Memory Strategies Research Articles

Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.

Bilingual Education and Cognitive Development: A Comparative Analysis of Early vs. Late Bilingual Learners

This study investigates the cognitive developmental differences between early and late bilingual learners, focusing on cognitive flexibility, memory, and executive functions. Early bilinguals, defined as individuals who acquire two languages before the age of five, demonstrated superior cognitive flexibility, faster information processing, and enhanced executive functions compared to late bilinguals, who began learning a second language after the age of ten. Despite certain cognitive challenges faced by late bilinguals, such as slower processing speed and lower cognitive flexibility, they exhibited stronger application of learning strategies, such as rehearsal and metacognitive techniques, to overcome these challenges. The study suggests that both early and late bilingual learners benefit from targeted educational strategies: fostering cognitive flexibility for early bilinguals and supporting memory and learning strategies for late bilinguals. The findings have significant implications for bilingual education and future research on the long-term effects of bilingualism on cognitive development.

Does Perceived Test Fairness Affect Test Preparation? -- A Case Study of Duolingo English Test

Drawing upon [1]’s examination of perceived fairness in the Duolingo English Test (hereafter DET) and the crucial role of test preparation, the current study delves into the influence of perceived DET fairness on test preparation strategies. Guided by [2]’s Test Fairness Framework, a conceptual model encompassing two dimensions, i.e., perceived test fairness and test preparation practices, was formulated. Utilizing a validated DET Fairness and Preparation Questionnaire, data were gathered from 1,012 Chinese test takers. Statistical analyses using SPSS v.26.0 revealed descriptive insights, indicating that test takers employed a diverse array of strategies for test preparation. Furthermore, EFA illuminated that eight factors of test preparation strategies were extracted (i.e., information searching, mass practice, training test-taking skills, social strategies, self-evaluation, test-related settings, affective strategies, and memory strategies). Subsequent CFA and SEM performed in AMOS v.26.0 further elucidated the causal relationships, underscoring the direct and significant impact of test takers’ fairness perceptions on their test preparation strategies. This research offers a nuanced understanding of how perceived test fairness shapes test preparation strategies, thereby contributing to the field of language testing and language teaching and learning theoretically and practically.

NEUROSCIENCE AND LATE LITERACY: NEW INSIGHTS FOR PEDAGOGICAL PRACTICES

This research investigated the intersection between neuroscience and late literacy, focusing on how neuroscientific advances can inform and improve pedagogical practices in this context. The central problem analyzed was how neuroscience knowledge can be applied to improve literacy processes in young people and adults. The overall objective was to examine the contributions of neuroscience to the development of effective strategies for late literacy, considering the neurological specificities of this population. The methodology used was a systematic literature review, with a qualitative approach, analyzing recent publications in cognitive neuroscience, youth and adult education, and literacy methodologies. The results indicated that understanding the neural mechanisms involved in learning to read and write in adults can support more efficient pedagogical practices. Insights on neural plasticity, phonological processing, and memory strategies specific to late learners stood out. The research highlighted the importance of multisensory and contextualized approaches, considering the previous experiences of the students. The final considerations pointed to the need for greater integration between neuroscience and education in the training of literacy teachers, as well as the development of methodologies adapted to the neurocognitive particularities of young people and adults in the process of learning to read and write. Longitudinal studies were recommended to evaluate the long-term effectiveness of neuroscience-based interventions in late literacy.

