with delayed language development, but do not have a history of hearing impairment, mental deficiency, or associated social or behavioral problems. Non-word repetition was suggested as an index to reflect the capacity of phonological working memory. There is a paucity of such studies among Hong Kong Chinese children. This preliminary study aimed to examine the relationship between phonological working memory and Specific Language Impairment, through the processes of non-word repetition and sentence comprehension, of children with Specific Language Impairment and pre-school children with normal language development. Both groups of children were screened by a standardized language test. A list of Cantonese (the commonest dialect used in Hong Kong) multisyllabic nonsense utterances and a set of 18 sentences were developed for this study. t-tests and Pearson correlation were used to study the relationship between non-word repetition, working memory and specific language impairment. Twenty-three pre-school children with Specific Language Impairment (mean age = 68.30 months; SD = 6.90) and another 23 pre-school children (mean age = 67.30 months; SD = 6.16) participated in the study. Significant difference performance was found between the Specific Language Impairment group and normal language group in the multisyllabic nonsense utterances repetition task and the sentence comprehension task. Length effect was noted in Specific Language Impairment group children, which is consistent with the findings of other literature. In addition, correlations were also observed between the number of nonsense utterances repeated and the number of elements comprehended. Cantonese multisyllabic nonsense utterances might be worth further developing as a screening tool for the early detection of children with Specific Language Impairment.

High-level context effects on spatial displacement: the effects of body orientation and language on memory.

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Vinson, David W; Abney, Drew H; Dale, Rick; Matlock, Teenie

2014-01-01

Three decades of research suggests that cognitive simulation of motion is involved in the comprehension of object location, bodily configuration, and linguistic meaning. For example, the remembered location of an object associated with actual or implied motion is typically displaced in the direction of motion. In this paper, two experiments explore context effects in spatial displacement. They provide a novel approach to estimating the remembered location of an implied motion image by employing a cursor-positioning task. Both experiments examine how the remembered spatial location of a person is influenced by subtle differences in implied motion, specifically, by shifting the orientation of the person's body to face upward or downward, and by pairing the image with motion language that differed on intentionality, fell versus jumped. The results of Experiment 1, a survey-based experiment, suggest that language and body orientation influenced vertical spatial displacement. Results of Experiment 2, a task that used Adobe Flash and Amazon Mechanical Turk, showed consistent effects of body orientation on vertical spatial displacement but no effect of language. Our findings are in line with previous work on spatial displacement that uses a cursor-positioning task with implied motion stimuli. We discuss how different ways of simulating motion can influence spatial memory.

High-level context effects on spatial displacement: The effects of body orientation and language on memory

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David W Vinson

2014-07-01

Full Text Available Three decades of research suggests that cognitive simulation of motion is involved in the comprehension of object location, bodily configuration, and linguistic meaning. For example, the remembered location of an object associated with actual or implied motion is typically displaced in the direction of motion. In this paper, two experiments explore context effects in spatial displacement. They provide a novel approach to estimating the remembered location of an implied motion image by employing a cursor-positioning task. Both experiments examine how the remembered spatial location of a person is influenced by subtle differences in implied motion, specifically, by shifting the orientation of the person’s body to face upward or downward, and by pairing the image with motion language that differed on intentionality, fell versus jumped. The results of Experiment 1, a survey-based experiment, suggest that language and body orientation influenced vertical spatial displacement. Results of Experiment 2, a task that used Adobe Flash and Amazon Mechanical Turk, showed consistent effects of body orientation on vertical spatial displacement but no effect of language. Our findings replicate are in line with previous work on spatial displacement task that used a cursor-positioning task with implied motion stimuli. We discuss how different ways of simulating motion can influence spatial memory.

Episodic memory retrieval in adolescents with and without developmental language disorder (DLD).

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Lee, Joanna C

2018-03-01

Two reasons may explain the discrepant findings regarding declarative memory in developmental language disorder (DLD) in the literature. First, standardized tests are one of the primary tools used to assess declarative memory in previous studies. It is possible they are not sensitive enough to subtle memory impairment. Second, the system underlying declarative memory is complex, and thus results may vary depending on the types of encoding and retrieval processes measured (e.g., item specific or relational) and/or task demands (e.g., recall or recognition during memory retrieval). To adopt an experimental paradigm to examine episodic memory functioning in adolescents with and without DLD, with the focus on memory recognition of item-specific and relational information. Two groups of adolescents, one with DLD (n = 23; mean age = 16.73 years) and the other without (n = 23; mean age = 16.75 years), participated in the study. The Relational and Item-Specific Encoding (RISE) paradigm was used to assess the effect of different encoding processes on episodic memory retrieval in DLD. The advantage of using the RISE task is that both item-specific and relational encoding/retrieval can be examined within the same learning paradigm. Adolescents with DLD and those with typical language development showed comparable engagement during the encoding phase. The DLD group showed significantly poorer item recognition than the comparison group. Associative recognition was not significantly different between the two groups; however, there was a non-significant trend for to be poorer in the DLD group than in the comparison group, suggesting a possible impairment in associative recognition in individuals with DLD, but to a lesser magnitude. These results indicate that adolescents with DLD have difficulty with episodic memory retrieval when stimuli are encoded and retrieved without support from contextual information. Associative recognition is relatively less affected than item

Deaf children’s non-verbal working memory is impacted by their language experience

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Chloe eMarshall

2015-05-01

Full Text Available Recent studies suggest that deaf children perform more poorly on working memory tasks compared to hearing children, but do not say whether this poorer performance arises directly from deafness itself or from deaf children’s reduced language exposure. The issue remains unresolved because findings come from (1 tasks that are verbal as opposed to non-verbal, and (2 involve deaf children who use spoken communication and therefore may have experienced impoverished input and delayed language acquisition. This is in contrast to deaf children who have been exposed to a sign language since birth from Deaf parents (and who therefore have native language-learning opportunities. A more direct test of how the type and quality of language exposure impacts working memory is to use measures of non-verbal working memory (NVWM and to compare hearing children with two groups of deaf signing children: those who have had native exposure to a sign language, and those who have experienced delayed acquisition compared to their native-signing peers. In this study we investigated the relationship between NVWM and language in three groups aged 6-11 years: hearing children (n=27, deaf native users of British Sign Language (BSL; n=7, and deaf children non native signers (n=19. We administered a battery of non-verbal reasoning, NVWM, and language tasks. We examined whether the groups differed on NVWM scores, and if language tasks predicted scores on NVWM tasks. For the two NVWM tasks, the non-native signers performed less accurately than the native signer and hearing groups (who did not differ from one another. Multiple regression analysis revealed that the vocabulary measure predicted scores on NVWM tasks. Our results suggest that whatever the language modality – spoken or signed – rich language experience from birth, and the good language skills that result from this early age of aacquisition, play a critical role in the development of NVWM and in performance on NVWM

Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade.

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Berninger, Virginia W; Abbott, Robert D; Swanson, H Lee; Lovitt, Dan; Trivedi, Pam; Lin, Shin-Ju Cindy; Gould, Laura; Youngstrom, Marci; Shimada, Shirley; Amtmann, Dagmar

2010-04-01

The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation modeling was used to evaluate whether the 2 predictor working memory factors contributed unique variance beyond their shared covariance to each of 5 outcome factors: handwriting, spelling, composing, word reading, and reading comprehension. At each grade level, except for handwriting and composing in 6th grade, the word-level working memory factor contributed unique variance to each reading and writing outcome. The text-level working memory factor contributed unique variance to reading comprehension in 4th and 6th grade. The clinical significance of these findings for assessment and intervention is discussed.

Out of mind, out of sight: language affects perceptual vividness in memory.

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Lisa Vandeberg

Full Text Available We examined whether language affects the strength of a visual representation in memory. Participants studied a picture, read a story about the depicted object, and then selected out of two pictures the one whose transparency level most resembled that of the previously presented picture. The stories contained two linguistic manipulations that have been demonstrated to affect concept availability in memory, i.e., object presence and goal-relevance. The results show that described absence of an object caused people to select the most transparent picture more often than described presence of the object. This effect was not moderated by goal-relevance, suggesting that our paradigm tapped into the perceptual quality of representations rather than, for example, their linguistic availability. We discuss the implications of these findings within a framework of grounded cognition.

Out of mind, out of sight: language affects perceptual vividness in memory.

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Vandeberg, Lisa; Eerland, Anita; Zwaan, Rolf A

2012-01-01

We examined whether language affects the strength of a visual representation in memory. Participants studied a picture, read a story about the depicted object, and then selected out of two pictures the one whose transparency level most resembled that of the previously presented picture. The stories contained two linguistic manipulations that have been demonstrated to affect concept availability in memory, i.e., object presence and goal-relevance. The results show that described absence of an object caused people to select the most transparent picture more often than described presence of the object. This effect was not moderated by goal-relevance, suggesting that our paradigm tapped into the perceptual quality of representations rather than, for example, their linguistic availability. We discuss the implications of these findings within a framework of grounded cognition.

Complex Sentence Comprehension and Working Memory in Children with Specific Language Impairment

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Montgomery, James W.; Evans, Julia L.

2009-01-01

Purpose: This study investigated the association of 2 mechanisms of working memory (phonological short-term memory [PSTM], attentional resource capacity/allocation) with the sentence comprehension of school-age children with specific language impairment (SLI) and 2 groups of control children. Method: Twenty-four children with SLI, 18 age-matched…

Echoic memory and language perception.

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Ardila, A; Montanes, P; Gempeler, J

1986-09-01

The purpose of this study was to analyze asymmetry in echoic memory as a relevant factor in language perception. Two experimental procedures were used: the presentation of temporally segmented words in fragments of 40, 80, 120 and 240 msec, separated by intervals of 40, 80, 120 and 240 msec, similar to the procedures used by A. W. F. Huggins (1975, Perception & Psychophysics, 18, 149-157); the presentation of two tones of short duration, "high" and "low," followed by an interference tone equivalent to the mean frequency of the two tones, closely following the procedure used by D. W. Massaro (1975, in D.W. Massaro (Ed.), Understanding language, New York: Academic Press). A stereophonic tape recorder was used as follows: one channel was employed for the presentation of the words or tones while, through the other channel, the subject received a white noise equivalent in intensity. All subjects carried out the task twice (right ear, left ear) and the order of presentation was counterbalanced. Only the first task showed differences between ears. Implications of the results are analyzed.

Syntactic comprehension and working memory in children with specific language impairment, autism or Down syndrome.

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Fortunato-Tavares, Talita; Andrade, Claudia R F; Befi-Lopes, Debora; Limongi, Suelly O; Fernandes, Fernanda D M; Schwartz, Richard G

2015-07-01

This study examined syntactic assignment for predicates and reflexives as well as working memory effects in the sentence comprehension of children with Specific Language Impairment (SLI), Down syndrome (DS), high functioning Autism (HFA) and Typical Language Development (TLD). Fifty-seven children (35 boys and 22 girls) performed a computerised picture-selection sentence comprehension task. Predicate attachment and reflexive antecedent assignment (with working memory manipulations) were investigated. The results showed that SLI, HFA and DS children exhibited poorer overall performance than TLD children. Children with SLI exhibited similar performance to the DS and HFA children only when working memory demands were higher. We conclude that children with SLI, HFA and DS differ from children with TLD in their comprehension of predicate and reflexive structures where the knowledge of syntactic assignment is required. Working memory manipulation had different effects on syntactic comprehension depending on language disorder. Intelligence was not an explanatory factor for the differences observed in performance.

The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment.

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Conti-Ramsden, Gina; Ullman, Michael T; Lum, Jarrad A G

2015-01-01

What memory systems underlie grammar in children, and do these differ between typically developing (TD) children and children with specific language impairment (SLI)? Whilst there is substantial evidence linking certain memory deficits to the language problems in children with SLI, few studies have investigated multiple memory systems simultaneously, examining not only possible memory deficits but also memory abilities that may play a compensatory role. This study examined the extent to which procedural, declarative, and working memory abilities predict receptive grammar in 45 primary school aged children with SLI (30 males, 15 females) and 46 TD children (30 males, 16 females), both on average 9;10 years of age. Regression analyses probed measures of all three memory systems simultaneously as potential predictors of receptive grammar. The model was significant, explaining 51.6% of the variance. There was a significant main effect of learning in procedural memory and a significant group × procedural learning interaction. Further investigation of the interaction revealed that procedural learning predicted grammar in TD but not in children with SLI. Indeed, procedural learning was the only predictor of grammar in TD. In contrast, only learning in declarative memory significantly predicted grammar in SLI. Thus, different memory systems are associated with receptive grammar abilities in children with SLI and their TD peers. This study is, to our knowledge, the first to demonstrate a significant group by memory system interaction in predicting grammar in children with SLI and their TD peers. In line with Ullman's Declarative/Procedural model of language and procedural deficit hypothesis of SLI, variability in understanding sentences of varying grammatical complexity appears to be associated with variability in procedural memory abilities in TD children, but with declarative memory, as an apparent compensatory mechanism, in children with SLI.

Individual differences in language and working memory affect children's speech recognition in noise.

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McCreery, Ryan W; Spratford, Meredith; Kirby, Benjamin; Brennan, Marc

2017-05-01

We examined how cognitive and linguistic skills affect speech recognition in noise for children with normal hearing. Children with better working memory and language abilities were expected to have better speech recognition in noise than peers with poorer skills in these domains. As part of a prospective, cross-sectional study, children with normal hearing completed speech recognition in noise for three types of stimuli: (1) monosyllabic words, (2) syntactically correct but semantically anomalous sentences and (3) semantically and syntactically anomalous word sequences. Measures of vocabulary, syntax and working memory were used to predict individual differences in speech recognition in noise. Ninety-six children with normal hearing, who were between 5 and 12 years of age. Higher working memory was associated with better speech recognition in noise for all three stimulus types. Higher vocabulary abilities were associated with better recognition in noise for sentences and word sequences, but not for words. Working memory and language both influence children's speech recognition in noise, but the relationships vary across types of stimuli. These findings suggest that clinical assessment of speech recognition is likely to reflect underlying cognitive and linguistic abilities, in addition to a child's auditory skills, consistent with the Ease of Language Understanding model.

User-Defined Data Distributions in High-Level Programming Languages

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Diaconescu, Roxana E.; Zima, Hans P.

2006-01-01

One of the characteristic features of today s high performance computing systems is a physically distributed memory. Efficient management of locality is essential for meeting key performance requirements for these architectures. The standard technique for dealing with this issue has involved the extension of traditional sequential programming languages with explicit message passing, in the context of a processor-centric view of parallel computation. This has resulted in complex and error-prone assembly-style codes in which algorithms and communication are inextricably interwoven. This paper presents a high-level approach to the design and implementation of data distributions. Our work is motivated by the need to improve the current parallel programming methodology by introducing a paradigm supporting the development of efficient and reusable parallel code. This approach is currently being implemented in the context of a new programming language called Chapel, which is designed in the HPCS project Cascade.

The relation between working memory and language comprehension in signers and speakers.

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Emmorey, Karen; Giezen, Marcel R; Petrich, Jennifer A F; Spurgeon, Erin; O'Grady Farnady, Lucinda

2017-06-01

This study investigated the relation between linguistic and spatial working memory (WM) resources and language comprehension for signed compared to spoken language. Sign languages are both linguistic and visual-spatial, and therefore provide a unique window on modality-specific versus modality-independent contributions of WM resources to language processing. Deaf users of American Sign Language (ASL), hearing monolingual English speakers, and hearing ASL-English bilinguals completed several spatial and linguistic serial recall tasks. Additionally, their comprehension of spatial and non-spatial information in ASL and spoken English narratives was assessed. Results from the linguistic serial recall tasks revealed that the often reported advantage for speakers on linguistic short-term memory tasks does not extend to complex WM tasks with a serial recall component. For English, linguistic WM predicted retention of non-spatial information, and both linguistic and spatial WM predicted retention of spatial information. For ASL, spatial WM predicted retention of spatial (but not non-spatial) information, and linguistic WM did not predict retention of either spatial or non-spatial information. Overall, our findings argue against strong assumptions of independent domain-specific subsystems for the storage and processing of linguistic and spatial information and furthermore suggest a less important role for serial encoding in signed than spoken language comprehension. Copyright © 2017 Elsevier B.V. All rights reserved.

Gestures, vocalizations, and memory in language origins.

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Aboitiz, Francisco

2012-01-01

THIS ARTICLE DISCUSSES THE POSSIBLE HOMOLOGIES BETWEEN THE HUMAN LANGUAGE NETWORKS AND COMPARABLE AUDITORY PROJECTION SYSTEMS IN THE MACAQUE BRAIN, IN AN ATTEMPT TO RECONCILE TWO EXISTING VIEWS ON LANGUAGE EVOLUTION: one that emphasizes hand control and gestures, and the other that emphasizes auditory-vocal mechanisms. The capacity for language is based on relatively well defined neural substrates whose rudiments have been traced in the non-human primate brain. At its core, this circuit constitutes an auditory-vocal sensorimotor circuit with two main components, a "ventral pathway" connecting anterior auditory regions with anterior ventrolateral prefrontal areas, and a "dorsal pathway" connecting auditory areas with parietal areas and with posterior ventrolateral prefrontal areas via the arcuate fasciculus and the superior longitudinal fasciculus. In humans, the dorsal circuit is especially important for phonological processing and phonological working memory, capacities that are critical for language acquisition and for complex syntax processing. In the macaque, the homolog of the dorsal circuit overlaps with an inferior parietal-premotor network for hand and gesture selection that is under voluntary control, while vocalizations are largely fixed and involuntary. The recruitment of the dorsal component for vocalization behavior in the human lineage, together with a direct cortical control of the subcortical vocalizing system, are proposed to represent a fundamental innovation in human evolution, generating an inflection point that permitted the explosion of vocal language and human communication. In this context, vocal communication and gesturing have a common history in primate communication.

Elevated levels of serum cholesterol are associated with better performance on tasks of episodic memory.

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Leritz, Elizabeth C; McGlinchey, Regina E; Salat, David H; Milberg, William P

2016-04-01

We examined how serum cholesterol, an established risk factor for cerebrovascular disease (CVD), relates to cognitive function in healthy middle-older aged individuals with no neurologic or CVD history. A complete lipid panel was obtained from a cohort of one hundred twenty individuals, ages 43-85, who also underwent a comprehensive neuropsychological examination. In order to reduce the number of variables and empirically identify broad cognitive domains, scores from neuropsychological tests were submitted into a factor analysis. This analysis revealed three explainable factors: Memory, Executive Function and Memory/Language. Three separate hierarchical multiple regression analyses were conducted using individual cholesterol metrics (total cholesterol, low density lipoprotein; LDL, high density lipoprotein; HDL, and triglycerides), as well as age, education, medication status (lipid lowering agents), ApoE status, and additional risk factors for CVD to predict neuropsychological function. The Memory Factor was predicted by a combination of age, LDL, and triglyceride levels; both age and triglycerides were negatively associated with factor score, while LDL levels revealed a positive relationship. Both the Executive and Memory/Language factor were only explained by education, whereby more years were associated with better performance. These results provide evidence that individual cholesterol lipoproteins and triglycerides may differentially impact cognitive function, over and above other common CVD risk factors and ApoE status. Our findings demonstrate the importance of consideration of vascular risk factors, such as cholesterol, in studies of cognitive aging.

Human processor modelling language (HPML): Estimate working memory load through interaction

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Geisler, J.; Scheben, C.

2007-01-01

To operate machines over their user interface may cause high load on human's working memory. This load can decrease performance in the working task significantly if this task is a cognitive challenging one, e. g. diagnosis. With the »Human Processor Modelling Language« (HPML) the interaction activity can be modelled with a directed graph. From such models a condensed indicator value for working memory load can be estimated. Thus different user interface solutions can get compared with respect...

Semantic Memory and Verbal Working Memory Correlates of N400 to Subordinate Homographs

Science.gov (United States)

Salisbury, Dean F.

2004-01-01

N400 is an event-related brain potential that indexes operations in semantic memory conceptual space, whether elicited by language or some other representation (e.g., drawings). Language models typically propose three stages: lexical access or orthographic- and phonological-level analysis; lexical selection or word-level meaning and associate…

Individual differences in language and working memory affect children’s speech recognition in noise

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McCreery, Ryan W.; Spratford, Meredith; Kirby, Benjamin; Brennan, Marc

2017-01-01

Objective We examined how cognitive and linguistic skills affect speech recognition in noise for children with normal hearing. Children with better working memory and language abilities were expected to have better speech recognition in noise than peers with poorer skills in these domains. Design As part of a prospective, cross-sectional study, children with normal hearing completed speech recognition in noise for three types of stimuli: (1) monosyllabic words, (2) syntactically correct but semantically anomalous sentences and (3) semantically and syntactically anomalous word sequences. Measures of vocabulary, syntax and working memory were used to predict individual differences in speech recognition in noise. Study sample Ninety-six children with normal hearing, who were between 5 and 12 years of age. Results Higher working memory was associated with better speech recognition in noise for all three stimulus types. Higher vocabulary abilities were associated with better recognition in noise for sentences and word sequences, but not for words. Conclusions Working memory and language both influence children’s speech recognition in noise, but the relationships vary across types of stimuli. These findings suggest that clinical assessment of speech recognition is likely to reflect underlying cognitive and linguistic abilities, in addition to a child’s auditory skills, consistent with the Ease of Language Understanding model. PMID:27981855

Short-Term Auditory Memory in Children Using Cochlear Implants and Its Relevance to Receptive Language.

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Dawson, P. W.; Busby, P. A.; McKay, C. M.; Clark, G. M.

2002-01-01

A study assessed auditory sequential, short-term memory (SSTM) performance in 24 children (ages 5-11) using cochlear implants (CI). The CI group did not have a sequential memory deficit specific to the auditory modality. Visual spatial memory was the main predictor of variance in the language scores of the CI group. (Contains references.)…

The relationship between working memory and L2 reading comprehension

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Mohammadtaghi Shahnazari-Dorcheh

2014-08-01

Full Text Available Since an important role for working memory has been found in the first language acquisition (e.g., Daneman, 1991 Daneman & Green, 1986 Waters & Caplan, 1996, research on the role of working memory is emerging as an area of concern for second language acquisition (e.g., Atkins & Baddeley, 1998 Miyake & Freidman, 1998 Robinson, 1995, 2002, 2005. The present study focused on the role of working memory capacity in the development of second language reading ability. 55 L1 Persian EFL learners at three proficiency levels from a private language school participated in this study. They completed a battery of reading and working memory measures. Memory measures included phonological short-term memory, and reading span test (RST. Reading measures included two expository reading comprehension tests. Multiple regression analysis was applied to determine whether there are any significant relationships between working memory capacity and reading measures. Results of this study indicated a significant relationship between working memory capacity (as measured by RST and reading ability at lower levels of proficiency.

Comparison of Three Models Dealing with Working Memory and Its Dimensions in Second Language Acquisition

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Abdulaziz Alshahrani

2017-12-01

Full Text Available The current status of research on working memory (WM and its components in second language acquisition (SLA was examined in this review. Literature search was done on four aspects using search terms in Google Scholar. Hence, the review results are given and introduced. 1. In the definition of WM, some confusion exists on whether short term memory (STM or recent memory is the same as WM or different. 2. In this review, three main models have been discussed elaborately, as they are the only ones discussed in literature. They are: multicomponent model of Baddeley (2000, embedded process model of Cowan (2005 and attention control model of Engle and Kane (2003. 3. The phonological and executive components of WM were examined in more detail, as these determine the two basic aspects of language acquisition: language characteristics and acquisition methods (Wen, 2012. Overall, the variables related to phonological and executive working memories are evident from published research, but their interactive relationships and affecting factors are not entirely clear. 4. Admittedly, several diverse internal and external factors affect WM in relation to SLA. Some practically useful interventions are indicated by certain findings.

Effects of language dominance on item and order memory in free recall, serial recall and order reconstruction.

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Francis, Wendy S; Baca, Yuzeth

2014-01-01

Spanish-English bilinguals (N = 144) performed free recall, serial recall and order reconstruction tasks in both English and Spanish. Long-term memory for both item and order information was worse in the less fluent language (L2) than in the more fluent language (L1). Item scores exhibited a stronger disadvantage for the L2 in serial recall than in free recall. Relative order scores were lower in the L2 for all three tasks, but adjusted scores for free and serial recall were equivalent across languages. Performance of English-speaking monolinguals (N = 72) was comparable to bilingual performance in the L1, except that monolinguals had higher adjusted order scores in free recall. Bilingual performance patterns in the L2 were consistent with the established effects of concurrent task performance on these memory tests, suggesting that the cognitive resources required for processing words in the L2 encroach on resources needed to commit item and order information to memory. These findings are also consistent with a model in which item memory is connected to the language system, order information is processed by separate mechanisms and attention can be allocated differentially to these two systems.

The role of verbal and nonverbal memory in the Family Pictures Subtest: Data from children with specific language impairment

OpenAIRE

Lum, Jarrad A. G.; Conti-Ramsden, Gina; Ullman, Michael T.

2012-01-01

This study examined the contribution of verbal and visual memory to performance on the Family Pictures subtest of the Children's Memory Scale. This subtest purports to assess declarative memory functioning in the visual/nonverbal domain. A total of 115 nine-year-old children participated in this study. Fifty-eight had specific language impairment (SLI), whilst the remaining 57 were typically developing (TD), with no history of language difficulties. Results showed that the children with SLI, ...

The Explicit/Implicit Knowledge Distinction and Working Memory: Implications for Second-Language Reading Comprehension

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Ercetin, Gulcan; Alptekin, Cem

2013-01-01

Following an extensive overview of the subject, this study explores the relationships between second-language (L2) explicit/implicit knowledge sources, embedded in the declarative/procedural memory systems, and L2 working memory (WM) capacity. It further examines the relationships between L2 reading comprehension and L2 WM capacity as well as…

Cross-linguistic and cross-cultural effects on verbal working memory and vocabulary: testing language-minority children with an immigrant background.

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de Abreu, Pascale M J Engel; Baldassi, Martine; Puglisi, Marina L; Befi-Lopes, Debora M

2013-04-01

In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary (comprehension and production), executive-loaded working memory (counting recall and backward digit recall), and verbal short-term memory (digit recall and nonword repetition). Cross-linguistic task performance was compared within individuals. The language-minority children were also compared with multilingual language-majority children from Luxembourg and Portuguese-speaking monolinguals from Brazil without an immigrant background matched on age, sex, socioeconomic status, and nonverbal reasoning. Results showed that (a) verbal working memory measures involving numerical memoranda were relatively independent of test language and cultural status; (b) language status had an impact on the repetition of high- but not on low-wordlike L2 nonwords; (c) large cross-linguistic and cross-cultural effects emerged for productive vocabulary; (d) cross-cultural effects were less pronounced for vocabulary comprehension with no differences between groups if only L1 words relevant to the home context were considered. The study indicates that linguistic and cognitive assessments for language-minority children require careful choice among measures to ensure valid results. Implications for testing culturally and linguistically diverse children are discussed.

The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations

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Elizabeth Ann Hirshorn

2015-08-01

Full Text Available While reading is challenging for many deaf individuals, some become proficient readers. Yet we do not know the component processes that support reading comprehension in these individuals. Speech-based phonological knowledge is one of the strongest predictors of reading comprehension in hearing individuals, yet its role in deaf readers is controversial. This could reflect the highly varied language backgrounds among deaf readers as well as the difficulty of disentangling the relative contribution of phonological versus orthographic knowledge of spoken language, in our case ‘English’, in this population. Here we assessed the impact of language experience on reading comprehension in deaf readers by recruiting oral deaf individuals, who use spoken English as their primary mode of communication, and deaf native signers of American Sign Language. First, to address the contribution of spoken English phonological knowledge in deaf readers, we present novel tasks that evaluate phonological versus orthographic knowledge. Second, the impact of this knowledge, as well as verbal short-term memory and long-term memory skills, on reading comprehension was evaluated. The best predictor of reading comprehension differed as a function of language experience, with long-term memory, as measured by free recall, being a better predictor in deaf native signers than in oral deaf. In contrast, the measures of English phonological knowledge, independent of orthographic knowledge, best predicted reading comprehension in oral deaf individuals. These results suggest successful reading strategies differ across deaf readers as a function of their language experience, and highlight a possible alternative route to literacy in deaf native signers.

The development of second-order social cognition and its relation with complex language understanding and working memory

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Arslan, Burcu; Hohenberger, Annette; Verbrugge, Rineke

2012-01-01

In this study, the development of second-order social cognition and its possible relationship with language and memory were investigated. For this reason two second-order false belief tasks (FBT_2), a short term memory task (WST), a complex working memory task (LST), a linguistic perspective-taking

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

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Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Long-term memory traces for language sounds are highly context-sensitive: an MEG/ERF study

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Nielsen, Andreas Højlund; Gebauer, Line; Mcgregor, William

impact on the proposed long-term memory traces for native phonological categories. In order to generate different MMF responses to the same language sound contrast depending on the phonetic context, these long-term memory traces must thus be context-sensitive themselves or exist as separate traces...

LANGUAGE, MEMORY, AND AGING - AN ELECTROPHYSIOLOGICAL EXPLORATION OF THE N400 DURING READING OF MEMORY-DEMANDING SENTENCES

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GUNTER, TC; JACKSON, JL; MULDER, G

Twenty-four young and 24 middle-aged academics carried out a language recognition task in which sentences were presented that made either a high or a low demand on working memory (WM). The sentences ended either normally (i.e., congruent) or with an incongruous word. Middle-aged subjects had smaller

Theorizing and Measuring Working Memory in First and Second Language Research

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Wen, Zhisheng

2014-01-01

Working memory (WM) generally refers to the human ability to temporarily maintain and manipulate a limited amount of information in immediate consciousness when carrying out complex cognitive tasks such as problem-solving and language comprehension. Though much controversy has surrounded the WM concept since its inception by Baddeley & Hitch…

Selective verbal recognition memory impairments are associated with atrophy of the language network in non-semantic variants of primary progressive aphasia.

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Nilakantan, Aneesha S; Voss, Joel L; Weintraub, Sandra; Mesulam, M-Marsel; Rogalski, Emily J

2017-06-01

Primary progressive aphasia (PPA) is clinically defined by an initial loss of language function and preservation of other cognitive abilities, including episodic memory. While PPA primarily affects the left-lateralized perisylvian language network, some clinical neuropsychological tests suggest concurrent initial memory loss. The goal of this study was to test recognition memory of objects and words in the visual and auditory modality to separate language-processing impairments from retentive memory in PPA. Individuals with non-semantic PPA had longer reaction times and higher false alarms for auditory word stimuli compared to visual object stimuli. Moreover, false alarms for auditory word recognition memory were related to cortical thickness within the left inferior frontal gyrus and left temporal pole, while false alarms for visual object recognition memory was related to cortical thickness within the right-temporal pole. This pattern of results suggests that specific vulnerability in processing verbal stimuli can hinder episodic memory in PPA, and provides evidence for differential contributions of the left and right temporal poles in word and object recognition memory. Copyright © 2017 Elsevier Ltd. All rights reserved.

Exploring the Relation between Memory, Gestural Communication, and the Emergence of Language in Infancy: A Longitudinal Study

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Heimann, Mikael; Strid, Karin; Smith, Lars; Tjus, Tomas; Ulvund, Stein Erik; Meltzoff, Andrew N.

2006-01-01

The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9…

Extinction antagonizes olfactory memory at the subcellular level.

