Short-term Memory In Children Research Articles

Working and short-term memory in children with ADHD: an examination of prefrontal cortical functioning using functional Near-Infrared Spectroscopy (fNIRS)

ABSTRACT Working memory impairments are an oft-reported deficit among children with ADHD, and complementary neuroimaging studies implicate reductions in prefrontal cortex (PFC) structure and function as a neurobiological explanation. Most imaging studies, however, rely on costly, movement-intolerant, and/or invasive methods to examine cortical differences. This is the first study to use a newer neuroimaging tool that overcomes these limitations, functional Near Infrared Spectroscopy (fNIRS), to investigate hypothesized prefrontal differences. Children (aged 8–12) with ADHD (N = 22) and typically developing (N = 18) children completed phonological working memory (PHWM) and short-term memory (PHSTM) tasks. Children with ADHD evinced poorer performance on both tasks, with greater differences observed in PHWM (Hedges’ g = 0.67) relative to PHSTM (g = 0.39). fNIRS revealed reduced hemodynamic response among children with ADHD in the dorsolateral PFC while completing the PHWM task, but not within the anterior or posterior PFC. No between-group fNIRS differences were observed during the PHSTM task. Findings suggest that children with ADHD exhibit an inadequate hemodynamic response in a region of the brain that underlies PHWM abilities. The study also highlights the use of fNIRS as a cost-effective, noninvasive neuroimaging technique to localize/quantify neural activation patterns associated with executive functions.

Neural Correlates of Visual Attention and Short-Term Memory in Children with Reading Difficulty

ABSTRACT Visual attention and memory of 20 children with reading difficulty (Mage = 134 months), 24 chronological (Mage = 138 months) and 19 reading-age controls (Mage = 92 months) were examined using object substitution masking; mask offset delay increases visual attention and visual short-term memory demands. ERP amplitude differences in the N1 (alerting), N2pc (N2-posterior-contralateral; selective attention), and SPCN (sustained posterior contralateral negativity; memory load) were expected between groups. Chronological controls performed best, but ERP results were mixed. No group differences were found for N1 or N2pc. SPCN showed enhanced negativity in reading difficulty, indicating greater memory load and anomalous inhibition.

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.

HUBUNGAN ANTARA PERKEMBANGAN MOTORIK HALUS DENGAN KEMAMPUAN MEMORI JANGKA PENDEK DI YAYASAN PENDIDIKAN ISLAM TK CENDANA BATAM KOTA

The purpose of education in Kindergarten is to develop the child's development. One of child development is the development of fine motor and memory / short-term memory capacity of the child. The development of fine motor is a smooth coordination that uses smooth muscles, while the ability of short-term memory is a memory capability lasting a few seconds or at most a few minutes. The expectations of parents and teachers with the fine motor skills of children who grow normally along with the ability of memory / short-term memory of children. The research was conducted at the Islamic Education Foundation of TK Cendana Batam city for being supported by the stimulation of fine motor development and short-term memory by the teachers at Tk. For the aim that children do not have fine motor background and poor short-term memory skills. This research method is analytic observasional with approach of cross sectional conducted at Islamic Education Foundation of TK Cendana Batam City on 2017. Population in this research is student at Islamic Education Foundation of TK Cendana Batam City on 2017 which amounted 52 peoples, using technique of taking total sampling. The statistical test used is chi-square test using the degree of significance of 95% from 52 respondents, where 26 respondents with smooth motor development of children who are not in accordance with the development of childrend with classification of 12 respondents (46.2%) have short-term memory capacity of children less, and 14 respondents (53,8%) have ability of memory short-term good, while 26 respondents who have a smooth motor development in accordance with age of development with a classification of 26 respondents (100%) have good short-term memory ability of children. The results of statistical test with chi-square obtained value p value = 0.00 <0.05, then Ho is rejected and Ha accepted.There is a correlation between the Development of Smooth Motoric Children With Short Term Memory Capacity of Children In Islamic Education Foundation TK Cendana Batam City on 2017

