Memory Strategies Research Articles

EEG-based multivariate and univariate analyses reveal the mechanisms underlying the recognition-based production effect: evidence from mixed-list design

The production effect (PE) is a phenomenon where reading words aloud, rather than silently, during study leads to improved recognition memory. Human recognition memory can be divided into recollection (recognition based on complex contextual information) and familiarity (recognition based on a sense of familiarity). This study explored how reading aloud affects recollection and familiarity using electroencephalography (EEG) in a mixed-list design. Participants encoded each list item, either aloud or silently during the study phase and made remember/know/new judgments in the test phase, while EEG data were recorded. The behavioral results replicated the classic PE pattern and indicated that the PE was present in both recollection and familiarity. At the Event-Related Potential (ERP) level, the recollection-based LPC (late positive complex) old/new effect at test was largest in the aloud condition; however, the familiarity-based FN400 old/new effect was equivalent when comparing the aloud condition and the silent condition. Moreover, this study was the first to employ multivariate pattern analysis (MVPA) to decode the time course between two distinct memory strategies (aloud vs. silent). The results revealed significant decoding between 760 and 840 ms, which is consistent with the LPC old/new effect. The paper discusses both traditional theories and the Feature Space Theory based on our results, highlighting inconsistencies with assumptions regarding unconscious retrieval in the Feature Space Theory. In summary, the current results support the role of distinctiveness (enhanced memory for auditory or action information, consistent with recollection) in the PE, rather than the role of strength (enhanced memory trace, consistent with familiarity). This study suggests that enhanced distinctiveness/recollection may be a shared mechanism underlying certain advantageous memory strategies.

The Multifactorial Memory Questionnaire and Quality of Life: A Longitudinal Study in Parkinson's Disease.

Objective memory decline is associated with poor quality of life (QOL) in Parkinson's disease (PD, but it is unclear what role perception of memory (metamemory) plays. The Multifactorial Memory Questionnaire (MMQ) measures metamemory and is proposed to have a three-factor structure, but the factor structure of the MMQ in PD has not been explored. The current study examined (i) the factor structure of the MMQ in PD and (ii) the relationship between the metamemory and QOL in PD. This longitudinal, observational study involved 149 participants with PD (98 males, M age = 65.78 years, SD = 9.25). Participants completed the MMQ and the Unified Parkinson's Disease Rating Scale (disease severity) at baseline, and the Parkinson's Disease Questionnaire-39 (QOL) two years later. Confirmatory factor analysis revealed both the three-factor and four-factor models were inadequate. Exploratory factor analysis resulted in a four-factor solution. The contentment and ability subscales from the original factor structure remained, while the strategies subscale was divided into external strategies and internal strategies. Disease severity, ability, and internal strategies uniquely predicted QOL. Individuals who reported low subjective memory ability and high use of internal strategies reported worse QOL two years later. These findings indicate that metamemory predicts QOL in PD and suggest that improved perceived memory ability and strategy use could offer avenues for improved QOL.

Language Choice in Learning Strategies on Language Proficiency

This study looked into the significant difference of the respondent’s profile to the language learning strategies used of the AB-English student. Using a quantitative data, it endeavors to determine the language learning strategies used of the respondents that will benefits both educators and learners to trail the effective strategies of acquiring a new language. This study was conducted at Isabela State University –Echague main campus, having the size of one hundred fifty-six (156) respondents from 1st year to 4th year AB-English. The instruments used in this study encompassed of six questionnaires such as Memory strategies, Cognitive strategies, Compensation strategies, Meta-cognitive strategies, Affective strategies and Social strategies. According to the data obtained from the questionnaire, the respondents use all the strategies occasionally in learning a language. The descriptive statistics procedure describes the language learning strategies of the respondents in which all statements appeared to be sometimes using in the scale category and only one appears often under meta-cognitive strategies. This specifies that the language learning strategies plays a vital role in obtaining a new language. In terms of the overall results of the language learning strategies appeared to be significant in some of the items in terms of age, gender, ethnicity and year level of the respondents. This indicates that these strategies are important to consider in the way that will help the student to track the progress of their own in acquiring a new language to achieve proficiency. In addition, in terms of ESL teachers it will help them to search for the best strategies to incorporate with their subject matter that is easier to learn for their student.

