Recall Of Nouns Research Articles

ADAPTATION OF FACE-TO-FACE COGNITIVE ASSESSMENTS FOR TELEPHONE ADMINISTRATION: A POTENTIAL THREAT TO VALIDITY

Abstract Telephone-administered cognitive assessments are a cost-effective, feasible, and sometimes necessary alternative to in-person assessments. However, there is a scarcity of information in large cohort studies concerning mode effects, or differences in cognitive performance attributable to assessment method instead of underlying cognition, as a potential measurement threat. We evaluated mode effects on individual cognitive items and overall cognitive score using a population-based sample of community-living older adults aged 65-79 in the US in the 2014 Health and Retirement Study for whom interview mode was randomized (n=6825). We assessed mode differences in test means and reliability, whether mode modifies associations of cognition with criterion variables, and formal measurement invariance testing by mode. Relative to those assessed face-to-face, people assessed by telephone tended to have higher scores for memory and calculation items (0.06 to 0.013 standard deviations (SD)) and lower scores for non-memory items (-0.09 to -0.01 SD). We also found evidence that estimated cognition was significantly differentially related to IADL score depending on mode of assessment, observing a stronger association among participants completing telephone interviews. Measurement invariance testing identified the largest mode differences in memory and attention items: immediate noun recall, delayed noun recall, and serial 7s scores were higher when administered by telephone. Differences by telephone vs face-to-face mode of administration are apparent in cognitive measurement in older adults, and most pronounced for tests of memory and attention that can be easier to answer via telephone. Future investigations are warranted to further evaluate methods to correct for such differences.

Subjective reports of problems remembering names reflect performance on neuropsychological tests for recalling proper names.

AbstractBackgroundSubjective memory complaints (SMC) are common in middle‐aged adults. Associations between SMC and cognitive ability have been inconsistent perhaps because SMC measures rarely specifically match measured cognitive domains. We examined the relationship between objective and subjective evaluations of participants’ ability to recall proper names.Method N = 1254 participants enrolled in the Wisconsin Registry for Alzheimer’s Prevention (WRAP), who were cognitively unimpaired at baseline and had paired SMC and proper noun recall for 1–7 visits were included in these analyses (median visits = 4. A proper name (PN) delayed recall score (0‐9) was created from item‐level data from the Wechsler Memory Scale‐Revised Logical Memory II subtest. Participants also completed the Memory Functioning Questionnaire (MFQ), a 17 item self‐appraisal (1‐ major problems to 7‐ no problems) of frequency of forgetting. We examined the association between the MFQ item “frequency of forgetting names” (FFN, M = 4.0 [1.3]) with PN score (M = 4.3 [2.2]) at most recent visit using OLS linear regression. Age, sex, years of education, APOE risk score, and number of visits (i.e practice effects) were included as covariates. We also examined a baseline FFN*age at visit interaction to characterize changes in PN score over time (linear mixed effects models; random intercepts).ResultSample characteristics are shown in Table 1. For participants with multiple visits, PN score was fairly stable between baseline and most recent visit (r = 0.54), as was FFN (r = 0.61). FFN was significantly associated with concurrent PN score (b = 0.14 [beta = 0.09], p = <.001, see Table 2, Figure 1). Excluding 82 participants who converted to cognitively impaired at their last visit did not change these results (beta = 0.10, p <.001). In longitudinal analyses, the baseline FFN*age interaction was not significant (estimate = .01, p = .26), although PN score declined slightly with age (estimate = ‐0.07, p <.001).ConclusionMeasures of SMC tend to focus on broad ratings (e.g., how would you rate your memory), and often do not correlate with objective measures among unimpaired people. These results demonstrate a significant association between subjective appraisal of and objective performance on name recall.

Shifting of Cognitive Assessments Between Face-to-Face and Telephone Administration: Measurement Considerations.

