Short-term Memory Capacity Research Articles

ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE LEARNING: THE INTERPLAY OF READING AND LISTENING COMPREHENSION

Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instructional materials can influence the development of receptive skills. The relationship between short-term memory (STM) and listening comprehension was also examined, highlighting the importance of enhancing STM capacity in improving listening skills. Additionally, vocabulary knowledge is central to both listening and reading comprehension. The research collectively underscores the importance of targeted strategies and resources to enhance the receptive skills of learners in foreign language contexts. However, individual learner characteristics and prior language experiences may require tailored approaches for effective improvement. While receptive skills are crucial for understanding, some argue that a balanced approach that incorporates both receptive and productive skills may lead to better language outcomes. Although receptive skills are certainly important for comprehension, it can be argued that a more holistic approach to language learning, which includes both receptive and productive skills, may ultimately result in more effective language acquisition. The basic aspects of teaching listening skills involve understanding the cognitive and pedagogical underpinnings of listening comprehension and applying effective strategies, such as top-down and bottom-up processing and a metacognitive approach, to enhance this skill.

Human cognitive system privileges processing over short-term storage: Asymmetry in working memory limitations.

The continuous flow of information in which we are immersed obliges our cognitive system to maintain accessible the relevant elements for the time necessary for their processing. The present study investigated how working memory balances the resource demands of this necessary storage in the face of demanding processing. In four experiments using a complex span task, we examined the residual performance in memory and processing of individuals who performed at their best in the other component. Reciprocal dual-task costs pointed toward a resource sharing between the two functions. However, whereas prioritizing processing almost abolished participants' memory performance, more than 60% of their processing capacities were preserved while maintaining memory performance at span. We argue that this asymmetry might be adaptive in nature. Working memory might have evolved as an action-oriented system in which short-term memory capacity is structurally limited to spare the resources needed for processing the information it holds. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Reduced benefit from long-term item frequency contributes to short-term memory deficits in dyslexia.

Dyslexia, a specific difficulty in acquiring proficient reading, is also characterized by reduced short-term memory (STM) capacity. Extensive research indicates that individuals with developmental dyslexia (IDDs) benefit less from exposure, and this hampers their long-term knowledge accumulation. It is well established that long-term knowledge has a great effect on performance in STM tasks, and thus IDDs' reduced benefit of exposure could potentially reduce their relative performance in such tasks, especially when frequent items, such as digit-words, are used. In this study we used a standard, widely used, STM assessment: the Digit Span subtest from the Wechsler Adult Intelligence Scale. The task was conducted twice: in native language and in second language. As exposure to native language is greater than exposure to second language, we predicted that IDDs' performance in the task administered in native language will reveal a larger group difference as compared to second language, due to IDDs' reduced benefit of item frequency. The prediction was confirmed, in line with the hypothesis that reduced STM in dyslexia to a large extent reflects reduced benefits from long-term item frequency and not a reduced STM per se.

Short-Term Memory Capacity Predicts Willingness to Expend Cognitive Effort for Reward.

We must often decide whether the effort required for a task is worth the reward. Past rodent work suggests that willingness to deploy cognitive effort can be driven by individual differences in perceived reward value, depression, or chronic stress. However, many factors driving cognitive effort deployment-such as short-term memory ability-cannot easily be captured in rodents. Furthermore, we do not fully understand how individual differences in short-term memory ability, depression, chronic stress, and reward anticipation impact cognitive effort deployment for reward. Here, we examined whether these factors predict cognitive effort deployment for higher reward in an online visual short-term memory task. Undergraduate participants were grouped into high and low effort groups (n HighEffort = 348, n LowEffort = 81; n Female = 332, n Male = 92, M Age = 20.37, Range Age = 16-42) based on decisions in this task. After completing a monetary incentive task to measure reward anticipation, participants completed short-term memory task trials where they could choose to encode either fewer (low effort/reward) or more (high effort/reward) squares before reporting whether or not the color of a target square matched the square previously in that location. We found that only greater short-term memory ability predicted whether participants chose a much higher proportion of high versus low effort trials. Drift diffusion modeling showed that high effort group participants were more biased than low effort group participants toward selecting high effort trials. Our findings highlight the role of individual differences in cognitive effort ability in explaining cognitive effort deployment choices.

Cross-modal digit span and vocabulary proficiency in deaf or hard-of-hearing children.