Phonological Short-Term Memory Impairment in Children with Down Syndrome

Abstract Background: Children with Down Syndrome commonly suffer from phonological and other language disorders which have been partly attributed to underlying deficit in phonological short term memory. Its evaluation was previously confined to non word repetition and/or forward digit span tasks. Aim of Study: To assess phonological short term memory in children with Down Syndrome with mild degree of intel-lectual disability in comparison with non syndromic children with mild degree of intellectual disability to find out any possible correlation between Down Syndrome and phonolog-ical short term memory deficits through comprehensive eval-uation. Subjects and Methods: This case control study has been conducted on 40 children (20 Down Syndrome children with mild degree of intellectual disability, 20 non syndromic children with mild degree of intellectual disability with matched mental age). All of them underwent psychometric evaluation, audiological evaluation, language evaluation using Arabic version of Modified Preschool Language Scale-4th edition (PLS-4), and Arabic version of Phonological Short Term Memory Test (PSTM). Results: Down Syndrome group scored significantly lower than non syndromic children with mild degree of intellectual disability in all items of phonological short term memory test; digit span, syllable repetition, non sense word repetition, dissimilar word set recall, similar word set recall, total score (p-value 0.000, 0.001, 0.004, 0.000, 0.000, 0.000 respectively) and language test; expressive abilities was lower in Down syndrome children (p-value 0.002) but both groups were equal in their receptive abilities (p-value 0.054). Conclusion: Children with Down Syndrome scored below expected for phonological short term memory and their pho-nological store was extensively impaired.

Correlations between Syntactic Development and Verbal Memory in the Spoken Language of Children with Autism Spectrum Disorders and Down Syndrome: Comparison with Typically Developing Children

Correlations between syntactic development and verbal memory of children with intellectual disabilities (ID) are not well understood. These correlations were investigated in children with Autism Spectrum Disorders (ASD) with intellectual disabilities and children with Down Syndrome (DS). Thirty-seven children with ID (11 with ASD, 16 with DS, and 10 with ID not falling under ASD or DS) and a control group of typically developing (TD) children (N = 58) participated. Their verbal short-term memory was assessed using the digit span tasks. Verbal long-term memory was assessed using Rey’s Auditory Verbal Learning Test (AVLT) and syntactic understanding and expression tasks. Syntactic understanding and expression scores of the disability groups were significantly lower than TD children of the same mental age (MA). AVLT’s immediate recall scores were significantly lower in children with ASD, whereas, in children with DS, the digit span forward scores and immediate and delayed recall AVLT scores were significantly lower than in TD children of the same MA. Verbal short-term memory assessed by AVLT in children with ASD and the small capacity of verbal short-term memory in children with DS are correlated with syntactic development.

The Effect of a Short-Term Mindfulness Program on Memory Performance in School-Aged Children

The Effect of a Short-Term Mindfulness Program on Memory Performance in School-Aged Children A one-week mindfulness-based intervention designed to improve 8- to 10-year-old children's memory performance was investigated. Seventy-three children were quasi-randomly assigned either to one of two mindfulness-based intervention groups (breathing meditation or yoga), or to an active control group. The sessions were held on six consecutive days. Prior to intervention and after completing the intervention, children's short-term and long-term memory performance were assessed. In confirmation of prior studies, breathing meditation and yoga showed positive effects on memory performance when compared with the control group. Moreover, differences in the effectiveness of breathing meditation and yoga were found: While both interventions had comparable effects on long-term memory, only breathing meditation showed improvements in short-term memory performance. The present study provides valuable evidence on the effectiveness of meditation on cognitive functions in childhood and shows that school-aged children can already benefit from short-term meditation programs.

Investigating the Effect of One Year of Learning to Play a Musical Instrument on Speech-in-Noise Perception and Phonological Short-Term Memory in 5-to-7-Year-Old Children.