Telephone-administered cognitive assessments are a cost-effective and sometimes necessary alternative to face-to-face assessments. There is limited information in large studies concerning mode effects, or differences in cognition attributable to the assessment method, as a potential measurement threat. We evaluated mode effects on cognitive scores using a population-based sample of community-living older adults. We used data from participants aged 65-79 in the 2014 Health and Retirement Study for whom the interview mode was randomized (n = 6,825). We assessed mode differences in test means, whether mode modifies associations of cognition with criterion variables, and formal measurement invariance testing. Relative to face-to-face assessment, telephone assessment was associated with higher scores for memory and calculation (0.06 to 0.013 standard deviations [SD]) and lower scores for nonmemory items (-0.09 to -0.01 SD). Cognition was significantly differentially related to instrumental activities of daily living difficulty depending on assessment mode. Measurement invariance testing identified evidence of mode differences in certain tests as a function of mode: adjusting for underlying cognition, the largest mode differences in memory and attention: immediate noun recall, delayed word recall, and serial-7s scores were higher given telephone administration. Differences by mode of administration are apparent in cognitive measurement in older adults, albeit to a small degree in our study, and most pronounced for tests of memory and attention. The importance of accounting for mode differences ultimately depends on one's research question and study sample: not all associations may be affected by mode differences, and such modification may only be apparent among those with lower cognitive functioning.

The Effectiveness of Applying Different Strategies on Recognition and Recall Textual Password

Using English words as passwords have been a popular topic in the last few years. The following article discusses a study to compare self-selection of the system-generated words for recognition and selfgenerated words for recall for nouns and mixture words. The results revealed no significant difference between recognition and recall of password nouns. The average memorability rate of noun recognition was 75.72%, slightly higher than noun recall 74.23% in long-term memory. Also, there was no significant difference between recognition and recall mixture word passwords. The average memorability rate of mixture word recognition was 95.23%, and recall was 84.14% in long-term memory. The authors concluded that the recognition and recall of mixed word passwords had a higher memorability rate than nouns.

Crossing hands behind your back reduces recall of manual action sentences and alters brain dynamics

The embodied meaning approach posits that understanding action-related language recruits motor processes in the brain. However, the functional impact of these motor processes on cognition has been questioned. The present study aims to provide new electrophysiological (EEG) evidence concerning the role of motor processes in the comprehension and memory of action language. Participants read lists of sentences including manual-action or attentional verbs, while keeping their hands either in front of them or crossing them behind their back. Results showed that posture impacted selectively the processing of manual action sentence, and not of attentional sentences, in three different ways: 1) EEG fronto-central beta rhythms, a signature of motor processes, were desynchronized while reading action sentences in the hands-in-front posture compared to the hands-behind posture. The estimated source was the posterior cingulate cortex, involved in proprioceptive regulation. 2) Recall of nouns associated with manual sentences decreased when learning occurred in the hands-behind posture. 3) ERPs analysis revealed that the initial posture at learning modulates neural processes during subsequent recall of manual sentences in the left superior frontal gyrus, which is related to motor processes. These results provide decisive evidence for the functional involvement of embodied simulations in the encoding and retrieval of action-related language.

Imagery-Mediated Verbal Learning Depends on Vividness-Familiarity Interactions: The Possible Role of Dualistic Resting State Network Activity Interference.

Using secondary database analysis, we tested whether the (implicit) familiarity of eliciting noun-cues and the (explicit) vividness of corresponding imagery exerted additive or interactive influences on verbal learning, as measured by the probability of incidental noun recall and image latency times (RTs). Noun-cues with incongruent levels of vividness and familiarity (high/low; low/high, respectively) at encoding were subsequently associated at retrieval with the lowest recall probabilities, while noun-cues related with congruent levels (high/high; low/low) were associated with higher recall probabilities. RTs in the high vividness and high familiarity grouping were significantly faster than all other subsets (low/low, low/high, high/low) which did not significantly differ among each other. The findings contradict: (1) associative theories predicting positive monotonic relationships between memory strength and learning; and (2) non-monotonic plasticity hypothesis (NMPH), aiming at generalizing the non-monotonic relationship between a neuron’s excitation level and its synaptic strength to broad neural networks. We propose a dualistic neuropsychological model of memory consolidation that mimics the global activity in two large resting-state networks (RSNs), the default mode network (DMN) and the task-positive-network (TPN). Based on this model, we suggest that incongruence and congruence between vividness and familiarity reflect, respectively, competition and synergy between DMN and TPN activity. We argue that competition or synergy between these RSNs at the time of stimulus encoding disproportionately influences long term semantic memory consolidation in healthy controls. These findings could assist in developing neurophenomenological markers of core memory deficits currently hypothesized to be shared across multiple psychopathological conditions.

The Direct Testing Effect Is Pervasive in Action Memory: Analyses of Recall Accuracy and Recall Speed.