ИСТОРИКО-КУЛЬТУРНОЕ НАСЛЕДИЕ СЕВЕРО-ЗАПАДНОГО КАВКАЗА: МЕЖДУ ПАМЯТОВАНИЕМ И ЗАБВЕНИЕМ

The article is devoted to the analysis of how two large narratives describing the historical and cultural heritage of the Northwest Caucasus — Kuban and Adygean — use strategies of memory and oblivion. Individual and collective memory (social memory, political memory) are not only in a mental relationship with oblivion — they jointly determine the rhythms of our consciousness. Moreover, it is not remembrance, but oblivion that serves as the main modus of life for man and society. Forgetting is a general name for a significant number of strategies aimed at silence, concealment, erasure, rewriting, loss. But oblivion also makes possible the incomplete concealment of the past, its return to individual and collective memory (Ricoeur). It is very important to understand not only how memory works and remembering occurs, but also how oblivion shapes our historical memory. Turning to oblivion is inevitable with historical trauma, which splits the memory of the victors and the vanquished. Classics of the theory of historical memory note that the vanquished write history better than the victors: their historiography turns out to be more complex and meaningful. The statist, official narrative objectifies the event in such a way that its course is described correctly, but the meaning and context are completely ignored. The historical trauma of 1864 turned out to be stronger than the structures of imposed political memory. The presence of a strong common experience caused by war and ethnic cleansing unites people more than triumphs and borders (Renan, Assmann). The Kuban historical and cultural heritage is formed through direct operations of concealment and ignoring, which give rise to the mythology of a wasteland or terra nulius. The modern memory policy should not be in open conflict with history (as a field of scientific knowledge) and must provide a prominent place for local and group histories in general history.

The Impact of Modern Technology on Photographic Memory: Evidence from African Rural University

This study investigates the impact of modern technology on photographic memory among university students at African Rural University, focusing on how digital tools influence memory retention and recall. Utilizing a mixed-methods approach, the research combines quantitative memory assessments with qualitative interviews and surveys to explore students’ experiences and perceptions. Findings indicate a complex relationship where extensive technology use—particularly smartphones correlate with diminished self-reported memory confidence and recall capabilities. Despite acknowledging that technology may hinder their innate memory abilities, students often rely on these tools for academic success. Visual and auditory memory tests revealed that many participants struggled with detailed recall, reinforcing concerns about cognitive overload. The study concludes that while technology offers organizational benefits, it may simultaneously impair natural memory functions, highlighting the need for balanced technology integration in educational practices. Recommendations include training on memory strategies, practice sessions, and promoting active recall techniques to enhance memory retention amidst technological reliance. Future research should explore the long-term effects of technology use on memory development.

Adaptive MSSRCPF filtering based on constrained optimization and fading memory for SINS/GNSS integrated navigation

To address particle degeneracy and the challenge of selecting importance density functions in traditional particle filters for complex nonlinear systems, we propose an adaptive mixed-order spherical simplex-radial cubature particle filter algorithm based on constrained optimization and fading memory. This algorithm integrates constrained optimization, an adaptive fading memory strategy, adaptive adjustment of particle numbers and weights, and the advantages of mixed-order spherical simplex-radial cubature Kalman filtering. By designing the importance density function using a mixed-order integration method, the algorithm significantly improves filtering accuracy over traditional cubature Kalman filters while maintaining lower computational complexity than high-order cubature Kalman filter methods. The adaptive fading memory strategy dynamically adjusts the covariance matrix, enhancing sensitivity to current measurement information and reducing the influence of historical data. By dynamically adjusting the noise covariance matrix and constraining the ratio between the error covariance and measurement noise covariance, the algorithm improves the convergence speed and accuracy of state estimation. An adaptive particle number and weight adjustment strategy based on effective sample size and entropy regularization dynamically adjusts the number of particles to reduce computational complexity while ensuring filtering accuracy, and employs entropy regularization to suppress weight over-concentration, thereby reducing the impact of outliers on the filtering results. Simulation results demonstrate that in complex SINS/GNSS integrated navigation systems, especially under high-noise and nonlinear conditions, the proposed algorithm significantly improves positioning accuracy compared to the CPF method, with the maximum latitude error reduced by approximately 54.8%, the maximum longitude error reduced by approximately 40.5%, and the maximum altitude error reduced by approximately 68.3%. Compared to the FMCPF method, the proposed algorithm also shows clear advantages in positioning accuracy, convergence speed, and computational efficiency, validating its effectiveness and practicality in complex environments.

Mapping spatial memory in teleosts: a new Frontier in neural logging techniques.

