Memory In School Children Research Articles

Latihan Brain Gym untuk Peningkatan Kemampuan Memori Jangka Pendek pada Anak Sekolah Dasar di SD Negeri 43 Kota Pekanbaru

BRAIN GYM TRAINING FOR IMPROVING SHORT TERM MEMORY ABILITY IN ELEMENTARY SCHOOL CHILDREN AT SD NEGERI 43 PEKANBARU CITY. Brain Gym is a new method developed to stimulate (lateral dimension), relieve (focusing dimension) or relax (focusing dimension) children who are involved in a learning situation that can stimulate children's short-term memory. Previously, SD Negeri 43 Pekanbaru had never received training and counseling related to Brain Gym. Activities carried out on site with counseling and training for elementary school children in grade IV that have been determined. The method used is the lecture method and practice. Counseling involves the homeroom teacher and all students in grade IV. The activity of asking permission from the principal and class teacher, determining the schedule for implementing activities, preparing things needed in implementation, conducting counseling related to Brain Gym theory and practice directly to all students. Previously, the activity was carried out with a pre test and after the activity a post test was carried out. The questionnaire uses the Short Portable Mental Status Questionnaire (PSMSQ). The counseling activity was carried out in 4 stages, namely initial survey, pre-test, Brain Gym counseling, brain gym practice, post-test and evaluation. Brain gym is done to improve short-term memory in school children. The total number of extension participants was 57 students and 3 teachers. The solution offered is by conducting counseling and practicing brain gym exercises which are expected to improve short-term memory in children at SD Negeri 43 Pekanbaru. The results of the pre-test mean value of 1.089 and post-test of 0.91 so that there was a significant change between the pretest and post-test, meaning that brain gym training can improve short-term memory of elementary school children.

The Effect of Physical Activity on the Memory of Schoolchildren

The purpose of this study was to determine the effect of physical activity in physical education classes on the memory indicators of schoolchildren. The main research method was the “Memory” test, which determines the level of memory development of schoolchildren. The reliability of the increase in indicators was determined by the Student’s T-criterion (p>0.05). As a result of the study, children were engaged in physical exercises were able to significantly increase the test results. The results obtained determine the effectiveness of the influence of a physical education lesson at school on memory indicators. This study will serve as an additional motivation for children to engage in physical culture, since the impact of physical exercises has a positive effect not only on the development of physical qualities, but also on the memory of schoolchildren. In the future, it is possible to study the influence of physical activity on the mental processes.

Impact of Yoga Intervention on Exam Anxiety, Mindfulness, Attention & Memory in School Going Children

Purpose: To present study the impact of yoga intervention on exam anxiety, mindfulness, attention, and memory in school-going children. Methodology: The study started with the camp organized by a Principal of RA. Geeta Sr. Secondary School. The study population was taken from those interested to take part in the one-month yoga intervention on their own will both male and female with the age range of 13 to 15 years. Among the 80 students collected data, 40 subjects attended the one-month yoga intervention program. The intervention included seated mindfulness, breathing, loosening exercises, asana, and relaxation techniques. The pre-data were collected 1st day before the intervention, on the 30th day from the first day of the intervention. Test anxiety, mindfulness, attention & memory test were assessed before and after the intervention. Data were analyzed using R-Studio. Findings: Exams were recognised as a big source of concern to many children, and the overall prevalence of exam anxiety shows to be increasing, possibly due to increased exams in schools and pressure of studies. Previous studies have reported the effects of Yoga in school-going children showing physical, cognitive, emotional, memory, attention, and mindfulness benefits. Research limitations: The study was limit to Grade 8&9, 13-15-year-old girls and boys who could do asana. The study excluded those who could not do asana due to physical challenges. Implications: Present outcomes propose that the yoga-based intervention illustrated a positive effect on examination anxiety, mindfulness, attention; and memory in school children. Yoga-based group of participants has shown better confront in exam anxiety, enhance mindfulness, attention; and memory. These yoga practices can be suggested to school-going children for better performance in academics and to attain joyful learning.