Successful retrieval from memory is a desirably difficult learning event that reduces the recall decrement of studied materials over longer delays more than restudying does. The present study was the first to test this direct testing effect for performed and read action events (e.g., “light a candle”) in terms of both recall accuracy and recall speed. To this end, subjects initially encoded action phrases by either enacting them or reading them aloud (i.e., encoding type). After this initial study phase, they received two practice phases, in which the same number of action phrases were restudied or retrieval-practiced (Exp. 1–3), or not further processed (Exp. 3; i.e., practice type). This learning session was ensued by a final cued-recall test both after a short delay (2 min) and after a long delay (1 week: Exp. 1 and 2; 2 weeks: Exp. 3). To test the generality of the results, subjects retrieval practiced with either noun-cued recall of verbs (Exp. 1 and 3) or verb-cued recall of nouns (Exp. 2) during the intermediate and final tests (i.e., test type). We demonstrated direct benefits of testing on both recall accuracy and recall speed. Repeated retrieval practice, relative to repeated restudy and study-only practice, reduced the recall decrement over the long delay, and enhanced phrases’ recall speed already after 2 min, and this independently of type of encoding and recall test. However, a benefit of testing on long-term retention only emerged (Exp. 3), when prolonging the recall delay from 1 to 2 weeks, and using different sets of phrases for the immediate and delayed final tests. Thus, the direct testing benefit appears to be highly generalizable even with more complex, action-oriented stimulus materials, and encoding manipulations. We discuss these results in terms of the distribution-based bifurcation model.

Cognitive Bias Modification

Ruminative tendencies to think repetitively about negative events, like retrieval practice in laboratory experiments, should enhance long-term recall. To evaluate this claim, ruminators and nonruminators learned positive, negative, and neutral adjective–noun pairs. Following each of four study phases, “practice” participants attempted cued recall of nouns from positive or negative pairs; study-only participants performed a filler task. Half the pairs of each valence were tested after the four learning cycles, and all pairs were tested a week later. Large practice effects were found on both tests, even though ruminators showed a trait-congruent bias in recalling unpracticed negative pairs on the immediate test. Positive practice also improved the moods of ruminators. Thus, repetitive positive retrieval shows promise in counteracting ruminative recall and its consequences.

Putting action memory to the test: testing affects subsequent restudy but not long-term forgetting of action events

ABSTRACTTesting memory typically enhances subsequent re-encoding of information (“indirect” testing effect) and, as compared to restudy, it also benefits later long-term retention (“direct” testing effect). We investigated the effect of testing on subsequent restudy and 1-week retention of action events (e.g. “water the plant”). In addition, we investigated if the type of recall practice (noun-cued vs. verb-cued) moderates these testing benefits. The results showed an indirect testing effect that increased following noun-cued recall of verbs as compared to verb-cued recall of nouns. In contrast, a direct testing effect on the forgetting rate of performed actions was not reliably observed, neither for noun- nor verb-cued recall. Thus, to the extent that this study successfully dissociated direct and indirect testing-based enhancements, they seem to be differentially effective for performed actions, and may rely on partially different mechanisms.

Effects of testing on subsequent re-encoding and long-term forgetting of action-relevant materials: On the influence of recall type.

Testing one's memory of previously studied information reduces the rate of forgetting, compared to restudy. However, little is known about how this direct testing effect applies to action phrases (e.g., "wash the car") - a learning material relevant to everyday memory. As action phrases consist of two different components, a verb (e.g., "wash") and a noun (e.g., "car"), testing can either be implemented as noun-cued recall of verbs or verb-cued recall of nouns, which may differently affect later memory performance. In the present study, we investigated the effect of testing for these two recall types, using verbally encoded action phrases as learning materials. Results showed that repeated study-test practice, compared to repeated study-restudy practice, decreased the forgetting rate across 1 week to a similar degree for both noun-cued and verb-cued recall types. However, noun-cued recall of verbs initiated more new subsequent learning during the first restudy, compared to verb-cued recall of nouns. The study provides evidence that testing has benefits on both subsequent restudy and long-term retention of action-relevant materials, but that these benefits are differently expressed with testing via noun-cued versus verb-cued recall.