Recent advancements in microelectromechanical system technology have significantly enhanced our ability to monitor neuronal activity in free-swimming fish without disrupting their natural movement, thereby greatly improving the capabilities of neural logging using "neurologger" technology. In this review, we compiled the findings from studies applying neurologgers to teleost fish, emphasizing the discovery of various spatial-cognition cells in regions of the telencephalon analogous to the mammalian hippocampus that are deeply involved in spatial navigation. We detailed how different fish species, such as goldfish and salmonids, correlate their neural activity with environmental boundaries, head direction, speed, and other navigational cues for spatial memory and navigation strategies. We critically analyzed the similarities and differences in these mechanisms to provide insights into the evolutionary aspects of spatial cognition. We also identified gaps in current methodologies and suggest directions for future research, emphasizing the need for further exploration of spatial encoding in aquatic environments. The insights gained herein suggest the existence of a complex and evolutionarily conserved substrate for navigation and memory in vertebrates, highlighting the potential of neurologgers to expand our understanding of spatial cognition.

의사소통적 발음 교육을 위한 한국어 교재 분석 연구

Objectives The purpose of this paper is to analyze Korean textbooks for communicative pronunciation education. Methods Three types of textbooks developed by university-affiliated language education institutes were selected as analysis targets. As analysis tools, items that were synthesized and reconstructed from the textbook analysis frameworks of Seo (2001) and Lee (2001) were used. Results The result shows that the scope of teaching items was expanded, and it was necessary to secure areas equivalent to vocabulary and grammar, select teaching items for continuous and repetitive learning, and provide detailed grading. In addition, the educational effectiveness of the explicitness or implicitness of linguistic rule explanations had to be examined, and audiovisual materials should be abundantly utilized. The practice activities were planned to involve step-by-step practice from the word and sentence level to the discourse level, but the instructions were not clear, and even if there were directions, practice method was monotonous. For communicative pronunciation education, instructions and guidelines had to be specified and a variety of interactive and meaningful exercises had to be included. As for learning strategies, only simple repetition, memorization strategies, and strategies using visual images were induced. Effective pronunciation learning strategies should be found and learning strategies had to be developed in a variety of ways. Conclusions Considering practical application, a plan to revitalize pronunciation education was proposed while maintaining the current textbook. Improvement measures were discussed focusing on the practice stage. Integrated practice with other micro and macro skills and clear practice method instructions were emphasized. Practice and use were claimed at the word, sentence, and discourse levels in the order of presentation-controlled practice-meaningful practice-use. Interactive activities such as pair or group activities were considered.

Creation and Validation of the MMQ-9: A Short Version of the Multifactorial Memory Questionnaire for Middle-Aged and Older Adults

ABSTRACT Objectives Memory concerns are common among older adults. The Multifactorial Memory Questionnaire (MMQ) is a well-validated participant-reported measure consisting of 57 items across three subscales assessing satisfaction with memory, self-perceived memory ability, and memory strategy use, respectively. Because short scales are often desired to accommodate clinical time constraints and reduce respondent burden, we created and evaluated 9-item versions of each subscale (MMQ-9). Methods In Study 1, we used an optimization strategy to identify subsets of items that maximized subscale reliability in a sample of 560 adults ages 50–90. In Study 2, we examined psychometric properties of the MMQ-9 in an independent sample of 638 adults ages 51–95. Results Internal consistency, test–retest reliability, and convergent and discriminant validity of each subscale met published criteria for good measurement properties. Confirmatory factor analysis validated the original factor structure. A hierarchical series of invariance models showed excellent fit, confirming robust measurement invariance across age, gender, and education. Conclusions The shortened MMQ-9 is a reliable, valid, and invariant measure of metamemory in middle-aged and older adults. Clinical Implications The MMQ-9 is a reasonable instrument of choice when brief yet psychometrically strong measures of participant-reported memory are required for clinical assessment of patients with memory concerns.