대학 신입생 대상 학습전략 하위요인에 의한 학업성취 예측 및 군집 분석 사례 연구

Objectives The purpose of this study is to lay the foundation for establishing a customized teaching and learning support system by clustering students based on the Learning Strategy Test (MLST) for freshmen in universities. Methods For this purpose, 1,503 freshmen from A university in G city were diagnosed using the MLST to analyze their personality, motivation, emotion, and behavior characteristics. Descriptive statistics, regression analysis, cluster analysis, and cross-analysis were conducted, focusing on the sub-factors and related variables of the MLST. Results The analysis of MLST sub-factors according to learners' academic achievement revealed that for personality characteristics, the scores for self-efficacy, outcome expectation, and conscientiousness decreased as academic achievement decreased. Learning motivation and competitive motivation also decreased with academic levels, while avoidance motivation was higher in the top academic group. In emotional characteristics, depression was lowest in the lower academic group but higher in the top group compared to the middle groups. Behavior characteristics scores decreased with lower academic achievement, but memory strategy scores were lower in the top group compared to middle groups. Regression analysis showed that MLST sub-factors explained 19.5% of academic achievement, with learning time, personality, and behavior characteristics being significant variables. When all 17 variables were included, the explanatory power increased to 22.9%, with notable contributions from self-efficacy, competitive and avoidance motivation, class listening, and test strategies. Four clusters were modeled based on MLST sub-factors: Yellow Light, Red Light, Blue Light, and Green Light. Cross-analysis showed significant differences when comparing these clusters with types based on study quantity and learning strategies (latent, stagnant, diligent). Conclusions This study holds significance as a foundational study to link the MLST tests conducted for freshmen in universities to more customized learning support

Enhancing creativity skill and mathematics creative self-efficacy primary students through tasks modifying as creativity indicator

Traditional mathematics instruction frequently neglects the cultivation of creativity and creative self-efficacy in elementary school students, as it prioritizes procedural problem-solving techniques and memorization strategies. This study examines the influence of creative mathematical tasks and task modification activities as indicators of creativity on the creative self-efficacy and creativity skills of students. This quasi-experimental study consists in pretests and control groups. Whereas the experimental group participates in learning by means of creative tasks and activities that change mathematical assignments to inspire artistic thinking, the control group follows conventional teaching tactics. Interviews with students helped to compile data on their experiences throughout task modification activities, written tests including creative projects, and self-efficacy creative relieving. The findings indicated a notable enhancement in creativity skills and creative self-efficacy among students in the experimental group relative to the control group. Task modification activities engage students in advanced cognitive processes, foster the generation of innovative and adaptable solutions, and enhance their confidence in addressing mathematical challenges. This result shows that include creative mathematical activities and letting students modify their assignments will help to improve mathematics instruction and inspire early on creativity and confidence. This study proposes that in order to improve students' creative self-efficacy, teachers include student-led task modifications and problem-based task in mathematics education. The long-term consequences of this method and its relevance to other mathematical materials will be investigated in next studies.

Constructing Peace Identity: Hiroshima's Diplomatic Role in Nuclear Disarmament

This article focused on how Hiroshima created and managed its peace identity and transformed itself into a strong player within global nuclear disarmament diplomacy. Based on constructivist theory, which states that identity and interests are developed through social interaction and interpretation, the study examined how Hiroshima evolved from a city that suffered as a result of the atomic explosion to become a strong advocate for nuclear disarmament. The qualitative case study approach was supported by process tracing and document analysis, and findings showed three important areas of the diplomatic evolution of Hiroshima: firstly, the capacity to change from being a war victim to a victor advocating for peace-building strategies and memorial strategies; secondly, the creation of a wide range of diplomatic relations through Mayors for Peace and other international associations; and third, the promotion of the nuclear disarmament norm through advocacy, education, documentation of survivors’ stories, and the encouragement of the Treaty on the Prohibition of Nuclear Weapons. The results showed the potential for cities to establish and use specific diplomatic identities that help in the modification of governance, more so in cases where state-to-state diplomacy is ineffective. This work adds to the body of knowledge on how non-state actors influence the structure and constructivism of norms and identity in nuclear politics.