Effect of the Exercise Classics for the Development of Memory in Children at Lessons of Physical Culture

Background A physical education lesson at school allows comprehensive physical development of children at school. The present study was aimed at studying the effect of physical exercise on the memory of schoolchildren in general education schools in Russia. We aimed to determine the impact of exercise Classics on the development of memory in children 9-10 years old. Materials and Methods A pedagogical study was conducted in Kirov (Russia) in 2020, at secondary school No. 60. The control group was engaged in a standard program of physical culture. The children in the experimental group additionally used the exercise Classics in each lesson. The study was conducted over a period of 9 months, in which forty 9-10-year-olds took part. Physical education classes were held 2 times a week for 40 minutes each lesson. The level of development of coordination abilities was assessed by the Shuttle run test, and the children's memory indicators were assessed by the Jacobs Method test. Data were analyzed using Bio-stat 2009, Microsoft excel 2016 programs. Results In control group, in the Shuttle run test, the indicators improved by 2.9% (P>0.05), and in the test for the level of memory development, the indicators improved from 5.7±0.6 to 5.9±0.4 (P>0.05). In experimental group, in the Shuttle run 3x10 m test, performance improved by 14.1% (p <0.05), and in the Jacobs Method test, performance improved from 5.4±0.3 to 6.5±0.4 (p <0.05). Conclusion These results indicate the effectiveness of using Classical exercises in physical education lessons when working with younger schoolchildren.

High Hearing Memory Of Schoolchildren And Students And Factors Affecting It

Non-regular mental and physical activity of schoolchildren and students, excessive use of mobile phones, harmful habits (smoking and snuff), iodine deficiency, poor diet, lack of sleep are the main reasons for memory loss decrease is observed. In our experiments, long-term memory volume was up to 37% and short-term memory volume was up to 51% in 6th grade students (13-year-olds); In 8th grade students (15-year-olds), long-term memory was up to 83% and short-term memory was up to 61%; In 10th grade students (17-year-olds), long-term memory volume was up to 83% and short-term memory volume was up to 57%; In first-year students (19-year-olds), we found that long-term memory decreased by 68% and short-term memory by 49%. Decreased memory, in turn, has a negative impact on the mastery performance of pupils and students.

Measuring Visual, Spatial, and Visual Spatial Short-Term Memory in Schoolchildren: Studying the Influence of Demographic Factors and Regression-Based Normative Data

The study aims to establish demographically corrected norms for three computerized tasks measuring different aspects of visual short-term memory (VSTM) in Ukrainian schoolchildren. These tasks measure respectively visual STM (the Pattern Recognition Memory (PRM) test), spatial STM (the Spatial Span (SSP) task), and visual spatial STM (the Paired Associates Learning (PAL) task). All tasks were administered to n = 186 children aged 5.10 years to 14.5 years old to evaluate the influence of demographic variables. Relevant demographic factors that influence task scores (VSTM), i.e., age and level of parental education, are identified and in keeping with the current literature. No sex differences were found. Based on these data, regression-based, demographically corrected norms were established per task. This approach to constructing norms differs from how (worldwide) PRM, SSP, and/or PAL norms have been constructed traditionally. In the latter approach, norms are calculated for each age group separately and without correcting for level of parental education, whereas in the regression-based normative method, multiple regression models are used to compute the expected test scores of an individual (rather than the subgroup means that are used in the traditional approach). Consequently, the regression-based norms for the PRM, SSP, and PAL presented in this paper are individualized, taking into account the unique characteristics of the individual that is tested on these tasks. Last, the confidence intervals of the PRM scores of the Ukrainian schoolchildren and the western norm group largely overlapped, except for the youngest age group, which adds to the literature about cultural effects on cognition.

Effects of manganese exposure on visuoperception and visual memory in schoolchildren

BackgroundManganese (Mn) is an essential metal involved in multiple physiological functions. Environmental exposure to airborne Mn is associated with neurocognitive deficits in humans. Children, whose nervous system is in development, are particularly susceptible to Mn neurotoxicity. ObjectiveThe objective of this study was to assess the association between Mn environmental exposure, and effects on visuoperception and visual memory in schoolchildren. MethodsWe assessed schoolchildren between 7 and 11 years old, with similar socioeconomic status, from the mining district of Molango (n=148) and Agua Blanca (n=119, non-mining area) in Hidalgo state, Mexico. The Rey-Osterrieth Complex Figure (ROCF) test was used to assess visuoperception and short-term visual memory. Hair manganese (MnH) concentrations were determined. Linear regression models were constructed to estimate the associations between MnH and ROCF scores, adjusted for potential confounders. ResultsThe geometric mean MnH was nine times higher in schoolchildren from the Mn mining area (5.25μg/g) than in schoolchildren from the non-mining area (0.55μg/g). For the ROCF Copy trial, MnH was significantly associated with an increase in distortion errors (tangency, closure), angle errors, overtracing (partial overtracing). In the Immediate Recall trial, MnH was significantly associated with increased overtracing (partial overtracing) and omissions, and negatively associated with the number of perceptual drawn units, total score and percentage immediate recall. ConclusionsMnH is associated with alterations in visuoperception and short-term visual memory in schoolchildren exposed to airborne Mn.