This study aims to examine the relationship between vocabulary proficiency and short-term memory capacity in deaf or hard-of-hearing (DHH) children. We test the hypothesis that the relationship between vocabulary skills and digit span performance could be strengthened when the digit span task encompasses cross-modal integration processes. A group of DHH children performed two types of auditory digit span tasks. Furthermore, they participated in a standardized vocabulary proficiency test, comprising two subtests: Receptive Vocabulary and Expressive Vocabulary. The verbal digit span served as a significant predictor of Expressive Vocabulary among the DHH children. Simultaneously, the auditory-pointing digit span accounted for a substantial portion of performance variation in both Receptive and Expressive Vocabulary. After considering the impact of the duration of auditory-verbal intervention through regression models, likelihood ratio tests demonstrated that the auditory-pointing digit span persisted as a significant determinant of both receptive and expressive vocabulary skills. A positive influence of the intervention was also confirmed by the present results. This study provides evidence that memory span and the ability to integrate cross-modal information could serve as significant cognitive correlates of vocabulary proficiency in DHH children.

Memory capacity as the core mechanism of the development of space–time interferences in children

This study investigated the development of spatiotemporal perceptual interactions in 5-to-7 years old children. Participants reproduced the temporal and spatial interval between sequentially presented visual stimuli. The time and spacing between stimuli were experimentally manipulated. In addition, cognitive capacities were assessed using neuropsychological tests. Results revealed that starting at 5 years old, children exhibited spatial biases in their time estimations and temporal biases in their spatial estimations, pointing at space–time interference. In line with developmental improvement of temporal and spatial abilities, these spatiotemporal biases decreased with age. Importantly, short-term memory capacity was a predictor of space–time interference pointing to shared cognitive mechanisms between time and space processing. Our results support the symmetrical hypothesis that proposes a common neurocognitive mechanism for processing time and space.

The Correlation between HUIT English Majors’ Short - Term Memory and Listening Comprehension Skills at Different Language Proficiency Levels

The study of short-term memory (STM) is crucial to the study of second language acquisition. STM plays an important role in language acquisition and development since it is an on-line capacity for processing and elaborating new information. A fundamental skill in learning English is listening comprehension. The ability to listen is crucial when learning a foreign language because receiving language input is the key to language learning. More and more academics at home and abroad have started to focus on the relationship between STM and listening comprehension in recent years. STM has been demonstrated to be a crucial component of listening comprehension, making it extremely vital to increase listening comprehension in second languages. STM helps in the immediate processing of incoming auditory information when listening in a second language. This essay investigates the relationship between short-term memory and listening comprehension skills of English - majored students from Ho Chi Minh City University of Industry and Trade. The results' implications suggest that improving short-term memory capacity is necessary to get students ready for the listening IELTS examination.

Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors

This study explored the effects of different types of input (verbal-only vs. verbal plus content-related nonverbal vs. verbal plus paralinguistic-related nonverbal) on vocabulary learning from multimedia. It also investigated how learning was moderated by three learner-related factors (prior vocabulary size, phonological short-term memory (PSTM) capacity, and comprehension of the input). Forty-three English learners of French first completed a French vocabulary size test, a vocabulary pre-test, and a PSTM test online. They then viewed three sets of multimodal teaching materials, each with a different type of input condition, followed by a vocabulary post-test and a comprehension test. Findings indicated that multimodal input including additional nonverbal information was more beneficial than traditional verbal-only input for productive vocabulary knowledge gains. Additionally, comprehension of the input was the most important moderator for the learning gains, especially when the input included paralinguistic-related nonverbal information. The findings provide novel insights into theories of multimedia learning and have pedagogical implications for the design of multimodal language learning materials.

EFL learners’ short-term and long-term memory: does learning additional languages matter?

ABSTRACT Learning a language is one typical and common cognitive phenomenon among human beings. What matters even most, is the additional language learning and advantages it may confer; an issue which cannot be simply overlooked in cognitive studies. The developmental effect of learning an additional language on memory is something that is confirmed in bilinguals. However, can this effect be observed in learning more languages? To this end, the current study investigated the effect of learning additional languages on memory capacity. Seventy-seven EFL learners including 42 bilinguals, 23 trilinguals, and 12 quadrilinguals were compared on short-term memory (STM) and long-term memory (LTM) capacity. With the presentation of two reading span tasks during a three-week interval, EFL learners’ performances in memory capacity tasks were analysed for the evidence of any possible differences among the groups. The findings depicted that quadrilinguals were significantly better than bilinguals in terms of STM and LTM. Moreover, the performance of trilinguals in the LTM task was better than bilinguals. However, the mean performances in both STM and LTM for quadrilinguals were not significantly different from trilinguals. Taken together, inconsistencies in findings of the memory performances in three linguistic groups necessitate further research to profoundly delve into the issue.