Uncovering language learning strategies of digital native EFL students in a Turkish EFL context

The pervasive influence of technology crosses borders, reshaping personal, professional, and social realms globally, with education notably transformed in schools and communities. This study aims to uncover language learning strategies among digital natives in the Turkish EFL context through a quantitative research design. The study revealed that gender differences arose in the utilisation of affective strategies, with females exhibiting significantly higher scores. Conversely, the use of metacognitive strategies was observed to be a consistently preferred approach among both genders. Proficiency levels affected compensatory strategy use, highlighting the impact of educational context. Digital strategies reflected a strong tendency towards gratification and rewards, with gender differences evident in multitasking. Using technology correlated positively with memory, cognitive, metacognitive, and social strategies. Multitasking correlated significantly with cognitive strategies, while graphic communication and gratification and rewards showed various relationships with memory, compensatory, affective, and social strategies. The findings suggest implications for English teachers, policymakers, and authorities. The policymakers should take students’ needs and characteristics into consideration in forming technology-related educational policies. Besides, teachers should provide their students with new experiences utilizing digital tools to learn English. Accordingly, activities should be arranged appropriately based on such student characteristics rather than sticking to the conventional teaching methodologies. It is therefore recommended that EFL teachers receive professional training in order to enable them to cater effectively to digital native learners.

Effects of Working Memory Strategies on Learning Lexical Collocations: The Arab Context

Effects of Working Memory Strategies on Learning Lexical Collocations: The Arab Context

Rolling Element Bearing Fault Diagnosis by the Implementation of Elman Neural Networks with Long Short-Term Memory Strategy

Abstract Bearing clearance is a common issue in mechanical systems due to unavoidable assembly errors, leading to weak fault features that are challenging to detect. This study introduces a novel diagnostic technique for detecting bearing clearance faults using the Elman Neural Network (ENN) based Long Short-Term Memory (LSTM). The raw vibration data from an accelerometer is processed using the Fast Fourier Transform (FFT) to extract frequency-domain features. ENN is employed to identify clearance faults under various operating conditions, while LSTM captures temporal dependencies in the data. This hybrid ENN-LSTM approach eliminates the need for manual feature extraction, reducing the risk of errors associated with expert-driven methods. The proposed method demonstrates robust generalization performance and achieves an average fault identification accuracy of 99.16% across different operating conditions. This research offers valuable insights for improving fault diagnostics in rotor-bearing systems.

Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.

Bilingual Education and Cognitive Development: A Comparative Analysis of Early vs. Late Bilingual Learners

This study investigates the cognitive developmental differences between early and late bilingual learners, focusing on cognitive flexibility, memory, and executive functions. Early bilinguals, defined as individuals who acquire two languages before the age of five, demonstrated superior cognitive flexibility, faster information processing, and enhanced executive functions compared to late bilinguals, who began learning a second language after the age of ten. Despite certain cognitive challenges faced by late bilinguals, such as slower processing speed and lower cognitive flexibility, they exhibited stronger application of learning strategies, such as rehearsal and metacognitive techniques, to overcome these challenges. The study suggests that both early and late bilingual learners benefit from targeted educational strategies: fostering cognitive flexibility for early bilinguals and supporting memory and learning strategies for late bilinguals. The findings have significant implications for bilingual education and future research on the long-term effects of bilingualism on cognitive development.

A self-guided e-learning program improves metamemory outcomes in healthy older adults: a randomized controlled trial

Objectives Aging brings memory changes that can be concerning for some older adults. Whereas in-person memory interventions can positively impact knowledge, mental health, and behavioural outcomes, self-guided e-learning programs may offer scalable and accessible alternatives to in-person programming. The current study aimed to evaluate efficacy of an e-learning program compared to no treatment. Method The trial was registered at ClinicalTrials.gov (NCT03602768). As part of a larger, multi-arm, controlled trial, healthy older adults (ages 60-84, 71% female) were randomized into an intervention or a delayed-start control condition. Data collection personnel were masked to participant grouping. Outcome measures were completed through telephone interviews and online questionnaires at baseline, immediate post-intervention, and 6- to 8-week follow-up. Results Among 115 analyzed participants, there were larger improvements over time in memory knowledge, memory strategy acquisition and daily use, and self-reported memory satisfaction and ability in the group that completed the intervention than in the control group. There was no interaction effect for health-promoting behaviors. Intention-to-treat analyses showed attenuated but largely similar findings. Conclusion This self-guided e-learning memory program demonstrated similar clinical outcomes provided by in-person, facilitator-led programs. It may serve as an effective first-line treatment for older adults presenting with memory concerns in clinical settings.