A New Institution for Serbian Memory

Abstract The destruction of the joint Yugoslav state was accompanied by a sharp alteration of the country’s narrative about the country’s experience of the Second World War, which shifted from a focus on the Yugoslav partisans to ethnically-classified civilian victims of war. In 1992, the Republic of Serbia founded the Genocide Victims’ Museum, which was responsible for the preservation of the memory of the victims of the genocide of Serbs, Jews, and Roma; the collection of information on war atrocities; and was also intended to fulfill the country’s obligations under the International Convention on Genocide Prevention and Punishment. This article explores the Genocide Victims’ Museum’s memory strategy in the context of contemporary Serbian history. It also analyzes the transformation of the narrative of victimhood formulated or supported by a state-sponsored institution, interpreting it as exemplary of the “shift from heroization to victimization” in the politics of memory within the European context.

LANGUAGE LEARNING STRATEGIES OF THE HIGH ACHIEVERS OF TOEFL JUNIOR TEST IN AN INDONESIAN ISLAMIC BOARDING SCHOOL: A CASE STUDY

This study investigates the language learning strategies (LLSs) employed by high-achieving students in the TOEFL Junior Test within the context of an Indonesia Islamic boarding school. Motivated by Indonesia's lower rankings in literacy, particularly in English, as highlighted by the 2022 PISA results, this study aims to address the gap in understanding how students in this specialized educational setting approach LLSs. This study focuses on six high-achieving female ninth-grade students from SMP Al Izzah Islamic Boarding School Batu, identified as high achievers based on their superior TOEFL Junior Test scores and exceptional performance on the school’s English final test. Using a qualitative case study approach, data were collected through the Strategy Inventory for Language Learning (SILL) 7.0, semi-structured interviews, and document analysis. The findings reveal that high achievers predominantly employ metacognitive strategies, such as goal setting and self-monitoring, as well as compensation strategies to overcome language barriers. Cognitive strategies, particularly engaging with English media, play a significant role in their language acquisition, while memory strategies are moderately used for vocabulary retention. This research highlights the importance of self-discipline, time management, and a supportive learning environment with its accessible teachers and nurturing community, significantly enhances continuous learning and overall students’ well-being. The study recommends for future research to expand the sample size to other Islamic boarding schools from various regions with more samples and explore the long-term impact of these strategies on academic and professional achievements.

Use of self-referencing memory strategies change over time with acculturation

Although cross-cultural research identifies cognitive differences when comparing across individuals, few studies have examined how acculturation, or cultural change over time within individuals, affects cognition. To address this gap, we investigated how acculturation and change in self-construal for Chinese students in the US impacts the self-reference effect in memory over two timepoints. Participants completed a self-referencing memory task and a set of questionnaires assessing acculturation orientation and self-construal over two time points, on average 16 months apart. As individuals' orientation towards host culture and independence increased over the two time points, they exhibited a larger self-reference effect (self vs. other) in memory and a smaller other-reference (other vs. control) effect. These patterns indicated that as Chinese students became more acculturated to US culture, they exhibited more US-like patterns of behavior in memory. In contrast, between-participant variability in acculturation orientation and independence were not related to self- or other-referencing.