Vascular Risk Moderates Associations between Hippocampal Subfield Volumes and Memory

Advanced age and vascular risk negatively affect episodic memory. The hippocampus (HC) is a complex structure, and little is known about the roles of different HC regions in age-related memory declines. Using data from an ongoing longitudinal study, we investigated whether memory functions are related to volumes of specific HC subregions (CA1-2, CA3-4/dentate gyrus, and subiculum). Furthermore, we inquired if arterial hypertension, a common age-related vascular risk factor, modifies age-related differences in HC regional volumes, concurrent memory performance, and improvement in memory over multiple administrations. Healthy adults (n = 49, 52-82 years old) completed associative recognition and free recall tasks. In grouped path models, covariance structures differed between hypertensive and normotensive participants. Whereas larger CA3-4/dentate gyrus volumes predicted greater improvement in associative memory over repeated tests regardless of vascular risk, CA1-2 volumes were associated with improvement in noun recall only in hypertensive participants. Only among hypertensive participants, CA1-2 volumes negatively related to age and CA3-4/dentate gyrus and CA1-2 volumes were associated with performance at the last measurement occasion. These findings suggest that relatively small regions of the HC may play a role in age-related memory declines and that vascular risk factors associated with advanced age may modify that relationship.

The effects of numeral classifiers and taxonomic categories on Chinese and English speakers’ recall of nouns

It has been suggested that classifiers in Chinese serve a semantic function of categorizing the nouns in terms of their perceptual and functional features. In this study, we investigated the classifiers’ organizational utility in a recall task by contrasting it with that of taxonomic categories. Chinese and English participants studied and immediately recalled two lists of nouns, one associated with four taxonomic categories and the other with four classifiers. The nouns were presented randomly in bare forms or in columns labeled by category names or classifiers. Substantial subjective clustering effects were found in the recall of taxonomically categorized nouns whether they were presented randomly or in labeled columns. The recall of classifier categorized nouns showed no clustering when presented randomly, but some clustering when presented in labeled columns. The findings indicate that (1) classifiers do not serve as a spontaneous memory organizational device among Chinese speakers, (2) when used as such under specific circumstances (e.g., explicitly cued), they are not as effective as taxonomic categories, and (3) Chinese speakers benefit more from explicit labels of classifiers than English, which hints at an indirect language effect. These findings suggest that classifiers are analogous to the so-called ad hoc categories, the constancy of which relies on the degree features shared among the member nouns, as well as the frequency with which speakers are exposed to these nouns as a group, which includes the linguistic experience of using the same classifier to refer to them.

Episodic Memory in Adult Age and Effects of Sibship Size and Birth Order: Longitudinal Data

This study examined the effects of sibship size and birth order on episodic memory performance in adulthood and old age. Participants were 1,141 healthy individuals aged 35–80 years, who took part in a longitudinal project on age, health, and memory. Episodic memory measurements over a 5-year interval included tests of recognition (recognition of faces, family names, first names, and nouns) and tests of recall (free recall of sentences, free recall and cued recall of nouns, and recall of activities). Results showed significant effects for both recall and recognition, that is, the smaller the sibship size is for an individual and the earlier born, the better memory performance. These results demonstrate that the effects of sibship size and birth order previously shown in children and adolescents (Belmont and Marolla, Science 182:1096–1101, 1973; Zajonc and Markus, Psych Rev 82:74–88, 1975; Zajonc, Am Psychol 56:490–496, 2001) are robust over time and hold over a large adult range.

Differential activation of frontal lobe areas by lexical and semantic language tasks: A functional magnetic resonance imaging study

To determine whether frontal lobe regions, including Broca’s area, dorsolateral prefrontal cortex (DLPFC) and supplementary motor area (SMA), are differentially activated during lexical and semantic language tasks, we used functional magnetic resonance imaging in eight healthy right-handed subjects silently performing two semantic tasks (adjective and verb generation) and a lexical retrieval task (noun recall). Activation was observed in Broca’s area, DLPFC and SMA for all tasks. Broca’s area activation was approximately doubled during the semantic tasks compared with the lexical task (verbs vs nouns: 19.1 ± 4.5 vs 8.9 ± 1.6 voxels, p = 0.02; adjectives vs nouns 24.4 ± 7.5 vs 10.1 ± 2.8 voxels, p = 0.04); however, there were no significant differences in the DLFPC or SMA across tasks. We conclude that Broca’s area is more active during tasks that have a semantic content, whereas areas involved in preparatory processing (SMA) and memory retrieval (DLPFC) are engaged equally during both types of task.