Is Recognition of Speech in Noise Related to Memory Disruption Caused by Irrelevant Sound?

Listeners with normal audiometric thresholds show substantial variability in their ability to understand speech in noise (SiN). These individual differences have been reported to be associated with a range of auditory and cognitive abilities. The present study addresses the association between SiN processing and the individual susceptibility of short-term memory to auditory distraction (i.e., the irrelevant sound effect [ISE]). In a sample of 67 young adult participants with normal audiometric thresholds, we measured speech recognition performance in a spatial listening task with two interfering talkers (speech-in-speech identification), audiometric thresholds, binaural sensitivity to the temporal fine structure (interaural phase differences [IPD]), serial memory with and without interfering talkers, and self-reported noise sensitivity. Speech-in-speech processing was not significantly associated with the ISE. The most important predictors of high speech-in-speech recognition performance were a large short-term memory span, low IPD thresholds, bilaterally symmetrical audiometric thresholds, and low individual noise sensitivity. Surprisingly, the susceptibility of short-term memory to irrelevant sound accounted for a substantially smaller amount of variance in speech-in-speech processing than the nondisrupted short-term memory capacity. The data confirm the role of binaural sensitivity to the temporal fine structure, although its association to SiN recognition was weaker than in some previous studies. The inverse association between self-reported noise sensitivity and SiN processing deserves further investigation.

A current-controlled magnonic reservoir for physical reservoir computing

Physical reservoir computers based on principles of magnonics promise energy efficient data processing and a reduction in the size and weight of the neuromorphic computing devices. The present work is a major step toward all-magnonic implementation of the recently proposed concept of a physical reservoir based on the spin wave active ring. The main component of the ring is a spin wave delay line employing a thin film of yttrium iron garnet (YIG) as the spin wave guiding medium. We propose controlling spin wave propagation in the YIG film electronically to enter input data into the reservoir. To this end, we exploit a physical effect of scattering of backward volume spin waves from a highly localized Oersted field of a dc current flowing through a metallic strip sitting on top of the YIG film. We find experimentally that a very small current (on the order of several milliamps) through the strip is able to control the amplitude of auto-oscillations in the ring. The use of the current control of spin wave propagation as a means to enter input data into the reservoir reduces the number of non-magnetic components of the reservoir to just one (a microwave amplifier). In addition, the proposed current-controlled magnonic reservoir demonstrates a record-high short-term memory capacity of 5.53, as our experiments show. Our findings open up an avenue for reduction of energy consumption by magnonic active-ring-based physical reservoirs, their micro-miniaturization, and all-magnonic implementation.

The impact of individual short-term memory capacity on choice overload effect: Is there stimulus specificity?

The impact of individual short-term memory capacity on choice overload effect: Is there stimulus specificity?

Edge of Stability Echo State Network.

Echo state networks (ESNs) are time series processing models working under the echo state property (ESP) principle. The ESP is a notion of stability that imposes an asymptotic fading of the memory of the input. On the other hand, the resulting inherent architectural bias of ESNs may lead to an excessive loss of information, which in turn harms the performance in certain tasks with long short-term memory requirements. To bring together the fading memory property and the ability to retain as much memory as possible, in this article, we introduce a new ESN architecture called the Edge of Stability ESN (). The introduced model is based on defining the reservoir layer as a convex combination of a nonlinear reservoir (as in the standard ESN), and a linear reservoir that implements an orthogonal transformation. In virtue of a thorough mathematical analysis, we prove that the whole eigenspectrum of the Jacobian of the map can be contained in an annular neighborhood of a complex circle of controllable radius. This property is exploited to tune the 's dynamics close to the edge-of-chaos regime by design. Remarkably, our experimental analysis shows that model can reach the theoretical maximum short-term memory capacity (MC). At the same time, in comparison to conventional reservoir approaches, is shown to offer an excellent trade-off between memory and nonlinearity, as well as a significant improvement of performance in autoregressive nonlinear modeling and real-world time series modeling.