The Effect of Memory Training on Cognitive Function: A Systematic Review

Memory is related to the processes that allow us to record, store and then retrieve experiences and information. Memory as an information processor is analogized by psychologists and neurologists as a computer. The recording process, called encoding, is the process of obtaining information conveyed to the system by translating it into neural code which is processed in the brain.The goal of the research titled is to systematically evaluate and synthesize existing studies to determine the impact of memory training interventions on various aspects of cognitive function. This includes assessing how memory training may enhance skills such as attention, processing speed, working memory, and overall cognitive performance. By identifying patterns, strengths, and limitations in the current literature, the study aims to provide insights into the effectiveness of memory training programs and guide future research and practical applications in cognitive enhancement.Method: Articles used in systematic reviews are typically sourced from various academic databases such as PubMed, PsycINFO, Scopus, and Google Scholar. These include studies published in peer-reviewed journals. The keywords used for searching may include phrases like "memory training," "cognitive function," "cognitive enhancement," "working memory," and other related terms. This combination of keywords helps filter relevant articles. For instance, in this review, there might be 150 articles identified through the initial search. After a selection process based on inclusion and exclusion criteria, approximately 30 articles are chosen for further analysis. The articles included in the systematic review are examined systematically, following the PRISMA 2020 guidelines: Study Identification,Study Selection,Data Extraction,Analysis and Synthesis Analyzing the results from the selected studies and compiling conclusions based on the available evidence.Results: The findings from these five literature studies cumulatively imply that activities involving the Al-Quran, such as listening, reading, or memorizing, have a positive impact on various aspects of physical and mental health, cognitive function, and brain responses. The implications of these results may stimulate further research in the field of cognitive interventions, as well as provide a more in-depth look at the role of memorization in the development of cognitive abilities at critical developmental stages.Conclusion: From the five studies reviewed, it can be concluded that memory training interventions, especially in the context of memorizing the Qur'an, contribute positively to the improvement of cognitive function in various age groups, including children, adolescents, adults, and the elderly. The implications of these findings give impetus to further research in the field of cognitive intervention, focusing on memorization strategies, as well as providing deeper insight into the role of memorization in the development of cognitive abilities at critical stages of life.

Analysis of English Learning Strategies Performed by Successful EFL Learners in Non-English Department

The objectives of this research were to know and describe English learning strategies that are used by successful EFL learners in non-English departments at the University of Mataram and the factors driving them. This is a descriptive qualitative study using purposive sampling. The samples were 5 Engineering students and 5 Economics students with TOEFL scores of 457 to 560. The data was collected through the Strategy Inventory for Language Learning (SILL) questionnaire version 7.0 and semi-interview. The result of the study reveals that successful EFL learners in Engineering and Economics implement all learning strategies at two different levels. The learners use compensation, metacognitive, and cognitive strategies at a high level, then memory, social, and affective strategies at a medium level. This research found that each learning strategy that the learners performed is intertwined. The naturalistic factors that contribute to driving the appropriation and implementation of those strategies are their English proficiency, learning style, and motivation. While there is no significant influence from gender identity found in this research.

Evaluation of an Occupational Therapy led Cognitive Stimulation Therapy Programme in an Integrated Care Programme for Older Persons

Abstract Background Cognitive Stimulation Therapy (CST) is a non-pharmacological, evidence-based approach specifically designed to support people with dementia to maintain their cognitive functions e.g. reminiscence, higher executive skills, sensory integration, orientation, memory strategies and day-to-day activities. Methods Participants referred to a community specialist ICPOP team were identified for CST following Comprehensive Geriatric Assessment (CGA), where cognitive impairment or dementia was identified. Inclusion criteria: Rockwood Clinical Frailty Scale ≤5, Barthel Index of Activities of Daily Living ≥11, Lawton Brody Instrumental Activities of Daily Living Scale (IADL) ≥4, Montreal Cognitive Assessment (MoCA) ≥10, and ability to consent to participate. Addenbrooks Cognitive Examination (ACE-III) scores were obtained pre and post CST, alongside post CST feedback questionnaires. Results 5 CST programmes of seven weeks duration were conducted over a ten-month period. 31 (male=16, female=15) participants completed the programme. 3 participants dropped out due to lack of transport/interest. The average ACE-III score pre-CST was 68.3 +/- 14.31; post-CST was 76.1 +/- 11.4. 28 participants completed feedback questionnaires. Positive feedback included “Got a great sense of achievement with each session, and eagerly looked forward to the coming weeks”, “Each session topped the previous session” “Gave me a reason to get out, a routine to my week”. 45 % commented that they felt safe sharing difficulties/problems with the group. 71% reflected that CST provided an opportunity to meet others in a similar situation. 100% would recommend CST to others. Conclusion Experience of CST was overwhelmingly positive demonstrating benefit not only from a cognitive perspective but from informal peer support and connections made in group settings. Participants commented on lack of follow-on programmes, identifying the need to develop maintenance CST programmes led by trained community stakeholders which would sustain these benefits long-term as well as increasing awareness and knowledge of dementia within communities.