Effects of manganese exposure on visuoperception and visual memory in schoolchildren.

Objectives: Manganese (Mn) is an essential element involved in multiple physiological functions. Environmental exposure to airborne manganese is associated with neurocognitive deficits. Children, w...

Association between Serum Copper Status and Working Memory in Schoolchildren.

Trace elements such as copper are essential micronutrients. Traditionally, copper has been studied in the context of micronutrient deficiencies. Recent studies in both animals and humans, however, have revealed that elevated blood copper can also have adverse effects on cognitive function since free copper can cross the blood-brain barrier and subsequently impose oxidative stress to neuronal cells. However, most of these human studies were conducted in adult populations with and without cognitive decline, and there are few studies on the effect of excess copper on cognitive function in children. This project seeks to look at the effects of elevated copper levels on cognitive development in a population of school age children (ages 10–14 years with mean age of 12.03 years and standard deviation (SD) of 0.44) from Jintan, China. Briefly, serum copper levels and working memory test scores were collected from a sample of 826 children with a mean serum copper level of 98.10 (SD 0.75). Copper level was considered as a categorical variable (taking the first group as those with as ≤84.3 μg/dL, the second group as >84.3 and ≤110.4 μg/dL, and the third group as >110.4 μg/dL with the cut-off values defined by the first and third quartiles of the sample). Results showed a significant association between high copper levels (>110.4 μg/dL) and poorer working memory in boys but this association was not seen in lower copper levels in either sex. These results suggests that in school age children, like in adults, elevated copper levels have the potential to adversely affect cognition.

Effects of traffic noise around schools on attention and memory in primary school children

Background and Aim: Noise pollution has been of increasing concern worldwide, particularly in urban areas. Children could be particularly vulnerable to the effects of noise because of its potential to interfere with learning at a critical development stage. Most of the learning occurs at school and thus noise exposure at school is most pertinent to its influences on cognitive performance. Hence, the objective of this study was to evaluate and compare the attention and memory in school children exposed to noise with the school children in relatively noise free area in the city of Bengaluru. Methods: The study involved two groups, a case group consisting of 80 students learning in a noise environment of 80.4 dB and a control group consisting of 80 students learning in noise environment of 56.28 dB. Both groups were found to be matched for age, gender, intelligence, and socioeconomic status. Attention and memory were assessed using a battery of performance tests. The results were analyzed for statistical significance. Results: Exposure to high levels of noise during learning significantly reduced scores in attention, working memory with an auditory component, and logical memory. However, there was no significant reduction in working memory with a visual component and visual memory. Conclusion: The results suggest that high levels of noise is a disadvantage to children’s learning capacity and learning environment must not be neglected.

Developmental linkage of reference assignment and working memory in schoolchildren in the lower grades

Developmental linkage of reference assignment and working memory in schoolchildren in the lower grades

Time-Based Prospective Memory in Schoolchildren

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

Impact of a Multiple-micronutrient Fortified Salt on the Nutritional Status and Memory of Schoolchildren

This study was conducted to test the efficacy of a multiple micronutrient-fortified cooking salt. A randomized controlled trial with a pre- and post-test design was used to study children 5 to 18 years of age, with an experimental (n=213) and control group (n=189). The children were sampled from 3 residential schools and were studied for 9 months. The experimental group received a multiple micronutrient-fortified salt containing vitamins A, B(1), B(2), B(6), B(12), as well as folic acid, niacin, iron, iodine, and zinc. The control group received iodized salt. Biochemical measurements [hemoglobin, serum ferritin (SF), serum transferrin receptor (sTfR), C-reactive protein (CRP), alpha-1 acid glycoprotein (AGP), serum retinol, serum vitamin B(12), serum folic acid, serum zinc, and urinary iodine (UI)] were measured at baseline and post-intervention. Hemoglobin was measured in all the children three times during the study period, while the remaining biochemical measurements were performed in a subsample of children. Children between 11 and 18 years of age were given cognitive tests to assess memory and attention. There was a significant improvement (p<0.05) in all the biochemical measurements and memory tests in the experimental group when compared with the control group. Post-intervention in the experimental group, the increase in hemoglobin was 0.67 g/dL (p<0.05). Iron status and body iron stores increased significantly (p<0.05) in the experimental group compared to the control group, while serum zinc increased by 50 mug/dL (p<0.05), and the prevalence of retinol deficiency decreased from 57.1 % at baseline to 16 % post-intervention (p<0.05). The multiple micronutrients from the multiple micronutrient-fortified cooking salt were absorbed in the children and helped in combating micronutrient deficiencies.