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Schwaerzel, Martin; Heisenberg, Martin; Zars, Troy

2002-08-29

Memory loss occurs by diverse mechanisms, as different time constants of performance decrement and sensitivities to experimental manipulations suggest. While the phenomena of memory decay, interference, and extinction are well established behaviorally, little is known about them at the circuit or molecular level. In Drosophila, odorant memories lasting up to 3 hr can be localized to mushroom body Kenyon cells, a single neuronal level in the olfactory pathway. The plasticity underlying this memory trace can be induced without Kenyon cell synaptic output. Experimental extinction, i.e., presentation of the conditioned stimulus without the reinforcer, reduces memory performance and does so at the same circuit level as memory formation. Thus, unreinforced presentation of learned odorants antagonizes intracellularly the signaling cascade underlying memory formation.

Long-Term Effects of Gestures on Memory for Foreign Language Words Trained in the Classroom

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Macedonia, Manuela; Klimesch, Wolfgang

2014-01-01

Language and gesture are viewed as highly interdependent systems. Besides supporting communication, gestures also have an impact on memory for verbal information compared to pure verbal encoding in native but also in foreign language learning. This article presents a within-subject longitudinal study lasting 14 months that tested the use of…

The Effect of Iconic and Beat Gestures on Memory Recall in Greek's First and Second Language

OpenAIRE

Eleni Ioanna Levantinou

2016-01-01

Gestures play a major role in comprehension and memory recall due to the fact that aid the efficient channel of the meaning and support listeners’ comprehension and memory. In the present study, the assistance of two kinds of gestures (iconic and beat gestures) is tested in regards to memory and recall. The hypothesis investigated here is whether or not iconic and beat gestures provide assistance in memory and recall in Greek and in Greek speakers’ second language. Two gr...

WCST and NEUPSILIN: relationships among executive functions, attention, memory and language

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Denise Balem Yates

2013-01-01

Full Text Available This study investigated the relationship between measures of the Wisconsin Card Sorting Test (WCST and a brief battery of cognitive functions (NEUPSILIN with the goal of providing a better understanding of the association between executive processes and other functions. The sample included 39 people, from 14 to 61 years old, with an average education of 12.38 (SD = 3.65 years of study. The hypothesis that correlations would be moderate to strong between the measures of executive function, working memory, attention and prospective memory from NEUPSILIN and WCST scores was partially corroborated because the intensity of the correlations was below than the expected. Other correlations were also found between the WCST scores and tasks that assess semantic-episodic memory, oral language (inference processing and writing (reading components.

Interaction of language, auditory and memory brain networks in auditory verbal hallucinations

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Curcic-Blake, Branislava; Ford, Judith M.; Hubl, Daniela; Orlov, Natasza D.; Sommer, Iris E.; Waters, Flavie; Allen, Paul; Jardri, Renaud; Woodruff, Peter W.; David, Olivier; Mulert, Christoph; Woodward, Todd S.; Aleman, Andre

Auditory verbal hallucinations (AVH) occur in psychotic disorders, but also as a symptom of other conditions and even in healthy people. Several current theories on the origin of AVH converge, with neuroimaging studies suggesting that the language, auditory and memory/limbic networks are of

MEMORY OPERATION AND ATTENTION CONCENTRATION FEATURES OF BUILDING PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATIVE STRATEGIES IN PERSPECTIVE PROGRAMMERS

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Ірина Семеряк

2015-09-01

Full Text Available Memory operation and attention concentration features of building professionally oriented foreign language communicative strategies in perspective programmers have been analyzed in the article. The features of functioning and role of short-term, sensory, operational, long-term, semantic memory in the process of building foreign language professionally oriented communicative strategies in students majoring in programming have been in the spotlight of the author’s attention. Special conditions for successful memorizing of studying material by students have been identified. In the course of the pilot study it has been proven that active methods of teaching / learning enchance high concentration and makes it possible to activate long-term memory and, as a result, reflect necessary studying material in it. The impact of concentration on the efficiency of building professionally oriented foreign language communicative strategies in perspective programmers has been grounded. Mechanisms of concentration of students majoring in programming on studying activity have been analyzed.

How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? : A comparison between first and second language learners

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Verhagen, Josje; Leseman, Paul

Previous studies show that verbal short-term memory (VSTM) is related to vocabulary learning, whereas verbal working memory (VWM) is related to grammar learning in children learning a second language (L2) in the classroom. In this study, we investigated whether the same relationships apply to

Contrasting contributions of phonological short-term memory and long-term knowledge to vocabulary learning in a foreign language.

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Masoura, Elvira V; Gathercole, Susan E

2005-01-01

The contributions of phonological short-term memory and existing foreign vocabulary knowledge to the learning of new words in a second language were compared in a sample of 40 Greek children studying English at school. The children's speed of learning new English words in a paired-associate learning task was strongly influenced by their current English vocabulary, but was independent of phonological memory skill, indexed by nonword repetition ability. However, phonological memory performance was closely linked to English vocabulary scores. The findings suggest that in learners with considerable familiarity with a second language, foreign vocabulary acquisition is mediated largely by use of existing knowledge representations.

How Does the Linguistic Distance between Spoken and Standard Language in Arabic Affect Recall and Recognition Performances during Verbal Memory Examination

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Taha, Haitham

2017-01-01

The current research examined how Arabic diglossia affects verbal learning memory. Thirty native Arab college students were tested using auditory verbal memory test that was adapted according to the Rey Auditory Verbal Learning Test and developed in three versions: Pure spoken language version (SL), pure standard language version (SA), and…

Children's Comprehension of Object Relative Sentences: It's Extant Language Knowledge That Matters, Not Domain-General Working Memory

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Rusli, Yazmin Ahmad; Montgomery, James W.

2017-01-01

Purpose: The aim of this study was to determine whether extant language (lexical) knowledge or domain-general working memory is the better predictor of comprehension of object relative sentences for children with typical development. We hypothesized that extant language knowledge, not domain-general working memory, is the better predictor. Method:…

A Comparison between Verbal Working Memory and Vocabulary in Bilingual and Monolingual South African School Beginners: Implications for Bilingual Language Assessment

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Cockcroft, Kate

2016-01-01

This study compared bilingual and monolingual school beginners on measures of simple and complex verbal working memory and receptive and expressive vocabulary. The aim was to determine whether the tests of working memory are fairer measures of language ability than the vocabulary tests for bilingual children when tested in their second language.…

Speech Perception and Phonological Short-Term Memory Capacity in Language Impairment: Preliminary Evidence from Adolescents with Specific Language Impairment (SLI) and Autism Spectrum Disorders (ASD)

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Loucas, Tom; Riches, Nick Greatorex; Charman, Tony; Pickles, Andrew; Simonoff, Emily; Chandler, Susie; Baird, Gillian

2010-01-01

Background: The cognitive bases of language impairment in specific language impairment (SLI) and autism spectrum disorders (ASD) were investigated in a novel non-word comparison task which manipulated phonological short-term memory (PSTM) and speech perception, both implicated in poor non-word repetition. Aims: This study aimed to investigate the…

Working Memory, Language Skills, and Autism Symptomatology

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Jillian M. Schuh

2012-11-01

Full Text Available While many studies have reported working memory (WM impairments in autism spectrum disorders, others do not. Sample characteristics, WM domain, and task complexity likely contribute to these discrepancies. Although deficits in visuospatial WM have been more consistently documented, there is much controversy regarding verbal WM in autism. The goal of the current study was to explore visuospatial and verbal WM in a well-controlled sample of children with high-functioning autism (HFA and typical development. Individuals ages 9–17 with HFA (n = 18 and typical development (n = 18, were carefully matched on gender, age, IQ, and language, and were administered a series of standardized visuospatial and verbal WM tasks. The HFA group displayed significant impairment across WM domains. No differences in performance were noted across WM tasks for either the HFA or typically developing groups. Over and above nonverbal cognition, WM abilities accounted for significant variance in language skills and symptom severity. The current study suggests broad WM limitations in HFA. We further suggest that deficits in verbal WM are observed in more complex tasks, as well as in simpler tasks, such as phonological WM. Increased task complexity and linguistic demands may influence WM abilities.

Profiles of verbal working memory growth predict speech and language development in children with cochlear implants.

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Kronenberger, William G; Pisoni, David B; Harris, Michael S; Hoen, Helena M; Xu, Huiping; Miyamoto, Richard T

2013-06-01

Verbal short-term memory (STM) and working memory (WM) skills predict speech and language outcomes in children with cochlear implants (CIs) even after conventional demographic, device, and medical factors are taken into account. However, prior research has focused on single end point outcomes as opposed to the longitudinal process of development of verbal STM/WM and speech-language skills. In this study, the authors investigated relations between profiles of verbal STM/WM development and speech-language development over time. Profiles of verbal STM/WM development were identified through the use of group-based trajectory analysis of repeated digit span measures over at least a 2-year time period in a sample of 66 children (ages 6-16 years) with CIs. Subjects also completed repeated assessments of speech and language skills during the same time period. Clusters representing different patterns of development of verbal STM (digit span forward scores) were related to the growth rate of vocabulary and language comprehension skills over time. Clusters representing different patterns of development of verbal WM (digit span backward scores) were related to the growth rate of vocabulary and spoken word recognition skills over time. Different patterns of development of verbal STM/WM capacity predict the dynamic process of development of speech and language skills in this clinical population.

Is it differences in language skills and working memory that account for girls being better at writing than boys?

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Lorna Bourke

2012-03-01

Full Text Available Girls are more likely to outperform boys in the development of writing skills. This study considered gender differences in language and working memory skills as a possible explanation for the differential rates of progress. Sixty-seven children (31 males and 36 females (M age 57.30 months participated. Qualitative differences in writing progress were examined using a writing assessment scale from the Early Years Foundation Stage Profile (EYFSP. Quantitative measures of writing: number of words, diversity of words, number of phrases/sentences and grammatical complexity of the phrases/sentences were also analysed. The children were also assessed on tasks measuring their language production and comprehension skills and the visuo-spatial, phonological, and central executive components of working memory. The results indicated that the boys were more likely to perform significantly less well than the girls on all measures of writing except the grammatical complexity of sentences. Initially, no significant differences were found on any of the measures of language ability. Further, no significant differences were found between the genders on the capacity and efficiency of their working memory functioning. However, hierarchical regressions revealed that the individual differences in gender and language ability, more specifically spoken language comprehension, predicted performance on the EYFSP writing scale. This finding accords well with the literature that suggests that language skills can mediate the variance in boys’ and girls’ writing ability.

Role of Auditory Non-Verbal Working Memory in Sentence Repetition for Bilingual Children with Primary Language Impairment

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Ebert, Kerry Danahy

2014-01-01

Background: Sentence repetition performance is attracting increasing interest as a valuable clinical marker for primary (or specific) language impairment (LI) in both monolingual and bilingual populations. Multiple aspects of memory appear to contribute to sentence repetition performance, but non-verbal memory has not yet been considered. Aims: To…

Two measures of bilingualism in the memories of immigrants and indigenous minorities: crossover memories and codeswitching.

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Altman, Carmit

2015-04-01

Two indices of bilingualism, crossover memories and codeswitching (CS), were explored in five groups of immigrant (English-Hebrew, Georgian-Hebrew Russian-Hebrew) and indigenous bilinguals (Arabic-Hebrew, Hebrew-English). Participants recalled memories in response to cue words and then were asked to report the language of retrieval and provide a more elaborate narrative. More memories were 'same language' memories, recalled in the language of the experimental session/cue word, but as many as 48 % of the memories were crossovers, i.e. memories reported in a language other than the language of the session/cue word. In an effort to examine the ecological validity of the self-reported language of the memories, the frequency of CS in the elaborated narratives was investigated. For the entire sample, more CS was found for self-reported crossover memories in L2 sessions. In a further analysis of CS in crossover memories, collapsed across L1 and L2 sessions, significant differences emerged between immigrants and indigenous bilinguals. Differences between immigrant and non-immigrant bilinguals are discussed in terms of the role of activation in crossover memories.

High estradiol levels improve false memory rates and meta-memory in highly schizotypal women.

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Hodgetts, Sophie; Hausmann, Markus; Weis, Susanne

2015-10-30

Overconfidence in false memories is often found in patients with schizophrenia and healthy participants with high levels of schizotypy, indicating an impairment of meta-cognition within the memory domain. In general, cognitive control is suggested to be modulated by natural fluctuations in oestrogen. However, whether oestrogen exerts beneficial effects on meta-memory has not yet been investigated. The present study sought to provide evidence that high levels of schizotypy are associated with increased false memory rates and overconfidence in false memories, and that these processes may be modulated by natural differences in estradiol levels. Using the Deese-Roediger-McDermott paradigm, it was found that highly schizotypal participants with high estradiol produced significantly fewer false memories than those with low estradiol. No such difference was found within the low schizotypy participants. Highly schizotypal participants with high estradiol were also less confident in their false memories than those with low estradiol; low schizotypy participants with high estradiol were more confident. However, these differences only approached significance. These findings suggest that the beneficial effect of estradiol on memory and meta-memory observed in healthy participants is specific to highly schizotypal individuals and might be related to individual differences in baseline dopaminergic activity. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Discourse Memory and Reading Comprehension Skill

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Perfetti, Charles A.; Goldman, Susan R.

1976-01-01

A study is reported in which short-term memory capacity, estimated by a probe digit task, and memory for structured language, measured by a probe discourse task, were investigated in an experiment with third and fifth grade IQ-matched children representing two levels of reading comprehension skill. (Author/RM)

Do measures of memory, language, and attention predict eyewitness memory in children with and without autism?

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Lucy A Henry

2017-08-01

Full Text Available Background and aims There are few investigations of the relationship between cognitive abilities (memory, language, and attention and children’s eyewitness performance in typically developing children, and even fewer in children on the autism spectrum. Such investigations are important to identify key cognitive processes underlying eyewitness recall, and assess how predictive such measures are compared to intelligence, diagnostic group status (autism or typically developing and age. Methods A total of 272 children (162 boys, 110 girls of age 76 months to 142 months ( M  = 105 months took part in this investigation: 71 children with autism and 201 children with typical development. The children saw a staged event involving a minor mock crime and were asked about what they had witnessed in an immediate Brief Interview. This focused on free recall, included a small number of open-ended questions, and was designed to resemble an initial evidence gathering statement taken by police officers arriving at a crime scene. Children were also given standardised tests of intelligence, memory, language, and attention. Results & conclusions Despite the autism group recalling significantly fewer items of correct information than the typically developing group at Brief Interview, both groups were equally accurate in their recall: 89% of details recalled by the typically developing group and 87% of the details recalled by the autism group were correct. To explore the relationship between Brief Interview performance and the cognitive variables, alongside age, diagnostic group status and non-verbal intelligence quotient, multiple hierarchical regression analyses were conducted, with Brief Interview performance as the dependant variable. Age and diagnostic group status were significant predictors of correct recall, whereas non-verbal intelligence was less important. After age, non-verbal intelligence, and diagnostic group status had been accounted for, the

Verbal short-term memory and vocabulary learning in polyglots.

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Papagno, C; Vallar, G

1995-02-01

Polyglot and non-polyglot Italian subjects were given tests assessing verbal (phonological) and visuo-spatial short-term and long-term memory, general intelligence, and vocabulary knowledge in their native language. Polyglots had a superior level of performance in verbal short-term memory tasks (auditory digit span and nonword repetition) and in a paired-associate learning test, which assessed the subjects' ability to acquire new (Russian) words. By contrast, the two groups had comparable performance levels in tasks assessing general intelligence, visuo-spatial short-term memory and learning, and paired-associate learning of Italian words. These findings, which are in line with neuropsychological and developmental evidence, as well as with data from normal subjects, suggest a close relationship between the capacity of phonological memory and the acquisition of foreign languages.

The Effects of Home-Based Cognitive Training on Verbal Working Memory and Language Comprehension in Older Adulthood

Science.gov (United States)

Payne, Brennan R.; Stine-Morrow, Elizabeth A. L.

2017-01-01

Effective language understanding is crucial to maintaining cognitive abilities and learning new information through adulthood. However, age-related declines in working memory (WM) have a robust negative influence on multiple aspects of language comprehension and use, potentially limiting communicative competence. In the current study (N = 41), we examined the effects of a novel home-based computerized cognitive training program targeting verbal WM on changes in verbal WM and language comprehension in healthy older adults relative to an active component-control group. Participants in the WM training group showed non-linear improvements in performance on trained verbal WM tasks. Relative to the active control group, WM training participants also showed improvements on untrained verbal WM tasks and selective improvements across untrained dimensions of language, including sentence memory, verbal fluency, and comprehension of syntactically ambiguous sentences. Though the current study is preliminary in nature, it does provide initial promising evidence that WM training may influence components of language comprehension in adulthood and suggests that home-based training of WM may be a viable option for probing the scope and limits of cognitive plasticity in older adults. PMID:28848421

The Effects of Home-Based Cognitive Training on Verbal Working Memory and Language Comprehension in Older Adulthood.

Science.gov (United States)

Payne, Brennan R; Stine-Morrow, Elizabeth A L

2017-01-01

Effective language understanding is crucial to maintaining cognitive abilities and learning new information through adulthood. However, age-related declines in working memory (WM) have a robust negative influence on multiple aspects of language comprehension and use, potentially limiting communicative competence. In the current study ( N = 41), we examined the effects of a novel home-based computerized cognitive training program targeting verbal WM on changes in verbal WM and language comprehension in healthy older adults relative to an active component-control group. Participants in the WM training group showed non-linear improvements in performance on trained verbal WM tasks. Relative to the active control group, WM training participants also showed improvements on untrained verbal WM tasks and selective improvements across untrained dimensions of language, including sentence memory, verbal fluency, and comprehension of syntactically ambiguous sentences. Though the current study is preliminary in nature, it does provide initial promising evidence that WM training may influence components of language comprehension in adulthood and suggests that home-based training of WM may be a viable option for probing the scope and limits of cognitive plasticity in older adults.

The Effects of Home-Based Cognitive Training on Verbal Working Memory and Language Comprehension in Older Adulthood

Directory of Open Access Journals (Sweden)

Brennan R. Payne

2017-08-01

Full Text Available Effective language understanding is crucial to maintaining cognitive abilities and learning new information through adulthood. However, age-related declines in working memory (WM have a robust negative influence on multiple aspects of language comprehension and use, potentially limiting communicative competence. In the current study (N = 41, we examined the effects of a novel home-based computerized cognitive training program targeting verbal WM on changes in verbal WM and language comprehension in healthy older adults relative to an active component-control group. Participants in the WM training group showed non-linear improvements in performance on trained verbal WM tasks. Relative to the active control group, WM training participants also showed improvements on untrained verbal WM tasks and selective improvements across untrained dimensions of language, including sentence memory, verbal fluency, and comprehension of syntactically ambiguous sentences. Though the current study is preliminary in nature, it does provide initial promising evidence that WM training may influence components of language comprehension in adulthood and suggests that home-based training of WM may be a viable option for probing the scope and limits of cognitive plasticity in older adults.

The Relationship between Phonological Memory, Receptive Vocabulary, and Fast Mapping in Young Children with Specific Language Impairment

Science.gov (United States)

Gray, Shelley

2006-01-01

Purpose: This study assessed the fast mapping performance of children with specific language impairment (SLI) across the preschool to kindergarten age span in relation to their phonological memory and vocabulary development. Method: Fifty-three children diagnosed with SLI and 53 children with normal language (NL) matched for age and gender (30…

Accessing the mental space - Spatial working memory processes for language and vision overlap in precuneus

DEFF Research Database (Denmark)

Wallentin, Mikkel; Weed, Ethan; Østergaard, Leif

2008-01-01

, strikingly overlapping a network previously shown to be involved in recall of spatial aspects of images depicting similar scenarios. This supports a neurocognitive model of language function, where sentences establish meaning by interacting with the perceptual and working memory networks of the brain.......Abstract: The ‘‘overlapping systems'' theory of language function argues that linguistic meaning construction crucially relies on contextual information provided by ‘‘nonlinguistic'' cognitive systems, such as perception and memory. This study examines whether linguistic processing of spatial.......g., ‘‘Was he turned towards her?'') and equally concrete nonspatial content (e.g., ‘‘Was he older than her?''). We found that recall of the spatial content relative to the nonspatial content resulted in higher BOLD response in a dorsoposterior network of brain regions, most significantly in precuneus...

Overview of the Force Scientific Parallel Language

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Gita Alaghband

1994-01-01

Full Text Available The Force parallel programming language designed for large-scale shared-memory multiprocessors is presented. The language provides a number of parallel constructs as extensions to the ordinary Fortran language and is implemented as a two-level macro preprocessor to support portability across shared memory multiprocessors. The global parallelism model on which the Force is based provides a powerful parallel language. The parallel constructs, generic synchronization, and freedom from process management supported by the Force has resulted in structured parallel programs that are ported to the many multiprocessors on which the Force is implemented. Two new parallel constructs for looping and functional decomposition are discussed. Several programming examples to illustrate some parallel programming approaches using the Force are also presented.

Languages of Memory

NARCIS (Netherlands)

Rutten, E.; Gorham, M.; Lunde, I.; Paulsen, M.

2014-01-01

Digital Russia provides a comprehensive analysis of the ways in which new media technologies have shaped language and communication in contemporary Russia. It traces the development of the Russian-language internet, explores the evolution of web-based communication practices, showing how they have

Language Learning Strategy Use across Proficiency Levels

Science.gov (United States)

Zarei, Abbas, Ali; Baharestani, Nooshin

2014-01-01

To investigate the use of language learning strategies (LLS) by Iranian EFL learners across proficiency levels, a total of 180 Iranian adult female EFL learners were selected and divided into three different proficiency level groups. To collect data, Oxford's (1990) Strategy Inventory for Language Learning (SILL) was used. One-way ANOVA procedures…

Cross-Linguistic and Cross-Cultural Effects on Verbal Working Memory and Vocabulary: Testing Language-Minority Children with an Immigrant Background

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Engel de Abreu, Pascale M. J.; Baldassi, Martine; Puglisi, Marina L.; Befi-Lopes, Debora M.

2013-01-01

Purpose: In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Method: Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary…

How Does the Linguistic Distance Between Spoken and Standard Language in Arabic Affect Recall and Recognition Performances During Verbal Memory Examination.

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Taha, Haitham

2017-06-01

The current research examined how Arabic diglossia affects verbal learning memory. Thirty native Arab college students were tested using auditory verbal memory test that was adapted according to the Rey Auditory Verbal Learning Test and developed in three versions: Pure spoken language version (SL), pure standard language version (SA), and phonologically similar version (PS). The result showed that for immediate free-recall, the performances were better for the SL and the PS conditions compared to the SA one. However, for the parts of delayed recall and recognition, the results did not reveal any significant consistent effect of diglossia. Accordingly, it was suggested that diglossia has a significant effect on the storage and short term memory functions but not on long term memory functions. The results were discussed in light of different approaches in the field of bilingual memory.

The role of the episodic buffer in working memory for language processing.

Science.gov (United States)

Rudner, Mary; Rönnberg, Jerker

2008-03-01

A body of work has accumulated to show that the cognitive process of binding information from different mnemonic and sensory sources as well as in different linguistic modalities can be fractionated from general executive functions in working memory both functionally and neurally. This process has been defined in terms of the episodic buffer (Baddeley in Trends Cogn Sci 4(11):417-423, 2000). This paper considers behavioural, neuropsychological and neuroimaging data that elucidate the role of the episodic buffer in language processing. We argue that the episodic buffer seems to be truly multimodal in function and that while formation of unitary multidimensional representations in the episodic buffer seems to engage posterior neural networks, maintenance of such representations is supported by frontal networks. Although, the episodic buffer is not necessarily supported by executive processes and seems to be supported by different neural networks, it may operate in tandem with the central executive during effortful language processing. There is also evidence to suggest engagement of the phonological loop during buffer processing. The hippocampus seems to play a role in formation but not maintenance of representations in the episodic buffer of working memory.

The relationship between mother narrative style and child memory.

Science.gov (United States)

Kayıran, Sinan Mahir; Cure, Sena

2011-07-26

The question of whether children and infants have memory capabilities similar to adults has long been of interest. Until recently, it was thought that compared to adults, infants have very limited memory processing abilities. Knowledge about factors affecting a child's memory abilities can help families (specifically mothers) behave in a manner that best benefits their children in language and memory skills. The present study examines one factor that may underlie a child's memory capabilities; namely the mother's narrative style. Convenience sampling was used to select participants. Forty healthy children (mean age of 31.55 months, range 25-37 months) and their mothers were entered into the study. All participants were native Turkish speakers, from similar socioeconomic status backgrounds. Memory was assessed by a modified version of the Magic Shrinking Machine. Narrative style was assessed by the mother "reading" a Frog Story; a picture book with no words in it. Children were then grouped according to their mother's level of narrative style. Children's language skills were measured via the Turkish form of the CDI (Communicative Development Inventory) which was translated to Turkish as TIGE. To explore the relationships between mothers' narrative styles and children's memory and language skills and between children's language skills and memory capabilities, linear regressions were run. There were no significant correlations among any comparisons (P > 0.05). Children's language skills do not improve according to their mothers' narrative styles, and children do not show better memory abilities when mothers use more words and longer sentences. In order to have a better understanding of these relationships, future research that includes several more variables is needed. Child; Mother; Memory; Narrative style.

Language familiarity effects in short-term memory: the role of output delay and long-term knowledge.

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Thorn, Annabel S C; Gathercole, Susan E; Frankish, Clive R

2002-10-01

Four experiments examined the origins of language familiarity effects in bilingual short-term recall. In Experiments 1A and 1B, bilingual adults were tested on serial recall and probed serial recall of words and nonwords in their first and second languages. A first-language advantage was obtained on both measures, indicating that the beneficial effects of language familiarity are not exclusively attributable to lesser output delay during overt recall. In Experiments 2A and 2B, the same group of bilinguals was tested on serial recall and serial recognition of word lists in both languages. Although a sizeable first-language advantage was obtained on the serial recall measure, recognition performance was comparable in the two languages. On the basis of these results it is suggested that language differences in bilingual immediate memory arise in large part as a consequence of the differential availability of language-specific long-term knowledge with which to support retrieval processes in serial recall.

Language and Verbal Memory in Individuals with a History of Autism Spectrum Disorders Who Have Achieved Optimal Outcomes

Science.gov (United States)

Tyson, Katherine; Kelley, Elizabeth; Fein, Deborah; Orinstein, Alyssa; Troyb, Eva; Barton, Marianne; Eigsti, Inge-Marie; Naigles, Letitia; Schultz, Robert T.; Stevens, Michael; Helt, Molly; Rosenthal, Michael

2014-01-01

Some individuals who lose their autism spectrum disorder diagnosis may continue to display subtle weaknesses in language. We examined language and verbal memory in 44 individuals with high-functioning autism (HFA), 34 individuals with "optimal outcomes" (OO) and 34 individuals with typical development (TD). The OO group scored in the…

Associative Memory Acceptors.

Science.gov (United States)

Card, Roger

The properties of an associative memory are examined in this paper from the viewpoint of automata theory. A device called an associative memory acceptor is studied under real-time operation. The family "L" of languages accepted by real-time associative memory acceptors is shown to properly contain the family of languages accepted by one-tape,…

GABA level, gamma oscillation, and working memory performance in schizophrenia.

Science.gov (United States)

Chen, Chi-Ming A; Stanford, Arielle D; Mao, Xiangling; Abi-Dargham, Anissa; Shungu, Dikoma C; Lisanby, Sarah H; Schroeder, Charles E; Kegeles, Lawrence S

2014-01-01

A relationship between working memory impairment, disordered neuronal oscillations, and abnormal prefrontal GABA function has been hypothesized in schizophrenia; however, in vivo GABA measurements and gamma band neural synchrony have not yet been compared in schizophrenia. This case-control pilot study (N = 24) compared baseline and working memory task-induced neuronal oscillations acquired with high-density electroencephalograms (EEGs) to GABA levels measured in vivo with magnetic resonance spectroscopy. Working memory performance, baseline GABA level in the left dorsolateral prefrontal cortex (DLPFC), and measures of gamma oscillations from EEGs at baseline and during a working memory task were obtained. A major limitation of this study is a relatively small sample size for several analyses due to the integration of diverse methodologies and participant compliance. Working memory performance was significantly lower for patients than for controls. During the working memory task, patients (n = 7) had significantly lower amplitudes in gamma oscillations than controls (n = 9). However, both at rest and across working memory stages, there were significant correlations between gamma oscillation amplitude and left DLPFC GABA level. Peak gamma frequency during the encoding stage of the working memory task (n = 16) significantly correlated with GABA level and working memory performance. Despite gamma band amplitude deficits in patients across working memory stages, both baseline and working memory-induced gamma oscillations showed strong dependence on baseline GABA levels in patients and controls. These findings suggest a critical role for GABA function in gamma band oscillations, even under conditions of system and cognitive impairments as seen in schizophrenia.

Low-level memory processes in vision.

Science.gov (United States)

Magnussen, S

2000-06-01

Psychophysical studies of the short-term memory for attributes or dimensions of the visual stimulus that are known to be important in early visual processing (spatial frequency, orientation, contrast, motion and color) identify a low-level perceptual memory mechanism. This proposed mechanism is located early in the visual processing stream, prior to the structural description system responsible for shape priming but beyond primary visual cortex (V1); it is composed of a series of parallel, special-purpose perceptual mechanisms with independent but limited processing resources. Each mechanism is devoted to the analysis of a single dimension and is coupled to a memory store.

The impact of specific language impairment on working memory children with ADHD combined subtype

NARCIS (Netherlands)

Jonsdottir, S.; Bouma, A.; Sergeant, J.A.; Scherder, E.J.A.

2005-01-01

The objective of this study was to examine the impact of comorbid specific language impairment (SLI) on verbal and spatial working memory in children with DSM-IV combined subtype Attention Deficit Hyperactivity Disorder (ADHD-C). Participants were a clinical sample of 81/2- to 121/2-year-old

Foreign Language Education Levels in the Dutch Population.

Science.gov (United States)

Oud-de Glas, Maria; Peels, Fons

1991-01-01

Reports on levels of foreign language education and foreign language competence among Dutch students, discussing the sharp decline in the teaching of French and German, a lack of foreign language training in technical education, where it is most needed, and the limitations of the data collected regarding foreign language attainment in the…

The Linguistic Memory of Composition and the Rhetoric and Composition PhD: Forgetting (and Remembering) Language and Language Difference in Doctoral Curricula

Science.gov (United States)

Kilfoil, Carrie Byars

2017-01-01

This article analyzes the decline of linguistics in rhetoric and composition PhD programs in terms of the "linguistic memory" (Trimbur) of composition. Since the field of linguistics once offered the primary means for composition to address the structural, psychological, sociohistorical, and cultural dimensions of language in student…

Linguistic transfer in bilingual children with specific language impairment.