Don't Forget About Your Memory...Exploring Need And Impact Of A Cognitive Strategies Group On Older Adults Following Comprehensive Geriatric Assessment

Abstract Background The increasing prevalence of mild cognitive impairment (MCI) and dementia in older adults in Ireland, with projections of up to 20% of over 80-year-olds affected, is widely documented (TILDA 2023). Due attention is required in service planning to provide tailored non-pharmacological and lifestyle interventions to this growing cohort. This review aims to analyse the need for and impact of a cognitive strategies and brain health intervention group on older adults attending the Integrated Day Hospital (IDH) as part of an ICPOP service. Methods Retrospective analysis of the health care record was complete on older adults over 70 years with recent deterioration in cognitive or functional status. Cognitive screening scores and diagnoses received at the IDH were gathered to inform presence of MCI or dementia. Permission was sought from the authors of a cognitive strategies and brain health intervention group which was delivered to a sample of older adults and evaluated as part of the Jog Your Memory Program (HSE 2020). Results Preliminary results indicate a cohort of 355 older adults. Analysis of cognitive screening scores reflect prevalence of MCI at 15% and dementia at 35%. The Jog Your Memory program is implemented over 4 sessions. 2 programs were complete in October 2023 and April 2024 with 16 participants. Evaluation was complete with 100% of participants reporting benefits including acquisition of memory strategies, improved confidence and increased knowledge of MCI. Implementing this program optimises therapist time indicating cost saving. Final findings will be available for the purpose of this poster presentation. Conclusion The prevalence of cognitive impairment is broadly in keeping with previous audit (2023). The intervention group implementation and evaluation are ongoing. Participant feedback suggests the intervention is meeting the needs of this cohort. Future work will focus on scaling up the intervention group and integrating with other local services.

Study on Vocabulary Memorization Strategies of English Majors

English vocabulary learning is an important foundation for English majors to improve their language ability. With the development of science and technology, various vocabulary memorization APPs come into being, providing diverse learning tools for English learning. The purpose of this paper is to explore the vocabulary memorization strategies and their effects of English majors' vocabulary memorization using the three mainstream APPs, namely, Baicizhan, MoMo, and Bubei Vocabulary, with a view to providing practical guidance and theoretical reference for vocabulary learning of English majors.

Brain‐inspired Multimodal Synaptic Memory via Mechano‐photonic Plasticized Asymmetric Ferroelectric Heterostructure

AbstractNeuromorphic devices capable of emulating biological synaptic behaviors are crucial for implementing brain‐like information processing and computing. Emerging 2D ferroelectric neuromorphic devices provide an effective means of updating synaptic weight aside from conventional electrical/optical modulations. Here, by further synergizing with an energy‐efficient synaptic plasticity strategy, a multimodal mechano‐photonic synaptic memory device based on 2D asymmetric ferroelectric heterostructure is presented, which can be modulated by external mechanical behavior and light illumination. By integrating the asymmetric ferroelectric heterostructured field‐effect transistor and a triboelectric nanogenerator, the mechanical displacement‐derived triboelectric potential is ready for gating, programming, and plasticizing the synaptic device, resulting in superior electrical properties of high on/off ratios (> 107), large storage windows (equivalent to ≈95 V), excellent charge retention capability (> 104 s), good endurance (> 103 cycles), and primary synaptic behaviors. Besides, optical illumination can effectively synergize with mechanoplasticity to implement multimodal spatiotemporally correlated dynamic logic. The demonstrated multimodal memory synapse provides a facile and promising strategy for multifunctional sensory memory, interactive neuromorphic devices, and future brain‐like electronics embodying artificial intelligence.

Assessing individual differences in chunking strategy in visual working memory

Assessing individual differences in chunking strategy in visual working memory