Does Perceived Test Fairness Affect Test Preparation? -- A Case Study of Duolingo English Test

Drawing upon [1]’s examination of perceived fairness in the Duolingo English Test (hereafter DET) and the crucial role of test preparation, the current study delves into the influence of perceived DET fairness on test preparation strategies. Guided by [2]’s Test Fairness Framework, a conceptual model encompassing two dimensions, i.e., perceived test fairness and test preparation practices, was formulated. Utilizing a validated DET Fairness and Preparation Questionnaire, data were gathered from 1,012 Chinese test takers. Statistical analyses using SPSS v.26.0 revealed descriptive insights, indicating that test takers employed a diverse array of strategies for test preparation. Furthermore, EFA illuminated that eight factors of test preparation strategies were extracted (i.e., information searching, mass practice, training test-taking skills, social strategies, self-evaluation, test-related settings, affective strategies, and memory strategies). Subsequent CFA and SEM performed in AMOS v.26.0 further elucidated the causal relationships, underscoring the direct and significant impact of test takers’ fairness perceptions on their test preparation strategies. This research offers a nuanced understanding of how perceived test fairness shapes test preparation strategies, thereby contributing to the field of language testing and language teaching and learning theoretically and practically.

NEUROSCIENCE AND LATE LITERACY: NEW INSIGHTS FOR PEDAGOGICAL PRACTICES

This research investigated the intersection between neuroscience and late literacy, focusing on how neuroscientific advances can inform and improve pedagogical practices in this context. The central problem analyzed was how neuroscience knowledge can be applied to improve literacy processes in young people and adults. The overall objective was to examine the contributions of neuroscience to the development of effective strategies for late literacy, considering the neurological specificities of this population. The methodology used was a systematic literature review, with a qualitative approach, analyzing recent publications in cognitive neuroscience, youth and adult education, and literacy methodologies. The results indicated that understanding the neural mechanisms involved in learning to read and write in adults can support more efficient pedagogical practices. Insights on neural plasticity, phonological processing, and memory strategies specific to late learners stood out. The research highlighted the importance of multisensory and contextualized approaches, considering the previous experiences of the students. The final considerations pointed to the need for greater integration between neuroscience and education in the training of literacy teachers, as well as the development of methodologies adapted to the neurocognitive particularities of young people and adults in the process of learning to read and write. Longitudinal studies were recommended to evaluate the long-term effectiveness of neuroscience-based interventions in late literacy.

ИСТОРИКО-КУЛЬТУРНОЕ НАСЛЕДИЕ СЕВЕРО-ЗАПАДНОГО КАВКАЗА: МЕЖДУ ПАМЯТОВАНИЕМ И ЗАБВЕНИЕМ

The article is devoted to the analysis of how two large narratives describing the historical and cultural heritage of the Northwest Caucasus — Kuban and Adygean — use strategies of memory and oblivion. Individual and collective memory (social memory, political memory) are not only in a mental relationship with oblivion — they jointly determine the rhythms of our consciousness. Moreover, it is not remembrance, but oblivion that serves as the main modus of life for man and society. Forgetting is a general name for a significant number of strategies aimed at silence, concealment, erasure, rewriting, loss. But oblivion also makes possible the incomplete concealment of the past, its return to individual and collective memory (Ricoeur). It is very important to understand not only how memory works and remembering occurs, but also how oblivion shapes our historical memory. Turning to oblivion is inevitable with historical trauma, which splits the memory of the victors and the vanquished. Classics of the theory of historical memory note that the vanquished write history better than the victors: their historiography turns out to be more complex and meaningful. The statist, official narrative objectifies the event in such a way that its course is described correctly, but the meaning and context are completely ignored. The historical trauma of 1864 turned out to be stronger than the structures of imposed political memory. The presence of a strong common experience caused by war and ethnic cleansing unites people more than triumphs and borders (Renan, Assmann). The Kuban historical and cultural heritage is formed through direct operations of concealment and ignoring, which give rise to the mythology of a wasteland or terra nulius. The modern memory policy should not be in open conflict with history (as a field of scientific knowledge) and must provide a prominent place for local and group histories in general history.

