Effects of modality on rats' short-term memory in successive matching-to-sample task.

In a visual delayed matching-to-sample task, compared to a control condition, we had previously identified different components of the human EEG that could reflect the rehearsal of an object representation in short-term memory (Tallon-Baudry et al., 1998). These components were induced oscillatory activities in the gamma (24–60 Hz) and beta (15–20 Hz) bands, peaking during the delay at occipital and frontal electrodes, and two negativities in the evoked potentials. Sustained activities (lasting until the end of the delay) are more likely to reflect the continuous rehearsing process in memory than transient (ending before the end of the delay) activities. Nevertheless, since the delay duration we used in our previous experiment was fixed and rather short, it was difficult to discriminate between sustained and transient components. Here we used the same delayed matching-to-sample task, but with variable delay durations. The same oscillatory components in the gamma and beta bands were observed again during the delay. The only components that showed a sustained time course compatible with a memory rehearsing process were the occipital gamma and frontal beta induced activities. These two activities slowly decreased with increasing delay duration, while the performance of the subjects decreased in parallel. No sustained response could be found in the evoked potentials. These results support the hypothesis that objects representations in visual short-term memory consist of oscillating synchronized cell assemblies.

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Delayed matching-to-sample and short-term memory in the capuchin monkey.

Journal of Comparative and Physiological Psychology ◽

10.1037/h0028209 ◽

1969 ◽

Vol 69 (3) ◽

pp. 544-549 ◽

Cited By ~ 29

Author(s):

Michael Etkin ◽

M. R. D'Amato

Keyword(s):

Short Term Memory ◽

Capuchin Monkey ◽

Matching To Sample ◽

Short Term ◽

Term Memory ◽

Delayed Matching ◽

Delayed Matching To Sample

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

Behavioral and Brain Sciences ◽

10.1017/s0140525x15000928 ◽

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.

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Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00135 ◽

2020 ◽

Vol 63 (12) ◽

pp. 4162-4178

Author(s):

Emily Jackson ◽

Suze Leitão ◽

Mary Claessen ◽

Mark Boyes

Keyword(s):

Working Memory ◽

Short Term Memory ◽

Language Disorder ◽

Declarative Memory ◽

Memory Systems ◽

Procedural Memory ◽

Typically Developing ◽

Short Term ◽

Term Memory ◽

Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

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

American Journal of Audiology ◽

10.1044/2020_aja-20-00018 ◽

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

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