Science.gov (United States)

Verhoeven, Ludo; Steenge, Judit; van Balkom, Hans

2012-01-01

In the literature so far the limited research on specific language impairment (SLI) in bilingual children has concentrated on linguistic skills in the first language (L1) and/or the second language (L2) without paying attention to the relations between the two types of skills and to the issue of linguistic transfer. To examine the first and second language proficiency of 75 Turkish-Dutch bilingual children with SLI in the age range between 7 and 11 years living in the Netherlands. A multidimensional perspective on language proficiency was taken in order to assess children's Turkish and Dutch proficiency levels, whereas equivalent tests were used in order to determine language dominance. A second aim was to find out to what extent the children's proficiency in L2 can be predicted from their L1 proficiency, while taking into account their general cognitive abilities. The children's performance on a battery of equivalent language ability tests in Turkish and Dutch was compared at three age levels. By means of analyses of variance, it was explored to what extent the factors of language and grade level as well as their interactions were significant. Bivariate correlations and partial correlations with age level partialled out were computed to examine the relationships between L1 and L2 proficiency levels. Moreover, regression analysis was conducted to find out to what extent the variance in general L2 proficiency levels could be explained by children's L1 proficiency, short-term memory and non-verbal intelligence. Repeated measures analyses showed that the children had generally higher scores on L1 as compared with L2 and that with progression of age the children's scores in L1 and L2 improved. Medium to high correlations were found between phonological memory, phonological awareness, grammatical skills and story comprehension in the two languages. Regression analysis revealed that children's L2 proficiency levels could be explained by their proficiency levels in L1

Second foreign language learning strategies and their variations across language proficiency levels among Iranian EFL learners

Directory of Open Access Journals (Sweden)

Pazhakh, A

2006-07-01

Full Text Available The present study has attempted to determine weather there is any relationship between language learning strategies employed by language learners, and if so what relationship exists between them. Furthermore, it has tried to investigate what effective and useful strategies the learners employ while learning English as a foreign language correspondent with their proficiency levels. A simulated TOEFL (REA, 1993 test was initially administered to classify the learners into three classes of proficiency levels. Oxford‟s Strategy Inventory, SILL, (Oxford, 1990 was used to determine the frequency of the language learning strategies applied by learners. The results of this study provide confirmation of previous research findings concerning the direct relationship between language learning strategies and language proficiency level, and represent the types of the strategies adopted by advanced, intermediate and elementary language learners. The implications of this study are to suggest both the metacognitive compensatory strategies, the most frequent strategies employed by advanced learners be instructed to the language learners in order to upgrade their proficiency level.

The interplay of language and visual perception in working memory.

Science.gov (United States)

Souza, Alessandra S; Skóra, Zuzanna

2017-09-01

How do perception and language interact to form the representations that guide our thoughts and actions over the short-term? Here, we provide a first examination of this question by investigating the role of verbal labels in a continuous visual working memory (WM) task. Across four experiments, participants retained in memory the continuous color of a set of dots which were presented sequentially (Experiments 1-3) or simultaneously (Experiment 4). At test, they reproduced the colors of all dots using a color wheel. During stimulus presentation participants were required to either label the colors (color labeling) or to repeat "bababa" aloud (articulatory suppression), hence prompting or preventing verbal labeling, respectively. We tested four competing hypotheses of the labeling effect: (1) labeling generates a verbal representation that overshadows the visual representation; (2) labeling yields a verbal representation in addition to the visual one; (3) the labels function as a retrieval cue, adding distinctiveness to items in memory; and (4) labels activate visual categorical representations in long-term memory. Collectively, our experiments show that labeling does not overshadow the visual input; it augments it. Mixture modeling showed that labeling increased the quantity and quality of information in WM. Our findings are consistent with the hypothesis that labeling activates visual long-term categorical representations which help in reducing the noise in the internal representations of the visual stimuli in WM. Copyright © 2017 Elsevier B.V. All rights reserved.

Impairment of memory and plasma flunitrazepam levels

NARCIS (Netherlands)

Bareggi, [No Value; Ferini-Strambi, L; Pirola, R; Smirne, S

Flunitrazepam was administered to volunteers in three different oral doses. The effects on psychomotor sedation, attention, working memory and explicit memory were then assessed at various intervals after dosing and compared with levels of the drug in the plasma. Three groups of 12 healthy males

Impairment of memory and plasma flunitrazepam levels

NARCIS (Netherlands)

Bareggi, [No Value; Ferini-Strambi, L; Pirola, R; Smirne, S

1998-01-01

Flunitrazepam was administered to volunteers in three different oral doses. The effects on psychomotor sedation, attention, working memory and explicit memory were then assessed at various intervals after dosing and compared with levels of the drug in the plasma. Three groups of 12 healthy males

The FORCE: A highly portable parallel programming language

Science.gov (United States)

Jordan, Harry F.; Benten, Muhammad S.; Alaghband, Gita; Jakob, Ruediger

1989-01-01

Here, it is explained why the FORCE parallel programming language is easily portable among six different shared-memory microprocessors, and how a two-level macro preprocessor makes it possible to hide low level machine dependencies and to build machine-independent high level constructs on top of them. These FORCE constructs make it possible to write portable parallel programs largely independent of the number of processes and the specific shared memory multiprocessor executing them.

The FORCE - A highly portable parallel programming language

Science.gov (United States)

Jordan, Harry F.; Benten, Muhammad S.; Alaghband, Gita; Jakob, Ruediger

1989-01-01

This paper explains why the FORCE parallel programming language is easily portable among six different shared-memory multiprocessors, and how a two-level macro preprocessor makes it possible to hide low-level machine dependencies and to build machine-independent high-level constructs on top of them. These FORCE constructs make it possible to write portable parallel programs largely independent of the number of processes and the specific shared-memory multiprocessor executing them.

Word level language identification in online multilingual communication

NARCIS (Netherlands)

Nguyen, Dong-Phuong; Dogruoz, A. Seza

2013-01-01

Multilingual speakers switch between languages in online and spoken communication. Analyses of large scale multilingual data require automatic language identification at the word level. For our experiments with multilingual online discussions, we first tag the language of individual words using

GABA level, gamma oscillation, and working memory performance in schizophrenia

Directory of Open Access Journals (Sweden)

Chi-Ming A. Chen

2014-01-01

Full Text Available A relationship between working memory impairment, disordered neuronal oscillations, and abnormal prefrontal GABA function has been hypothesized in schizophrenia; however, in vivo GABA measurements and gamma band neural synchrony have not yet been compared in schizophrenia. This case–control pilot study (N = 24 compared baseline and working memory task-induced neuronal oscillations acquired with high-density electroencephalograms (EEGs to GABA levels measured in vivo with magnetic resonance spectroscopy. Working memory performance, baseline GABA level in the left dorsolateral prefrontal cortex (DLPFC, and measures of gamma oscillations from EEGs at baseline and during a working memory task were obtained. A major limitation of this study is a relatively small sample size for several analyses due to the integration of diverse methodologies and participant compliance. Working memory performance was significantly lower for patients than for controls. During the working memory task, patients (n = 7 had significantly lower amplitudes in gamma oscillations than controls (n = 9. However, both at rest and across working memory stages, there were significant correlations between gamma oscillation amplitude and left DLPFC GABA level. Peak gamma frequency during the encoding stage of the working memory task (n = 16 significantly correlated with GABA level and working memory performance. Despite gamma band amplitude deficits in patients across working memory stages, both baseline and working memory-induced gamma oscillations showed strong dependence on baseline GABA levels in patients and controls. These findings suggest a critical role for GABA function in gamma band oscillations, even under conditions of system and cognitive impairments as seen in schizophrenia.

Semantics by levels: An example for an image language

International Nuclear Information System (INIS)

Fasciano, M.; Levialdi, S.; Tortora, G.

1984-01-01

Ambiguities in formal language constructs may decrease both the understanding and the coding efficiency of a program. Within an image language, two semantic levels have been detected, corresponding to the lower level (pixel-based) and to the higher level (image-based). Denotational semantics has been used to define both levels within PIXAL (an image language) in order to enable the reader to visualize a concrete application of the semantic levels and their implications in a programming environment. This paper presents the semantics of different levels of conceptualization in the abstract formal description of an image language. The disambiguation of the meaning of special purpose constructs that imply either the elementary (pixels) level or the high image (array) level is naturally obtained by means of such semantic clauses. Perhaps non Von architectures on which hierarchical computations may be performed could also benefit from the use of semantic clauses to explicit the different levels where such computations are executed

The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations

Science.gov (United States)

Hirshorn, Elizabeth A.; Dye, Matthew W. G.; Hauser, Peter; Supalla, Ted R.; Bavelier, Daphne

2015-01-01

While reading is challenging for many deaf individuals, some become proficient readers. Little is known about the component processes that support reading comprehension in these individuals. Speech-based phonological knowledge is one of the strongest predictors of reading comprehension in hearing individuals, yet its role in deaf readers is controversial. This could reflect the highly varied language backgrounds among deaf readers as well as the difficulty of disentangling the relative contribution of phonological versus orthographic knowledge of spoken language, in our case ‘English,’ in this population. Here we assessed the impact of language experience on reading comprehension in deaf readers by recruiting oral deaf individuals, who use spoken English as their primary mode of communication, and deaf native signers of American Sign Language. First, to address the contribution of spoken English phonological knowledge in deaf readers, we present novel tasks that evaluate phonological versus orthographic knowledge. Second, the impact of this knowledge, as well as memory measures that rely differentially on phonological (serial recall) and semantic (free recall) processing, on reading comprehension was evaluated. The best predictor of reading comprehension differed as a function of language experience, with free recall being a better predictor in deaf native signers than in oral deaf. In contrast, the measures of English phonological knowledge, independent of orthographic knowledge, best predicted reading comprehension in oral deaf individuals. These results suggest successful reading strategies differ across deaf readers as a function of their language experience, and highlight a possible alternative route to literacy in deaf native signers. Highlights: 1. Deaf individuals vary in their orthographic and phonological knowledge of English as a function of their language experience. 2. Reading comprehension was best predicted by different factors in oral deaf and

Post O-Level English--The Study of Language

Science.gov (United States)

Gannon, P.

1976-01-01

Examines objections to the study of language and linguistics in secondary education and suggests that it is time to resolve the false dichotomy between English literature and English language by providing a modest optional language element in A-level English. (Author/RK)

Routes to short term memory indexing: Lessons from deaf native users of American Sign Language

Science.gov (United States)

Hirshorn, Elizabeth A.; Fernandez, Nina M.; Bavelier, Daphne

2012-01-01

Models of working memory (WM) have been instrumental in understanding foundational cognitive processes and sources of individual differences. However, current models cannot conclusively explain the consistent group differences between deaf signers and hearing speakers on a number of short-term memory (STM) tasks. Here we take the perspective that these results are not due to a temporal order-processing deficit in deaf individuals, but rather reflect different biases in how different types of memory cues are used to do a given task. We further argue that the main driving force behind the shifts in relative biasing is a consequence of language modality (sign vs. speech) and the processing they afford, and not deafness, per se. PMID:22871205

How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners.

Science.gov (United States)

Verhagen, Josje; Leseman, Paul

2016-01-01

Previous studies show that verbal short-term memory (VSTM) is related to vocabulary learning, whereas verbal working memory (VWM) is related to grammar learning in children learning a second language (L2) in the classroom. In this study, we investigated whether the same relationships apply to children learning an L2 in a naturalistic setting and to monolingual children. We also investigated whether relationships with verbal memory differ depending on the type of grammar skill investigated (i.e., morphology vs. syntax). Participants were 63 Turkish children who learned Dutch as an L2 and 45 Dutch monolingual children (mean age = 5 years). Children completed a series of VSTM and VWM tasks, a Dutch vocabulary task, and a Dutch grammar task. A confirmatory factor analysis showed that VSTM and VWM represented two separate latent factors in both groups. Structural equation modeling showed that VSTM, treated as a latent factor, significantly predicted vocabulary and grammar. VWM, treated as a latent factor, predicted only grammar. Both memory factors were significantly related to the acquisition of morphology and syntax. There were no differences between the two groups. These results show that (a) VSTM and VWM are differentially associated with language learning and (b) the same memory mechanisms are employed for learning vocabulary and grammar in L1 children and in L2 children who learn their L2 naturalistically. Copyright © 2015 Elsevier Inc. All rights reserved.

FMRI evidence for the involvement of the procedural memory system in morphological processing of a second language.

Directory of Open Access Journals (Sweden)

Christos Pliatsikas

Full Text Available Behavioural evidence suggests that English regular past tense forms are automatically decomposed into their stem and affix (played  = play+ed based on an implicit linguistic rule, which does not apply to the idiosyncratically formed irregular forms (kept. Additionally, regular, but not irregular inflections, are thought to be processed through the procedural memory system (left inferior frontal gyrus, basal ganglia, cerebellum. It has been suggested that this distinction does not to apply to second language (L2 learners of English; however, this has not been tested at the brain level. This fMRI study used a masked-priming task with regular and irregular prime-target pairs (played-play/kept-keep to investigate morphological processing in native and highly proficient late L2 English speakers. No between-groups differences were revealed. Compared to irregular pairs, regular pairs activated the pars opercularis, bilateral caudate nucleus and the right cerebellum, which are part of the procedural memory network and have been connected with the processing of morphologically complex forms. Our study is the first to provide evidence for native-like involvement of the procedural memory system in processing of regular past tense by late L2 learners of English.

Community-level Language Planning for Chinese Heritage Language Maintenance in the United States

Directory of Open Access Journals (Sweden)

An Chung Cheng

2012-08-01

Full Text Available This paper investigates the development of Chinese heritage language in the United States from the perspective of language policy and planning. The case study examines the Chinese heritage language maintenance through community-based Chinese schools (CHS, and CHS’s relationships with Chinese American community, as well as governments and non-government organizations in China, Taiwan, and the United States. The paper starts with a theoretical discussion on the definition of language policy and planning, and then describes the history and heritage language education of Chinese Americans in the United States. The paper also presents micro-level planning activities initiated by CHSs in the Chinese American community and non-government organizations. Special focus is placed on the interaction between non-government organizations in the US and governmental bodies in Taiwan and mainland China and in the United States. This paper suggests that micro planning of heritage language maintenance is beneficial when initiated in the community, but it can only be developed and sustained within the wider scope of macro-level planning from governments

[The Brumory test, an incidental long-term memory task designed for foreign, non-French-speaking people with low educational level].

Science.gov (United States)

Vanderaspoilden, V; Nury, D; Frisque, J; Peigneux, P

2015-12-01

Cognitive assessment among foreign patients is a growing need for several reasons: foreign patients have a different culture, they have an insufficient command of the language of the consulting center, and the available cognitive tools are largely unsuitable. For these reasons, we developed a non-verbal test of long-term memory called the Brumory test. This test is based on incident encoding of 48 colored images followed by retrieval by recognition. We compared the performance of indigenous participants with that of immigrant participants (mainly from Morocco). Immigrant participants did not speak French properly and had a low educational level. The results indicate no significant difference in memory performance between the two groups of participants. Moreover, the instructions were easily understood by immigrant participants, despite the fact they do not master French. We conclude that the Brumory test is an appropriate test to assess memory among foreign non-French-speaking patients people with low educational level. Copyright © 2015 Elsevier Masson SAS. All rights reserved.

Verbal short-term memory development and spoken language outcomes in deaf children with cochlear implants.

Science.gov (United States)

Harris, Michael S; Kronenberger, William G; Gao, Sujuan; Hoen, Helena M; Miyamoto, Richard T; Pisoni, David B

2013-01-01

Cochlear implants (CIs) help many deaf children achieve near-normal speech and language (S/L) milestones. Nevertheless, high levels of unexplained variability in S/L outcomes are limiting factors in improving the effectiveness of CIs in deaf children. The objective of this study was to longitudinally assess the role of verbal short-term memory (STM) and working memory (WM) capacity as a progress-limiting source of variability in S/L outcomes after CI in children. Longitudinal study of 66 children with CIs for prelingual severe-to-profound hearing loss. Outcome measures included performance on digit span forward (DSF), digit span backward (DSB), and four conventional S/L measures that examined spoken-word recognition (Phonetically Balanced Kindergarten word test), receptive vocabulary (Peabody Picture Vocabulary Test ), sentence-recognition skills (Hearing in Noise Test), and receptive and expressive language functioning (Clinical Evaluation of Language Fundamentals Fourth Edition Core Language Score; CELF). Growth curves for DSF and DSB in the CI sample over time were comparable in slope, but consistently lagged in magnitude relative to norms for normal-hearing peers of the same age. For DSF and DSB, 50.5% and 44.0%, respectively, of the CI sample scored more than 1 SD below the normative mean for raw scores across all ages. The first (baseline) DSF score significantly predicted all endpoint scores for the four S/L measures, and DSF slope (growth) over time predicted CELF scores. DSF baseline and slope accounted for an additional 13 to 31% of variance in S/L scores after controlling for conventional predictor variables such as: chronological age at time of testing, age at time of implantation, communication mode (auditory-oral communication versus total communication), and maternal education. Only DSB baseline scores predicted endpoint language scores on Peabody Picture Vocabulary Test and CELF. DSB slopes were not significantly related to any endpoint S/L measures

Consequence of preterm birth in early adolescence: the role of language on auditory short-term memory.

Science.gov (United States)

Fraello, David; Maller-Kesselman, Jill; Vohr, Betty; Katz, Karol H; Kesler, Shelli; Schneider, Karen; Reiss, Allan; Ment, Laura; Spann, Marisa N

2011-06-01

This study tested the hypothesis that preterm early adolescents' short-term memory is compromised when presented with increasingly complex verbal information and that associated neuroanatomical volumes would differ between preterm and term groups. Forty-nine preterm and 20 term subjects were evaluated at age 12 years with neuropsychological measures and magnetic resonance imaging (MRI). There were no differences between groups in simple short-term and working memory. Preterm subjects performed lower on learning and short-term memory tests that included increased verbal complexity. They had reduced right parietal, left temporal, and right temporal white matter volumes and greater bilateral frontal gray and right frontal white matter volumes. There was a positive association between complex working memory and the left hippocampus and frontal white matter in term subjects. While not correlated, memory scores and volumes of cortical regions known to subserve language and memory were reduced in preterm subjects. This study provides evidence of possible mechanisms for learning problems in former preterm infants.

Gender Representation in Elementary Level, African Language Textbooks

Directory of Open Access Journals (Sweden)

Antonia Folarin Schleicher

2004-01-01

Full Text Available Foreign language learners' perceptions and understanding of a target culture(s are affected by the infonnation presented by their teacher(s, textbooks and other instructional materials. This paper focuses on an analysis of gender representation in elementary level, African language textbooks, with a specific concentration on Hausa, Swahili, Yoruba, and Zulu textbooks. Although the study of gender representation in textbooks is not new (see Blankenship, 1984; Clausen, 1982; Neussel, 1977 and others, relatively few authors have focused on gender representation in foreign language textbooks (Graci, 1989; Rifkin, 1998. This study seeks to extend the work of these scholars into the field of African languages. As a result, the present analysis focuses on (1 establishing criteria for evaluating African language textbooks for gender representation; (2 applying these criteria to seventeen different, elementary level, African language textbooks to create a basis for a comparative case study; (3 presenting the findings of a detailed analysis; and ( 4 utilizing the findings to formulate guidelines for future textbook writers.

Effects of Stress and Working Memory Capacity on Foreign Language Readers' Inferential Processing during Comprehension

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Rai, Manpreet K.; Loschky, Lester C.; Harris, Richard Jackson; Peck, Nicole R.; Cook, Lindsay G.

2011-01-01

Although stress is frequently claimed to impede foreign language (FL) reading comprehension, it is usually not explained how. We investigated the effects of stress, working memory (WM) capacity, and inferential complexity on Spanish FL readers' inferential processing during comprehension. Inferences, although necessary for reading comprehension,…

Early declarative memory predicts productive language: A longitudinal study of deferred imitation and communication at 9 and 16months.

Science.gov (United States)

Sundqvist, Annette; Nordqvist, Emelie; Koch, Felix-Sebastian; Heimann, Mikael

2016-11-01

Deferred imitation (DI) may be regarded as an early declarative-like memory ability shaping the infant's ability to learn about novelties and regularities of the surrounding world. In the current longitudinal study, infants were assessed at 9 and 16months. DI was assessed using five novel objects. Each infant's communicative development was measured by parental questionnaires. The results indicate stability in DI performance and early communicative development between 9 and 16months. The early achievers at 9months were still advanced at 16months. Results also identified a predictive relationship between the infant's gestural development at 9months and the infant's productive and receptive language at 16months. Moreover, the results show that declarative memory, measured with DI, and gestural communication at 9months independently predict productive language at 16months. These findings suggest a connection between the ability to form non-linguistic and linguistic mental representations. These results indicate that the child's DI ability when predominantly preverbal might be regarded as an early domain-general declarative memory ability underlying early productive language development. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Hardware Compilation of Application-Specific Memory-Access Interconnect

DEFF Research Database (Denmark)

Venkataramani, Girish; Bjerregaard, Tobias; Chelcea, Tiberiu

2006-01-01

operations dependent on memory reads. More fundamental is that dependences between accesses may not be statically provable (e.g., if the specification language permits pointers), which introduces memory-consistency problems. Addressing these issues with static scheduling results in overly conservative...... enables specifications to include arbitrary memory references (e.g., pointers) and allows the memory system to incorporate features that might cause the latency of a memory access to vary dynamically. This results in raising the level of abstraction in the input specification, enabling faster design times...

The Number of Genomic Copies at the 16p11.2 Locus Modulates Language, Verbal Memory, and Inhibition.

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Hippolyte, Loyse; Maillard, Anne M; Rodriguez-Herreros, Borja; Pain, Aurélie; Martin-Brevet, Sandra; Ferrari, Carina; Conus, Philippe; Macé, Aurélien; Hadjikhani, Nouchine; Metspalu, Andres; Reigo, Anu; Kolk, Anneli; Männik, Katrin; Barker, Mandy; Isidor, Bertrand; Le Caignec, Cédric; Mignot, Cyril; Schneider, Laurence; Mottron, Laurent; Keren, Boris; David, Albert; Doco-Fenzy, Martine; Gérard, Marion; Bernier, Raphael; Goin-Kochel, Robin P; Hanson, Ellen; Green Snyder, LeeAnne; Ramus, Franck; Beckmann, Jacques S; Draganski, Bogdan; Reymond, Alexandre; Jacquemont, Sébastien

2016-07-15

Deletions and duplications of the 16p11.2 BP4-BP5 locus are prevalent copy number variations (CNVs), highly associated with autism spectrum disorder and schizophrenia. Beyond language and global cognition, neuropsychological assessments of these two CNVs have not yet been reported. This study investigates the relationship between the number of genomic copies at the 16p11.2 locus and cognitive domains assessed in 62 deletion carriers, 44 duplication carriers, and 71 intrafamilial control subjects. IQ is decreased in deletion and duplication carriers, but we demonstrate contrasting cognitive profiles in these reciprocal CNVs. Deletion carriers present with severe impairments of phonology and of inhibition skills beyond what is expected for their IQ level. In contrast, for verbal memory and phonology, the data may suggest that duplication carriers outperform intrafamilial control subjects with the same IQ level. This finding is reminiscent of special isolated skills as well as contrasting language performance observed in autism spectrum disorder. Some domains, such as visuospatial and working memory, are unaffected by the 16p11.2 locus beyond the effect of decreased IQ. Neuroimaging analyses reveal that measures of inhibition covary with neuroanatomic structures previously identified as sensitive to 16p11.2 CNVs. The simultaneous study of reciprocal CNVs suggests that the 16p11.2 genomic locus modulates specific cognitive skills according to the number of genomic copies. Further research is warranted to replicate these findings and elucidate the molecular mechanisms modulating these cognitive performances. Copyright © 2016 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.

Language Identification in Short Utterances Using Long Short-Term Memory (LSTM) Recurrent Neural Networks.

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Zazo, Ruben; Lozano-Diez, Alicia; Gonzalez-Dominguez, Javier; Toledano, Doroteo T; Gonzalez-Rodriguez, Joaquin

2016-01-01

Long Short Term Memory (LSTM) Recurrent Neural Networks (RNNs) have recently outperformed other state-of-the-art approaches, such as i-vector and Deep Neural Networks (DNNs), in automatic Language Identification (LID), particularly when dealing with very short utterances (∼3s). In this contribution we present an open-source, end-to-end, LSTM RNN system running on limited computational resources (a single GPU) that outperforms a reference i-vector system on a subset of the NIST Language Recognition Evaluation (8 target languages, 3s task) by up to a 26%. This result is in line with previously published research using proprietary LSTM implementations and huge computational resources, which made these former results hardly reproducible. Further, we extend those previous experiments modeling unseen languages (out of set, OOS, modeling), which is crucial in real applications. Results show that a LSTM RNN with OOS modeling is able to detect these languages and generalizes robustly to unseen OOS languages. Finally, we also analyze the effect of even more limited test data (from 2.25s to 0.1s) proving that with as little as 0.5s an accuracy of over 50% can be achieved.

Genistein improves spatial learning and memory in male rats with elevated glucose level during memory consolidation.

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Kohara, Yumi; Kawaguchi, Shinichiro; Kuwahara, Rika; Uchida, Yutaro; Oku, Yushi; Yamashita, Kimihiro

2015-03-01

Cognitive dysfunction due to higher blood glucose level has been reported previously. Genistein (GEN) is a phytoestrogen that we hypothesized might lead to improved memory, despite elevated blood glucose levels at the time of memory consolidation. To investigate this hypothesis, we compared the effects of orally administered GEN on the central nervous system in normal versus glucose-loaded adult male rats. A battery of behavioral assessments was carried out. In the MAZE test, which measured spatial learning and memory, the time of normal rats was shortened by GEN treatment compared to the vehicle group, but only in the early stages of testing. In the glucose-loaded group, GEN treatment improved performance as mazes were advanced. In the open-field test, GEN treatment delayed habituation to the new environment in normal rats, and increased the exploratory behaviors of glucose-loaded rats. There were no significant differences observed for emotionality or fear-motivated learning and memory. Together, these results indicate that GEN treatment improved spatial learning and memory only in the early stages of testing in the normal state, but improved spatial learning and memory when glucose levels increased during memory consolidation. Copyright © 2014 Elsevier Inc. All rights reserved.

Looking into Burnout Levels among English Language Instructors

Science.gov (United States)

Demirel, Eda Ercan; Cephe, Pasa Tevfik

2015-01-01

This study aims to investigate the burnout levels of English language instructors who are currently teaching at School of Foreign Languages, namely Konya Necmettin Erbakan University, Selçuk University and Gazi University, to look for the factors leading to burnout and to see if there is a relationship between their burnout levels and teaching…

Child first language and adult second language are both tied to general-purpose learning systems.

Science.gov (United States)

Hamrick, Phillip; Lum, Jarrad A G; Ullman, Michael T

2018-02-13

Do the mechanisms underlying language in fact serve general-purpose functions that preexist this uniquely human capacity? To address this contentious and empirically challenging issue, we systematically tested the predictions of a well-studied neurocognitive theory of language motivated by evolutionary principles. Multiple metaanalyses were performed to examine predicted links between language and two general-purpose learning systems, declarative and procedural memory. The results tied lexical abilities to learning only in declarative memory, while grammar was linked to learning in both systems in both child first language and adult second language, in specific ways. In second language learners, grammar was associated with only declarative memory at lower language experience, but with only procedural memory at higher experience. The findings yielded large effect sizes and held consistently across languages, language families, linguistic structures, and tasks, underscoring their reliability and validity. The results, which met the predicted pattern, provide comprehensive evidence that language is tied to general-purpose systems both in children acquiring their native language and adults learning an additional language. Crucially, if language learning relies on these systems, then our extensive knowledge of the systems from animal and human studies may also apply to this domain, leading to predictions that might be unwarranted in the more circumscribed study of language. Thus, by demonstrating a role for these systems in language, the findings simultaneously lay a foundation for potentially important advances in the study of this critical domain.

The impact of specific language impairment on working memory in children with ADHD combined type

NARCIS (Netherlands)

Jondottir, S.; Bouma, A.; Sergeant, J.A.; Scherder, E.J.A.

2005-01-01

The objective of this study was to examine the impact of comorbid specific language impairment (SLI) on verbal and spatial working memory in children with DSM-IV combined subtype Attention Deficit Hyperactivity Disorder (ADHD-C). Participants were a clinical sample of 81/2- to 121/2-year-old

One Size Fits All? Learning Conditions and Working Memory Capacity in "Ab Initio" Language Development

Science.gov (United States)

Sanz, Cristina; Lin, Hui-Ju; Lado, Beatriz; Stafford, Catherine A.; Bowden, Harriet W.

2016-01-01

The article summarizes results from two experimental studies (N = 23, N = 21) investigating the extent to which working memory capacity (WMC) intervenes in "ab initio" language development under two pedagogical conditions [± grammar lesson + input-based practice + explicit feedback]. The linguistic target is the use of morphosyntax to…

Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech

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Georgiadou, Effrosyni; Roehr-Brackin, Karen

2017-01-01

This paper reports the findings of a study investigating the relationship of executive working memory (WM) and phonological short-term memory (PSTM) to fluency and self-repair behavior during an unrehearsed oral task performed by second language (L2) speakers of English at two levels of proficiency, elementary and lower intermediate. Correlational…

How Human Memory and Working Memory Work in Second Language Acquisition

OpenAIRE

小那覇, 洋子; Onaha, Hiroko

2014-01-01

We often draw an analogy between human memory and computers. Information around us is taken into our memory storage first, and then we use the information in storage whatever we need it in our daily life. Linguistic information is also in storage and we process our thoughts based on the memory that is stored. Memory storage consists of multiple memory systems; one of which is called working memory that includes short-term memory. Working memory is the central system that underpins the process...

The impact of specific language impairment on working memory in children with ADHD combined subtype

NARCIS (Netherlands)

Jonsdottir, S; Bouma, A; Sergeant, JA; Scherder, EJA

The objective of this study was to examine the impact of comorbid specific language impairment (SLI) on verbal and spatial working memory in children with DSM-IV combined subtype Attention Deficit Hyperactivity Disorder (ADHD-C). Participants were a clinical sample of 8 1/2- to 12 1/2-year-old

Associations between basal cortisol levels and memory retrieval in healthy young individuals

OpenAIRE

Ackermann, Sandra; Hartmann, Francina; Papassotiropoulos, Andreas; de Quervain, Dominique J-F; Rasch, Björn

2013-01-01

Cortisol is known to affect memory processes. On the one hand, stress-induced or pharmacologically induced elevations of cortisol levels enhance memory consolidation. On the other hand, such experimentally induced elevations of cortisol levels have been shown to impair memory retrieval. However, the effects of individual differences in basal cortisol levels on memory processes remain largely unknown. Here we tested whether individual differences in cortisol levels predict picture learning and...

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM).

Science.gov (United States)

Cabbage, Kathryn; Brinkley, Shara; Gray, Shelley; Alt, Mary; Cowan, Nelson; Green, Samuel; Kuo, Trudy; Hogan, Tiffany P

2017-06-12

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia 1 , 2 and language impairment 3 , 4 , but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.

Is selective mutism associated with deficits in memory span and visual memory?: An exploratory case-control study.

Science.gov (United States)

Kristensen, Hanne; Oerbeck, Beate

2006-01-01

Our main aim in this study was to explore the association between selective mutism (SM) and aspects of nonverbal cognition such as visual memory span and visual memory. Auditory-verbal memory span was also examined. The etiology of SM is unclear, and it probably represents a heterogeneous condition. SM is associated with language impairment, but nonspecific neurodevelopmental factors, including motor problems, are also reported in SM without language impairment. Furthermore, SM is described in Asperger's syndrome. Studies on nonverbal cognition in SM thus merit further investigation. Neuropsychological tests were administered to a clinical sample of 32 children and adolescents with SM (ages 6-17 years, 14 boys and 18 girls) and 62 nonreferred controls matched for age, gender, and socioeconomic status. We used independent t-tests to compare groups with regard to auditory-verbal memory span, visual memory span, and visual memory (Benton Visual Retention Test), and employed linear regression analysis to study the impact of SM on visual memory, controlling for IQ and measures of language and motor function. The SM group differed from controls on auditory-verbal memory span but not on visual memory span. Controlled for IQ, language, and motor function, the SM group did not differ from controls on visual memory. Motor function was the strongest predictor of visual memory performance. SM does not appear to be associated with deficits in visual memory span or visual memory. The reduced auditory-verbal memory span supports the association between SM and language impairment. More comprehensive neuropsychological studies are needed.