Breathe out the Secret of the Lung: Video Classification of Exhaled Flows from Normal and Asthmatic Lung Models Using CNN-Long Short-Term Memory Networks

In this study, we present a novel approach to differentiate normal and diseased lungs based on exhaled flows from 3D-printed lung models simulating normal and asthmatic conditions. By leveraging the sequential learning capacity of the Long Short-Term Memory (LSTM) network and the automatic feature extraction of convolutional neural networks (CNN), we evaluated the feasibility of the automatic detection and staging of asthmatic airway constrictions. Two asthmatic lung models (D1, D2) with increasing levels of severity were generated by decreasing the bronchiolar calibers in the right upper lobe of a normal lung (D0). Expiratory flows were recorded in the mid-sagittal plane using a high-speed camera at 1500 fps. In addition to the baseline flow rate (20 L/min) with which the networks were trained and verified, two additional flow rates (15 L/min and 10 L/min) were considered to evaluate the network’s robustness to flow deviations. Distinct flow patterns and vortex dynamics were observed among the three disease states (D0, D1, D2) and across the three flow rates. The AlexNet-LSTM network proved to be robust, maintaining perfect performance in the three-class classification when the flow deviated from the recommendation by 25%, and still performed reasonably (72.8% accuracy) despite a 50% flow deviation. The GoogleNet-LSTM network also showed satisfactory performance (91.5% accuracy) at a 25% flow deviation but exhibited low performance (57.7% accuracy) when the deviation was 50%. Considering the sequential learning effects in this classification task, video classifications only slightly outperformed those using still images (i.e., 3–6%). The occlusion sensitivity analyses showed distinct heat maps specific to the disease state.

Visual stimulation by extensive visual media consumption can be beneficial for motor learning

In this randomized controlled intervention trial, we investigated whether intense visual stimulation through television watching can enhance visual information processing and motor learning performance. 74 healthy young adults were trained in a motor skill with visual information processing demands while being accommodated in a controlled environment for five days. The experimental manipulation (n = 37) consisted of prolonged television watching (i.e., 8 h/day, + 62.5% on average) to induce intense exposure to visual stimulation. The control group (n = 37) did not consume visual media. The groups were compared by motor learning performance throughout the study as well as pre/post visual attention parameters and resting-state network connectivity in functional MRI. We found that the intervention group performed significantly better in the motor learning task (+ 8.21% (95%-CI[12.04, 4.31], t(70) = 4.23, p < 0.001) while showing an increased capacity of visual short-term memory (+ 0.254, t(58) = − 3.19, p = 0.002) and increased connectivity between visual and motor-learning associated resting-state networks. Our findings suggest that the human brain might enter a state of accentuated visuomotor integration to support the implementation of motor learning with visual information processing demands if challenged by ample input of visual stimulation. Further investigation is needed to evaluate the persistence of this effect regarding participants exposed to accustomed amounts of visual media consumption.Clinical Trials Registration: This trial was registered in the German Clinical Trials Register/Deutsches Register klinischer Studien (DRKS): DRKS00019955.

Proprioceptive short-term memory in passive motor learning

A physical trainer often physically guides a learner’s limbs to teach an ideal movement, giving the learner proprioceptive information about the movement to be reproduced later. This instruction requires the learner to perceive kinesthetic information and store the instructed information temporarily. Therefore, (1) proprioceptive acuity to accurately perceive the taught kinesthetics and (2) short-term memory to store the perceived information are two critical functions for reproducing the taught movement. While the importance of proprioceptive acuity and short-term memory has been suggested for active motor learning, little is known about passive motor learning. Twenty-one healthy adults (mean age 25.6 years, range 19–38 years) participated in this study to investigate whether individual learning efficiency in passively guided learning is related to these two functions. Consequently, learning efficiency was significantly associated with short-term memory capacity. In particular, individuals who could recall older sensory stimuli showed better learning efficiency. However, no significant relationship was observed between learning efficiency and proprioceptive acuity. A causal graph model found a direct influence of memory on learning and an indirect effect of proprioceptive acuity on learning via memory. Our findings suggest the importance of a learner’s short-term memory for effective passive motor learning.

Depth asynchronous time delay reservoir for nonlinear time series forecasting task

The forecasting of nonlinear time series has a wide range of applications both in theoretical research and industrial production, as the fitting of nonlinear systems, the early warning of sunspot activity and the prediction of network traffic peaks in advance. These tasks require models with strong nonlinear mapping capabilities and sufficient short-term memory capacity. Single-node time delay Reservoir (TDR) have been frequently applied on nonlinear time series forecasting tasks. To address the lack of memory capacity of traditional TDR and its extended version (Delay Decoupled Reservoir (DDR), Deep Time-Delay Reservoir (DTDR)), we propose a Depth Asynchronous Time-Delay Reservoir (DATDR) model. Firstly, the model retains the deep network structure of the DTDR to ensure the dynamic properties of the model, and the history states of each layer are from the previous layers instead of the current layer. Secondly, the same signal input method as the DDR is used, i.e., each layer is fed with the original signal, and this data input method ensures that the feature of signal does not decay gradually during the transmission between layers. Finally, a time delay operator is inserted into two adjacent layers, and the memory capacity of the model could be controlled effectively by adjusting the delay time of the time delay operator to accommodate some time series prediction tasks that require long memory capacity. In this paper, eight datasets from three different types are used to validate the proposed model, including NARMA10-30, Mackey-Glass Chaos time series, He ́non map series, Sunspot Sequence, and two real network traffic datasets. Experiments show that proposed model gets significant improvement in memory capacity compared with TDR, DDR, and DTDR, and performs better for some nonlinear time series datasets especially some long-term memory datasets.