The benefits in speech-in-noise perception, language and cognition brought about by extensive musical training in adults and children have been demonstrated in a number of cross-sectional studies. Therefore, this study aimed to investigate whether one year of school-delivered musical training, consisting of individual and group instrumental classes, was capable of producing advantages for speech-in-noise perception and phonological short-term memory in children tested in a simulated classroom environment. Forty-one children aged 5–7 years at the first measurement point participated in the study and either went to a music-focused or a sport-focused private school with an otherwise equivalent school curriculum. The children’s ability to detect number and color words in noise was measured under a number of conditions including different masker types (speech-shaped noise, single-talker background) and under varying spatial combinations of target and masker (spatially collocated, spatially separated). Additionally, a cognitive factor essential to speech perception, namely phonological short-term memory, was assessed. Findings were unable to confirm that musical training of the frequency and duration administered was associated with a musicians’ advantage for either speech in noise, under any of the masker or spatial conditions tested, or phonological short-term memory.

The Relationship between Speech Recognition Ability and Short-term Memory in Children with Down Syndrome

&lt;p&gt;In order to compare the difference in speech recognition ability and short-term memory between children with Down syndrome (DS) and normal children (TD), and to explore the relationship between DS children’s speech recognition ability and short-term memory, this study tested two groups of children with Chinese minimal phoneme pairs. Results: (1) The speech recognition ability of DS children was significantly lower than that of TD children in the control group; The short-term verbal memory of DS children is significantly lower than that of TD children in the control group. (2) The difference between DS children’s speech recognition ability and speech short-term memory performance of four stimuli is significantly lower than the difference between speech short-term memory performance of four stimuli and six stimuli; There was no significant difference between the speech recognition ability of TD children and the speech short-term memory scores of four stimuli and between the speech short-term memory scores of four stimuli and six stimuli. Conclusion: DS children have defects in speech recognition and short-term memory. DS children’s speech recognition ability is not the main reason for their poor short-term memory.&lt;/p&gt;

Improving action video games abilities increases the phonological decoding speed and phonological short-term memory in children with developmental dyslexia

Learning to read is extremely difficult for about 10% of the children because they are affected by a heritable neurobiological disorder called developmental dyslexia (DD). The causal role of cognitive deficits typically associated to DD can be investigated through intervention studies. It has been demonstrated that visual-attention and reading speed could be simultaneously improved by using action video game (AVG) training both in shallow and deep alphabetic orthographies. Here, in a clinical study we showed that after this general-domain behavioral intervention both the phonological decoding speed and phonological short-term memory were increased only in DD children in which their video game score was improved. These findings confirm that an AVG training enhances the efficiency of both visual and auditory processing. The plasticity of the multi-sensory attentional network could explain the reading and reading-related improvements induced by the AVG training in children with DD.

Effect of cognitive - behavioral play therapy on working memory, short-term memory and sustained attention among school-aged children with specific learning disorder: a preliminary randomized controlled clinical trial

It has been shown by several studies that cognitive behavioral play therapy (CBPT) can ameliorate the condition in children diagnosed with specific learning disorder (SLD). However, there is still need for randomized controlled clinical trials, in order to evaluate this line of action as a standard option. The essence of this preliminary study was to assess the effect of CBPT on working memory (WM), short-term memory (STM) and the sustained attention (SA) of school-aged children with SLD using a randomized controlled clinical trial (RCT). In the present study, 35 eligible children with a DSM-5 SLD diagnosis, aged 7–9, were randomly allocated in CBPT (n = 18) and control groups (n = 17). Evaluation of all participants was conducted for WM, STM and SA using the digit span subscale of WISC-III, Wechsler memory scale-4th edition (WMS-IV) test and visual continuous attention test (DAUF), respectively, both at the time of inclusion to the project and one month later. The intervention group participated in 8 group sessions of CBPT and the control group was evaluated without any intervention. The study was completed by a total of 16 boys and 14 girls (n = 15 per group). The mean ± S.D. of participants’ age were 8.29 ± 1.12 years and 8.20 ± 1.28 years in the CBPT and control groups, respectively. The treatment was effective on variables of the DAUF test (p = 0.001). In addition, there was no significant improvement in any variables of WMS-IV and the digit span subscale of WISC-III tests between two groups (p < 0.05). In this work, it was found that CBPT is effective on SA improvement among children with SLD, but this intervention lacked effect on WM and STM in children with SLD. This study recommends more RCTs with large sample sizes, more individual therapeutic sessions, longer time of follow-up and different protocols.