Individual language experience modulates rapid formation of cortical memory circuits for novel words

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Kimppa, Lilli; Kujala, Teija; Shtyrov, Yury

2016-01-01

Mastering multiple languages is an increasingly important ability in the modern world; furthermore, multilingualism may affect human learning abilities. Here, we test how the brain’s capacity to rapidly form new representations for spoken words is affected by prior individual experience in non-native language acquisition. Formation of new word memory traces is reflected in a neurophysiological response increase during a short exposure to novel lexicon. Therefore, we recorded changes in electrophysiological responses to phonologically native and non-native novel word-forms during a perceptual learning session, in which novel stimuli were repetitively presented to healthy adults in either ignore or attend conditions. We found that larger number of previously acquired languages and earlier average age of acquisition (AoA) predicted greater response increase to novel non-native word-forms. This suggests that early and extensive language experience is associated with greater neural flexibility for acquiring novel words with unfamiliar phonology. Conversely, later AoA was associated with a stronger response increase for phonologically native novel word-forms, indicating better tuning of neural linguistic circuits to native phonology. The results suggest that individual language experience has a strong effect on the neural mechanisms of word learning, and that it interacts with the phonological familiarity of the novel lexicon. PMID:27444206

Languages, compilers and run-time environments for distributed memory machines

CERN Document Server

Saltz, J

1992-01-01

Papers presented within this volume cover a wide range of topics related to programming distributed memory machines. Distributed memory architectures, although having the potential to supply the very high levels of performance required to support future computing needs, present awkward programming problems. The major issue is to design methods which enable compilers to generate efficient distributed memory programs from relatively machine independent program specifications. This book is the compilation of papers describing a wide range of research efforts aimed at easing the task of programmin

Exploration of a "Double-Jeopardy" Hypothesis within Working Memory Profiles for Children with Specific Language Impairment

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Briscoe, J.; Rankin, P. M.

2009-01-01

Background: Children with specific language impairment (SLI) often experience difficulties in the recall and repetition of verbal information. Archibald and Gathercole (2006) suggested that children with SLI are vulnerable across two separate components of a tripartite model of working memory (Baddeley and Hitch 1974). However, the hierarchical…

The effect of childhood bilingualism on episodic and semantic memory tasks.

Science.gov (United States)

Kormi-Nouri, Reza; Shojaei, Razie-Sadat; Moniri, Sadegheh; Gholami, Ali-Reza; Moradi, Ali-Reza; Akbari-Zardkhaneh, Saeed; Nilsson, Lars-Göran

2008-04-01

Kormi-Nouri, Moniri and Nilsson (2003) demonstrated that Swedish-Persian bilingual children recalled at a higher level than Swedish monolingual children, when they were tested using Swedish materials. The present study was designed to examine the bilingual advantage of children who use different languages in their everyday life but have the same cultural background and live in their communities in the same way as monolingual children. In four experiments, 488 monolingual and bilingual children were compared with regard to episodic and semantic memory tasks. In experiments 1 and 2 there were 144 boys and 144 girls in three school groups (aged 9-10 years, 13-14 years and 16-17 years) and in three language groups (Persian monolingual, Turkish-Persian bilingual, and Kurdish-Persian bilingual). In experiments 3 and 4, there were 200 male students in two school groups (aged 9-10 years and 16-17 years) and in two language groups (Persian monolingual and Turkish-Persian bilingual). In the episodic memory task, children learned sentences (experiments 1-3) and words (Experiment 4). Letter and category fluency tests were used as measures of semantic memory. To change cognitive demands in memory tasks, in Experiment 1, the integration of nouns and verbs within sentences was manipulated by the level of association between verb and noun in each sentence. At retrieval, a recognition test was used. In experiments 2 and 3, the organization between sentences was manipulated at encoding in Experiment 2 and at both encoding and retrieval in Experiment 3 through the use of categories among the objects. At retrieval, free recall or cued recall tests were employed. In Experiment 4, the bilingual children were tested with regard to both their first and their second language. In all four experiments, a positive effect of bilingualism was found on episodic and semantic memory tasks; the effect was more pronounced for older than younger children. The bilingual advantage was not affected by

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

OpenAIRE

Cabbage, Kathryn; Brinkley, Shara; Gray, Shelley; Alt, Mary; Cowan, Nelson; Green, Samuel; Kuo, Trudy; Hogan, Tiffany P.

2017-01-01

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia1 2 and language impairment3 4, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The C...

Accessing the mental space-Spatial working memory processes for language and vision overlap in precuneus.

Science.gov (United States)

Wallentin, Mikkel; Weed, Ethan; Østergaard, Leif; Mouridsen, Kim; Roepstorff, Andreas

2008-05-01

The "overlapping systems" theory of language function argues that linguistic meaning construction crucially relies on contextual information provided by "nonlinguistic" cognitive systems, such as perception and memory. This study examines whether linguistic processing of spatial relations established by reading sentences call on the same posterior parietal neural system involved in processing spatial relations set up through visual input. Subjects read simple sentences, which presented two agents in relation to each other, and were subsequently asked to evaluate spatial (e.g., "Was he turned towards her?") and equally concrete nonspatial content (e.g., "Was he older than her?"). We found that recall of the spatial content relative to the nonspatial content resulted in higher BOLD response in a dorsoposterior network of brain regions, most significantly in precuneus, strikingly overlapping a network previously shown to be involved in recall of spatial aspects of images depicting similar scenarios. This supports a neurocognitive model of language function, where sentences establish meaning by interacting with the perceptual and working memory networks of the brain. (Copyright) 2006 Wiley-Liss, Inc.

Episodic Memory, Semantic Memory, and Fluency.

Science.gov (United States)

Schaefer, Carl F.

1980-01-01

Suggests that creating a second-language semantic network can be conceived as developing a plan for retrieving second-language word forms. Characteristics of linguistic performance which will promote fluency are discussed in light of the distinction between episodic and semantic memory. (AMH)

Children with Differing Developmental Trajectories of Prelinguistic Communication Skills: Language and Working Memory at Age 5

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Määttä, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

2014-01-01

Purpose: In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Method: Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the…

Working Memory Deficits in ADHD: The Contribution of Age, Learning/Language Difficulties, and Task Parameters

Science.gov (United States)

Sowerby, Paula; Seal, Simon; Tripp, Gail

2011-01-01

Objective: To further define the nature of working memory (WM) impairments in children with combined-type ADHD. Method: A total of 40 Children with ADHD and an age and gender-matched control group (n = 40) completed two measures of visuo-spatial WM and two measures of verbal WM. The effects of age and learning/language difficulties on performance…

Low-level lead exposure effects on spatial reference memory and working memory in rats

Institute of Scientific and Technical Information of China (English)

Xinhua Yang; Ping Zhou; Yonghui Li

2009-01-01

BACKGROUND: Studies have demonstrated that lead exposure can result in cognitive dysfunction and behavior disorders. However, lead exposure impairments vary under different experimental conditions.OBJECTIVE: To detect changes in spatial learning and memory following low-level lead exposure in rats, in Morris water maze test under the same experimental condition used to analyze lead exposure effects on various memory types and learning processes.DESIGN AND SETTING: The experiment was conducted at the Animal Laboratory, Institute of Psychology, Chinese Academy of Science between February 2005 and March 2006. One-way analysis of variance (ANOVA) and behavioral observations were performed.MATERIALS: Sixteen male, healthy, adult, Sprague Dawley rats were randomized into normal control and lead exposure groups (n = 8).METHODS: Rats in the normal control group were fed distilled water, and those in the lead exposure group were fed 250 mL of 0.05% lead acetate once per day. At day 28, all rats performed the Morris water maze test, consisting of four phases: space navigation, probe test, working memory test, and visual cue test.MAIN OUTCOME MEASURES: Place navigation in the Morris water maze was used to evaluate spatial learning and memory, probe trials for spatial reference memory, working memory test for spatial working memory, and visual cue test for non-spatial cognitive function. Perkin-Elmer Model 300 Atomic Absorption Spectrometer was utilized to determine blood lead levels in rats.RESULTS: (1) In the working memory test, the time to reach the platform remained unchanged between the control and lead exposure groups (F(1,1) = 0.007, P = 0.935). A visible decrease in escape latencies was observed in each group (P = 0.028). However, there was no significant difference between the two groups (F(1,1) = 1.869, P = 0.193). The working memory probe test demonstrated no change between the two groups in the time spent in the target quadrant during the working memory probe test

Revisiting Problems with Foreign Language Aptitude

Science.gov (United States)

Safar, Anna; Kormos, Judit

2008-01-01

This study investigated three of the issues recently raised in connection with the traditional concept of foreign language aptitude: the relationship between foreign language aptitude and working memory and phonological short-term memory capacity, the role of foreign language aptitude in predicting success in the framework of focus-on-form foreign…

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners.

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Han, Feifei

2017-01-01

While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified

Intermediate levels of hippocampal activity appear optimal for associative memory formation.

Directory of Open Access Journals (Sweden)

Xiao Liu

Full Text Available BACKGROUND: It is well established that hippocampal activity is positively related to effective associative memory formation. However, in biological systems often optimal levels of activity are contrasted by both sub- and supra-optimal levels. Sub-optimal levels of hippocampal activity are commonly attributed to unsuccessful memory formation, whereas the supra-optimal levels of hippocampal activity related to unsuccessful memory formation have been rarely studied. It is still unclear under what circumstances such supra-optimal levels of hippocampal activity occur. To clarify this issue, we aimed at creating a condition, in which supra-optimal hippocampal activity is associated with encoding failure. We assumed that such supra-optimal activity occurs when task-relevant information is embedded in task-irrelevant, distracting information, which can be considered as noise. METHODOLOGY/PRINCIPAL FINDINGS: In the present fMRI study, we probed neural correlates of associative memory formation in a full-factorial design with associative memory (subsequently remembered versus forgotten and noise (induced by high versus low distraction as factors. Results showed that encoding failure was associated with supra-optimal activity in the high-distraction condition and with sub-optimal activity in the low distraction condition. Thus, we revealed evidence for a bell-shape function relating hippocampal activity with associative encoding success. CONCLUSIONS/SIGNIFICANCE: Our findings indicate that intermediate levels of hippocampal activity are optimal while both too low and too high levels appear detrimental for associative memory formation. Supra-optimal levels of hippocampal activity seem to occur when task-irrelevant information is added to task-relevant signal. If such task-irrelevant noise is reduced adequately, hippocampal activity is lower and thus optimal for associative memory formation.

Predictors of Language Gains Among School-Age Children With Language Impairment in the Public Schools.

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Justice, Laura M; Jiang, Hui; Logan, Jessica A; Schmitt, Mary Beth

2017-06-10

This study aimed to identify child-level characteristics that predict gains in language skills for children with language impairment who were receiving therapy within the public schools. The therapy provided represented business-as-usual speech/language treatment provided by speech-language pathologists in the public schools. The sample included 272 kindergartners and first-graders with language impairment who participated in a larger study titled "Speech-Therapy Experiences in the Public Schools." Multilevel regression analyses were applied to examine the extent to which select child-level characteristics, including age, nonverbal cognition, memory, phonological awareness, vocabulary, behavior problems, and self-regulation, predicted children's language gains over an academic year. Pratt indices were computed to establish the relative importance of the predictors of interest. Phonological awareness and vocabulary skill related to greater gains in language skills, and together they accounted for nearly 70% of the explained variance, or 10% of total variance at child level. Externalizing behavior, nonverbal cognition, and age were also potentially important predictors of language gains. This study significantly advances our understanding of the characteristics of children that may contribute to their language gains while receiving therapy in the public schools. Researchers can explore how these characteristics may serve to moderate treatment outcomes, whereas clinicians can assess how these characteristics may factor into understanding treatment responses.

Attitudine Linguistica e Memoria. Alcune Considerazioni sul MLAT. (Modern Language Aptitude Test). (Linguistic Aptitude and Memory. Some Considerations on the MLAT).

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Sorace, Antonella

1982-01-01

Examines the Modern Language Aptitude Test and identifies as the lowest common denominator in three of its four parts an individual's short-term Memory capability. Concludes that this test cannot indicate an individual's linguistic aptitude because it does not take into consideration the role of two key aspects of language learning: long-term…

Differential Contributions of Language Skills to Children's Episodic Recall

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Klemfuss, J. Zoe

2015-01-01

Theorists have identified language as a critical contributor to children's episodic memory development, yet studies linking language and memory have had mixed results. The present study aimed to clarify the mechanisms linking language and memory and to explain the previous mixed results. Sixty-four preschool children's receptive and productive…

Language and Verbal Short-Term Memory Skills in Children with Down Syndrome: A Meta-Analytic Review

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Naess, Kari-Anne B.; Lyster, Solveig-Alma Halaas; Hulme, Charles; Melby-Lervag, Monica

2011-01-01

This study presents a meta-analytic review of language and verbal short-term memory skills in children with Down syndrome. The study examines the profile of strengths and weaknesses in children with Down syndrome compared to typically developing children matched for nonverbal mental age. The findings show that children with Down syndrome have…

The Effect of Teachers' Memory-Relevant Language on Children's Strategy Use and Knowledge

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Grammer, Jennie; Coffman, Jennifer L.; Ornstein, Peter

2013-01-01

Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders ("N" = 54, "M"[subscript age] = 7 years)…

Effect of Sentence Length and Complexity on Working Memory Performance in Hungarian Children with Specific Language Impairment (SLI): A Cross-Linguistic Comparison

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Marton, Klara; Schwartz, Richard G.; Farkas, Lajos; Katsnelson, Valeriya

2006-01-01

Background: English-speaking children with specific language impairment (SLI) perform more poorly than their typically developing peers in verbal working memory tasks where processing and storage are simultaneously required. Hungarian is a language with a relatively free word order and a rich agglutinative morphology. Aims: To examine the effect…

Constructing agency: The role of language

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Caitlin M Fausey

2010-10-01

Full Text Available Is agency a straightforward and universal feature of human experience? Or is the construction of agency (including attention to and memory for people involved in events guided by patterns in culture? In this paper we focus on one aspect of cultural experience: patterns in language. We examined English and Japanese speakers’ descriptions of intentional and accidental events. English and Japanese speakers described intentional events similarly, using mostly agentive language (e.g., She broke the vase. However, when it came to accidental events English speakers used more agentive language than did Japanese speakers. We then tested whether these different patterns found in language may also manifest in cross-cultural differences in attention and memory. Results from a non-linguistic memory task showed that English and Japanese speakers remembered the agents of intentional events equally well. However, English speakers remembered the agents of accidents better than did Japanese speakers, as predicted from patterns in language. Further, directly manipulating agency in language during another laboratory task changed people’s eye-witness memory, confirming a possible causal role for language. Patterns in one’s linguistic environment may promote and support how people instantiate agency in context.

Intermediate-Level Foreign Language Courses for BBA Students.

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Ortuno, Manuel J.; Uber, David M.

Following the early success of its inclusion of languages in the master's-level business administration curriculum, Baylor University began to emphasize foreign language study more heavily in its undergraduate business administration program. The revised program, to be fully implemented in 1989, encourages students to choose 11 hours of language…

Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students.

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Mann, Collette; Canny, Benedict J; Reser, David H; Rajan, Ramesh

2013-01-01

Working memory (WM) is often poorer for a second language (L2). In low noise conditions, people listening to a language other than their first language (L1) may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM) test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50) values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables, Perceived Stress Scale (PSS) and the Age of Acquisition of English (AoAoE) were significantly positively correlated with the SNR50, showing that those with a poorer capacity to discriminate simple English sentences from noise had learnt English later in life and had higher levels of stress - all characteristics of the international students. Local students exhibited significantly lower SNR50 scores and were significantly younger when they first learnt English. No significant correlation was detected between the SNR50 and the students' Visual/Verbal Learning Style (r = -0.023). Standard multiple regression was carried out to assess the relationship between language proficiency and verbal working memory (SNR50) using 5 variables of L2 proficiency, with the

The Learning Styles and Language Learning Strategies of the EFL Students at Tertiary Level

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Diemroh Ihsan

2016-02-01

Full Text Available The purpose of this study are to discover the learning styles, and the language learning strategies most preferred, correlation among the variables exists, and the degree of influence each independent variable exerts on the dependent variables. For data collection, the Barsch Learning Styles Inventory and the Strategy Inventory of Language Learning were distributed to 156 students of English at the University of Sriwijaya, Palembang. The results showed that: (1 visual is the most preferred learning style, whereas metacognitive ang effective are the most preferred language learning strategies; (2 certain independent variables have a significant correlation with certain dependent variables, for example, visual with memory, auditory with cognitive, tactile with affective, and semester with compensation; (3 females use a greater variety of language learning strategies than males; and (4 semester has a significant correlation with compensation but not with other strategies

Later learning stages in procedural memory are impaired in children with Specific Language Impairment.

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Desmottes, Lise; Meulemans, Thierry; Maillart, Christelle

2016-01-01

According to the Procedural Deficit Hypothesis (PDH), difficulties in the procedural memory system may contribute to the language difficulties encountered by children with Specific Language Impairment (SLI). Most studies investigating the PDH have used the sequence learning paradigm; however these studies have principally focused on initial sequence learning in a single practice session. The present study sought to extend these investigations by assessing the consolidation stage and longer-term retention of implicit sequence-specific knowledge in 42 children with or without SLI. Both groups of children completed a serial reaction time task and were tested 24h and one week after practice. Results showed that children with SLI succeeded as well as children with typical development (TD) in the early acquisition stage of the sequence learning task. However, as training blocks progressed, only TD children improved their sequence knowledge while children with SLI did not appear to evolve any more. Moreover, children with SLI showed a lack of the consolidation gains in sequence knowledge displayed by the TD children. Overall, these results were in line with the predictions of the PDH and suggest that later learning stages in procedural memory are impaired in SLI. Copyright © 2015 Elsevier Ltd. All rights reserved.

Neural organization of linguistic short-term memory is sensory modality-dependent: evidence from signed and spoken language.

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Pa, Judy; Wilson, Stephen M; Pickell, Herbert; Bellugi, Ursula; Hickok, Gregory

2008-12-01

Despite decades of research, there is still disagreement regarding the nature of the information that is maintained in linguistic short-term memory (STM). Some authors argue for abstract phonological codes, whereas others argue for more general sensory traces. We assess these possibilities by investigating linguistic STM in two distinct sensory-motor modalities, spoken and signed language. Hearing bilingual participants (native in English and American Sign Language) performed equivalent STM tasks in both languages during functional magnetic resonance imaging. Distinct, sensory-specific activations were seen during the maintenance phase of the task for spoken versus signed language. These regions have been previously shown to respond to nonlinguistic sensory stimulation, suggesting that linguistic STM tasks recruit sensory-specific networks. However, maintenance-phase activations common to the two languages were also observed, implying some form of common process. We conclude that linguistic STM involves sensory-dependent neural networks, but suggest that sensory-independent neural networks may also exist.

Phonological and Visual Similarity Effects in Chinese and English Language Users: Implications for the Use of Cognitive Resources in Short-Term Memory

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Cole, Rachel L.; Pickering, Susan J.

2010-01-01

This study investigated the encoding strategies employed by Chinese and English language users when recalling sequences of pictured objects. The working memory performance of native English participants (n = 14) and Chinese speakers of English as a second language (Chinese ESL; n = 14) was compared using serial recall of visually-presented…

Content Analysis of Memory and Memory-Related Research Studies on Children with Hearing Loss

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Dogan, Murat; Hasanoglu, Gülcihan

2016-01-01

Memory plays a profound role in explaining language development, academic learning, and learning disabilities. Even though there is a large body of research on language development, literacy skills, other academic skills, and intellectual characteristics of children with hearing loss, there is no holistic study on their memory processes.…

Time, Language and Action - A Unified Long-Term Memory Model for Sensory-Motor Chains and Word Schemata

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Chersi, Fabian; Ferro, Marcello; Pezzulo, Giovanni; Pirrelli, Vito

2011-01-01

Action and language are known to be organized as closely-related brain subsystems. An Italian CNR project implemented a computational neural model where the ability to form chains of goal-directed actions and chains of linguistic units relies on a unified memory architecture obeying the same organizing principles.

How language production shapes language form and comprehension

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Maryellen C MacDonald

2013-04-01

Full Text Available Language production processes can provide insight into how language comprehension works and language typology—why languages tend to have certain characteristics more often than others. Drawing on work in memory retrieval, motor planning, and serial order in action planning, the Production-Distribution-Comprehension (PDC account links work in the fields of language production, typology, and comprehension: 1 faced with substantial computational burdens of planning and producing utterances, language producers implicitly follow three biases in utterance planning that promote word order choices that reduce these burdens, thereby improving production fluency. 2 These choices, repeated over many utterances and individuals, shape the distributions of utterance forms in language. The claim that language form stems in large degree from producers’ attempts to mitigate utterance planning difficulty is contrasted with alternative accounts in which form is driven by language use more broadly, language acquisition processes, or producers’ attempts to create language forms that are easily understood by comprehenders. 3 Language perceivers implicitly learn the statistical regularities in their linguistic input, and they use this prior experience to guide comprehension of subsequent language. In particular, they learn to predict the sequential structure of linguistic signals, based on the statistics of previously-encountered input. Thus key aspects of comprehension behavior are tied to lexico-syntactic statistics in the language, which in turn derive from utterance planning biases promoting production of comparatively easy utterance forms over more difficult ones. This approach contrasts with classic theories in which comprehension behaviors are attributed to innate design features of the language comprehension system and associated working memory. The PDC instead links basic features of comprehension to a different source: production processes that shape

Multi-language naming game

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Zhou, Jianfeng; Lou, Yang; Chen, Guanrong; Tang, Wallace K. S.

2018-04-01

Naming game is a simulation-based experiment used to study the evolution of languages. The conventional naming game focuses on a single language. In this paper, a novel naming game model named multi-language naming game (MLNG) is proposed, where the agents are different-language speakers who cannot communicate with each other without a translator (interpreter) in between. The MLNG model is general, capable of managing k different languages with k ≥ 2. For illustration, the paper only discusses the MLNG with two different languages, and studies five representative network topologies, namely random-graph, WS small-world, NW small-world, scale-free, and random-triangle topologies. Simulation and analysis results both show that: 1) using the network features and based on the proportion of translators the probability of establishing a conversation between two or three agents can be theoretically estimated; 2) the relationship between the convergence speed and the proportion of translators has a power-law-like relation; 3) different agents require different memory sizes, thus a local memory allocation rule is recommended for saving memory resources. The new model and new findings should be useful for further studies of naming games and for better understanding of languages evolution from a dynamical network perspective.

Interaction of language, auditory and memory brain networks in auditory verbal hallucinations.

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Ćurčić-Blake, Branislava; Ford, Judith M; Hubl, Daniela; Orlov, Natasza D; Sommer, Iris E; Waters, Flavie; Allen, Paul; Jardri, Renaud; Woodruff, Peter W; David, Olivier; Mulert, Christoph; Woodward, Todd S; Aleman, André

2017-01-01

Auditory verbal hallucinations (AVH) occur in psychotic disorders, but also as a symptom of other conditions and even in healthy people. Several current theories on the origin of AVH converge, with neuroimaging studies suggesting that the language, auditory and memory/limbic networks are of particular relevance. However, reconciliation of these theories with experimental evidence is missing. We review 50 studies investigating functional (EEG and fMRI) and anatomic (diffusion tensor imaging) connectivity in these networks, and explore the evidence supporting abnormal connectivity in these networks associated with AVH. We distinguish between functional connectivity during an actual hallucination experience (symptom capture) and functional connectivity during either the resting state or a task comparing individuals who hallucinate with those who do not (symptom association studies). Symptom capture studies clearly reveal a pattern of increased coupling among the auditory, language and striatal regions. Anatomical and symptom association functional studies suggest that the interhemispheric connectivity between posterior auditory regions may depend on the phase of illness, with increases in non-psychotic individuals and first episode patients and decreases in chronic patients. Leading hypotheses involving concepts as unstable memories, source monitoring, top-down attention, and hybrid models of hallucinations are supported in part by the published connectivity data, although several caveats and inconsistencies remain. Specifically, possible changes in fronto-temporal connectivity are still under debate. Precise hypotheses concerning the directionality of connections deduced from current theoretical approaches should be tested using experimental approaches that allow for discrimination of competing hypotheses. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Parents' Strategies to Elicit Autobiographical Memories in Autism Spectrum Disorders, Developmental Language Disorders and Typically Developing Children

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Goldman, Sylvie; DeNigris, Danielle

2015-01-01

Conversations about the past support the development of autobiographical memory. Parents' strategies to elicit child's participation and recall during past event conversations were compared across three school-age diagnostic groups: autism spectrum disorder (ASD, n = 11), developmental language disorders (n = 11) and typically developing (TD,…

Effects of the menstrual cycle on language and visual working memory: a pilot study.

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Konishi, Kiyomi; Kumashiro, Masaharu; Izumi, Hiroyuki; Higuchi, Yoshiyuki; Awa, Yayoi

2009-10-01

This study aimed to examine the effects on language and visual working memory of the follicle, luteal, and menstruation phases. The subjects were 12 female students. We added visual information and the assignment of experimental tasks, which requires the faculty of sight, to the previous study; therefore, this study has an index of visual and linguistic working memory. Computer-based tasks formulated by the authors, using the working memory that actively retains the information as the index, were used for experiments of 30 min during the follicle, luteal, and menstruation phases. After completion of the experiment of each phase, blood samples were collected in order to clearly distinguish the three phases of the subjects' menstrual cycle, and the session order was counter-balanced. The results showed that mental workload was higher in the luteal phase and stress was more easily felt. Indefinite complaints were most frequent during the menstruation phase, but task performance was good regardless of the indefinite complaint. It suggested that when the same tasks were performed during three phases, the sympathetic nerve was ascendant.

Memory Effects in the Two-Level Model for Glasses

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Aquino, Gerardo; Allahverdyan, Armen; Nieuwenhuizen, Theo M.

2008-07-01

We study an ensemble of two-level systems interacting with a thermal bath. This is a well-known model for glasses. The origin of memory effects in this model is a quasistationary but nonequilibrium state of a single two-level system, which is realized due to a finite-rate cooling and slow thermally activated relaxation. We show that single-particle memory effects, such as negativity of the specific heat under reheating, vanish for a sufficiently disordered ensemble. In contrast, a disordered ensemble displays a collective memory effect [similar to the Kovacs effect], where nonequilibrium features of the ensemble are monitored via a macroscopic observable. An experimental realization of the effect can be used to further assess the consistency of the model.

Higher glucose levels associated with lower memory and reduced hippocampal microstructure.

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Kerti, Lucia; Witte, A Veronica; Winkler, Angela; Grittner, Ulrike; Rujescu, Dan; Flöel, Agnes

2013-11-12

For this cross-sectional study, we aimed to elucidate whether higher glycosylated hemoglobin (HbA1c) and glucose levels exert a negative impact on memory performance and hippocampal volume and microstructure in a cohort of healthy, older, nondiabetic individuals without dementia. In 141 individuals (72 women, mean age 63.1 years ± 6.9 SD), memory was tested using the Rey Auditory Verbal Learning Test. Peripheral levels of fasting HbA1c, glucose, and insulin and 3-tesla MRI scans were acquired to assess hippocampal volume and microstructure, as indicated by gray matter barrier density. Linear regression and simple mediation models were calculated to examine associations among memory, glucose metabolism, and hippocampal parameters. Lower HbA1c and glucose levels were significantly associated with better scores in delayed recall, learning ability, and memory consolidation. In multiple regression models, HbA1c remained strongly associated with memory performance. Moreover, mediation analyses indicated that beneficial effects of lower HbA1c on memory are in part mediated by hippocampal volume and microstructure. Our results indicate that even in the absence of manifest type 2 diabetes mellitus or impaired glucose tolerance, chronically higher blood glucose levels exert a negative influence on cognition, possibly mediated by structural changes in learning-relevant brain areas. Therefore, strategies aimed at lowering glucose levels even in the normal range may beneficially influence cognition in the older population, a hypothesis to be examined in future interventional trials.

Associations between basal cortisol levels and memory retrieval in healthy young individuals.

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Ackermann, Sandra; Hartmann, Francina; Papassotiropoulos, Andreas; de Quervain, Dominique J F; Rasch, Björn

2013-11-01

Cortisol is known to affect memory processes. On the one hand, stress-induced or pharmacologically induced elevations of cortisol levels enhance memory consolidation. On the other hand, such experimentally induced elevations of cortisol levels have been shown to impair memory retrieval. However, the effects of individual differences in basal cortisol levels on memory processes remain largely unknown. Here we tested whether individual differences in cortisol levels predict picture learning and recall in a large sample. A total of 1225 healthy young women and men viewed two different sets of emotional and neutral pictures on two consecutive days. Both sets were recalled after a short delay (10 min). On Day 2, the pictures seen on Day 1 were additionally recalled, resulting in a long-delay (20 hr) recall condition. Cortisol levels were measured three times on Days 1 and 2 via saliva samples before encoding, between encoding and recall as well as after recall testing. We show that stronger decreases in cortisol levels during retrieval testing were associated with better recall performance of pictures, regardless of emotional valence of the pictures or length of the retention interval (i.e., 10 min vs. 20 hr). In contrast, average cortisol levels during retrieval were not related to picture recall. Remarkably during encoding, individual differences in average cortisol levels as well as changes in cortisol did not predict memory recall. Our results support previous findings indicating that higher cortisol levels during retrieval testing hinders recall of episodic memories and extend this view onto interindividual changes in basal cortisol levels.

The Development of Children's Early Memory Skills

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Haden, Catherine A.; Ornstein, Peter A.; O'Brien, Barbara S.; Elischberger, Holger B.; Tyler, Caroline S.; Burchinal, Margaret J.

2011-01-01

A multitask battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months of age. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children's Elicited Imitation task performance and whether the patterns of association varied…

Phonological Memory, Attention Control, and Musical Ability: Effects of Individual Differences on Rater Judgments of Second Language Speech

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Isaacs, Talia; Trofimovich, Pavel

2011-01-01

This study examines how listener judgments of second language speech relate to individual differences in listeners' phonological memory, attention control, and musical ability. Sixty native English listeners (30 music majors, 30 nonmusic majors) rated 40 nonnative speech samples for accentedness, comprehensibility, and fluency. The listeners were…

Short-Term Memory Skills in Children with Specific Language Impairment: The Effect of Verbal and Nonverbal Task Content

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Botting, Nicola; Psarou, Popi; Caplin, Tamara; Nevin, Laura

2013-01-01

Background and Design: In recent years, evidence has emerged that suggests specific language impairment (SLI) does not exclusively affect linguistic skill. Studies have revealed memory difficulties, including those measured using nonverbal tasks. However, there has been relatively little research into the nature of the verbal/nonverbal boundaries…

SymexTRON: Symbolic Execution of High-Level Transformation Languages

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Al-Sibahi, Ahmad Salim; Dimovski, Aleksandar; Wasowski, Andrzej

2016-01-01

Transformations form an important part of developing domain specific languages, where they are used to provide semantics for typing and evaluation. Yet, few solutions exist for verifying transformations written in expressive high-level transformation languages. We take a step towards that goal, b...

