جستجوی مقالات مرتبط با کلیدواژه « حافظه کوتاه مدت » در نشریات گروه « روانشناسی »

The aim of the current study is to compare short term memory, reading performance and academic achievement of early bilingual and monolingual student and also presenting a well fitted model for interpretation of these interrelationship based on the theoretically recommended model. Rey–Osterrieth Complex Figure Test, a battery of reading measures and three elementary courses (Farsi, science, and Math) were used to assess short term memory, reading performance and academic achievement in turn. These tests were administered to 380 (188 ML and 192 BL) male primary student at grade five (12-13 years of age) in Persian. SEM and Analyses of variance (ANOVA) were then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, there is a significant relationship among short term memory, reading performance and academic achievement in both groups. But short term memory was the best predictor for academic achievement. Moreover, the highest significant relationship exists between short term memory and reading comprehension, while direct path coefficient between reading performance and academic achievement was the lowest. Indirect path coefficient between short term memory and academic achievement was not significant in both groups. Furthermore, ANOVA demonstrate that BL yielded significantly higher scores than did ML group in all variables except phoneme deletion and pseudo word reading.The aim of the current study is to compare short term memory, reading performance and academic achievement of early bilingual and monolingual student and also presenting a well fitted model for interpretation of these interrelationship based on the theoretically recommended model. Rey–Osterrieth Complex Figure Test, a battery of reading measures and three elementary courses (Farsi, science, and Math) were used to assess short term memory, reading performance and academic achievement in turn. These tests were administered to 380 (188 ML and 192 BL) male primary student at grade five (12-13 years of age) in Persian. SEM and Analyses of variance (ANOVA) were then performed to determine which construct served as the best predictor of academic achievement in both groups. Based on the results, there is a significant relationship among short term memory, reading performance and academic achievement in both groups. But short term memory was the best predictor for academic achievement. Moreover, the highest significant relationship exists between short term memory and reading comprehension, while direct path coefficient between reading performance and academic achievement was the lowest. Indirect path coefficient between short term memory and academic achievement was not significant in both groups. Furthermore, ANOVA demonstrate that BL yielded significantly higher scores than did ML group in all variables except phoneme deletion and pseudo word reading.

The aim of this study was to evaluate short-term memory, cognitive flexibility and cognitive attention syndrome in people with and without music experience. This research is in the group of descriptive researches and according to the objectives and hypotheses of the research is placed in the group of comparative causal researches. The research community includes all people with experience in music and ordinary people without experience (people who went to the cultural center and received training other than music) in the city of Fasa. Finally, 30 people from both groups were selected as the research sample by available sampling method. Research tools also include the Wechsler Memory Scale, the Dennis and Vanderwall Cognitive Flexibility Scale, and the Attentive Cognitive Syndrome Scale. The results show that there is a significant difference between people with and without music experience in terms of three variables of short-term memory, cognitive flexibility and cognitive attention syndrome.

The topic of this study is to compare the absolute threshold of readability among ten commonly used Persian fonts in a rapid serial visual presentation (RSVP) reading techniques task at three reading speed (100, 300 and 500 words per minute). RSVP is a cognitive task design method that is also used in fast reading technologies. This research had two goals: First, determine the optimal Persian font from a visual ergonomic perspective and others investigate the effect of demographic variables (age, gender and education degree) and some cognitive abilities (memory and processing speed) on total numbers of reading errors. In this study, for the first time, the concept of absolute threshold of readability was introduced as an objective indicator in comparing fonts. Twenty subjects participated in this study with ages ranging from 11-79 years and degrees from undergraduate to PhD. The results shown that Iran Sans 5.5 is the optimal font from visual ergonomic perspective. It was also found that age (demographic) and short-term memory (cognitive ability) are correlated with total numbers of reading errors.

The aim of this study has been developing a comprehensive, reliable, and valid package for the assessment of cognitive and psychomotor abilities of children. To this end, 661 children were selected using stratified random sampling. They were then divided to six age groups, ranging from 6.5 to 12.5 years old .This study was conducted using the Cross Battery Assessment method in four steps: a) the selection of an axial scale, b) the selection of supplementary scales, c) the conduction of preliminary experimental study, and d) the conduction of the main study and the assessment of the validity and reliability of the final scale.  According to the retest results, the correlation coefficients of the scales ranged between 0.76 (for tactile ability) and 0.98 (for fluid reasoning), indicating the appropriate validity of them. The coefficient of agreement between experts for the content validity of the scales was somewhere between 0.1 and 0.6.  To measure the construct validity through the age discrimination method, multivariate analysis of variance showed significant differences between different age groups in all abilities. In addition, the factor analysis confirmed this three-factor structure, consisting of cognitive and psychomotor abilities, speed, and efficiency.

The aim of this research was to study the relationships between the types of memory and academic achievement of students with learning disabilities. The method of research is descriptive-corelation. The statistical population was students with learning disabilities in Urmia. Sample size of this study was 120 students which was choosen by simple random sampling. To measure working¡ short-term memory and long term memory of students were used Daneman & Carpenter questionnaires and Della Sala¡ Lagie¡ Maylar questionnaire. Academic achievement is evaluated by students’ scores. Reliability of questionnaire by Cronbach''s alpha are 0.90 for short-term and long term memory and reliability of working questionnaire by split half is 0.84. The results showed that there is positive relationship between working¡ short-term and long-term memory performance and academic achievement. There isn’t a significant positive relationship between age and short-term memory of students¡ but there is significant and positive relationship between age of students and their long term and working memory performance¡ so that empowerment of memory has been related to increasing the academic achievement¡ hence reinforcement of the memory performance is caused the development of the academic achievement.

The aim of this research was to investigate visual-spatial component of working memory and short-term memory in students with learning disorders and comparison with normal students. 30 3rd grade elementary students with learning disorders and 10 3rd grade elementary normal students were selected through multistage random cluster sampling. The instruments were Scale for Identifying Students with Spelling Learning Disability، Keymath Test، Reading Level Diagnostic Test، Wechsler Intelligence Scale for Children (WISC)، Clinical Interview and Corsi Blocks Task for assessing visual-spatial component of working memory and short-term memory. Data were analyzed by ANOVA. The results showed that there is a significant difference between students with reading، mathematics and spelling learning disorders and normal students in visual-spatial component of working memory and short-term memory. Students with mathematics disorder had lower performance in these components. Students with learning disorders particularlymathematics disorder had deficits in visual-spatial component of working memory and short-term memory. This problem should be assessed in order to plan appropriate interventions.

Recent research findings about schizophrenia have shown that this disorder was associated with considerable cognitive and perceptual deficits, specifically in areas of attention and executive memory. The main aim of this study was to examine the executive memory and its dimensions in schizophrenic patients compare with normal individuals. 30 schizophrenic male patients hospitalized in "Shahrood Psychiatric Hospital" selected using available sampling method, tested by revised version of WMS-III and compared by 30 normal randomly selected male individuals in same range of age and educational level. Provided from MANOVA revealed significant differences between two groups in four subscales: orientation, control, visual memory and digits memory. Performance of the schizophrenics in conceptualizing and memory is lower than normal people. This finding is consistent by the hypothesis that schizophrenic patient suffers from a front-temporal lesion. Cognitive rehabilitation therapy seems to be necessary for these patients.