Learning and memory of school children with epilepsy: a prospective controlled longitudinal study

The aim of the study was to determine whether learning and memory are compromised in school children with recently diagnosed idiopathic and/or cryptogenic epilepsy and to study relationships between learning and memory and psychosocial and epilepsy variables. Word span and learning of locations were assessed within 48 hours after diagnosis of epilepsy and three and 12 months later, in 69 school children with epilepsy (aged 9.1 years, SD 2.7; 33 males, 36 females) and 66 classmates. Results showed that patients and controls performed similarly in registration, recall, and retention. Patients recalled slightly less than controls when probed under conditions of increased demand on working memory. Maladaptive reactions of parents and children to the onset of epilepsy and not reaching 6‐months of seizure remission contributed to poor performance. Individually, those patients who required special assistance at school, under‐performed occasionally in one or the other component of memory. Although the proportion of under‐performers was stable over time, the children composing the group did change. It was concluded that school children with new onset idiopathic or cryptogenic epilepsy are inordinately vulnerable when processing memory tasks. The vulnerability is neither persistent nor memory‐specific.

Learning and memory of school children with epilepsy: a prospective controlled longitudinal study.

The aim of the study was to determine whether learning and memory are compromised in school children with recently diagnosed idiopathic and/or cryptogenic epilepsy and to study relationships between learning and memory and psychosocial and epilepsy variables. Word span and learning of locations were assessed within 48 hours after diagnosis of epilepsy and three and 12 months later, in 69 school children with epilepsy (aged 9.1 years, SD 2.7; 33 males, 36 females) and 66 classmates. Results showed that patients and controls performed similarly in registration, recall, and retention. Patients recalled slightly less than controls when probed under conditions of increased demand on working memory. Maladaptive reactions of parents and children to the onset of epilepsy and not reaching 6-months of seizure remission contributed to poor performance. Individually, those patients who required special assistance at school, under-performed occasionally in one or the other component of memory. Although the proportion of under-performers was stable over time, the children composing the group did change. It was concluded that school children with new onset idiopathic or cryptogenic epilepsy are inordinately vulnerable when processing memory tasks. The vulnerability is neither persistent nor memory-specific.

The Polytechnical Principle in the Teaching of Physics

In connection with the increasing role that is being played by the science of physics in production, there has been an observable trend away from familiarizing pupils with the application of the physical phenomena and patterns they encounter in their studies to industrial and agricultural production, and toward acquainting them with the basic directions of scientific-technological progress and the physical principles that are involved in these directions. There has also been a tendency to move away from simply enriching the memory of schoolchildren with facts illustrating the role of physics in technology toward developing the abilities of pupils to apply the knowledge they have acquired in the solution of practical problems in technology. Accordingly, a certain trend can also be seen toward change in the curriculum of polytechnical education in the physics course.

VII.—NEW BOOKS

VII.—NEW BOOKS Get access Tin Transfer of Improvement in Memory in School-children. By W. H. WINCH C. VALENTINE C. VALENTINE Search for other works by this author on: Oxford Academic Google Scholar Mind, Volume XX, Issue 80, October 1911, Pages 587-b–588, https://doi.org/10.1093/mind/XX.80.587-b Published: 01 October 1911

THE TRANSFER OF IMPROVEMENT IN MEMORY IN SCHOOL‐CHILDREN1. II

British Journal of Psychology, 1904-1920Volume 3, Issue 4 p. 384-385 THE TRANSFER OF IMPROVEMENT IN MEMORY IN SCHOOL-CHILDREN†. II W. H. WINCH, W. H. WINCHSearch for more papers by this author W. H. WINCH, W. H. WINCHSearch for more papers by this author First published: December 1910 https://doi.org/10.1111/j.2044-8295.1910.tb00211.x † An outline account of the above experiment with the suggested conclusions was given in a paper read at a joint meeting of the Aristotelian and British Psychological Societies and of the Mind Association, in London, in July, 1910. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume3, Issue4December 1910Pages 384-385 RelatedInformation

The transfer of improvement in memory in school children.

The transfer of improvement in memory in school children.

THE TRANSFER OF IMPROVEMENT IN MEMORY IN SCHOOL‐CHILDREN

British Journal of Psychology, 1904-1920Volume 2, Issue 3 p. 284-293 THE TRANSFER OF IMPROVEMENT IN MEMORY IN SCHOOL-CHILDREN W. H. WINCH, W. H. WINCHSearch for more papers by this author W. H. WINCH, W. H. WINCHSearch for more papers by this author First published: January 1908 https://doi.org/10.1111/j.2044-8295.1908.tb00180.xCitations: 1AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume2, Issue3January 1908Pages 284-293 RelatedInformation