Altered Intrinsic Functional Connectivity in Language-Related Brain Regions in Association with Verbal Memory Performance in Euthymic Bipolar Patients

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David E. J. Linden

2013-09-01

Full Text Available Potential abnormalities in the structure and function of the temporal lobes have been studied much less in bipolar disorder than in schizophrenia. This may not be justified because language-related symptoms, such as pressured speech and flight of ideas, and cognitive deficits in the domain of verbal memory are amongst the hallmark of bipolar disorder (BD, and contribution of temporal lobe dysfunction is therefore likely. In the current study, we examined resting-state functional connectivity (FC between the auditory cortex (Heschl’s gyrus [HG], planum temporale [PT] and whole brain using seed correlation analysis in n = 21 BD euthymic patients and n = 20 matched healthy controls and associated it with verbal memory performance. In comparison to controls BD patients showed decreased functional connectivity between Heschl’s gyrus and planum temporale and the left superior and middle temporal gyrus. Additionally, fronto-temporal functional connectivity with the right inferior frontal/precentral gyrus and the insula was increased in patients. Verbal episodic memory deficits in the investigated sample of BD patients and language-related symptoms might therefore be associated with a diminished FC within the auditory/temporal gyrus and a compensatory fronto-temporal pathway.

Language, aging, and cognition: frontal aslant tract and superior longitudinal fasciculus contribute toward working memory performance in older adults.

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Rizio, Avery A; Diaz, Michele T

2016-06-15

Previous research has documented change in white matter tract integrity with increasing age. Both interhemispheric and intrahemispheric tracts that underlie language processing are susceptible to these age-related changes. The aim of the current study was to explore age and white matter integrity in language-related tracts as predictors of cognitive task performance in younger and older adults. To this end, we carried out principal component analyses of white matter tracts and confirmatory factor analysis of neuropsychological measures. We next carried out a series of regression analyses that used white matter components to predict scores on each of the neuropsychological components. For both younger and older adults, age was a significant predictor of processing speed and working memory. However, white matter integrity did not contribute independently toward these models. In older adults only, both age and a white matter component that included the bilateral frontal aslant tract and left superior longitudinal fasciculus were significant predictors of working memory. Taken together, these results extend our understanding of the contributions of language-related white matter structure to cognitive processing and highlight the effects of age-related differences in both frontal and dorsal tracts.

Perceptions about the museological language of the Historical Museum of Londrina: the exhibition "Caring, Healing, Remembering – memory of health in Londrina" and representations of women

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Bruno Sanches Mariante Silva

2016-01-01

Full Text Available The historical museums, such as the monuments, have been understood as images the societies produce for the future. However, this concept of museums as maintainers and guardians of the memory of a community or a locality is been revised. The city of Londrina, even though fairly new, preserves by various means a praise of the memory of certain groups, called 'pioneers'. The challenging of such memorial practices and inclusion of new actors is quite controversial and costly. Thus, this paper aims to reflect on the representations of women in the language of the Historical Museum of Londrina. To this end, it is proposed to analyze a temporary exhibition placed in that Museum: "Caring, Healing, Remember - memory of the health in Londrina." Therefore, we will investigate what (s language (s the MHL aligns to and presents itself for the public.

The relationship between mathematics and language: academic implications for children with specific language impairment and English language learners.

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Alt, Mary; Arizmendi, Genesis D; Beal, Carole R

2014-07-01

The present study examined the relationship between mathematics and language to better understand the nature of the deficit and the academic implications associated with specific language impairment (SLI) and academic implications for English language learners (ELLs). School-age children (N = 61; 20 SLI, 20 ELL, 21 native monolingual English [NE]) were assessed using a norm-referenced mathematics instrument and 3 experimental computer-based mathematics games that varied in language demands. Group means were compared with analyses of variance. The ELL group was less accurate than the NE group only when tasks were language heavy. In contrast, the group with SLI was less accurate than the groups with NE and ELLs on language-heavy tasks and some language-light tasks. Specifically, the group with SLI was less accurate on tasks that involved comparing numerical symbols and using visual working memory for patterns. However, there were no group differences between children with SLI and peers without SLI on language-light mathematics tasks that involved visual working memory for numerical symbols. Mathematical difficulties of children who are ELLs appear to be related to the language demands of mathematics tasks. In contrast, children with SLI appear to have difficulty with mathematics tasks because of linguistic as well as nonlinguistic processing constraints.

Genistein improves spatial learning and memory in male rats with elevated glucose level during memory consolidation

OpenAIRE

Kohara, Yumi; Kawaguchi, Shinichiro; Kuwahara, Rika; Uchida, Yutaro; Oku, Yushi; Yamashita, Kimihiro

2015-01-01

Cognitive dysfunction due to higher blood glucose level has been reported previously. Genistein (GEN) is a phytoestrogen that we hypothesized might lead to improved memory, despite elevated blood glucose levels at the time of memory consolidation. To investigate this hypothesis, we compared the effects of orally administered GEN on the central nervous system in normal versus glucose-loaded adult male rats. A battery of behavioral assessments was carried out. In the MAZE test, which measured s...

Remember dax? Relations between children's cross-situational word learning, memory, and language abilities.

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Vlach, Haley A; DeBrock, Catherine A

2017-04-01

Learning new words is a difficult task. Children are able to resolve the ambiguity of the task and map words to referents by tracking co-occurrence probabilities across multiple moments in time, a behavior termed cross-situational word learning (CSWL). Although we observe developments in CSWL abilities across childhood, the cognitive processes that drive individual and developmental change have yet to be identified. This research tested a developmental systems account by examining whether multiple cognitive systems co-contribute to children's CSWL. The results of two experiments revealed that multiple cognitive domains, such as memory and language abilities, are likely to drive the development of CSWL above and beyond children's age. The results also revealed that memory abilities are likely to be particularly important above and beyond other cognitive abilities. These findings have implications for theories and computational models of CSWL, which typically do not account for individual children's cognitive capacities or changes in cognitive capacities across time.

Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students

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Collette Mann

2013-02-01

Full Text Available Working memory (WM is often poorer for a second language (L2. In low noise conditions, people listening to a language other than their first language (L1 may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50 values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p < 0.001. Significant negative correlations were observed between the SNR50 and seven of the nine variables of English usage, learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables, Perceived Stress Scale (PSS and the Age of Acquisition of English (AoAoE were significantly positively correlated with the SNR50 , showing that those with a poorer capacity to discriminate simple English sentences from noise had learnt English later in life and had higher levels of stress – all characteristics of the international students. Local students exhibited significantly lower SNR50 scores and were significantly younger when they first learnt English. No significant correlation was detected between the SNR50 and the students’ Visual/Verbal Learning Style (r = −0.023. Standard multiple regression was

The Levels of Processing Conceptualization of Human Memory: Some Empirical and Theoretical Issues,

Science.gov (United States)

1984-12-01

levels -of- processing (LOP) framework was introduced by Craik and Lockhart in 1972...G. H. A multicomponent theory of the memory trace. In F. I. M. Craik and R. S. Lockhart , Levels of 6 processing : A framework for memory research... Lockhart , R. S. Levels of processing : A framework of memory research. Journal of Verbal Learning and Verbal Behavior, 1972, 11, 671-684. 25. Craik , F.

Level of Processing Modulates the Neural Correlates of Emotional Memory Formation

Science.gov (United States)

Ritchey, Maureen; LaBar, Kevin S.; Cabeza, Roberto

2011-01-01

Emotion is known to influence multiple aspects of memory formation, including the initial encoding of the memory trace and its consolidation over time. However, the neural mechanisms whereby emotion impacts memory encoding remain largely unexplored. The present study used a levels-of-processing manipulation to characterize the impact of emotion on…

High-Level Language Production in Parkinson's Disease: A Review

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Lori J. P. Altmann

2011-01-01

Full Text Available This paper discusses impairments of high-level, complex language production in Parkinson's disease (PD, defined as sentence and discourse production, and situates these impairments within the framework of current psycholinguistic theories of language production. The paper comprises three major sections, an overview of the effects of PD on the brain and cognition, a review of the literature on language production in PD, and a discussion of the stages of the language production process that are impaired in PD. Overall, the literature converges on a few common characteristics of language production in PD: reduced information content, impaired grammaticality, disrupted fluency, and reduced syntactic complexity. Many studies also document the strong impact of differences in cognitive ability on language production. Based on the data, PD affects all stages of language production including conceptualization and functional and positional processing. Furthermore, impairments at all stages appear to be exacerbated by impairments in cognitive abilities.

The relation between verbal and visuospatial memory and autobiographical memory

NARCIS (Netherlands)

Janssen, S.M.J.; Kristo, G.; Rouw, R.; Murre, J.M.J.

2015-01-01

The basic-systems approach (Rubin, 2005, 2006) states that autobiographical memory is supported by other cognitive systems and argues that autobiographical memories are constructed from interactions between cognitive systems, such as language, vision and emotion. Although deficiencies in one or more

Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom?

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Jared A. Linck

2015-10-01

Full Text Available The role of executive functioning in second language (L2 aptitude remains unclear. Whereas some studies report a relationship between working memory (WM and L2 learning, others have argued against this association. Similarly, being bilingual appears to benefit inhibitory control, and individual differences in inhibitory control are related to online L2 processing. The current longitudinal study examines whether these two components of executive functioning predict learning gains in an L2 classroom context using a pretest/posttest design. We assessed 25 university students in language courses, who completed measures of WM and inhibitory control. They also completed a proficiency measure at the beginning and end of a semester and reported their grade point average (GPA. WM was positively related to L2 proficiency and learning, but inhibitory control was not. These results support the notion that WM is an important component of L2 aptitude, particularly for predicting the early stages of L2 classroom learning.

Memory, Mind and Language

DEFF Research Database (Denmark)

up a number of topics in the field, among them the question of synchrony vs. diachrony in the language sciences, and issues of how to investigate the relationship between language, brain and mind. The book proposes some preliminary solutions to that problem, and, most significantly, it touches...... on both general and specific issues in theory and analysis, e.g. ‘adverbs in English and Norwegian,’ ‘verb semantics,’ ‘pronouns in Estonian,’ ‘morphology and neurolinguistics,’ ‘word order and morphology,’ ‘the nature and use of prepotions’ and ‘speech acts.’ The contributing scholars come from a variety...

Working memory in multilingual children: is there a bilingual effect?

Science.gov (United States)

Engel de Abreu, Pascale M J

2011-07-01

This research investigates whether early childhood bilingualism affects working memory performance in 6- to 8-year-olds, followed over a longitudinal period of 3 years. The study tests the hypothesis that bilinguals might exhibit more efficient working memory abilities than monolinguals, potentially via the opportunity a bilingual environment provides to train cognitive control by combating interference and intrusions from the non-target language. A total of 44 bilingual and monolingual children, matched on age, sex, and socioeconomic status, completed assessments of working memory (simple span and complex span tasks), fluid intelligence, and language (vocabulary and syntax). The data showed that the monolinguals performed significantly better on the language measures across the years, whereas no language group effect emerged on the working memory and fluid intelligence tasks after verbal abilities were considered. The study suggests that the need to manage several language systems in the bilingual mind has an impact on children's language skills while having little effects on the development of working memory.

Short-Term Memory and Aphasia: From Theory to Treatment.

Science.gov (United States)

Minkina, Irene; Rosenberg, Samantha; Kalinyak-Fliszar, Michelene; Martin, Nadine

2017-02-01

This article reviews existing research on the interactions between verbal short-term memory and language processing impairments in aphasia. Theoretical models of short-term memory are reviewed, starting with a model assuming a separation between short-term memory and language, and progressing to models that view verbal short-term memory as a cognitive requirement of language processing. The review highlights a verbal short-term memory model derived from an interactive activation model of word retrieval. This model holds that verbal short-term memory encompasses the temporary activation of linguistic knowledge (e.g., semantic, lexical, and phonological features) during language production and comprehension tasks. Empirical evidence supporting this model, which views short-term memory in the context of the processes it subserves, is outlined. Studies that use a classic measure of verbal short-term memory (i.e., number of words/digits correctly recalled in immediate serial recall) as well as those that use more intricate measures (e.g., serial position effects in immediate serial recall) are discussed. Treatment research that uses verbal short-term memory tasks in an attempt to improve language processing is then summarized, with a particular focus on word retrieval. A discussion of the limitations of current research and possible future directions concludes the review. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Reference counting for reversible languages

DEFF Research Database (Denmark)

Mogensen, Torben Ægidius

2014-01-01

inverses: Freeing a block of memory is done by running the allocation procedure backwards. Axelsen and Glück use this heap manager to sketch implementation of a simple reversible functional language where pattern matching a constructor is the inverse of construction, so pattern-matching implies......Modern programming languages and operating systems use heap memory that allows allocation and deallocation of memory to be decoupled, so they don't follow a stack discipline. Axelsen and Glück have presented a reversible heap manager where allocation and deallocation are each other's logical...

Reproducing American Sign Language Sentences: Cognitive Scaffolding in Working Memory

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Ted eSupalla

2014-08-01

Full Text Available The American Sign Language Sentence Reproduction Test (ASL-SRT requires the precise reproduction of a series of ASL sentences increasing in complexity and length. Error analyses of such tasks provides insight into working memory and scaffolding processes. Data was collected from three groups expected to differ in fluency: deaf children, deaf adults and hearing adults, all users of ASL. Quantitative (correct/incorrect recall and qualitative error analyses were performed. Percent correct on the reproduction task supports its sensitivity to fluency as test performance clearly differed across the three groups studied. A linguistic analysis of errors further documented differing strategies and bias across groups. Subjects’ recall projected the affordance and constraints of deep linguistic representations to differing degrees, with subjects resorting to alternate processing strategies in the absence of linguistic knowledge. A qualitative error analysis allows us to capture generalizations about the relationship between error pattern and the cognitive scaffolding, which governs the sentence reproduction process. Highly fluent signers and less-fluent signers share common chokepoints on particular words in sentences. However, they diverge in heuristic strategy. Fluent signers, when they make an error, tend to preserve semantic details while altering morpho-syntactic domains. They produce syntactically correct sentences with equivalent meaning to the to-be-reproduced one, but these are not verbatim reproductions of the original sentence. In contrast, less-fluent signers tend to use a more linear strategy, preserving lexical status and word ordering while omitting local inflections, and occasionally resorting to visuo-motoric imitation. Thus, whereas fluent signers readily use top-down scaffolding in their working memory, less fluent signers fail to do so. Implications for current models of working memory across spoken and signed modalities are

The Impact of Sex and Language Dominance on Material-Specific Memory Before and After Left Temporal Lobe Surgery

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Helmstaedter, C.; Brosch, T.; Kurthen, M.; Elger, C. E.

2004-01-01

Recent findings raised evidence that in early-onset left temporal lobe epilepsy, women show greater functional plasticity for verbal memory than men. In particular, women with lesion- or epilepsy-driven atypical language dominance show an advantage over men. The question asked in this study was whether there is evidence of sex- and language…

The impact of specific language impairment on working memory children with ADHD combined subtype

OpenAIRE

Jonsdottir, S.; Bouma, A.; Sergeant, J.A.; Scherder, E.J.A.

2005-01-01

The objective of this study was to examine the impact of comorbid specific language impairment (SLI) on verbal and spatial working memory in children with DSM-IV combined subtype Attention Deficit Hyperactivity Disorder (ADHD-C). Participants were a clinical sample of 81/2- to 121/2-year-old children diagnosed with ADHD-C. A group of ADHD-C with SLI was compared to a group of ADHD-C without SLI, and a group of normal children, matched on age and nonverbal intelligence. The results show that A...

The Duration of Auditory Sensory Memory for Vowel Processing: Neurophysiological and Behavioral Measures

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Yan H. Yu

2018-03-01

Full Text Available Speech perception behavioral research suggests that rates of sensory memory decay are dependent on stimulus properties at more than one level (e.g., acoustic level, phonemic level. The neurophysiology of sensory memory decay rate has rarely been examined in the context of speech processing. In a lexical tone study, we showed that long-term memory representation of lexical tone slows the decay rate of sensory memory for these tones. Here, we tested the hypothesis that long-term memory representation of vowels slows the rate of auditory sensory memory decay in a similar way to that of lexical tone. Event-related potential (ERP responses were recorded to Mandarin non-words contrasting the vowels /i/ vs. /u/ and /y/ vs. /u/ from first-language (L1 Mandarin and L1 American English participants under short and long interstimulus interval (ISI conditions (short ISI: an average of 575 ms, long ISI: an average of 2675 ms. Results revealed poorer discrimination of the vowel contrasts for English listeners than Mandarin listeners, but with different patterns for behavioral perception and neural discrimination. As predicted, English listeners showed the poorest discrimination and identification for the vowel contrast /y/ vs. /u/, and poorer performance in the long ISI condition. In contrast to Yu et al. (2017, however, we found no effect of ISI reflected in the neural responses, specifically the mismatch negativity (MMN, P3a and late negativity ERP amplitudes. We did see a language group effect, with Mandarin listeners generally showing larger MMN and English listeners showing larger P3a. The behavioral results revealed that native language experience plays a role in echoic sensory memory trace maintenance, but the failure to find an effect of ISI on the ERP results suggests that vowel and lexical tone memory traces decay at different rates.Highlights:We examined the interaction between auditory sensory memory decay and language experience.We compared MMN

The Duration of Auditory Sensory Memory for Vowel Processing: Neurophysiological and Behavioral Measures.

Science.gov (United States)

Yu, Yan H; Shafer, Valerie L; Sussman, Elyse S

2018-01-01

Speech perception behavioral research suggests that rates of sensory memory decay are dependent on stimulus properties at more than one level (e.g., acoustic level, phonemic level). The neurophysiology of sensory memory decay rate has rarely been examined in the context of speech processing. In a lexical tone study, we showed that long-term memory representation of lexical tone slows the decay rate of sensory memory for these tones. Here, we tested the hypothesis that long-term memory representation of vowels slows the rate of auditory sensory memory decay in a similar way to that of lexical tone. Event-related potential (ERP) responses were recorded to Mandarin non-words contrasting the vowels /i/ vs. /u/ and /y/ vs. /u/ from first-language (L1) Mandarin and L1 American English participants under short and long interstimulus interval (ISI) conditions (short ISI: an average of 575 ms, long ISI: an average of 2675 ms). Results revealed poorer discrimination of the vowel contrasts for English listeners than Mandarin listeners, but with different patterns for behavioral perception and neural discrimination. As predicted, English listeners showed the poorest discrimination and identification for the vowel contrast /y/ vs. /u/, and poorer performance in the long ISI condition. In contrast to Yu et al. (2017), however, we found no effect of ISI reflected in the neural responses, specifically the mismatch negativity (MMN), P3a and late negativity ERP amplitudes. We did see a language group effect, with Mandarin listeners generally showing larger MMN and English listeners showing larger P3a. The behavioral results revealed that native language experience plays a role in echoic sensory memory trace maintenance, but the failure to find an effect of ISI on the ERP results suggests that vowel and lexical tone memory traces decay at different rates. Highlights : We examined the interaction between auditory sensory memory decay and language experience. We compared MMN, P3a, LN

White matter pathways critical for language are also critical for resolving proactive interference in working memory

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Stephanie Kathleen Ries

2014-04-01

Full Text Available Background White matter pathways connecting brain regions involved in language processing in the left prefrontal (PFC and temporal cortices have been found to play a critical role in language comprehension (Turken and Dronkers, 2011. Among the frontal brain regions associated with language processing, the left inferior frontal gyrus (lIFG has also been strongly associated with resolving proactive interference in working memory (Jonides and Nee, 2006. Here we investigated whether the white matter pathways connecting the lIFG to the left temporal lobe found to be important in language comprehension were also critical for resolving proactive interference in working memory. Methods We tested 4 patients with left PFC damage involving the lIFG, 5 with left temporal damage and 6 age-matched controls. Critically, 2 left PFC patients and 1 left temporal patient had lesions involving a complete disconnection between the lIFG and the left temporal cortex and the remaining patients had partial disconnection only. Performance was assessed using the Recent Probes test (Monsell, 1978: 4 visually-presented letters are followed by a probe: one central letter. The task was to decide whether or not the probe was part of the immediately preceding set of letters. Whether or not the probe was also part of the previous trial and elicited a positive or negative response was then manipulated and created recent negative (RN and recent positive trials, respectively. RN trials generated interference in trial n compared to non-recent negative (NN trials. Behavioral results were reported using error rates as the dependent variable. Results When the groups were separated based on which cortical lobe was damaged, there was a significant main interference effect (F(1,12=24.94, p <.001, where RN trials were associated with worse performance than NN trials, and a main effect of group (F(2,12=4.65, p <.05, where performance was worse for patients than for controls, but there was

Declarative capacity does not trade-off with procedural capacity in children with specific language impairment

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Sengottuvel Kuppuraj

2016-10-01

Full Text Available Background and aims The procedural deficit hypothesis attributes the language phenotype in children with specific language impairment to an impaired procedural and relatively intact declarative memory system. The declarative compensatory hypothesis is an extension of the procedural deficit hypothesis which claims that the declarative system in specific language impairment compensates for the procedural deficit. The present study’s aim was to examine the claims of the procedural deficit hypothesis and declarative compensatory hypothesis by examining these memory systems and relation between them in specific language impairment. Methods Participants were children aged 8–13 years, 30 with specific language impairment and 30 typically developing controls, who spoke Kannada (an agglutinating language of the Dravidian family. Procedural learning was assessed using a serial reaction time task. Declarative memory was assessed using two non-verbal tasks that differed at the level of encoding and retrieval: a recognition memory task after incidental encoding using real and novel object images and a recall task after intentional encoding using visual paired associates. Retrieval was examined after short (10 min and long (60 min delays after encoding on both declarative tasks. Results Findings confirmed that children with specific language impairment (SLI have impaired procedural memory on a non-verbal serial reaction time task. On recognition memory task after incidental encoding though children with specific language impairment encoded less well, they recognized items as well as typically developing controls. Both the groups retrieved more at short compared to long intervals and retrieved real (verbalizable objects better than novel objects. On visual paired associates (recall task with intentional encoding children with specific language impairment retrieved less than typically developing children (even after controlling for non-verbal ability

Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory.

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Pimperton, Hannah; Nation, Kate

2014-01-01

Differing etiological explanations have been proposed to account for poor comprehenders' difficulties with reading comprehension, with some researchers emphasizing working memory deficits and others arguing for oral language weaknesses playing a key causal role. The authors contrasted these two theoretical accounts using data obtained from direct measures of working memory and from teacher ratings of poor comprehenders' behavior in the classroom. At the group level, poor comprehenders showed weaknesses on verbal but not nonverbal working memory tasks, in keeping with the "language account." However, they also showed evidence of elevated levels of problem behaviors specifically associated with working memory deficits. Further analysis revealed that these group differences in working-memory-related problem behaviors were carried by a small subgroup of poor comprehenders who also displayed domain-general (verbal and nonverbal) working memory problems, argued to be reflective of "genuine" underlying working memory deficits.

The language parallel Pascal and other aspects of the massively parallel processor

Science.gov (United States)

Reeves, A. P.; Bruner, J. D.

1982-01-01

A high level language for the Massively Parallel Processor (MPP) was designed. This language, called Parallel Pascal, is described in detail. A description of the language design, a description of the intermediate language, Parallel P-Code, and details for the MPP implementation are included. Formal descriptions of Parallel Pascal and Parallel P-Code are given. A compiler was developed which converts programs in Parallel Pascal into the intermediate Parallel P-Code language. The code generator to complete the compiler for the MPP is being developed independently. A Parallel Pascal to Pascal translator was also developed. The architecture design for a VLSI version of the MPP was completed with a description of fault tolerant interconnection networks. The memory arrangement aspects of the MPP are discussed and a survey of other high level languages is given.

A high-level language for rule-based modelling.

Science.gov (United States)

Pedersen, Michael; Phillips, Andrew; Plotkin, Gordon D

2015-01-01

Rule-based languages such as Kappa excel in their support for handling the combinatorial complexities prevalent in many biological systems, including signalling pathways. But Kappa provides little structure for organising rules, and large models can therefore be hard to read and maintain. This paper introduces a high-level, modular extension of Kappa called LBS-κ. We demonstrate the constructs of the language through examples and three case studies: a chemotaxis switch ring, a MAPK cascade, and an insulin signalling pathway. We then provide a formal definition of LBS-κ through an abstract syntax and a translation to plain Kappa. The translation is implemented in a compiler tool which is available as a web application. We finally demonstrate how to increase the expressivity of LBS-κ through embedded scripts in a general-purpose programming language, a technique which we view as generally applicable to other domain specific languages.

Statistical Language Modeling for Historical Documents using Weighted Finite-State Transducers and Long Short-Term Memory

OpenAIRE

Al Azawi, Mayce

2015-01-01

The goal of this work is to develop statistical natural language models and processing techniques based on Recurrent Neural Networks (RNN), especially the recently introduced Long Short- Term Memory (LSTM). Due to their adapting and predicting abilities, these methods are more robust, and easier to train than traditional methods, i.e., words list and rule-based models. They improve the output of recognition systems and make them more accessible to users for browsing and reading...

Diversity, variation and fairness: Equivalence in national level language assessments

Directory of Open Access Journals (Sweden)

Albert Weideman

2017-03-01

Full Text Available The post-1994 South African constitution proudly affirms the language diversity of the country, as do subsequent laws, while ministerial policies, both at further and higher education level, similarly promote the use of all 11 official languages in education. However, such recognition of diversity presents several challenges to accommodate potential variation. In language education at secondary school, which is nationally assessed, the variety being promoted immediately raises issues of fairness and equivalence. The final high-stakes examination of learners’ ability in home language at the exit level of their pre-tertiary education is currently contentious in South Africa. It is known, for example, that in certain indigenous languages, the exit level assessments barely discriminate among learners with different abilities, while in other languages they do. For that reason, the Council for Quality Assurance in General and Further Education, Umalusi, has commissioned several reports to attempt to understand the nature of the problem. This article will deal with a discussion of a fourth attempt by Umalusi to solve the problem. That attempt, undertaken by a consortium of four universities, has already delivered six interim reports to this statutory body, and the article will consider some of their content and methodology. In their reconceptualisation of the problem, the applied linguists involved first sought to identify the theoretical roots of the current curriculum in order to articulate more sharply the construct being assessed. That provides the basis for a theoretical justification of the several solutions being proposed, as well as for the preliminary designs of modifications to current, and the introduction of new assessments. The impact of equivalence of measurement as a design requirement will be specifically discussed, with reference to the empirical analyses of results of a number of pilots of equivalent tests in different languages.

Room-Temperature Single-photon level Memory for Polarization States

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Kupchak, Connor; Mittiga, Thomas; Jordaan, Bertus; Namazi, Mehdi; Nölleke, Christian; Figueroa, Eden

2015-01-01

An optical quantum memory is a stationary device that is capable of storing and recreating photonic qubits with a higher fidelity than any classical device. Thus far, these two requirements have been fulfilled for polarization qubits in systems based on cold atoms and cryogenically cooled crystals. Here, we report a room-temperature memory capable of storing arbitrary polarization qubits with a signal-to-background ratio higher than 1 and an average fidelity surpassing the classical benchmark for weak laser pulses containing 1.6 photons on average, without taking into account non-unitary operation. Our results demonstrate that a common vapor cell can reach the low background noise levels necessary for polarization qubit storage using single-photon level light, and propels atomic-vapor systems towards a level of functionality akin to other quantum information processing architectures.

GOTHIC memory management : a multiprocessor shared single level store

OpenAIRE

Michel , Béatrice

1990-01-01

Gothic purpose is to build an object-oriented fault-tolerant distributed operating system for a local area network of multiprocessor workstations. This paper describes Gothic memory manager. It realizes the sharing of the secondary memory space between any process running on the Gothic system. Processes on different processors can communicate by sharing permanent information. The manager implements a shared single level storage with an invalidation protocol working on disk-pages to maintain s...

Level of processing modulates the neural correlates of emotional memory formation

OpenAIRE

Ritchey, Maureen; LaBar, Kevin S.; Cabeza, Roberto

2010-01-01

Emotion is known to influence multiple aspects of memory formation, including the initial encoding of the memory trace and its consolidation over time. However, the neural mechanisms whereby emotion impacts memory encoding remain largely unexplored. The present study employed a levels-of-processing manipulation to characterize the impact of emotion on encoding with and without the influence of elaborative processes. Participants viewed emotionally negative, neutral, and positive scenes under ...

Whorfian effects on colour memory are not reliable.

Science.gov (United States)

Wright, Oliver; Davies, Ian R L; Franklin, Anna

2015-01-01

The Whorfian hypothesis suggests that differences between languages cause differences in cognitive processes. Support for this idea comes from studies that find that patterns of colour memory errors made by speakers of different languages align with differences in colour lexicons. The current study provides a large-scale investigation of the relationship between colour language and colour memory, adopting a cross-linguistic and developmental approach. Colour memory on a delayed matching-to-sample (XAB) task was investigated in 2 language groups with differing colour lexicons, for 3 developmental stages and 2 regions of colour space. Analyses used a Bayesian technique to provide simultaneous assessment of two competing hypotheses (H1-Whorfian effect present, H0-Whorfian effect absent). Results of the analyses consistently favoured H0. The findings suggest that Whorfian effects on colour memory are not reliable and that the importance of such effects should not be overestimated.

The impact of specific language impairment on working memory in children with ADHD combined type

OpenAIRE

Jondottir, S.; Bouma, A.; Sergeant, J.A.; Scherder, E.J.A.

2005-01-01

The objective of this study was to examine the impact of comorbid specific language impairment (SLI) on verbal and spatial working memory in children with DSM-IV combined subtype Attention Deficit Hyperactivity Disorder (ADHD-C). Participants were a clinical sample of 81/2- to 121/2-year-old children diagnosed with ADHD-C. A group of ADHD-C with SLI was compared to a group of ADHD-C without SLI, and a group of normal children, matched on age and nonverbal intelligence. The results show that A...

Attention, working memory, and phenomenal experience of WM content: memory levels determined by different types of top-down modulation.

Science.gov (United States)

Jacob, Jane; Jacobs, Christianne; Silvanto, Juha

2015-01-01

What is the role of top-down attentional modulation in consciously accessing working memory (WM) content? In influential WM models, information can exist in different states, determined by allocation of attention; placing the original memory representation in the center of focused attention gives rise to conscious access. Here we discuss various lines of evidence indicating that such attentional modulation is not sufficient for memory content to be phenomenally experienced. We propose that, in addition to attentional modulation of the memory representation, another type of top-down modulation is required: suppression of all incoming visual information, via inhibition of early visual cortex. In this view, there are three distinct memory levels, as a function of the top-down control associated with them: (1) Nonattended, nonconscious associated with no attentional modulation; (2) attended, phenomenally nonconscious memory, associated with attentional enhancement of the actual memory trace; (3) attended, phenomenally conscious memory content, associated with enhancement of the memory trace and top-down suppression of all incoming visual input.

Origins of Adolescents' Autobiographical Memories

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Reese, Elaine; Jack, Fiona; White, Naomi

2010-01-01

Adolescents (N = 46; M = 12.46 years) who had previously participated in a longitudinal study of autobiographical memory development narrated their early childhood memories, interpreted life events, and completed a family history questionnaire and language assessment. Three distinct components of adolescent memory emerged: (1) age of earliest…

Study of functional brain imaging for bilingual language cognition

International Nuclear Information System (INIS)

Sun Da

2008-01-01

Bilingual and multilingual brain studies of language recognition is an interdisciplinary subject which needs to identify different levels involved in the neural representation of languages, such as neuroanatomical, neurofunctional, biochemical, psychological and linguistic levels. Furthermore, specific factor's such as age, manner of acquisition and environmental factors seem to affect the neural representation. Functional brain imaging, such as PET, SPECT and functional MRI can explore the neurolinguistics representation of bilingualism in the brain in subjects, and elucidate the neuronal mechanisms of bilingual language processing. Functional imaging methods show differences in the pattern of cerebral activation associated with a second language compared with the subject's native language. It shows that verbal memory processing in two unrelated languages is mediated by a common neural system with some distinct cortical areas. The different patterns of activation differ according to the language used. It also could be ascribed either to age of acquisition or to proficiency level. And attained proficiency is more important than age of acquisition as a determinant of the cortical representation of the second language. The study used PET and SPECT shows that sign and spoken language seem to be localized in the same brain areas, and elicit similar regional cerebral blood flow patterns. But for sign language perception, the functional anatomy overlaps that of language processing contain both auditory and visual components. And the sign language is dependent on spatial information too. (authors)

Nonword Repetition: The Relative Contributions of Phonological Short-Term Memory and Phonological Representations in Children with Language and Reading Impairment

Science.gov (United States)

Rispens, Judith; Baker, Anne

2012-01-01

Purpose: This study investigates the relative contributions of phonological short-term memory and phonological representations to nonword repetition (NWR). This was evaluated in children with specific language impairment (SLI) and/or reading impairment (RI); it was also studied from a developmental perspective by comparing 2 groups of typically…

Working Memory and Language Learning: A Review

Science.gov (United States)

Archibald, Lisa M. D.