The 10-Word Auditory Verbal Learning Test and Vocabulary Performance in 4- and 5-Year-Old Children.

Understanding the different factors that determine vocabulary development in young children is essential for the diagnosis and rehabilitation of language disorders in children. Language development is closely related to other cognitive processes such as auditory verbal learning and memory. This research focuses on the development of a novel auditory verbal learning test (AVLT) for 4- and 5-year-old children within the Dutch population. This new test is an adaptation of the common AVLT for both older children and adults, usually including a list of 15 words. Considering the lower attention span and limited executive functioning in young children, the word list of this new instrument is reduced to 10 words. Besides, a second recognition form has been developed to improve the ability to distinguish between possible underlying learning and memory deficits. Ninety-five preschool children (ages 4;0-5;12 [years;months]) were tested with this new AVLT 10-word test for kids (10WT-K), yielding different measures of verbal auditory memory. Forty-eight of 95 children received a recognition task with semantically unrelated items, and 47 of 95 received a recognition task with semantically related items. Three additional language skills were assessed to establish test validation: receptive and expressive vocabulary performance and nonword repetition. Outcome of the 10WT-K was related to scores on the language measures. Positive correlations were found between the total score of the 10WT-K and all three aforementioned language skills. We found no correlations between frequency of error types (intrusions and repetitions) and language measures. Furthermore, children who were administered the recognition list with semantically related items showed fewer correct answers and more false-positive and false-negative responses than children who received a recognition list with semantically unrelated items. The 10WT-K for young children can be used to (a) measure different aspects of auditory verbal learning and memory, (b) clarify the nature of possible verbal learning difficulties, and (c) identify a possible nature of language disorders. The word recognition task tested with semantically related items provides a more accurate measurement of individual differences, namely, in distinguishing retrieval and storage abilities. The significant relation found between auditory verbal short-term memory capacity and vocabulary performance in preschool children is a first step toward establishing test validity.

Misjudgement of One's Own Performance? Exploring Attention Deficit (Hyperactivity) Disorder (ADHD) and Individual Difference in Complex Music and Foreign Language Perception.

In previous research, we detected that children and adolescents who were diagnosed with ADHD showed deficits in both complex auditory processing of musical stimuli and in musical performance when compared to controls. In this study, we were interested in whether we could detect similar or distinct findings when we use foreign speech perception tasks. Therefore, we recruited musically naïve participants (n = 25), music-educated participants (n = 25) and participants diagnosed with ADHD (n = 25) who were assessed for their short-term memory (STM) capacity and the ability to discriminate music and speech stimuli and we collected self-ratings of the participants' music and language performances. As expected, we found that young adults with ADHD show deficits in the perception of complex music and difficult speech perception stimuli. We also found that STM capacity was not impaired in young adults with ADHD and may not persist into young adulthood. In addition, subjective self-estimation about the participants' language and music performances revealed that the ADHD group overestimated their performance competence relatively compared to both control groups. As a result, the findings of our study suggest that individuals diagnosed with ADHD require a special training program that not only focuses on improving performance in perceptual skills of music and language but also requires metacognitive training to develop realistic self-assessment skills.

Mathematical expertise: the role of domain-specific knowledge for memory and creativity

In contrast to traditional expertise domains like chess and music, very little is known about the cognitive mechanisms in broader, more education-oriented domains like mathematics. This is particularly true for the role of mathematical experts’ knowledge for domain-specific information processing in memory as well as for domain-specific and domain-general creativity. In the present work, we compared 115 experts in mathematics with 109 gender, age, and educational level matched novices in their performance in (a) a newly developed mathematical memory task requiring encoding and recall of structured and unstructured information and (b) tasks drawing either on mathematical or on domain-general creativity. Consistent with other expertise domains, experts in mathematics (compared to novices) showed superior short-term memory capacity for complex domain-specific material when presented in a structured, meaningful way. Further, experts exhibited higher mathematical creativity than novices, but did not differ from them in their domain-general creativity. Both lines of findings demonstrate the importance of experts’ knowledge base in processing domain-specific material and provide new insights into the characteristics of mathematical expertise.