How does drinking water affect attention and memory? The effect of mouth rinsing and mouth drying on children's performance

There is general consensus that drinking water facilitates certain cognitive processes. However, it is not yet known what mechanism underlies the effect of drinking on performance and these may be different for different cognitive processes. We sought to elucidate the mechanisms involved by establishing at what stage of the drinking process cognitive performance is influenced. We examined the effect of mouth rinsing and mouth drying on subjective thirst and mood, visual attention and short term memory in children. Data are reported from 24 children aged 9- to 10-years. Children's performance was assessed in three conditions - mouth drying, mouth rinsing and a control (no intervention). In each condition they were assessed twice - at baseline, before intervention, and 20 min later at test. Mouth rinsing improved visual attention performance, but not short term memory, mood or subjective thirst. The effects of mouth drying were more equivocal. The selective nature of the results is consistent with suggestions that different domains of cognition are influenced by different mechanisms.

Nonword Repetition and Language Outcomes in Young Children Born Preterm.

The aims of this study were to examine phonological short-term memory in children born preterm (PT) and to explore relations between this neuropsychological process and later language skills. Children born PT (n = 74) and full term (FT; n = 60) participated in a nonword repetition (NWR) task at 36 months old. Standardized measures of language skills were administered at 36 and 54 months old. Group differences in NWR task completion and NWR scores were analyzed. Hierarchical multiple regression analyses examined the extent to which NWR ability predicted later performance on language measures. More children born PT than FT did not complete the NWR task. Among children who completed the task, the performance of children born PT and FT was not statistically different. NWR scores at 36 months old accounted for significant unique variance in language scores at 54 months old in both groups. Birth group did not moderate the relation between NWR and later language performance. These findings suggest that phonological short-term memory is an important skill underlying language development in both children born PT and FT. These findings have relevance to clinical practice in assessing children born PT.

Auditory short-term memory in children with cochlear implant

Abstract The aim of this study was to assess short-term auditory memory in children with cochlear implant and to assess the possible correlation of their language ages with their memory scores to consider memory training during rehabilitation program for cochlear-implanted patients. Sixty-one Egyptian children were included in this study. Thirty prelingual deaf children implanted with the nucleus multichannel cochlear implant were included. Their ages at the time of implantation ranged from 4 years to 4 years 11 months. All of the children had normal intellectual abilities. All cases were selected from Wadi El Neel Hospital where they received their aural-oral rehabilitation program for 1 year. A total of 31 normal children of matched sex and age were selected as a control group. A battery of auditory short-term memory assessments for Arabic-speaking children were applied to all children. An Arabic language test was also applied. A significant defect in short-term auditory memory in cochlear-implanted children as compared with controls was proven. A positive correlation between short-term auditory memory and their language ages was found. The study revealed defective short-term auditory memory in cochlear-implanted children. This defect is more evident in cochlear-implanted children with poor language skills.

The Efficacy of Rehearsal Strategy on Visual Short-Term Memory of Children with Down Syndrome

Introduction: Down syndrome is the most common genetic cause (22% on average) of learning disability. Individuals with Down syndrome show deficits in working memory which is responsible for the storage of information and plays an important role in learning. The aim of this study was to determine the efficacy of rehearsal strategy on visual short-term memory of educable children with Down syndrome and of 5 to 8 years of age. Materials and Methods: In this quasi-experimental study, after obtaining the consent of their parents, 24 children from the Iranian Down Syndrome Charity Association were chosen through convenience sampling, and then, evaluated using Raven's Progressive Matrices. The children were randomly allocated to experimental and control groups. The experimental group participants were taught rehearsal strategy in 8 group sessions. All children were assessed using the visual memory sequence test before and after the intervention. Data were analyzed using single-factor ANCOVA. Results: The results of ANCOVA showed that rehearsal strategy increased digit and word span and improved visual short-term memory (P < 0.001) in children who received the intervention in comparison with the control group. Conclusion: This study reflects that rehearsal strategy is one of the main methods that can be used to improve the quality of visual short-term memory of children with Down syndrome.