2017-01-01

Children with speech, language, and communication needs (SLCN) form a highly heterogeneous group, including those with an unexplained delay in language development known as specific language impairment (SLI). There is growing recognition that multiple mechanisms underlie the range of profiles observed in these children. Broadly speaking, both the…

Language and Cognitive Predictors of Text Comprehension: Evidence from Multivariate Analysis

Science.gov (United States)

Kim, Young-Suk

2015-01-01

Using data from children in South Korea (N = 145, M[subscript age] = 6.08), it was determined how low-level language and cognitive skills (vocabulary, syntactic knowledge, and working memory) and high-level cognitive skills (comprehension monitoring and theory of mind [ToM]) are related to listening comprehension and whether listening…

Auditory-cognitive training improves language performance in prelingually deafened cochlear implant recipients.

Science.gov (United States)

Ingvalson, Erin M; Young, Nancy M; Wong, Patrick C M

2014-10-01

Phonological and working memory skills have been shown to be important for the development of spoken language. Children who use a cochlear implant (CI) show performance deficits relative to normal hearing (NH) children on all constructs: phonological skills, working memory, and spoken language. Given that phonological skills and working memory have been shown to be important for spoken language development in NH children, we hypothesized that training these foundational skills would result in improved spoken language performance in CI-using children. Nineteen prelingually deafened CI-using children aged 4- to 7-years-old participated. All children had been using their implants for at least one year and were matched on pre-implant hearing thresholds, hearing thresholds at study enrollment, and non-verbal IQ. Children were assessed on expressive vocabulary, listening language, spoken language, and composite language. Ten children received four weeks of training on phonological skills including rhyme, sound blending, and sound discrimination and auditory working memory. The remaining nine children continued with their normal classroom activities for four weeks. Language assessments were repeated following the training/control period. Children who received combined phonological-working memory training showed significant gains on expressive and composite language scores. Children who did not receive training showed no significant improvements at post-test. On average, trained children had gain scores of 6.35 points on expressive language and gain scores of 6.15 points whereas the untrained children had test-retest gain scores of 2.89 points for expressive language and 2.56 for composite language. Our results suggest that training to improve the phonological and working memory skills in CI-using children may lead to improved language performance. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Language Constructs for Data Partitioning and Distribution

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P. Crooks

1995-01-01

Full Text Available This article presents a survey of language features for distributed memory multiprocessor systems (DMMs, in particular, systems that provide features for data partitioning and distribution. In these systems the programmer is freed from consideration of the low-level details of the target architecture in that there is no need to program explicit processes or specify interprocess communication. Programs are written according to the shared memory programming paradigm but the programmer is required to specify, by means of directives, additional syntax or interactive methods, how the data of the program are decomposed and distributed.

Adapting high-level language programs for parallel processing using data flow

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Standley, Hilda M.

1988-01-01

EASY-FLOW, a very high-level data flow language, is introduced for the purpose of adapting programs written in a conventional high-level language to a parallel environment. The level of parallelism provided is of the large-grained variety in which parallel activities take place between subprograms or processes. A program written in EASY-FLOW is a set of subprogram calls as units, structured by iteration, branching, and distribution constructs. A data flow graph may be deduced from an EASY-FLOW program.

Word translation at three levels of proficiency in a second language: the ubiquitous involvement of conceptual memory

NARCIS (Netherlands)

de Groot, A.M.B.; Poot, R.

1997-01-01

Three groups of 20 unbalanced bilinguals, different from one another in second language (L2) fluency, translated one set of words from L1, Dutch, to L2, English (forward translation), and a second set of matched words from L2 to L1 (backward translation). In both language sets we orthogonally

Bilinguals' Existing Languages Benefit Vocabulary Learning in a Third Language.

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Bartolotti, James; Marian, Viorica

2017-03-01

Learning a new language involves substantial vocabulary acquisition. Learners can accelerate this process by relying on words with native-language overlap, such as cognates. For bilingual third language learners, it is necessary to determine how their two existing languages interact during novel language learning. A scaffolding account predicts transfer from either language for individual words, whereas an accumulation account predicts cumulative transfer from both languages. To compare these accounts, twenty English-German bilingual adults were taught an artificial language containing 48 novel written words that varied orthogonally in English and German wordlikeness (neighborhood size and orthotactic probability). Wordlikeness in each language improved word production accuracy, and similarity to one language provided the same benefit as dual-language overlap. In addition, participants' memory for novel words was affected by the statistical distributions of letters in the novel language. Results indicate that bilinguals utilize both languages during third language acquisition, supporting a scaffolding learning model.

Elevated lead levels from e-waste exposure are linked to decreased olfactory memory in children.

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Zhang, Bo; Huo, Xia; Xu, Long; Cheng, Zhiheng; Cong, Xiaowei; Lu, Xueling; Xu, Xijin

2017-12-01

Lead (Pb) is a developmental neurotoxicant and can cause abnormal development of the nervous system in children. Hence, the aim of this study was to investigate the effect of Pb exposure on child olfactory memory by correlating the blood Pb levels of children in Guiyu with olfactory memory tests. We recruited 61 preschool children, 4- to 7-years of age, from Guiyu and 57 children from Haojiang. The mean blood Pb level of Guiyu children was 9.40 μg/dL, significantly higher than the 5.04 μg/dL mean blood Pb level of Haojiang children. In addition, approximately 23% of Guiyu children had blood Pb levels exceeding 10.00 μg/dL. The correlation analysis showed that blood Pb levels in children highly correlated with e-waste contact (r s  = 0.393). Moreover, the mean concentration of serum BDNF in Guiyu children (35.91 ng/ml) was higher than for Haojiang (28.10 ng/ml) and was positively correlated with blood Pb levels. Both item and source olfactory memory tests at 15 min, 5 h and 24 h after odor exposure showed that scores were lower in Guiyu children indicative of reduced olfactory memory in Guiyu children. Olfactory memory tests scores negatively correlated with blood Pb and serum BDNF levels, but were positively associated with parental education levels. At the same time, scores of both tests on children in the high blood Pb level group (blood Pb levels > 5.00 μg/dL) were lower than those in the low blood Pb level group (blood Pb levels ≤ 5.00 μg/dL), implying that Pb exposure decreases olfactory memory in children. Our findings suggest that Pb exposure in e-waste recycling and dismantling areas could result in an increase in serum BDNF level and a decrease in child olfactory memory, in addition, BDNF might be involved in olfactory memory impairment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Can Planning Time Compensate for Individual Differences in Working Memory Capacity?

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Nielson, Katharine B.

2014-01-01

Language learners with high working memory capacity have an advantage, all other factors being equal, during the second language acquisition (SLA) process; therefore, identifying a pedagogical intervention that can compensate for low working memory capacity would be advantageous to language learners and instructors. Extensive research on the…

Language delays, reading delays, and learning difficulties: interactive elements requiring multidimensional programming.

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Hay, Ian; Elias, Gordon; Fielding-Barnsley, Ruth; Homel, Ross; Freiberg, Kate

2007-01-01

Researchers have hypothesized four levels of instructional dialogue and claimed that teachers can improve children's language development by incorporating these dialogue levels in their classrooms. It has also been hypothesized that enhancing children's early language development enhances children's later reading development. This quasi-experimental research study investigated both of these hypotheses using a collaborative service delivery model for Grade 1 children with language difficulties from a socially and economically disadvantaged urban community in Australia. Comparing the end-of-year reading achievement scores for the 57 children who received the language intervention with those of the 59 children in the comparison group, the findings from this research are supportive of both hypotheses. The interrelationships between learning difficulties, reading difficulties, and language difficulties are discussed along with children's development in vocabulary, use of memory strategies and verbal reasoning, and the need for multidimensional programming.

Witnesses' memory for events and faces under elevated levels of intoxication.

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Altman, Christopher M; Schreiber Compo, Nadja; McQuiston, Dawn; Hagsand, Angelica V; Cervera, Jiselle

2018-08-01

Research on alcohol and witness memory has burgeoned over the last decade. However, most studies have tested participants at relatively low breath alcohol concentration (BAC) levels, unrepresentative of those encountered by officers in the field. To examine how higher intoxication levels might impair witness memory for events and faces, the current research tested participants' ability to recall a mock crime at elevated BAC levels (>.08%). The BAC levels of bar patrons (N = 138) were recorded before witnessing a video-taped mock crime. Participants were then interviewed using free recall and cued questions and shown a six-person target-present or target-absent lineup. Results show that alcohol negatively affected both the quantity and quality of recall. Regardless of question format, alcohol also reduced the percentage of accurate information elicited from witnesses; however, only cued questions increased the percentage of inaccurate information reported. Intoxication had no effect on identification accuracy. These findings suggest that the encoding and storage systems for faces and events may be impacted differently by alcohol. Our results also highlight the importance of including higher BAC levels when examining the effects of alcohol on witness memory.

Short-term and working memory impairments in aphasia.

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Potagas, Constantin; Kasselimis, Dimitrios; Evdokimidis, Ioannis

2011-08-01

The aim of the present study is to investigate short-term memory and working memory deficits in aphasics in relation to the severity of their language impairment. Fifty-eight aphasic patients participated in this study. Based on language assessment, an aphasia score was calculated for each patient. Memory was assessed in two modalities, verbal and spatial. Mean scores for all memory tasks were lower than normal. Aphasia score was significantly correlated with performance on all memory tasks. Correlation coefficients for short-term memory and working memory were approximately of the same magnitude. According to our findings, severity of aphasia is related with both verbal and spatial memory deficits. Moreover, while aphasia score correlated with lower scores in both short-term memory and working memory tasks, the lack of substantial difference between corresponding correlation coefficients suggests a possible primary deficit in information retention rather than impairment in working memory. Copyright © 2011 Elsevier Ltd. All rights reserved.

Effects of Working Memory Capacity and Content Familiarity on Literal and Inferential Comprehension in L2 Reading

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Alptekin, Cem; Ercetin, Gulcan

2011-01-01

This study examines the effects of working memory capacity and content familiarity on literal and inferential comprehension in second language (L2) reading. Participants were 62 Turkish university students with an advanced English proficiency level. Working memory capacity was measured through a computerized version of a reading span test, whereas…

The Effect of Time on Word Learning: An Examination of Decay of the Memory Trace and Vocal Rehearsal in Children with and without Specific Language Impairment

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Alt, Mary; Spaulding, Tammie

2011-01-01

Purpose: The purpose of this study was to measure the effect of time to response in a fast-mapping word learning task for children with specific language impairment (SLI) and children with typically developing language skills (TD). Manipulating time to response allows us to examine decay of the memory trace, the use of vocal rehearsal, and their…

Similarities and Differences between Working Memory and Long-Term Memory: Evidence from the Levels-of-Processing Span Task

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Rose, Nathan S.; Myerson, Joel; Roediger, Henry L., III; Hale, Sandra

2010-01-01

Two experiments compared the effects of depth of processing on working memory (WM) and long-term memory (LTM) using a levels-of-processing (LOP) span task, a newly developed WM span procedure that involves processing to-be-remembered words based on their visual, phonological, or semantic characteristics. Depth of processing had minimal effect on…

Long-term memory traces for familiar spoken words in tonal languages as revealed by the Mismatch Negativity

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Naiphinich Kotchabhakdi

2004-11-01

Full Text Available Mismatch negativity (MMN, a primary response to an acoustic change and an index of sensory memory, was used to investigate the processing of the discrimination between familiar and unfamiliar Consonant-Vowel (CV speech contrasts. The MMN was elicited by rare familiar words presented among repetitive unfamiliar words. Phonetic and phonological contrasts were identical in all conditions. MMN elicited by the familiar word deviant was larger than that elicited by the unfamiliar word deviant. The presence of syllable contrast did significantly alter the word-elicited MMN in amplitude and scalp voltage field distribution. Thus, our results indicate the existence of word-related MMN enhancement largely independent of the word status of the standard stimulus. This enhancement may reflect the presence of a longterm memory trace for familiar spoken words in tonal languages.

Selective transfer of visual working memory training on Chinese character learning.

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Opitz, Bertram; Schneiders, Julia A; Krick, Christoph M; Mecklinger, Axel

2014-01-01

Previous research has shown a systematic relationship between phonological working memory capacity and second language proficiency for alphabetic languages. However, little is known about the impact of working memory processes on second language learning in a non-alphabetic language such as Mandarin Chinese. Due to the greater complexity of the Chinese writing system we expect that visual working memory rather than phonological working memory exerts a unique influence on learning Chinese characters. This issue was explored in the present experiment by comparing visual working memory training with an active (auditory working memory training) control condition and a passive, no training control condition. Training induced modulations in language-related brain networks were additionally examined using functional magnetic resonance imaging in a pretest-training-posttest design. As revealed by pre- to posttest comparisons and analyses of individual differences in working memory training gains, visual working memory training led to positive transfer effects on visual Chinese vocabulary learning compared to both control conditions. In addition, we found sustained activation after visual working memory training in the (predominantly visual) left infero-temporal cortex that was associated with behavioral transfer. In the control conditions, activation either increased (active control condition) or decreased (passive control condition) without reliable behavioral transfer effects. This suggests that visual working memory training leads to more efficient processing and more refined responses in brain regions involved in visual processing. Furthermore, visual working memory training boosted additional activation in the precuneus, presumably reflecting mental image generation of the learned characters. We, therefore, suggest that the conjoint activity of the mid-fusiform gyrus and the precuneus after visual working memory training reflects an interaction of working memory and

GABA level, gamma oscillation, and working memory performance in schizophrenia

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Chen, Chi-Ming A.; Stanford, Arielle D.; Mao, Xiangling; Abi-Dargham, Anissa; Shungu, Dikoma C.; Lisanby, Sarah H.; Schroeder, Charles E.; Kegeles, Lawrence S.

2014-01-01

A relationship between working memory impairment, disordered neuronal oscillations, and abnormal prefrontal GABA function has been hypothesized in schizophrenia; however, in vivo GABA measurements and gamma band neural synchrony have not yet been compared in schizophrenia. This case–control pilot study (N = 24) compared baseline and working memory task-induced neuronal oscillations acquired with high-density electroencephalograms (EEGs) to GABA levels measured in vivo with magnetic resonance ...

Working Memory for Linguistic and Non-linguistic Manual Gestures: Evidence, Theory, and Application.

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Rudner, Mary

2018-01-01

Linguistic manual gestures are the basis of sign languages used by deaf individuals. Working memory and language processing are intimately connected and thus when language is gesture-based, it is important to understand related working memory mechanisms. This article reviews work on working memory for linguistic and non-linguistic manual gestures and discusses theoretical and applied implications. Empirical evidence shows that there are effects of load and stimulus degradation on working memory for manual gestures. These effects are similar to those found for working memory for speech-based language. Further, there are effects of pre-existing linguistic representation that are partially similar across language modalities. But above all, deaf signers score higher than hearing non-signers on an n-back task with sign-based stimuli, irrespective of their semantic and phonological content, but not with non-linguistic manual actions. This pattern may be partially explained by recent findings relating to cross-modal plasticity in deaf individuals. It suggests that in linguistic gesture-based working memory, semantic aspects may outweigh phonological aspects when processing takes place under challenging conditions. The close association between working memory and language development should be taken into account in understanding and alleviating the challenges faced by deaf children growing up with cochlear implants as well as other clinical populations.

Production Practice During Language Learning Improves Comprehension.

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Hopman, Elise W M; MacDonald, Maryellen C

2018-04-01

Language learners often spend more time comprehending than producing a new language. However, memory research suggests reasons to suspect that production practice might provide a stronger learning experience than comprehension practice. We tested the benefits of production during language learning and the degree to which this learning transfers to comprehension skill. We taught participants an artificial language containing multiple linguistic dependencies. Participants were randomly assigned to either a production- or a comprehension-learning condition, with conditions designed to balance attention demands and other known production-comprehension differences. After training, production-learning participants outperformed comprehension-learning participants on vocabulary comprehension and on comprehension tests of grammatical dependencies, even when we controlled for individual differences in vocabulary learning. This result shows that producing a language during learning can improve subsequent comprehension, which has implications for theories of memory and learning, language representations, and educational practices.

Differences Across Levels in the Language of Agency and Ability in Rating Scales for Large-Scale Second Language Writing Assessments

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Anderson Salena Sampson

2017-12-01

Full Text Available While large-scale language and writing assessments benefit from a wealth of literature on the reliability and validity of specific tests and rating procedures, there is comparatively less literature that explores the specific language of second language writing rubrics. This paper provides an analysis of the language of performance descriptors for the public versions of the TOEFL and IELTS writing assessment rubrics, with a focus on linguistic agency encoded by agentive verbs and language of ability encoded by modal verbs can and cannot. While the IELTS rubrics feature more agentive verbs than the TOEFL rubrics, both pairs of rubrics feature uneven syntax across the band or score descriptors with either more agentive verbs for the highest scores, more nominalization for the lowest scores, or language of ability exclusively in the lowest scores. These patterns mirror similar patterns in the language of college-level classroom-based writing rubrics, but they differ from patterns seen in performance descriptors for some large-scale admissions tests. It is argued that the lack of syntactic congruity across performance descriptors in the IELTS and TOEFL rubrics may reflect a bias in how actual student performances at different levels are characterized.

The effects of multisensory structured language instruction on native language and foreign language aptitude skills of at-risk high school foreign language learners.

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Sparks, R; Ganschow, L; Pohlman, J; Skinner, S; Artzer, M

1992-12-01

Research findings suggest that most students who have foreign language learning problems have language-based difficulties and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk students are discussed.

"Language Learning" Roundtable: Memory and Second Language Acquisition 2012, Hong Kong

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Wen, Zhisheng; McNeill, Arthur; Mota, Mailce Borges

2014-01-01

Organized under the auspices of the "Language Learning" Roundtable Conference Grant (2012), this seminar aimed to provide an interactive forum for a group of second language acquisition (SLA) researchers with particular interests in cognitive linguistics and psycholinguistics to discuss key theoretical and methodological issues in the…

Selectivity in Postencoding Connectivity with High-Level Visual Cortex Is Associated with Reward-Motivated Memory.

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Murty, Vishnu P; Tompary, Alexa; Adcock, R Alison; Davachi, Lila

2017-01-18

Reward motivation has been demonstrated to enhance declarative memory by facilitating systems-level consolidation. Although high-reward information is often intermixed with lower reward information during an experience, memory for high value information is prioritized. How is this selectivity achieved? One possibility is that postencoding consolidation processes bias memory strengthening to those representations associated with higher reward. To test this hypothesis, we investigated the influence of differential reward motivation on the selectivity of postencoding markers of systems-level memory consolidation. Human participants encoded intermixed, trial-unique memoranda that were associated with either high or low-value during fMRI acquisition. Encoding was interleaved with periods of rest, allowing us to investigate experience-dependent changes in connectivity as they related to later memory. Behaviorally, we found that reward motivation enhanced 24 h associative memory. Analysis of patterns of postencoding connectivity showed that, even though learning trials were intermixed, there was significantly greater connectivity with regions of high-level, category-selective visual cortex associated with high-reward trials. Specifically, increased connectivity of category-selective visual cortex with both the VTA and the anterior hippocampus predicted associative memory for high- but not low-reward memories. Critically, these results were independent of encoding-related connectivity and univariate activity measures. Thus, these findings support a model by which the selective stabilization of memories for salient events is supported by postencoding interactions with sensory cortex associated with reward. Reward motivation is thought to promote memory by supporting memory consolidation. Yet, little is known as to how brain selects relevant information for subsequent consolidation based on reward. We show that experience-dependent changes in connectivity of both the

A Cognitive Neural Architecture Able to Learn and Communicate through Natural Language.

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Bruno Golosio

Full Text Available Communicative interactions involve a kind of procedural knowledge that is used by the human brain for processing verbal and nonverbal inputs and for language production. Although considerable work has been done on modeling human language abilities, it has been difficult to bring them together to a comprehensive tabula rasa system compatible with current knowledge of how verbal information is processed in the brain. This work presents a cognitive system, entirely based on a large-scale neural architecture, which was developed to shed light on the procedural knowledge involved in language elaboration. The main component of this system is the central executive, which is a supervising system that coordinates the other components of the working memory. In our model, the central executive is a neural network that takes as input the neural activation states of the short-term memory and yields as output mental actions, which control the flow of information among the working memory components through neural gating mechanisms. The proposed system is capable of learning to communicate through natural language starting from tabula rasa, without any a priori knowledge of the structure of phrases, meaning of words, role of the different classes of words, only by interacting with a human through a text-based interface, using an open-ended incremental learning process. It is able to learn nouns, verbs, adjectives, pronouns and other word classes, and to use them in expressive language. The model was validated on a corpus of 1587 input sentences, based on literature on early language assessment, at the level of about 4-years old child, and produced 521 output sentences, expressing a broad range of language processing functionalities.

When You've Seen One, Have You Seen Them All? Children's Memory for General and Specific Learning Episodes

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Riggs, Anne E.; Kalish, Charles W.; Alibali, Martha W.

2014-01-01

In any learning situation, children must decide the level of generality with which to encode information. Cues to generality may affect children's memory for different components of a learning episode. In this research, we investigated whether 1 cue to generality, generic language, affects children's memory for information about social categories…

DESTINY: A Comprehensive Tool with 3D and Multi-Level Cell Memory Modeling Capability

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Sparsh Mittal

2017-09-01

Full Text Available To enable the design of large capacity memory structures, novel memory technologies such as non-volatile memory (NVM and novel fabrication approaches, e.g., 3D stacking and multi-level cell (MLC design have been explored. The existing modeling tools, however, cover only a few memory technologies, technology nodes and fabrication approaches. We present DESTINY, a tool for modeling 2D/3D memories designed using SRAM, resistive RAM (ReRAM, spin transfer torque RAM (STT-RAM, phase change RAM (PCM and embedded DRAM (eDRAM and 2D memories designed using spin orbit torque RAM (SOT-RAM, domain wall memory (DWM and Flash memory. In addition to single-level cell (SLC designs for all of these memories, DESTINY also supports modeling MLC designs for NVMs. We have extensively validated DESTINY against commercial and research prototypes of these memories. DESTINY is very useful for performing design-space exploration across several dimensions, such as optimizing for a target (e.g., latency, area or energy-delay product for a given memory technology, choosing the suitable memory technology or fabrication method (i.e., 2D v/s 3D for a given optimization target, etc. We believe that DESTINY will boost studies of next-generation memory architectures used in systems ranging from mobile devices to extreme-scale supercomputers. The latest source-code of DESTINY is available from the following git repository: https://bitbucket.org/sparshmittal/destinyv2.

Who's Who? Memory updating and character reference in children's narratives.

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Whitely, Cristy; Colozzo, Paola

2013-10-01

The capacity to update and monitor the contents of working memory is an executive function presumed to play a critical role in language processing. The current study used an individual differences approach to consider the relationship between memory updating and accurate reference to story characters in the narratives of typically developing children. English-speaking children from kindergarten to grade 2 ( N = 63; M age = 7.0 years) completed updating tasks, short-term memory tasks, and narrative productions. The authors used multiple regression to test whether updating accounted for independent variability in referential adequacy. The capacity to update working memory was related to adequate character reference beyond the effects of age and of short-term memory capacity, with the strongest relationship emerging for maintaining reference over multiple utterances. This individual differences study is the first to show a link between updating and performance in a discourse production task for young school-age children. The findings contribute to the growing body of research investigating the role of working memory in shaping language production. This study invites extension to children of different ages and language abilities as well as to other language production tasks.

Level of Intrauterine Cocaine Exposure and Neuropsychological Test Scores in Preadolescence: Subtle Effects on Auditory Attention and Narrative Memory

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Beeghly, Marjorie; Rose-Jacobs, Ruth; Martin, Brett M.; Cabral, Howard J.; Heeren, Timothy C.; Frank, Deborah A.

2014-01-01

Neuropsychological processes such as attention and memory contribute to children's higher-level cognitive and language functioning and predict academic achievement. The goal of this analysis was to evaluate whether level of intrauterine cocaine exposure (IUCE) alters multiple aspects of preadolescents' neuropsychological functioning assessed using a single age-referenced instrument, the NEPSY: A Developmental Neuropsychological Assessment (NEPSY) [71], after controlling for relevant covariates. Participants included 137 term 9.5-year-old children from low-income urban backgrounds (51% male, 90% African American/Caribbean) from an ongoing prospective longitudinal study. Level of IUCE was assessed in the newborn period using infant meconium and maternal report. 52% of the children had IUCE (65% with lighter IUCE, and 35% with heavier IUCE), and 48% were unexposed. Infants with Fetal Alcohol Syndrome, HIV seropositivity, or intrauterine exposure to illicit substances other than cocaine and marijuana were excluded. At the 9.5-year follow-up visit, trained examiners masked to IUCE and background variables evaluated children's neuropsychological functioning using the NEPSY. The association between level of IUCE and NEPSY outcomes was evaluated in a series of linear regressions controlling for intrauterine exposure to other substances and relevant child, caregiver, and demographic variables. Results indicated that level of IUCE was associated with lower scores on the Auditory Attention and Narrative Memory tasks, both of which require auditory information processing and sustained attention for successful performance. However, results did not follow the expected ordinal, dose-dependent pattern. Children's neuropsychological test scores were also altered by a variety of other biological and psychosocial factors. PMID:24978115

Interaction between lexical and grammatical language systems in the brain

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Ardila, Alfredo

2012-06-01

This review concentrates on two different language dimensions: lexical/semantic and grammatical. This distinction between a lexical/semantic system and a grammatical system is well known in linguistics, but in cognitive neurosciences it has been obscured by the assumption that there are several forms of language disturbances associated with focal brain damage and hence language includes a diversity of functions (phoneme discrimination, lexical memory, grammar, repetition, language initiation ability, etc.), each one associated with the activity of a specific brain area. The clinical observation of patients with cerebral pathology shows that there are indeed only two different forms of language disturbances (disturbances in the lexical/semantic system and disturbances in the grammatical system); these two language dimensions are supported by different brain areas (temporal and frontal) in the left hemisphere. Furthermore, these two aspects of the language are developed at different ages during child's language acquisition, and they probably appeared at different historical moments during human evolution. Mechanisms of learning are different for both language systems: whereas the lexical/semantic knowledge is based in a declarative memory, grammatical knowledge corresponds to a procedural type of memory. Recognizing these two language dimensions can be crucial in understanding language evolution and human cognition.

The Roles of Phonological Short-Term Memory and Working Memory in L2 Grammar and Vocabulary Learning

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Martin, Katherine I.; Ellis, Nick C.

2012-01-01

This study analyzed phonological short-term memory (PSTM) and working memory (WM) and their relationship with vocabulary and grammar learning in an artificial foreign language. Nonword repetition, nonword recognition, and listening span were used as memory measures. Participants learned the singular forms of vocabulary for an artificial foreign…

Level of processing modulates the neural correlates of emotional memory formation.

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Ritchey, Maureen; LaBar, Kevin S; Cabeza, Roberto

2011-04-01

Emotion is known to influence multiple aspects of memory formation, including the initial encoding of the memory trace and its consolidation over time. However, the neural mechanisms whereby emotion impacts memory encoding remain largely unexplored. The present study used a levels-of-processing manipulation to characterize the impact of emotion on encoding with and without the influence of elaborative processes. Participants viewed emotionally negative, neutral, and positive scenes under two conditions: a shallow condition focused on the perceptual features of the scenes and a deep condition that queried their semantic meaning. Recognition memory was tested 2 days later. Results showed that emotional memory enhancements were greatest in the shallow condition. fMRI analyses revealed that the right amygdala predicted subsequent emotional memory in the shallow more than deep condition, whereas the right ventrolateral PFC demonstrated the reverse pattern. Furthermore, the association of these regions with the hippocampus was modulated by valence: the amygdala-hippocampal link was strongest for negative stimuli, whereas the prefrontal-hippocampal link was strongest for positive stimuli. Taken together, these results suggest two distinct activation patterns underlying emotional memory formation: an amygdala component that promotes memory during shallow encoding, especially for negative information, and a prefrontal component that provides extra benefits during deep encoding, especially for positive information.

Level of processing modulates the neural correlates of emotional memory formation

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Ritchey, Maureen; LaBar, Kevin S.; Cabeza, Roberto

2010-01-01

Emotion is known to influence multiple aspects of memory formation, including the initial encoding of the memory trace and its consolidation over time. However, the neural mechanisms whereby emotion impacts memory encoding remain largely unexplored. The present study employed a levels-of-processing manipulation to characterize the impact of emotion on encoding with and without the influence of elaborative processes. Participants viewed emotionally negative, neutral, and positive scenes under two conditions: a shallow condition focused on the perceptual features of the scenes and a deep condition that queried their semantic meaning. Recognition memory was tested 2 days later. Results showed that emotional memory enhancements were greatest in the shallow condition. FMRI analyses revealed that the right amygdala predicted subsequent emotional memory in the shallow more than deep condition, whereas the right ventrolateral prefrontal cortex demonstrated the reverse pattern. Furthermore, the association of these regions with the hippocampus was modulated by valence: the amygdala-hippocampal link was strongest for negative stimuli, whereas the prefrontal-hippocampal link was strongest for positive stimuli. Taken together, these results suggest two distinct activation patterns underlying emotional memory formation: an amygdala component that promotes memory during shallow encoding, especially for negative information, and a prefrontal component that provides extra benefits during deep encoding, especially for positive information. PMID:20350176

Functional and anatomical correlates of word-, sentence-, and discourse-level integration in sign language

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Tomoo eInubushi

2013-10-01

Full Text Available In both vocal and sign languages, we can distinguish word-, sentence-, and discourse-level integration in terms of hierarchical processes, which integrate various elements into another higher level of constructs. In the present study, we used magnetic resonance imaging and voxel-based morphometry to test three language tasks in Japanese Sign Language (JSL: word-level (Word, sentence-level (Sent, and discourse-level (Disc decision tasks. We analyzed cortical activity and gray matter volumes of Deaf signers, and clarified three major points. First, we found that the activated regions in the frontal language areas gradually expanded in the dorso-ventral axis, corresponding to a difference in linguistic units for the three tasks. Moreover, the activations in each region of the frontal language areas were incrementally modulated with the level of linguistic integration. These dual mechanisms of the frontal language areas may reflect a basic organization principle of hierarchically integrating linguistic information. Secondly, activations in the lateral premotor cortex and inferior frontal gyrus were left-lateralized. Direct comparisons among the language tasks exhibited more focal activation in these regions, suggesting their functional localization. Thirdly, we found significantly positive correlations between individual task performances and gray matter volumes in localized regions, even when the ages of acquisition of JSL and Japanese were factored out. More specifically, correlations with the performances of the Word and Sent tasks were found in the left precentral/postcentral gyrus and insula, respectively, while correlations with those of the Disc task were found in the left ventral inferior frontal gyrus and precuneus. The unification of functional and anatomical studies would thus be fruitful for understanding human language systems from the aspects of both universality and individuality.