Information Retrieval from Full-Text Arabic Databases: Can Search Engines Designed for English Do the Job?

The amount of electronic information in Arabic and other non-English languages available, especially on the World Wide Web, is increasing. Searches for such information can be undertaken on engines developed with the English language in mind, but will these engines work as effectively in other languages? This article investigates the impact on retrieval of prefixes in Arabic, which are far more common than in English. Typically search engines such as AltaVista designed implicitly for English include right hand (suffix) but not left hand (prefix) truncation. A test collection of 271 Arabic HTML records was created and indexed using the personal version of AltaVista. A series of searches was conducted on this collection, again using AltaVista. The results showed that searches on nouns stripped of prefixes reduced recall, in some cases dramatically, and that total recall of nouns can only be guaranteed by repeating searches that include the various prefixed versions of the nouns. The research questions the assumption that search engines designed with English in mind will work as well with different language structures.

Discriminating Characteristics of Children Having Mild Retardation With and Without Articulation Disorders

Two groups of children with mild retardation were compared to ascertain whether certain characteristics differentiate those with articulation disorders from those with normal speech. Subjects were 47 children, ages 6.4 - 14.5, 27 of whom had articulation disorders and 20 normal articulation. Subjects' CA, MA, IQ, right ear dichotic scores, fine motor skills, recall of nouns, adjectives, adverbs and prepositions, and socioeconomic status (SES) were used as factors in a discriminative analysis. Task performance results successfully discriminated 89.3% of the children with articulation disorders and 80% of the children with normal articulation. Fine motor skill subtests, verb and preposition scores, and a measure of SES were helpful in the discrimination of children with articulation disorders from those normal in articulation. For the sample with articulation disorders a moderate prediction of the severity of these disorders was made using scores from noun recall and fine motor skill tasks.

Age differences in the effects of facilitating and distracting context on recall

Abstract The effect of different types of context on cued recall of nouns embedded in sentences was examined. Younger and older adults studied target nouns embedded in sentences of three types: sentences containing supporting context, sentences with neutral context, and sentences containing context that was distracting to memory of the nouns. In Experiments 1 and 2, supportive sentences facilitated the performance of older adults at least as much as younger adults, and sentences that were distracting disrupted the performance of older but not of younger adults. In Experiment 3, however, when the disruptive nature of the distracting sentences was increased by ensuring that subjects processed the distracting information, there was no age by sentence type interaction. the results suggest that younger adults are better able to ignore distracting information if not required to attend to it, but are almost as disrupted as older adults when forced to attend to distracting information.

Errors of Free Recall in Senile Dementia

Errors made in the free recall of nouns by patients with senile dementia were classified as to their paradigmatic, phonological, or syntagmatic relationships with presented words. Dementia patients at four levels of dementia severity made relatively more paradigmatic errors than normals. Syntagmatic errors only occurred for greater severity. Such errors show the relative preservation in dementia of semantic knowledge about words as well as the decreased paradigmatic and syntagmatic discriminability of words.

The effects of autobiographical elaboration on noun recall.

Four experiments demonstrate that autobiographical elaboration is a rich and powerful encoding process. Autobiographical elaboration was induced by using a modified free-association procedure. Subjects were presented stimulus words and were instructed to think of a personal experience that the words reminded them of and to date the remembered experience on a 7-point temporal-category scale (i.e., minutes, hours, days, weeks, months, years, never). Unexpected free recall of the stimulus words showed a recency effect (Experiments 1, 3, and 4), autobiographical orienting produced better noun recall than either a semantic or a structural orienting task (Experiments 2 and 3), and the recency effect observed in Experiments 1, 3, and 4 appears to have been due to differences in autobiographical elaboration (Experiment 4).

How young children represent sentences: Evidence from the superiority of noun recall from action as compared to stative sequences

Children of the ages of 4 and 7 years recalled nouns from subject-verb-object sentences more efficiently than from noun pairs. Verbs were either stative or active. Preschoolers recalled more nouns from active than stative phrases, whereas the older children showed no such difference, either in a blocked (Experiment 1) or mixed list (Experiment 2) design. Whereas interaction rather than action seems critical for older children, younger children seem better able to retrieve words from action than from stative representations.