The Impact of Modern Technology on Photographic Memory: Evidence from African Rural University

This study investigates the impact of modern technology on photographic memory among university students at African Rural University, focusing on how digital tools influence memory retention and recall. Utilizing a mixed-methods approach, the research combines quantitative memory assessments with qualitative interviews and surveys to explore students’ experiences and perceptions. Findings indicate a complex relationship where extensive technology use—particularly smartphones correlate with diminished self-reported memory confidence and recall capabilities. Despite acknowledging that technology may hinder their innate memory abilities, students often rely on these tools for academic success. Visual and auditory memory tests revealed that many participants struggled with detailed recall, reinforcing concerns about cognitive overload. The study concludes that while technology offers organizational benefits, it may simultaneously impair natural memory functions, highlighting the need for balanced technology integration in educational practices. Recommendations include training on memory strategies, practice sessions, and promoting active recall techniques to enhance memory retention amidst technological reliance. Future research should explore the long-term effects of technology use on memory development.

Adaptive MSSRCPF filtering based on constrained optimization and fading memory for SINS/GNSS integrated navigation

To address particle degeneracy and the challenge of selecting importance density functions in traditional particle filters for complex nonlinear systems, we propose an adaptive mixed-order spherical simplex-radial cubature particle filter algorithm based on constrained optimization and fading memory. This algorithm integrates constrained optimization, an adaptive fading memory strategy, adaptive adjustment of particle numbers and weights, and the advantages of mixed-order spherical simplex-radial cubature Kalman filtering. By designing the importance density function using a mixed-order integration method, the algorithm significantly improves filtering accuracy over traditional cubature Kalman filters while maintaining lower computational complexity than high-order cubature Kalman filter methods. The adaptive fading memory strategy dynamically adjusts the covariance matrix, enhancing sensitivity to current measurement information and reducing the influence of historical data. By dynamically adjusting the noise covariance matrix and constraining the ratio between the error covariance and measurement noise covariance, the algorithm improves the convergence speed and accuracy of state estimation. An adaptive particle number and weight adjustment strategy based on effective sample size and entropy regularization dynamically adjusts the number of particles to reduce computational complexity while ensuring filtering accuracy, and employs entropy regularization to suppress weight over-concentration, thereby reducing the impact of outliers on the filtering results. Simulation results demonstrate that in complex SINS/GNSS integrated navigation systems, especially under high-noise and nonlinear conditions, the proposed algorithm significantly improves positioning accuracy compared to the CPF method, with the maximum latitude error reduced by approximately 54.8%, the maximum longitude error reduced by approximately 40.5%, and the maximum altitude error reduced by approximately 68.3%. Compared to the FMCPF method, the proposed algorithm also shows clear advantages in positioning accuracy, convergence speed, and computational efficiency, validating its effectiveness and practicality in complex environments.

Mapping spatial memory in teleosts: a new Frontier in neural logging techniques.

Recent advancements in microelectromechanical system technology have significantly enhanced our ability to monitor neuronal activity in free-swimming fish without disrupting their natural movement, thereby greatly improving the capabilities of neural logging using "neurologger" technology. In this review, we compiled the findings from studies applying neurologgers to teleost fish, emphasizing the discovery of various spatial-cognition cells in regions of the telencephalon analogous to the mammalian hippocampus that are deeply involved in spatial navigation. We detailed how different fish species, such as goldfish and salmonids, correlate their neural activity with environmental boundaries, head direction, speed, and other navigational cues for spatial memory and navigation strategies. We critically analyzed the similarities and differences in these mechanisms to provide insights into the evolutionary aspects of spatial cognition. We also identified gaps in current methodologies and suggest directions for future research, emphasizing the need for further exploration of spatial encoding in aquatic environments. The insights gained herein suggest the existence of a complex and evolutionarily conserved substrate for navigation and memory in vertebrates, highlighting the potential of neurologgers to expand our understanding of spatial cognition.

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.