Implicit Memory in Music and Language

OpenAIRE

Marc eEttlinger; Elizabeth Hellmuth Margulis; Patrick C. M. Wong; Patrick C. M. Wong

2011-01-01

Research on music and language in recent decades has focused on their overlapping neurophysiological, perceptual, and cognitive underpinnings, ranging from the mechanism for encoding basic auditory cues to the mechanism for detecting violations in phrase structure. These overlaps have most often been identified in musicians with musical knowledge that was acquired explicitly, through formal training. In this paper, we review independent bodies of work in music and language that suggest an imp...

A Processing Approach to the Working Memory/Long-Term Memory Distinction: Evidence from the Levels-of-Processing Span Task

Science.gov (United States)

Rose, Nathan S.; Craik, Fergus I. M.

2012-01-01

Recent theories suggest that performance on working memory (WM) tasks involves retrieval from long-term memory (LTM). To examine whether WM and LTM tests have common principles, Craik and Tulving's (1975) levels-of-processing paradigm, which is known to affect LTM, was administered as a WM task: Participants made uppercase, rhyme, or…

A view of studies on listening comprehension within the theory of working memory

OpenAIRE

福田, 倫子

2004-01-01

The present paper discusses four aspects : (1) the relation between the process of language comprehension and working memory, (2) overview of studies on working memory model, (3) application of the working memory to studies of listening comprehension in previous studies, (4) potentiality of application of the working memory model to studies of listening comprehension of second language acquisition.

Intermediate levels of hippocampal activity appear optimal for associative memory formation.

NARCIS (Netherlands)

Liu, X.; Qin, S.; Rijpkema, M.J.P.; Luo, J.; Fernandez, G.S.E.

2010-01-01

BACKGROUND: It is well established that hippocampal activity is positively related to effective associative memory formation. However, in biological systems often optimal levels of activity are contrasted by both sub- and supra-optimal levels. Sub-optimal levels of hippocampal activity are commonly

FADO 2. 0: A high level tagging language

Energy Technology Data Exchange (ETDEWEB)

Werner, C.M.L. (European Organization for Nuclear Research, Geneva (Switzerland). EP-Div.); Pimenta, M.; Varela, J. (LIP, Lisbon (Portugal)); Souza, J. (Rio de Janeiro Univ. (Brazil). Coordenacao dos Programas de Pos-graduacao de Engenharia)

1989-12-01

FADO 2.0 is a high level language, developed in the context of the 4th level trigger of the DELPHI data acquisition project at CERN, that provides a simple and concise way to define physics criteria for event tagging. Its syntax is based on mathematical logic and set theory, as it was found the most appropriate framework to describe the properties of single HEP events. The language is one of the components of the FADO tagging system. The system also implements implicitly a mechanism to selectively reconstruct the event data that are needed to fulfil the physics criteria, following the speed requirements of the online data-acquisition system. A complete programming environment is now under development, which will include a syntax directed editor, and incremental compiler, a debugger and a configurer. This last tool can be used to transport the system into the context of other HEP applications, namely offline event selection and filtering. (orig.).

Working Memory for Linguistic and Non-linguistic Manual Gestures: Evidence, Theory, and Application

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Mary Rudner

2018-05-01

Full Text Available Linguistic manual gestures are the basis of sign languages used by deaf individuals. Working memory and language processing are intimately connected and thus when language is gesture-based, it is important to understand related working memory mechanisms. This article reviews work on working memory for linguistic and non-linguistic manual gestures and discusses theoretical and applied implications. Empirical evidence shows that there are effects of load and stimulus degradation on working memory for manual gestures. These effects are similar to those found for working memory for speech-based language. Further, there are effects of pre-existing linguistic representation that are partially similar across language modalities. But above all, deaf signers score higher than hearing non-signers on an n-back task with sign-based stimuli, irrespective of their semantic and phonological content, but not with non-linguistic manual actions. This pattern may be partially explained by recent findings relating to cross-modal plasticity in deaf individuals. It suggests that in linguistic gesture-based working memory, semantic aspects may outweigh phonological aspects when processing takes place under challenging conditions. The close association between working memory and language development should be taken into account in understanding and alleviating the challenges faced by deaf children growing up with cochlear implants as well as other clinical populations.

Relaxed memory models: an operational approach

OpenAIRE

Boudol , Gérard; Petri , Gustavo

2009-01-01

International audience; Memory models define an interface between programs written in some language and their implementation, determining which behaviour the memory (and thus a program) is allowed to have in a given model. A minimal guarantee memory models should provide to the programmer is that well-synchronized, that is, data-race free code has a standard semantics. Traditionally, memory models are defined axiomatically, setting constraints on the order in which memory operations are allow...

Who Studies Which Language and Why? : A Cross-Language Survey of First-Year College-Level Language Learners

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Kathryn M. Howard

2009-08-01

Full Text Available This article focuses on surveys of first-year language learners studying 19 different languages at two large East Coast Universities. The survey included questions about why students decided to study these languages, including career plans, study abroad, interest in liter-ature and culture, desire to communicate with speakers of the lan-guage, desire to speak with family members, building on previous language skills, and love of languages in general. Results were broken down by language and by language types, such as whether the lan-guages were commonly taught in the United States, how the lan-guages are politicized in the current historical context, and how the languages intersect with historical and geographic trends in immigra-tion and immigration policy. This article examines in particular the presence of heritage language learners in these language classrooms, the varying reasons that students choose to study these languages, and students’ prior attainment and exposure to the language. The pa-per discusses the political, historical, and social contexts of language study in the United States and the associated implications for effec-tive language recruitment and effective language program design.

Abeta(1-42) injection causes memory impairment, lowered cortical and serum BDNF levels, and decreased hippocampal 5-HT(2A) levels

DEFF Research Database (Denmark)

Christensen, R; Marcussen, Anders Bue; Wörtwein, Gitta

2008-01-01

was used to monitor Abeta(1-42) induced memory impairment. Memory impairment was seen 22 days after injection of Abeta(1-42) in the experimental group and until termination of the experiments. In the Abeta(1-42) injected animals we saw an abolished increase in serum BDNF levels that was accompanied...... by significant lower BDNF levels in frontal cortex and by an 8.5% reduction in hippocampal 5-HT(2A) receptor levels. A tendency towards lowered cortical 5-HT(2A) was also observed. These results indicate that the Abeta(1-42) associated memory deficit is associated with an impaired BDNF regulation, which...

An integrative view of storage of low- and high-level visual dimensions in visual short-term memory.

Science.gov (United States)

Magen, Hagit

2017-03-01

Efficient performance in an environment filled with complex objects is often achieved through the temporal maintenance of conjunctions of features from multiple dimensions. The most striking finding in the study of binding in visual short-term memory (VSTM) is equal memory performance for single features and for integrated multi-feature objects, a finding that has been central to several theories of VSTM. Nevertheless, research on binding in VSTM focused almost exclusively on low-level features, and little is known about how items from low- and high-level visual dimensions (e.g., colored manmade objects) are maintained simultaneously in VSTM. The present study tested memory for combinations of low-level features and high-level representations. In agreement with previous findings, Experiments 1 and 2 showed decrements in memory performance when non-integrated low- and high-level stimuli were maintained simultaneously compared to maintaining each dimension in isolation. However, contrary to previous findings the results of Experiments 3 and 4 showed decrements in memory performance even when integrated objects of low- and high-level stimuli were maintained in memory, compared to maintaining single-dimension objects. Overall, the results demonstrate that low- and high-level visual dimensions compete for the same limited memory capacity, and offer a more comprehensive view of VSTM.

Exploring the Relationship between Modified Output and Working Memory Capacity

Science.gov (United States)

Mackey, Alison; Adams, Rebecca; Stafford, Catherine; Winke, Paula

2010-01-01

This study examines the relationship between learners' production of modified output and their working memory (WM) capacity. The task-based interactions of 42 college-level, native English-speaking learners of Spanish as a foreign language were examined. A relationship was found between learners' WM test scores and their tendency to modify output.…

Multi-Level Bitmap Indexes for Flash Memory Storage

Energy Technology Data Exchange (ETDEWEB)

Wu, Kesheng; Madduri, Kamesh; Canon, Shane

2010-07-23

Due to their low access latency, high read speed, and power-efficient operation, flash memory storage devices are rapidly emerging as an attractive alternative to traditional magnetic storage devices. However, tests show that the most efficient indexing methods are not able to take advantage of the flash memory storage devices. In this paper, we present a set of multi-level bitmap indexes that can effectively take advantage of flash storage devices. These indexing methods use coarsely binned indexes to answer queries approximately, and then use finely binned indexes to refine the answers. Our new methods read significantly lower volumes of data at the expense of an increased disk access count, thus taking full advantage of the improved read speed and low access latency of flash devices. To demonstrate the advantage of these new indexes, we measure their performance on a number of storage systems using a standard data warehousing benchmark called the Set Query Benchmark. We observe that multi-level strategies on flash drives are up to 3 times faster than traditional indexing strategies on magnetic disk drives.

Lexical association and false memory for words in two cultures.

Science.gov (United States)

Lee, Yuh-shiow; Chiang, Wen-Chi; Hung, Hsu-Ching

2008-01-01

This study examined the relationship between language experience and false memory produced by the DRM paradigm. The word lists used in Stadler, et al. (Memory & Cognition, 27, 494-500, 1999) were first translated into Chinese. False recall and false recognition for critical non-presented targets were then tested on a group of Chinese users. The average co-occurrence rate of the list word and the critical word was calculated based on two large Chinese corpuses. List-level analyses revealed that the correlation between the American and Taiwanese participants was significant only in false recognition. More importantly, the co-occurrence rate was significantly correlated with false recall and recognition of Taiwanese participants, and not of American participants. In addition, the backward association strength based on Nelson et al. (The University of South Florida word association, rhyme and word fragment norms, 1999) was significantly correlated with false recall of American participants and not of Taiwanese participants. Results are discussed in terms of the relationship between language experiences and lexical association in creating false memory for word lists.

C++ Programming Language

Science.gov (United States)

Shaykhian, Gholam Ali

2007-01-01

C++ Programming Language: The C++ seminar covers the fundamentals of C++ programming language. The C++ fundamentals are grouped into three parts where each part includes both concept and programming examples aimed at for hands-on practice. The first part covers the functional aspect of C++ programming language with emphasis on function parameters and efficient memory utilization. The second part covers the essential framework of C++ programming language, the object-oriented aspects. Information necessary to evaluate various features of object-oriented programming; including encapsulation, polymorphism and inheritance will be discussed. The last part of the seminar covers template and generic programming. Examples include both user defined and standard templates.

Short-term memory in Down syndrome: applying the working memory model.

Science.gov (United States)

Jarrold, C; Baddeley, A D

2001-10-01

This paper is divided into three sections. The first reviews the evidence for a verbal short-term memory deficit in Down syndrome. Existing research suggests that short-term memory for verbal information tends to be impaired in Down syndrome, in contrast to short-term memory for visual and spatial material. In addition, problems of hearing or speech do not appear to be a major cause of difficulties on tests of verbal short-term memory. This suggests that Down syndrome is associated with a specific memory problem, which we link to a potential deficit in the functioning of the 'phonological loop' of Baddeley's (1986) model of working memory. The second section considers the implications of a phonological loop problem. Because a reasonable amount is known about the normal functioning of the phonological loop, and of its role in language acquisition in typical development, we can make firm predictions as to the likely nature of the short-term memory problem in Down syndrome, and its consequences for language learning. However, we note that the existing evidence from studies with individuals with Down syndrome does not fit well with these predictions. This leads to the third section of the paper, in which we consider key questions to be addressed in future research. We suggest that there are two questions to be answered, which follow directly from the contradictory results outlined in the previous section. These are 'What is the precise nature of the verbal short-term memory deficit in Down syndrome', and 'What are the consequences of this deficit for learning'. We discuss ways in which these questions might be addressed in future work.

Language as skill

DEFF Research Database (Denmark)

Chater, Nick; McCauley, Stewart M.; Christiansen, M. H.

2016-01-01

occurs on-line. These properties are difficult to reconcile with the 'abstract knowledge' viewpoint, and crucially suggest that language comprehension and production are facets of a unitary skill. This viewpoint is exemplified in the Chunk-Based Learner, a computational acquisition model that processes...... incrementally and learns on-line. The model both parses and produces language; and implements the idea that language acquisition is nothing more than learning to process. We suggest that the Now-or-Never bottleneck also provides a strong motivation for unified perception-production models in other domains......Are comprehension and production a single, integrated skill, or are they separate processes drawing on a shared abstract knowledge of language? We argue that a fundamental constraint on memory, the Now-or-Never bottleneck, implies that language processing is incremental and that language learning...

Neural bases of orthographic long-term memory and working memory in dysgraphia.

Science.gov (United States)

Rapp, Brenda; Purcell, Jeremy; Hillis, Argye E; Capasso, Rita; Miceli, Gabriele

2016-02-01

Spelling a word involves the retrieval of information about the word's letters and their order from long-term memory as well as the maintenance and processing of this information by working memory in preparation for serial production by the motor system. While it is known that brain lesions may selectively affect orthographic long-term memory and working memory processes, relatively little is known about the neurotopographic distribution of the substrates that support these cognitive processes, or the lesions that give rise to the distinct forms of dysgraphia that affect these cognitive processes. To examine these issues, this study uses a voxel-based mapping approach to analyse the lesion distribution of 27 individuals with dysgraphia subsequent to stroke, who were identified on the basis of their behavioural profiles alone, as suffering from deficits only affecting either orthographic long-term or working memory, as well as six other individuals with deficits affecting both sets of processes. The findings provide, for the first time, clear evidence of substrates that selectively support orthographic long-term and working memory processes, with orthographic long-term memory deficits centred in either the left posterior inferior frontal region or left ventral temporal cortex, and orthographic working memory deficits primarily arising from lesions of the left parietal cortex centred on the intraparietal sulcus. These findings also contribute to our understanding of the relationship between the neural instantiation of written language processes and spoken language, working memory and other cognitive skills. © The Author (2015). Published by Oxford University Press on behalf of the Guarantors of Brain. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory

Directory of Open Access Journals (Sweden)

Teri Lawton

2017-05-01

movement discrimination training in improving high-level cognitive functions such as attention, reading acquisition and working memory. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways in the dorsal stream is a fundamental cause of dyslexia and being at-risk for reading problems in normal students, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological or language deficits, requiring a paradigm shift from phonologically-based treatment of dyslexia to a visually-based treatment. This study shows that visual movement-discrimination can be used not only to diagnose dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning.

Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory.

Science.gov (United States)

Lawton, Teri; Shelley-Tremblay, John

2017-01-01

discrimination training in improving high-level cognitive functions such as attention, reading acquisition and working memory. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways in the dorsal stream is a fundamental cause of dyslexia and being at-risk for reading problems in normal students, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological or language deficits, requiring a paradigm shift from phonologically-based treatment of dyslexia to a visually-based treatment. This study shows that visual movement-discrimination can be used not only to diagnose dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning.

Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory

Science.gov (United States)

Lawton, Teri; Shelley-Tremblay, John

2017-01-01

discrimination training in improving high-level cognitive functions such as attention, reading acquisition and working memory. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways in the dorsal stream is a fundamental cause of dyslexia and being at-risk for reading problems in normal students, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological or language deficits, requiring a paradigm shift from phonologically-based treatment of dyslexia to a visually-based treatment. This study shows that visual movement-discrimination can be used not only to diagnose dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning. PMID:28555097

SYNCHRONOUS CMC, WORKING MEMORY, AND L2 ORAL PROFICIENCY DEVELOPMENT

Directory of Open Access Journals (Sweden)

J. Scott Payne

2005-09-01

Full Text Available Recently a number of quasi-experimental studies have investigated the potential of a cross-modality transfer of second language competency between real-time, conversational exchange via text and speech (Abrams, 2003; Beauvious, 1998; Kost, 2004; Payne & Whitney, 2002. Payne and Whitney employed Levelt's (1989 model of language production and concepts from working memory as a rationale for a hypothesized connection between synchronous computer-mediated communication (SCMC and second language (L2 speech and as a basis for predicting the differential contributions of SCMC to the L2 oral proficiency development.This study extends the psycholinguistic framework reported in Payne and Whitney (2002 with discourse and corpus analytic techniques to explore how individual differences in working memory capacity may affect the frequency of repetition and other patterns of language use in chatroom discourse. Working memory capacity was measured by a reading span and nonword repetition test. Oral proficiency was measured with a speaking task that solicited a 5-minute speech sample and was scored based on a holistic scale. The data collected from 20 chat sessions were analyzed for occurrences of repetition and relexicalization, as well as language output measures. Findings suggest a connection between working memory and language output as measured in this study.

Using humour in teaching English as a foreign language at more advanced levels

Directory of Open Access Journals (Sweden)

Prodanović-Stankić Diana

2011-01-01

Full Text Available The unique properties of humour make it a valuable tool in the process of teaching and acquiring English as a foreign language, especially when more advanced courses at the university level are concerned. In the first place, using humour based on language play (involving different aspects of linguistic structure in a variety of teaching materials can be very beneficial to helping students improve their ability with language structures. Moreover, it is important that students develop an awareness of humour that is related to culture in order to achieve better command of English. In order to determine the effect humour has on students’ level of attainment, a small-scale study was conducted at the English Department, University of Novi Sad in the course Integrated Language Skills. In the study, humour was used both as a tool, to improve the learning environment, and as a resource for teaching new vocabulary or revising grammatical structures. The results of the study indicate that humour can be applied to teaching a foreign language and improving students’ proficiency level. Moreover, using humour both as a tool and as a resource affected students’ motivation and willingness to study.

Study on memories of temporal lobes and the principles of lateralization using near infrared spectroscopy

Science.gov (United States)

Kamakura, Katsutoshi

2007-01-01

In this study we measured the variation of brain blood quantity (Oxy-Hb, Deoxy-Hb and Total-Hb) in the temporal lobes using near infrared spectroscopy (NIRS) when the tasks of the memories were presented to the subjects. The memories are classified into the short-term memory (STM) and the long-term memory (LTM) including the episodic and semantic memories. The subjects joined in this study are 11 persons who are university students including graduate students. We used the language task of letter-number sequencing, also reverse sequencing to measure STM and the task of the episodic memory to measure LTM. As a result of analysis, concerning the episodic memory, the variation of Oxy-Hb in the left temporal lobe was larger than that of Oxy-Hb in the right temporal lobe. The result might suggest that the episodic memory has a relationship with cerebral dominance concerning language area in the left temporal lobe. It seems that the episodic memory meditated with the function of language used in this study is much stored in the left temporal lobe than in the right temporal lobe. This result coincides with the principles of lateralization. The variation of Oxy-Hb in the language task of letter-number sequencing was smaller than that of Oxy-Hb in the language task of the episodic memory.

Rapid naming, phonological memory and reading fluency in Brazilian bilingual students.

Science.gov (United States)

Fleury, Fernanda Oppenheimer; Avila, Clara Regina Brandão de

2015-01-01

To characterize the performance of Brazilian students exposed to two languages in reading fluency, phonological memory, and rapid naming, according to grade level, and to investigate correlations between these variables. Sixty students took part in this study (50% female), enrolled in the third to the fifth grades of two elementary schools of the city of São Paulo. They constituted two groups - bilingual group: 30 Brazilian children whose mother tongue and language spoken at home was Brazilian Portuguese and who were daily exposed to English at school for a period not shorter than three years; monolingual group: 30 students, from a monolingual Brazilian elementary school, who were paired by gender, age, and grade level with the bilingual students. Foreign children, children with complaint or indication of speech and language disorder, or who had been retained were excluded. A rapid automatized naming, pseudoword repetition, and oral reading tests were administered. The bilingual children were assessed in both languages and their performances were compared among themselves and with the monolingual group, which was only assessed in Brazilian Portuguese. The bilingual group showed better performance in English, rapid naming, and pseudoword repetition tasks, whereas Brazilian Portuguese, in reading fluency. A higher number of correlations were found in Brazilian Portuguese. The results suggest that the acquisition of a second language may positively influence the abilities of rapid naming, reading rate, and accuracy. Brazilian bilingual students performed better in tasks of phonological memory in English and Brazilian Portuguese performed better in reading fluency. Different correlation patterns were found between the rapid naming, accuracy, and reading rate, in the bilingual group analysis, in both languages.

Memory Test Performance on Analogous Verbal and Nonverbal Memory Tests in Patients with Frontotemporal Dementia and Alzheimer's Disease.

Science.gov (United States)

Baldock, Deanna; Miller, Justin B; Leger, Gabriel C; Banks, Sarah Jane

2016-01-01

Patients with frontotemporal dementia (FTD) typically have initial deficits in language or changes in personality, while the defining characteristic of Alzheimer's disease (AD) is memory impairment. Neuropsychological findings in the two diseases tend to differ, but can be confounded by verbal impairment in FTD impacting performance on memory tests in these patients. Twenty-seven patients with FTD and 102 patients with AD underwent a neuropsychological assessment before diagnosis. By utilizing analogous versions of a verbal and nonverbal memory test, we demonstrated differences in these two modalities between AD and FTD. Better differentiation between AD and FTD is found in a nonverbal memory test, possibly because it eliminates the confounding variable of language deficits found in patients with FTD. These results highlight the importance of nonverbal learning tests with multiple learning trials in diagnostic testing.

High level language for measurement complex control based on the computer E-100I

Science.gov (United States)

Zubkov, B. V.

1980-01-01

A high level language was designed to control the process of conducting an experiment using the computer "Elektrinika-1001". Program examples are given to control the measuring and actuating devices. The procedure of including these programs in the suggested high level language is described.

Dependency distance: A new perspective on syntactic patterns in natural languages

Science.gov (United States)

Liu, Haitao; Xu, Chunshan; Liang, Junying

2017-07-01

Dependency distance, measured by the linear distance between two syntactically related words in a sentence, is generally held as an important index of memory burden and an indicator of syntactic difficulty. Since this constraint of memory is common for all human beings, there may well be a universal preference for dependency distance minimization (DDM) for the sake of reducing memory burden. This human-driven language universal is supported by big data analyses of various corpora that consistently report shorter overall dependency distance in natural languages than in artificial random languages and long-tailed distributions featuring a majority of short dependencies and a minority of long ones. Human languages, as complex systems, seem to have evolved to come up with diverse syntactic patterns under the universal pressure for dependency distance minimization. However, there always exist a small number of long-distance dependencies in natural languages, which may reflect some other biological or functional constraints. Language system may adapt itself to these sporadic long-distance dependencies. It is these universal constraints that have shaped such a rich diversity of syntactic patterns in human languages.

Polish as a foreign language at elementary level of instruction : crosslinguistic influences in writing

Directory of Open Access Journals (Sweden)

Danuta Gabrys-Barker

2007-01-01

Full Text Available Being a minority European language, Polish has not attracted the attention of second language research (SLA very much. Most studies in the area focus on English and other major languages describing variables and process observed in learners’ interlanguage development. This article looks at the language performance of elementary learners of Polish as a foreign language with a view to diagnosing areas of difficulty at the initial stages of language instruction. It is a case study of five learners’ written production after a year of intensive language instruction in the controlled conditions of a classroom. The objective of the study presented here is: 1. to determine the types of error produced in a short translation task at different levels of language (morphosyntactic, lexical 2. to observe manifestations of crosslinguistic influences between languages the subjects know (interlingual transfer as well as those related to the language learnt itself (intralingual transfer.The small sample of texts produced does not allow for any generalized observations and conclusions, however, at the level of elementary competence in any foreign language, as other research shows, the amount of individual variation is not the most significant factor. Thus the incorrect forms produced may testify to some more universally error-prone areas of language. The value of this kind of analysis lies in this direct application to the teaching of Polish as a synthetic language. The study also demonstrates the fact that communicative teaching has a limited contribution to make in the case of this family of languages. It suggests that overt and explicit teaching of a synthetic language will give a sounder basis for further development of language competence in its communicative dimension

Prospective Memory in a Language-Trained Chimpanzee ("Pan Troglodytes")

Science.gov (United States)

Beran, Michael J.; Perdue, Bonnie M.; Bramlett, Jessica L.; Menzel, Charles R.; Evans, Theodore A.

2012-01-01

Prospective memory involves the encoding, retention, and implementation of an intended future action. Although humans show many forms of prospective memory, less is known about the future oriented processes of nonhuman animals, or their ability to use prospective memory. In this experiment, a chimpanzee named Panzee, who had learned to associate…

Levels of processing and picture memory: the physical superiority effect.

Science.gov (United States)

Intraub, H; Nicklos, S

1985-04-01

Six experiments studied the effect of physical orienting questions (e.g., "Is this angular?") and semantic orienting questions (e.g., "Is this edible?") on memory for unrelated pictures at stimulus durations ranging from 125-2,000 ms. Results ran contrary to the semantic superiority "rule of thumb," which is based primarily on verbal memory experiments. Physical questions were associated with better free recall and cued recall of a diverse set of visual scenes (Experiments 1, 2, and 4). This occurred both when general and highly specific semantic questions were used (Experiments 1 and 2). Similar results were obtained when more simplistic visual stimuli--photographs of single objects--were used (Experiments 5 and 6). As in the case of the semantic superiority effect with words, the physical superiority effect for pictures was eliminated or reversed when the same physical questions were repeated throughout the session (Experiments 4 and 6). Conflicts with results of previous levels of processing experiments with words and nonverbal stimuli (e.g., faces) are explained in terms of the sensory-semantic model (Nelson, Reed, & McEvoy, 1977). Implications for picture memory research and the levels of processing viewpoint are discussed.

Prediction of changes in memory performance by plasma homovanillic acid levels in clozapine-treated patients with schizophrenia.

Science.gov (United States)

Sumiyoshi, Tomiki; Roy, A; Kim, C-H; Jayathilake, K; Lee, M A; Sumiyoshi, C; Meltzer, H Y

2004-12-01

Cognitive dysfunction in schizophrenia has been demonstrated to be dependent, in part, on dopaminergic activity. Clozapine has been found to improve some domains of cognition, including verbal memory, in patients with schizophrenia. This study tested the hypothesis that plasma homovanillic acid (pHVA) levels, a peripheral measure of central dopaminergic activity, would predict the change in memory performance in patients with schizophrenia treated with clozapine. Twenty-seven male patients with schizophrenia received clozapine treatment for 6 weeks. Verbal list learning (VLL)-Delayed Recall (VLL-DR), a test of secondary verbal memory, was administered before and after clozapine treatment. Blood samples to measure pHVA levels were collected at baseline. Baseline pHVA levels were negatively correlated with change in performance on VLL-DR; the lower baseline pHVA level was associated with greater improvement in performance on VLL-DR during treatment with clozapine. Baseline pHVA levels in subjects who showed improvement in verbal memory during clozapine treatment ( n=13) were significantly lower than those in subjects whose memory performance did not improve ( n=14). The results of this study indicate that baseline pHVA levels predict the ability of clozapine to improve memory performance in patients with schizophrenia.

Level of intrauterine cocaine exposure and neuropsychological test scores in preadolescence: subtle effects on auditory attention and narrative memory.

Science.gov (United States)

Beeghly, Marjorie; Rose-Jacobs, Ruth; Martin, Brett M; Cabral, Howard J; Heeren, Timothy C; Frank, Deborah A

2014-01-01

Neuropsychological processes such as attention and memory contribute to children's higher-level cognitive and language functioning and predict academic achievement. The goal of this analysis was to evaluate whether level of intrauterine cocaine exposure (IUCE) alters multiple aspects of preadolescents' neuropsychological functioning assessed using a single age-referenced instrument, the NEPSY: A Developmental Neuropsychological Assessment (NEPSY) (Korkman et al., 1998), after controlling for relevant covariates. Participants included 137 term 9.5-year-old children from low-income urban backgrounds (51% male, 90% African American/Caribbean) from an ongoing prospective longitudinal study. Level of IUCE was assessed in the newborn period using infant meconium and maternal report. 52% of the children had IUCE (65% with lighter IUCE, and 35% with heavier IUCE), and 48% were unexposed. Infants with Fetal Alcohol Syndrome, HIV seropositivity, or intrauterine exposure to illicit substances other than cocaine and marijuana were excluded. At the 9.5-year follow-up visit, trained examiners masked to IUCE and background variables evaluated children's neuropsychological functioning using the NEPSY. The association between level of IUCE and NEPSY outcomes was evaluated in a series of linear regressions controlling for intrauterine exposure to other substances and relevant child, caregiver, and demographic variables. Results indicated that level of IUCE was associated with lower scores on the Auditory Attention and Narrative Memory tasks, both of which require auditory information processing and sustained attention for successful performance. However, results did not follow the expected ordinal, dose-dependent pattern. Children's neuropsychological test scores were also altered by a variety of other biological and psychosocial factors. Copyright © 2014 Elsevier Inc. All rights reserved.

Declarative and Procedural Memory as Individual Differences in Second Language Acquisition

Science.gov (United States)

Morgan-Short, Kara; Faretta-Stutenberg, Mandy; Brill-Schuetz, Katherine A.; Carpenter, Helen; Wong, Patrick C. M.

2014-01-01

This study examined how individual differences in cognitive abilities account for variance in the attainment level of adult second language (L2) syntactic development. Participants completed assessments of declarative and procedural learning abilities. They subsequently learned an artificial L2 under implicit training conditions and received…

Chronic scream sound exposure alters memory and monoamine levels in female rat brain.

Science.gov (United States)

Hu, Lili; Zhao, Xiaoge; Yang, Juan; Wang, Lumin; Yang, Yang; Song, Tusheng; Huang, Chen

2014-10-01

Chronic scream sound alters the cognitive performance of male rats and their brain monoamine levels, these stress-induced alterations are sexually dimorphic. To determine the effects of sound stress on female rats, we examined their serum corticosterone levels and their adrenal, splenic, and thymic weights, their cognitive performance and the levels of monoamine neurotransmitters and their metabolites in the brain. Adult female Sprague-Dawley rats, with and without exposure to scream sound (4h/day for 21 day) were tested for spatial learning and memory using a Morris water maze. Stress decreased serum corticosterone levels, as well as splenic and adrenal weight. It also impaired spatial memory but did not affect the learning ability. Monoamines and metabolites were measured in the prefrontal cortex (PFC), striatum, hypothalamus, and hippocampus. The dopamine (DA) levels in the PFC decreased but the homovanillic acid/DA ratio increased. The decreased DA and the increased 5-hydroxyindoleacetic acid (5-HIAA) levels were observed in the striatum. Only the 5-HIAA level increased in the hypothalamus. In the hippocampus, stress did not affect the levels of monoamines and metabolites. The results suggest that scream sound stress influences most physiologic parameters, memory, and the levels of monoamine neurotransmitter and their metabolites in female rats. Copyright © 2014. Published by Elsevier Inc.

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

Science.gov (United States)

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2018-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…

Background Noise Analysis in a Few-Photon-Level Qubit Memory

Science.gov (United States)

Mittiga, Thomas; Kupchak, Connor; Jordaan, Bertus; Namazi, Mehdi; Nolleke, Christian; Figeroa, Eden

2014-05-01

We have developed an Electromagnetically Induced Transparency based polarization qubit memory. The device is composed of a dual-rail probe field polarization setup colinear with an intense control field to store and retrieve any arbitrary polarization state by addressing a Λ-type energy level scheme in a 87Rb vapor cell. To achieve a signal-to-background ratio at the few photon level sufficient for polarization tomography of the retrieved state, the intense control field is filtered out through an etalon filtrating system. We have developed an analytical model predicting the influence of the signal-to-background ratio on the fidelities and compared it to experimental data. Experimentally measured global fidelities have been found to follow closely the theoretical prediction as signal-to-background decreases. These results suggest the plausibility of employing room temperature memories to store photonic qubits at the single photon level and for future applications in long distance quantum communication schemes.