Improving working memory in children with low language abilities.

This study investigated whether working memory training is effective in enhancing verbal memory in children with low language abilities (LLA). Cogmed Working Memory Training was completed by a community sample of children aged 8–11 years with LLA and a comparison group with matched non-verbal abilities and age-typical language performance. Short-term memory (STM), working memory, language, and IQ were assessed before and after training. Significant and equivalent post-training gains were found in visuo-spatial short-term memory in both groups. Exploratory analyses across the sample established that low verbal IQ scores were strongly and highly specifically associated with greater gains in verbal STM, and that children with higher verbal IQs made greater gains in visuo-spatial short-term memory following training. This provides preliminary evidence that intensive working memory training may be effective for enhancing the weakest aspects of STM in children with low verbal abilities, and may also be of value in developing compensatory strategies.

A study of iron and zinc deficiency on short term memory in children & effect of their supplementation

Background-: To identify the role of Iron & Zinc & their combined deficiency on Short term memory and to assess the response of supplementation therapy in the deficient children in the age group 6 – 11 years. Methods-: In this interventional study 101 children were included from age group of 6-11 years (subdivided into 6-8 yr and 9-11 yr groups) from two different government schools. After collection of demographic data, the study children underwent hemoglobin, Serum Iron, Serum Total Iron Binding Capacity and Serum Zinc estimation. Verbal, Non-Verbal memory & Concentration assessment was done in all the children. Iron (2mg/kg/day BD) and zinc (5mg OD) supplemented for a period of 3 months for children in the deficient group. Results-: All children with iron and zinc deficiency in both the age groups had memory & concentration deficits. Conclusion-: Iron and zinc deficiency is associated with memory deficits in children. There is a marked improvement in memory & concentration after supplementation.

Impact of hearing aid use on auditory perception and verbal short-term memory in children with bimodal stimulation

Introduction: The combination of electric stimulation from cochlear implant (CI) with acoustic stimulation from hearing aid (HA), otherwise known as bimodal hearing, may provide several binaural benefits including binaural summation, binaural squelch, reduction of the head shadow effect, and improved localization. Purpose: This study investigated the influence of preoperative rehabilitation and bilateral HA use, bimodal stimulation post-implantation (CI on one ear and HA on the non-implanted ear) and hearing thresholds in the implanted and the non-implanted ear on auditory perception and verbal short-term memory. Method: Immediate verbal memory test for Serbian language consisting of four subtest was used for auditory perception testing on 21 pre-lingually deaf children. Results: Duration of bimodal hearing proved to be significant in the terms of auditory perception and verbal short-term memory. Mid- and high-frequency amplified thresholds on the non-implanted ear were correlated with poorer perception and reproduction of monosyllables and nonsense words. Conclusion: Duration of bimodal hearing proved to be significant in the terms of auditory perception, speech reproduction and semantic ability. Patients with a unilateral cochlear implant who have measurable residual hearing in the non-implanted ear should be individually fitted with a hearing aid in that ear, to improve speech perception and maximize binaural sensitivity. Key words: hearing aid, bimodal stimulation, auditory perception, short term memory

Abnormalities in Pattern of Lateralization in Relation to Visuospatial Short Term Memory in Children with Williams Syndrome

Williams syndrome (WS) is a genetic disorder characterised by significant intellectual disability. Initial studies indicate that children with WS have a profound bias for information in the top left of visual arrays. Study 1, using a visuospatial memory test for items presented in a3×3matrix, found a significant top left bias in WS children relative to controls. Study 2 used a probe-based memory test with arrays in which items appeared with equal probability in each position. Relative to controls, WS children showed a significant top and left bias. In Study 3, the same children engaged in a visual search task and again, a top and left bias was found in the WS group. It is concluded that children with WS display atypical laterality, which might be explained by abnormal saccadic movements, by abnormalities involving development of the dorsal stream or by uneven cortical development.

Computer games could help improve short-term memory in children with Down syndrome

Computer games could help improve short-term memory in children with Down syndrome