scholarly journals No role for activated long-term memory in attentional control settings.

2020 ◽  
Vol 149 (2) ◽  
pp. 209-221 ◽  
Author(s):  
Lindsay Plater ◽  
Maria Giammarco ◽  
Chris Fiacconi ◽  
Naseem Al-Aidroos
Keyword(s):  
Attentional Control ◽  
Long Term Memory ◽  
Term Memory ◽  
Attentional Control Settings

scholarly journals Visual working memory and long-term memory attentional control settings: Can we maintain both simultaneously?

2021 ◽  
Vol 21 (9) ◽  
pp. 1897
Author(s):  
Lindsay Plater ◽  
Alena Moya ◽  
Samantha Joubran ◽  
Naseem Al-Aidroos
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Attentional Control ◽  
Long Term Memory ◽  
Term Memory ◽  
Attentional Control Settings

scholarly journals The impact of long-term memory based attentional control settings on spatial and non-spatial components of attention

2015 ◽  
Vol 15 (12) ◽  
pp. 306
Author(s):  
Maria Giammarco ◽  
Kate Turner ◽  
Emma Guild ◽  
Naseem Al-Aidroos
Keyword(s):  
Attentional Control ◽  
Long Term Memory ◽  
Term Memory ◽  
Attentional Control Settings ◽  
The Impact

scholarly journals Limits on the contribution of priming to attentional control settings: Evidence from long-term memory control sets.

2016 ◽  
Vol 16 (12) ◽  
pp. 1031
Author(s):  
Maria Giammarco ◽  
Jackson Hryciw ◽  
Blaire Dube ◽  
Naseem Al-Aidroos
Keyword(s):  
Attentional Control ◽  
Long Term Memory ◽  
Term Memory ◽  
Attentional Control Settings ◽  
Control Sets ◽  
Memory Control

scholarly journals Attentional control settings are stored in activated long term memory

2017 ◽  
Vol 17 (10) ◽  
pp. 952
Author(s):  
Lindsay Plater ◽  
Maria Giammarco ◽  
Naseem Al-Aidroos
Keyword(s):  
Attentional Control ◽  
Long Term Memory ◽  
Term Memory ◽  
Attentional Control Settings

scholarly journals Effects of human-animal interactions on affect and cognition

2020 ◽  
Author(s):  
Elise Thayer ◽  
Jeffrey R Stevens
Keyword(s):  
Working Memory ◽  
Cognitive Performance ◽  
Attentional Control ◽  
Long Term Memory ◽  
Term Memory ◽  
Positive Effects ◽  
Human Animal ◽  
Human Animal Interaction ◽  
Animal Interaction

Human-animal interaction has clear positive effects on people's affect and stress. But less is know about how animal interactions influence cognition. The aim of this study is to investigate whether interacting with animals improves cognitive performance, specifically executive functioning. To test this, we conducted two experiments in which we had participants self-report their affect and complete a series of cognitive tasks (long-term memory, attentional control, and working memory) before and after either a brief interaction with a dog or a control activity. We found that interacting with a dog improved positive affect and decreased negative affect, stress, and anxiety compared to the control condition. However, we did not find effects of animal interaction on long-term memory, attentional control, or working memory. Thus, we replicated existing findings providing evidence that interacting with animals can improve affect, but we did not find similar improvements in cognitive performance. These results suggest that either our interaction was not of sufficient dose to elicit effects on cognition or the mechanisms underlying effects of human-animal interaction on cognition differ from effects generated by other cognition-enhancing interventions such as exposure to nature. Future research should continue to grow the connection between nature exposure and human-animal interaction studies to build our understanding of cognition in response to animal interactions.

scholarly journals Long-term memory and the control of attentional control

2014 ◽  
Vol 72 ◽  
pp. 1-26 ◽  
Author(s):  
Ulrich Mayr ◽  
David Kuhns ◽  
Jason Hubbard
Keyword(s):  
Attentional Control ◽  
Long Term Memory ◽  
Term Memory

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Retrieval from Memory or Procedural Strategies for Addition Problems

2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol
Keyword(s):  
Reaction Times ◽  
Long Term Memory ◽  
Verbal Reports ◽  
Term Memory ◽  
Simple Addition ◽  
Memory Traces ◽  
Addition Problem ◽  
Retrieval From Memory ◽  
Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

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