Can memory training positively affect the skills of learning a foreign language and support learning English by older students?

Directory of Open Access Journals (Sweden)

Agata Kozak

2012-12-01

Full Text Available The experiment covered in this paper was conducted from November 2011 until February 2012 in the University of Third Age at the University of Wrocław in Poland as a part of the Third Age and New Technologies (TANT project which was realised as a Grundtvig partnership programme. The aim of the experiment was to determine whether memory training can positively affect learning a foreign language (English by senior students.

Iconic Factors and Language Word Order

Science.gov (United States)

Moeser, Shannon Dawn

1975-01-01

College students were presented with an artificial language in which spoken nonsense words were correlated with visual references. Inferences regarding vocabulary acquisition were drawn, and it was suggested that the processing of the language was mediated through a semantic memory system. (CK)

High-Level Management of Communication Schedules in HPF-like Languages

National Research Council Canada - National Science Library

Benkner, Siegfried

1997-01-01

..., providing the users with a high-level language interface for programming scalable parallel architectures and delegating to the compiler the task of producing an explicitly parallel message-passing program...

Short-term visual memory properties sheet secondary school age with different levels of physical development

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E.E. Menshikh

2013-12-01

Full Text Available Purpose . The results presented properties of short-term visual memory with different levels of physical development. Materials and methods. The study included 405 boys and girls Cherkassy school 11 in age from 13 to 16 years. Study of short-term visual memory was carried out using tables with 10 characters ( numbers and ambiguous geometric shapes . Indicator memory was the higher, the more information was displayed. Measured the length and body weight was recorded cardiorespiratory indicators - heart rate at rest and after 20 squats, lung capacity, breath-hold inspiration and expiration. Physical development factor was calculated by taking into account actual and average population indices. Results . Found that the volume of short-term visual memory, the boys and girls high school age does not depend on the level of their physical development. Despite the fact that the trend towards higher performance memory in groups of persons with a high level of physical development compared to their same age with medium and low levels, significant differences between the mean values for the most part have been identified. No significant differences between the values of the investigated cognitive function in groups by sex. Conclusions . Growth pattern memory with age in this period of ontogenesis preserved that coincides with the data presented in the scientific works of scientists.

The influence of levels of processing on recall from working memory and delayed recall tasks.

Science.gov (United States)

Loaiza, Vanessa M; McCabe, David P; Youngblood, Jessie L; Rose, Nathan S; Myerson, Joel

2011-09-01

Recent research in working memory has highlighted the similarities involved in retrieval from complex span tasks and episodic memory tasks, suggesting that these tasks are influenced by similar memory processes. In the present article, the authors manipulated the level of processing engaged when studying to-be-remembered words during a reading span task (Experiment 1) and an operation span task (Experiment 2) in order to assess the role of retrieval from secondary memory during complex span tasks. Immediate recall from both span tasks was greater for items studied under deep processing instructions compared with items studied under shallow processing instructions regardless of trial length. Recall was better for deep than for shallow levels of processing on delayed recall tests as well. These data are consistent with the primary-secondary memory framework, which suggests that to-be-remembered items are displaced from primary memory (i.e., the focus of attention) during the processing phases of complex span tasks and therefore must be retrieved from secondary memory. (c) 2011 APA, all rights reserved.

Working memory, short-term memory and reading proficiency in school-age children with cochlear implants.

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Bharadwaj, Sneha V; Maricle, Denise; Green, Laura; Allman, Tamby

2015-10-01

The objective of the study was to examine short-term memory and working memory through both visual and auditory tasks in school-age children with cochlear implants. The relationship between the performance on these cognitive skills and reading as well as language outcomes were examined in these children. Ten children between the ages of 7 and 11 years with early-onset bilateral severe-profound hearing loss participated in the study. Auditory and visual short-term memory, auditory and visual working memory subtests and verbal knowledge measures were assessed using the Woodcock Johnson III Tests of Cognitive Abilities, the Wechsler Intelligence Scale for Children-IV Integrated and the Kaufman Assessment Battery for Children II. Reading outcomes were assessed using the Woodcock Reading Mastery Test III. Performance on visual short-term memory and visual working memory measures in children with cochlear implants was within the average range when compared to the normative mean. However, auditory short-term memory and auditory working memory measures were below average when compared to the normative mean. Performance was also below average on all verbal knowledge measures. Regarding reading outcomes, children with cochlear implants scored below average for listening and passage comprehension tasks and these measures were positively correlated to visual short-term memory, visual working memory and auditory short-term memory. Performance on auditory working memory subtests was not related to reading or language outcomes. The children with cochlear implants in this study demonstrated better performance in visual (spatial) working memory and short-term memory skills than in auditory working memory and auditory short-term memory skills. Significant positive relationships were found between visual working memory and reading outcomes. The results of the study provide support for the idea that WM capacity is modality specific in children with hearing loss. Based on these

CAMAC and high-level-languages

International Nuclear Information System (INIS)

Degenhardt, K.H.

1976-05-01

A proposal for easy programming of CAMAC systems with high-level-languages (FORTRAN, RTL/2, etc.) and interpreters (BASIC, MUMTI, etc.) using a few subroutines and a LAM driver is presented. The subroutines and the LAM driver are implemented for PDP11/RSX-11M and for the CAMAC controllers DEC CA11A (branch controller), BORER type 1533A (single crate controller) and DEC CA11F (single crate controller). Mixed parallel/serial CAMAC systems employing KINETIC SYSTEMS serial driver mod. 3992 and serial crate controllers mod. 3950 are implemented for all mentioned parallel controllers, too. DMA transfers from or to CAMAC modules using non-processor-request controllers (BORER type 1542, DEC CA11FN) are available. (orig.) [de

Pragmatic competence of children with autism spectrum disorder. Impact of theory of mind, verbal working memory, ADHD symptoms, and structural language.

Science.gov (United States)

Baixauli-Fortea, Inmaculada; Miranda Casas, Ana; Berenguer-Forner, Carmen; Colomer-Diago, Carla; Roselló-Miranda, Belén

2017-11-21

The primary aim of this study is to increase the existing knowledge about the pragmatic skills of children with autism spectrum disorders (ASD). Specifically, the study has two objectives. The first is to provide a profile of characteristics based on The Children's Communication Checklist (CCC-2) pragmatics scales (inappropriate initiation, stereotyped language, use of context, nonverbal communication, and general pragmatics) and narrative task indicators. To this end, children with ASD will be compared to children with typical development (TD), controlling the effects of sex and structural language (speech, syntax, semantics, coherence). The second objective is to analyze whether theory of mind (ToM), verbal working memory, ADHD symptoms, and structural language can predict pragmatic competence in children with ASD without intellectual disability (ID). The results showed worse performance in the group with ASD on the majority of the pragmatic aspects evaluated. In addition, the application of ToM skills and structural language were significant predictors of the pragmatic skills of the children with ASD. These findings reinforce the importance of focusing intervention programs on mentalist abilities through experiences in real social scenarios, along with strengthening structural language components.

Interfering with theories of sleep and memory: sleep, declarative memory, and associative interference.

Science.gov (United States)

Ellenbogen, Jeffrey M; Hulbert, Justin C; Stickgold, Robert; Dinges, David F; Thompson-Schill, Sharon L

2006-07-11

Mounting behavioral evidence in humans supports the claim that sleep leads to improvements in recently acquired, nondeclarative memories. Examples include motor-sequence learning; visual-discrimination learning; and perceptual learning of a synthetic language. In contrast, there are limited human data supporting a benefit of sleep for declarative (hippocampus-mediated) memory in humans (for review, see). This is particularly surprising given that animal models (e.g.,) and neuroimaging studies (e.g.,) predict that sleep facilitates hippocampus-based memory consolidation. We hypothesized that we could unmask the benefits of sleep by challenging the declarative memory system with competing information (interference). This is the first study to demonstrate that sleep protects declarative memories from subsequent associative interference, and it has important implications for understanding the neurobiology of memory consolidation.

Memory Test Performance on Analogous Verbal and Nonverbal Memory Tests in Patients with Frontotemporal Dementia and Alzheimer's Disease

Directory of Open Access Journals (Sweden)

Deanna Baldock

2016-01-01

Full Text Available Background: Patients with frontotemporal dementia (FTD typically have initial deficits in language or changes in personality, while the defining characteristic of Alzheimer's disease (AD is memory impairment. Neuropsychological findings in the two diseases tend to differ, but can be confounded by verbal impairment in FTD impacting performance on memory tests in these patients. Methods: Twenty-seven patients with FTD and 102 patients with AD underwent a neuropsychological assessment before diagnosis. By utilizing analogous versions of a verbal and nonverbal memory test, we demonstrated differences in these two modalities between AD and FTD. Discussion: Better differentiation between AD and FTD is found in a nonverbal memory test, possibly because it eliminates the confounding variable of language deficits found in patients with FTD. These results highlight the importance of nonverbal learning tests with multiple learning trials in diagnostic testing.

Recognition memory for hue: Prototypical bias and the role of labeling.

Science.gov (United States)

Kelly, Laura Jane; Heit, Evan

2017-06-01

How does the concurrent use of language affect perception and memory for exemplars? Labels cue more general category information than a specific exemplar. Applying labels can affect the resulting memory for an exemplar. Here 3 alternative hypotheses are proposed for the role of labeling an exemplar at encoding: (a) labels distort memory toward the label prototype, (b) labels guide the level of specificity needed in the current context, and (c) labels direct attention to the label's referent among all possible features within a visual scene. University students were shown hues on object silhouettes that they either labeled with basic color categories, made preference judgments about, or indicated the animacy of its category. Experiments 1 and 2 established that there are response shifts toward the category prototype regardless of labeling, showing a pervasive influence of category knowledge on response bias. They also established an effect of labeling whereby labeling decreases the magnitude of shifts. Experiments 3 and 4 investigated the uniqueness and necessity of language in causing the decreased shift-neither of which proved to be the case. Overall, category-relative bias was pervasive and labeling appears to direct attention to the feature resulting in less biased memory. The results highlight that the context at encoding affects how memory is formed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Working memory predicts children's analogical reasoning.

Science.gov (United States)

Simms, Nina K; Frausel, Rebecca R; Richland, Lindsey E

2018-02-01

Analogical reasoning is the cognitive skill of drawing relationships between representations, often between prior knowledge and new representations, that allows for bootstrapping cognitive and language development. Analogical reasoning proficiency develops substantially during childhood, although the mechanisms underlying this development have been debated, with developing cognitive resources as one proposed mechanism. We explored the role of executive function (EF) in supporting children's analogical reasoning development, with the goal of determining whether predicted aspects of EF were related to analogical development at the level of individual differences. We assessed 5- to 11-year-old children's working memory, inhibitory control, and cognitive flexibility using measures from the National Institutes of Health Toolbox Cognition battery. Individual differences in children's working memory best predicted performance on an analogical mapping task, even when controlling for age, suggesting a fundamental interrelationship between analogical reasoning and working memory development. These findings underscore the need to consider cognitive capacities in comprehensive theories of children's reasoning development. Copyright © 2017 Elsevier Inc. All rights reserved.

Explaining differences in adult second language learning : The role of language input characteristics and learners’ cognitive aptitudes

NARCIS (Netherlands)

Ćurčić, M.

2018-01-01

This dissertation examines how adult learning of novel language structures is affected by the characteristics of the language input that learners are exposed to and by learners’ cognitive aptitudes, such as analytical ability and working memory capacity. In a series of experiments, adult native

Modal intersection types, two-level languages, and staged synthesis

DEFF Research Database (Denmark)

Henglein, Fritz; Rehof, Jakob

2016-01-01

-linguistic framework for staged program synthesis, where metaprograms are automatically synthesized which, when executed, generate code in a target language. We survey the basic theory of staged synthesis and illustrate by example how a two-level language theory specialized from λ∩ ⎕ can be used to understand......A typed λ-calculus, λ∩ ⎕, is introduced, combining intersection types and modal types. We develop the metatheory of λ∩ ⎕, with particular emphasis on the theory of subtyping and distributivity of the modal and intersection type operators. We describe how a stratification of λ∩ ⎕ leads to a multi...... the process of staged synthesis....

Human Memory Organization for Computer Programs.

Science.gov (United States)

Norcio, A. F.; Kerst, Stephen M.

1983-01-01

Results of study investigating human memory organization in processing of computer programming languages indicate that algorithmic logic segments form a cognitive organizational structure in memory for programs. Statement indentation and internal program documentation did not enhance organizational process of recall of statements in five Fortran…

Playing with fire: effects of negative mood induction and working memory on vocabulary acquisition.

Science.gov (United States)

Miller, Zachary F; Fox, Jessica K; Moser, Jason S; Godfroid, Aline

2017-08-03

We investigated the impact of emotions on learning vocabulary in an unfamiliar language to better understand affective influences in foreign language acquisition. Seventy native English speakers learned new vocabulary in either a negative or a neutral emotional state. Participants also completed two sets of working memory tasks to examine the potential mediating role of working memory. Results revealed that participants exposed to negative stimuli exhibited difficulty in retrieving and correctly pairing English words with Indonesian words, as reflected in a lower performance on the prompted recall tests and the free recall measure. Emotional induction did not change working memory scores from pre to post manipulation. This suggests working memory could not explain the reduced vocabulary learning in the negative group. We argue that negative mood can adversely affect language learning by suppressing aspects of native-language processing and impeding form-meaning mapping with second language words.

The Influence of Levels of Processing on Recall from Working Memory and Delayed Recall Tasks

Science.gov (United States)

Loaiza, Vanessa M.; McCabe, David P.; Youngblood, Jessie L.; Rose, Nathan S.; Myerson, Joel

2011-01-01

Recent research in working memory has highlighted the similarities involved in retrieval from complex span tasks and episodic memory tasks, suggesting that these tasks are influenced by similar memory processes. In the present article, the authors manipulated the level of processing engaged when studying to-be-remembered words during a reading…

Modulation of memory with septal injections of morphine and glucose: effects on extracellular glucose levels in the hippocampus.

Science.gov (United States)

McNay, Ewan C; Canal, Clinton E; Sherwin, Robert S; Gold, Paul E

2006-02-28

The concentration of glucose in the extracellular fluid (ECF) of the hippocampus decreases substantially during memory testing on a hippocampus-dependent memory task. Administration of exogenous glucose, which enhances task performance, prevents this decrease, suggesting a relationship between hippocampal glucose availability and memory performance. In the present experiment, spontaneous alternation performance and task-related changes in hippocampal ECF glucose were assessed in rats after intraseptal administration of morphine, which impairs memory on a spontaneous alternation task, and after co-administration of intraseptal glucose, which attenuates that impairment. Consistent with previous findings, spontaneous alternation testing resulted in a decrease in hippocampal ECF glucose levels in control rats. However, rats that received intraseptal morphine prior to testing showed memory impairments and an absence of the task-related decrease in hippocampal ECF glucose levels. Intraseptal co-administration of glucose with morphine attenuated the memory impairment, and ECF glucose levels in the hippocampus decreased in a manner comparable to that seen in control rats. These data suggest that fluctuations in hippocampal ECF glucose levels may be a marker of mnemonic processing and support the view that decreases in extracellular glucose during memory testing reflect increased glucose demand during memory processing.

Hypertext comprehension of deaf and hard-of-hearing students and students with specific language impairment.

Science.gov (United States)

Blom, Helen; Segers, Eliane; Hermans, Daan; Knoors, Harry; Verhoeven, Ludo

2017-02-01

This paper provides insight into the reading comprehension of hierarchically structured hypertexts within D/HH students and students with SLI. To our knowledge, it is the first study on hypertext comprehension in D/HH students and students with SLI, and it also considers the role of working memory. We compared hypertext versus linear text comprehension in D/HH students and students with SLI versus younger students without language problems who had a similar level of decoding and vocabulary. The results demonstrated no difference in text comprehension between the hierarchically structured hypertext and the linear text. Text comprehension of D/HH students and students with SLI was comparable to that of the students without language problems. In addition, there was a similar positive predictive value of visuospatial and not verbal working memory on hypertext comprehension for all three groups. The findings implicate that educational settings can make use of hierarchically structured hypertexts as well as linear texts and that children can navigate in the digital world from young age on, even if language or working memory problems are present. Copyright © 2016 Elsevier Ltd. All rights reserved.

An Examination of the Associations among Multiple Memory Systems, Past Tense, and Vocabulary in Typically Developing 5-Year-Old

Science.gov (United States)

Lum, Jarrad A. G.; Kidd, Evan

2012-01-01

Purpose: Considerable research has investigated the role of verbal working memory in language development in children with and without language problems. Much less is currently known about the relationship between language and the declarative and procedural memory systems. This study examined whether these 2 memory systems were related to…

Dependency distance: A new perspective on syntactic patterns in natural languages.

Science.gov (United States)

Liu, Haitao; Xu, Chunshan; Liang, Junying

2017-07-01

Dependency distance, measured by the linear distance between two syntactically related words in a sentence, is generally held as an important index of memory burden and an indicator of syntactic difficulty. Since this constraint of memory is common for all human beings, there may well be a universal preference for dependency distance minimization (DDM) for the sake of reducing memory burden. This human-driven language universal is supported by big data analyses of various corpora that consistently report shorter overall dependency distance in natural languages than in artificial random languages and long-tailed distributions featuring a majority of short dependencies and a minority of long ones. Human languages, as complex systems, seem to have evolved to come up with diverse syntactic patterns under the universal pressure for dependency distance minimization. However, there always exist a small number of long-distance dependencies in natural languages, which may reflect some other biological or functional constraints. Language system may adapt itself to these sporadic long-distance dependencies. It is these universal constraints that have shaped such a rich diversity of syntactic patterns in human languages. Copyright © 2017. Published by Elsevier B.V.

Politeness Strategies and Levels In Tourism-Service Language in Surakarta Residency

Directory of Open Access Journals (Sweden)

Budi Purnomo

2016-07-01

Full Text Available In tourism industry, tourists act as guests and tourism industry practitioners act as hosts. Typically tourism industry practitioners will try to act politely and follow politeness strategies as well as possible when serving tourists to ensure their satisfaction. Levels of satisfaction could be determined by the politeness of the hosts' behaviour towards their guests, including the politeness levels of their tourism-service language. This research was done in Surakarta Residency, the main tourist destination in Central Java. Data sources of this research came from (1 informants and (2 events.  The data were analyzed by Brown and Levinson’s politeness strategies (1987. The results of this research show that the tourism industry practitioners in Surakarta Residency use various politeness strategies and levels in tourism-service language to serve their guests.

Comparison of systems for memory allocation in the C programming language

OpenAIRE

Zavrtanik, Matej

2016-01-01

The bachelor thesis describes memory allocation. Work begins with description of mechanism, system calls and data structures used in memory allocators. Goals of memory allocation ares listed along with problems which must be avoided. Afterwards construction and allocating of popular memory allocators is described. Work ends with comparison of memory allocators based on time of execution of programs and memory usage, on which conclusion is based.

How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

Science.gov (United States)

Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy

2015-01-01

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a…

mHealth and memory aids: levels of smartphone ownership in patients.

Science.gov (United States)

Migo, Ellen M; Haynes, Becky I; Harris, Lara; Friedner, Kim; Humphreys, Kate; Kopelman, Michael D

2015-01-01

The use of mobile devices to deliver healthcare has not yet been exploited in neuropsychological rehabilitation. Smartphones have the potential to serve as multi-functional memory aids. To investigate whether patients attending a clinic for mixed memory problems own smartphones, to determine whether this could be a widely applicable medium to use as a memory aids device. A questionnaire on smartphone ownership was given to an opportunity sample of consecutive patients attending a neuropsychiatry and memory disorders outpatient clinic. Data were collected in 2012 and repeated 12 months later in 2013 to assess changes over time. Ownership of mobile phones was stable between 2012 (81%) and 2013 (85%), but ownership of smartphones showed a significant increase (from 26% to 40%). Age negatively predicted smartphone ownership. Despite cognitive or psychiatric problems, our patient group are as likely to own a mobile phone as a member of the general population. Ownership levels are at 40% and likely to increase in the future. Exploring how smartphones and their apps could function as memory aids is likely to be useful for a large enough number of patients to be clinically worthwhile.

Language Codes and Memory Codes.

Science.gov (United States)

Liberman, Alvin M.; And Others

Paraphrase, as it reflects the processes of remembering rather than those of forgetting, implies that language is best transmitted in one form and stored in another. The dual representation of linguistic information that is implied by paraphrase is important for storing information that has been received and for transmitting information that has…

Memories Persist in Silence

Directory of Open Access Journals (Sweden)

Sandra Patricia Arenas Grisales

2012-08-01

Full Text Available This article exposes the hypothesis that memory artifacts, created to commemorate the victims of armed conflict in Colombia, are an expression of the underground memories and a way of political action in the midst of war. We analyze three cases of creations of memory artifacts in Medellín, Colombia, as forms of suffering, perceiving and resisting the power of armed groups in Medellín. The silence, inherent in these objects, should not be treated as an absence of language, but as another form of expression of memory. Silence is a tactic used to overcome losses and reset everyday life in contexts of protracted violence.

Reading, syntactic, orthographic, and working memory skills of bilingual Arabic-English speaking Canadian children.

Science.gov (United States)

Abu-Rabia, Salim; Siegel, Linda S

2002-11-01

This study assessed the reading, language, and memory skills of 56 bilingual Arab-Canadian children age's 9-14. English was their main instructional language, and Arabic was the language spoken at home. All children attended a Heritage Language Program in Toronto where they were taught to read and write Arabic. The children were administered word and pseudo-word reading, language, and working memory tests in English and Arabic. The majority of the children showed at least adequate proficiency in both languages. There was a significant relationship between the acquisition of word and pseudo-word reading working memory, and syntactic awareness skills in the two languages. The poor readers in Arabic had lower scores on all linguistic tasks, except the visual task. There were no significant differences between bilingual English Arabic children and monolingual English-speaking children on the reading, language, and memory tasks. However, bilingual English Arabic children who had reading problems in English had higher scores on English pseudo-word reading and spelling tasks than monolingual English-speaking children with reading disabilities, probably because of positive transfer from the regular nature of Arabic orthography. In this case, bilingualism does not appear to have negative consequences for the development of language reading skills in both languages--Arabic and English--despite the different nature of the two orthographies.

Execution Model of Three Parallel Languages: OpenMP, UPC and CAF

Directory of Open Access Journals (Sweden)

Ami Marowka

2005-01-01

Full Text Available The aim of this paper is to present a qualitative evaluation of three state-of-the-art parallel languages: OpenMP, Unified Parallel C (UPC and Co-Array Fortran (CAF. OpenMP and UPC are explicit parallel programming languages based on the ANSI standard. CAF is an implicit programming language. On the one hand, OpenMP designs for shared-memory architectures and extends the base-language by using compiler directives that annotate the original source-code. On the other hand, UPC and CAF designs for distribute-shared memory architectures and extends the base-language by new parallel constructs. We deconstruct each language into its basic components, show examples, make a detailed analysis, compare them, and finally draw some conclusions.

Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech.

Science.gov (United States)

Georgiadou, Effrosyni; Roehr-Brackin, Karen

2017-08-01

This paper reports the findings of a study investigating the relationship of executive working memory (WM) and phonological short-term memory (PSTM) to fluency and self-repair behavior during an unrehearsed oral task performed by second language (L2) speakers of English at two levels of proficiency, elementary and lower intermediate. Correlational analyses revealed a negative relationship between executive WM and number of pauses in the lower intermediate L2 speakers. However, no reliable association was found in our sample between executive WM or PSTM and self-repair behavior in terms of either frequency or type of self-repair. Taken together, our findings suggest that while executive WM may enhance performance at the conceptualization and formulation stages of the speech production process, self-repair behavior in L2 speakers may depend on factors other than working memory.

Decreasing Cognitive Load for Learners: Strategy of Web-Based Foreign Language Learning

Science.gov (United States)

Zhang, Jianfeng

2013-01-01

Cognitive load is one of the important factors that influence the effectiveness and efficiency of web-based foreign language learning. Cognitive load theory assumes that human's cognitive capacity in working memory is limited and if it overloads, learning will be hampered, so that high level of cognitive load can affect the performance of learning…

Lost for words or loss of memories? Autobiographical memory in semantic dementia.

Science.gov (United States)

Moss, H E; Kopelman, M D; Cappelletti, M; Davies, P de Mornay; Jaldow, E

2003-12-01

Recent reports have suggested that patients with semantic dementia show a loss of early (remote) auto-biographical memories with pronounced sparing of recent memories (Graham & Hodges, 1997; Snowden, Griffiths, & Neary, 1996), i.e., a 'reversed' temporal gradient or 'Ribot effect'. At first sight, these findings suggest that the deficits in 'semantic' dementia go beyond the semantic domain, involving aspects of autobiographical (episodic) memory. It has also been proposed that there is a 'step-like' function with personal memories preserved for 18 months to 2 years in the immediate past. This view is consistent with the theory that the hippocampal complex/medial temporal lobe (relatively intact in semantic dementia) plays a time-limited role in the acquisition and storage of memories, while the temporal neocortex (damaged in semantic dementia) is required for long-term storage and retrieval. In this study we ask whether (a) previous tests have underestimated the integrity of remote memory in semantic dementia as a result of not allowing for these patients' comprehension and language production difficulties, and (b) whether a recency effect, if obtained, is genuinely step-like or more graded. We used a cued autobiographical memory interview with semantic dementia patient, IH, to examine the effect of providing increasingly specific lexical cues to probe salient events throughout his lifespan. Results demonstrated that the provision of specific cues enabled IH to access and express memories from his childhood and early adulthood as well as from more recent times. There was a gentle recency effect only for intermediate levels of cueing, indicating that recent memories were easier to retrieve and/or express in the absence of specific cues, but this effect was graded, with no evidence of a step-like cut-off at 18 months or 2 years before testing. In brief, our findings are consistent with the view that the deficits in semantic dementia are predominantly or exclusively

A multi-level capacitor-less memory cell fabricated on a nano-scale strained silicon-on-insulator

International Nuclear Information System (INIS)

Park, Jea-Gun; Kim, Seong-Je; Shin, Mi-Hee; Song, Seung-Hyun; Shim, Tae-Hun; Chung, Sung-Woong; Enomoto, Hirofumi

2011-01-01

A multi-level capacitor-less memory cell was fabricated with a fully depleted n-metal-oxide-semiconductor field-effect transistor on a nano-scale strained silicon channel on insulator (FD sSOI n-MOSFET). The 0.73% biaxial tensile strain in the silicon channel of the FD sSOI n-MOSFET enhanced the effective electron mobility to ∼ 1.7 times that with an unstrained silicon channel. This thereby enables both front- and back-gate cell operations, demonstrating eight-level volatile memory-cell operation with a 1 ms retention time and 12 μA memory margin. This is a step toward achieving a terabit volatile memory cell.

Discrimination and identification of long vowels in children with typical language development and specific language impairment

Science.gov (United States)

Datta, Hia; Shafer, Valerie; Kurtzberg, Diane

2004-05-01

Researchers have claimed that children with specific language impairment (SLI) have particular difficulties in discriminating and identifying phonetically similar and brief speech sounds (Stark and Heinz, 1966; Studdert-Kennedy and Bradley, 1997; Sussman, 1993). In a recent study (Shafer et al., 2004), children with SLI were reported to have difficulty in processing brief (50 ms), phonetically similar vowels (/I-E/). The current study investigated perception of long (250 ms), phonetically similar vowels (/I-E/) in 8- to 10-year-old children with SLI and typical language development (TLD). The purpose was to examine whether phonetic similarity in vowels leads to poorer speech-perception in the SLI group. Behavioral and electrophysiological methods were employed to examine discrimination and identification of a nine-step vowel continuum from /I/ to /E/. Similar performances in discrimination were found for both groups, indicating that lengthening vowel duration indeed improves discrimination of phonetically similar vowels. However, these children with SLI showed poor behavioral identification, demonstrating that phonetic similarity of speech sounds, irrespective of their duration, contribute to the speech perception difficulty observed in SLI population. These findings suggest that the deficit in these children with SLI is at the level of working memory or long term memory representation of speech.

Multi-floor cascading ferroelectric nanostructures: multiple data writing-based multi-level non-volatile memory devices

Science.gov (United States)

Hyun, Seung; Kwon, Owoong; Lee, Bom-Yi; Seol, Daehee; Park, Beomjin; Lee, Jae Yong; Lee, Ju Hyun; Kim, Yunseok; Kim, Jin Kon

2016-01-01

Multiple data writing-based multi-level non-volatile memory has gained strong attention for next-generation memory devices to quickly accommodate an extremely large number of data bits because it is capable of storing multiple data bits in a single memory cell at once. However, all previously reported devices have failed to store a large number of data bits due to the macroscale cell size and have not allowed fast access to the stored data due to slow single data writing. Here, we introduce a novel three-dimensional multi-floor cascading polymeric ferroelectric nanostructure, successfully operating as an individual cell. In one cell, each floor has its own piezoresponse and the piezoresponse of one floor can be modulated by the bias voltage applied to the other floor, which means simultaneously written data bits in both floors can be identified. This could achieve multi-level memory through a multiple data writing process.Multiple data writing-based multi-level non-volatile memory has gained strong attention for next-generation memory devices to quickly accommodate an extremely large number of data bits because it is capable of storing multiple data bits in a single memory cell at once. However, all previously reported devices have failed to store a large number of data bits due to the macroscale cell size and have not allowed fast access to the stored data due to slow single data writing. Here, we introduce a novel three-dimensional multi-floor cascading polymeric ferroelectric nanostructure, successfully operating as an individual cell. In one cell, each floor has its own piezoresponse and the piezoresponse of one floor can be modulated by the bias voltage applied to the other floor, which means simultaneously written data bits in both floors can be identified. This could achieve multi-level memory through a multiple data writing process. Electronic supplementary information (ESI) available. See DOI: 10.1039/c5nr07377d

Plasticity in the adult language system: a longitudinal electrophysiological study on second language learning.

Science.gov (United States)

Stein, M; Dierks, T; Brandeis, D; Wirth, M; Strik, W; Koenig, T

2006-11-01

Event-related potentials (ERPs) were used to trace changes in brain activity related to progress in second language learning. Twelve English-speaking exchange students learning German in Switzerland were recruited. ERPs to visually presented single words from the subjects' native language (English), second language (German) and an unknown language (Romansh) were measured before (day 1) and after (day 2) 5 months of intense German language learning. When comparing ERPs to German words from day 1 and day 2, we found topographic differences between 396 and 540 ms. These differences could be interpreted as a latency shift indicating faster processing of German words on day 2. Source analysis indicated that the topographic differences were accounted for by shorter activation of left inferior frontal gyrus (IFG) on day 2. In ERPs to English words, we found Global Field Power differences between 472 and 644 ms. This may due to memory traces related to English words being less easily activated on day 2. Alternatively, it might reflect the fact that--with German words becoming familiar on day 2--English words loose their oddball character and thus produce a weaker P300-like effect on day 2. In ERPs to Romansh words, no differences were observed. Our results reflect plasticity in the neuronal networks underlying second language acquisition. They indicate that with a higher level of second language proficiency, second language word processing is faster and requires shorter frontal activation. Thus, our results suggest that the reduced IFG activation found in previous fMRI studies might not reflect a generally lower activation but rather a shorter duration of activity.