Memory Strategies Research Articles

의사소통적 발음 교육을 위한 한국어 교재 분석 연구

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

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

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

A New Institution for Serbian Memory

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

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

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

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

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

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

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

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

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

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

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

Study on Vocabulary Memorization Strategies of English Majors

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

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

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

Assessing individual differences in chunking strategy in visual working memory

Assessing individual differences in chunking strategy in visual working memory

Gaze scan-paths affect recall strategy in context dependent memory.

Gaze scan-paths affect recall strategy in context dependent memory.

B - 92 Memory Rehabilitation Following Stroke and Traumatic Brain Injury

Abstract Objective Several Meta analyses suggest mixed but objective support for internal strategies. Typically, successful rehabilitation involves at least 8 hour of memory training and often results in 0.25 to 0.50 standard deviation (SD) improvements depending on how long post injury. Intervention dose, strategies, level of impairment, and patient self-awareness and motivation all appear relevant. Methods Data is taken from 21 continuous referrals. Three individuals did not want to work on memory strategies, so their data was separated from the rest. Participants: 18 individuals with acquired brain injuries, with an average age of 51.6 and about 15 years of education, who were 76.6 days post brain injury. Intervention: Each individual was involved in 8 weeks of transdisciplinary rehabilitation. Many goals were addressed and memory rehabilitation was treated via 1 or 2 weekly sessions with a neuropsychologist. Internal and external strategy use was taught. Individuals received 8 to 10 hours of memory rehabilitation involving repetitive practice of clustering, semantic clustering, organizing information into sentences or stories, rhyming, and acronyms. Results Delayed List Recall significantly improved from standard scores of 73.5 to 89.7 and the delayed Story Recall improved from 75 to 90. The mean improvement was nearly 1 standard deviation across measures. Conclusions Individuals showed significant improvement in immediate and delayed recall memory scores. These individuals showed more than 0.5 SD short-term memory (STM) gain and also self-reported improved STM. Durability of gains was not measured in follow-ups. These interventions improve memory skills, but not all patients choose to participate in this type of treatment.

Enhancing visuo-spatial working memory: the role of visual support in preschoolers and adults

ABSTRACT Working memory is crucial in cognitive functioning, and environmental cues may enhance its performance. This study examines the role of visual support in promoting and aiding memory strategy. The aim was to determine whether visual placeholders can scaffold mnemonic processes for children and adults. Experiment 1 assessed the ability of 3.5 – to 6-year-olds to use visual support for visuo-spatial rehearsal, while Experiment 2 examined the influence of visual support in adults’ working memory. Children demonstrated improved recall with visual support, which could indicate the early use of visuo-spatial rehearsal strategies. Young adults, especially those with lower working memory spans, also benefited from visual placeholders, suggesting that environmental support promotes and scaffold strategy implementation. The findings revealed that visual support plays a role in enhancing working memory performance. It facilitates rehearsal strategies, benefiting individuals across the lifespan, especially those with less efficient mnemonic strategies.

Effective memory strategies used by adults to learn vocabulary in foreign language classes

Effective memory strategies used by adults to learn vocabulary in foreign language classes

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.

Persistent Impact of Prior Experience on Spatial Learning.

Learning to solve a new problem involves identifying the operating rules, which can be accelerated if known rules generalize in the new context. We ask how prior experience affects learning a new rule that is distinct from known rules. We examined how rats learned a new spatial navigation task after having previously learned tasks with different navigation rules. The new task differed from the previous tasks in spatial layout and navigation rule. We found that experience history did not impact overall performance. However, by examining navigation choice sequences in the new task, we found experience-dependent differences in exploration patterns during early stages of learning, as well as differences in the types of errors made during stable performance. The differences were consistent with the animals adopting experience-dependent memory strategies to discover and implement the new rule. Our results indicate prior experience shapes the strategies for solving novel problems, and the impact of prior experience remains persistent.

라포형성 수사기법을 통한 수사 면담과 메타기억이 증언의 정보량과 정확도에 미치는 영향: 대인존재감의 조절효과를 중심으로

This study investigated the moderating effect of mattering on the relationship between rapport formation and the quantity of information in their testimonies during investigative interviews, and whether testimony accuracy correlates with meta-memory. 95 participants, whose levels of mattering and meta-memory were pre-measured, watched a mock crime video and then provided testimony following a 10-minute rapport formation process A rapport questionnaire was used to measure participants' perceived degree of rapport, and the recorded testimonies were evaluated for information quantity and accuracy. Results showed that the moderating effect of mattering on the degree of rapport formation and the quantity of information in the testimonies was not significant (p=.060), but the Johnson-Neyman technique identified a reinforcing effect of mattering, with better rapport formation leading to sharply higher utterance volumes in the interval below the mean (67.347; SD=9.608). Furthermore, the total meta-memory score was not significantly related to testimony accuracy, the sub-factor 'memory strategies' was positively related to accuracy. This suggests that witnesses with low levels of mattering benefit most from a good rapport with the investigator, and that assessing how effectively witnesses utilise strategic memory methods can provide important clues for assessing the reliability of their testimony.

Investigating EFL Learners’ Autonomous Use of Vocabulary Learning Strategies Outside of School

As communication in English relies on a robust vocabulary, high school learners must now take responsibility for independently mastering vocabulary through effective learning strategies driven by the shift toward promoting learner autonomy in modern teaching methods. Therefore, this study examines the vocabulary learning strategies that English as a Foreign Language (EFL) learners use autonomously outside of school and the factors that influence their strategy choices. This qualitative study utilizes questionnaires and semi-structured interviews involving 66 eleventh-grade students from Istiqamah High School in Bandung, Indonesia, who completed the questionnaires and 4 of whom participated in the interviews. The results of this study reveal that learners exhibit a moderate level of autonomy and use vocabulary learning strategies at a moderate level. Metacognitive strategies are the most frequently employed, followed by determination, affective, social, compensation, memory, and cognitive strategies. The study also highlights several factors that influence learners' awareness of the importance of autonomy and the use of vocabulary learning strategies, including gender—where males tend to show higher levels of autonomy and strategy use—age, with 18-year-olds demonstrating higher autonomy and 17-year-olds more actively using vocabulary strategies, and motivation, driven by personality, goal achievement, and the desire to improve language skills. Personal consistency in learning also emerged as a critical factor in learners' success in improving their vocabulary. This research implies that students may benefit from focusing on metacognitive strategies as a practical approach to learning vocabulary in English.

The role and therapeutic strategies for tissue-resident memory T cells, central memory T cells, and effector memory T cells in psoriasis.

Psoriasis is a skin disease that is inflammatory and persistent, causing a high rate of recurrence, poor quality of life, and significant socioeconomic burden. Its main pathological manifestations are abnormal activation and infiltration of T cells and excessive proliferation of keratinocytes (KCs). The great majority of patients with psoriasis will relapse after remission. It usually lasts a lifetime and necessitates long-term treatment strategies. During periods of activity and remission, one of the main cell types in psoriasis is memory T cells, which include tissue-resident memory T (TRM) cells, central memory T (TCM) cells, and effector memory T (TEM) cells. They work by releasing inflammatory factors, cytotoxic particles, or altering cell subpopulations, leading to increased inflammation or recurrence. This review summarizes the role of memory T cells in the pathology and treatment of psoriasis, with a view to potential novel therapies and therapeutic targets.