Verbal Material Research Articles

Temporal atrophy together with verbal encoding impairment is highly predictive for cognitive decline in typical Alzheimer's dementia - a retrospective follow-up study.

The increasing prevalence of Alzheimer's disease (AD) has created an urgent need for rapid and cost-effective methods to diagnose and monitor people at all stages of the disease. Progressive memory impairment and hippocampal atrophy are key features of the most common so-called typical variant of AD. However, studies evaluating detailed cognitive measures combined with region of interest (ROI)-based imaging markers of progression over the long term in the AD dementia (ADD) stage are rare. We conducted a retrospective longitudinal follow-up study in patients with mild to moderate ADD (aged 60-92 years). They underwent magnetic resonance imaging (MRI; 3 Tesla, MPRAGE) as well as clinical and neuropsychological examination (Consortium to Establish a Registry for Alzheimer's Disease [CERAD] -Plus test battery) at baseline and at least one follow-up visit. ROI-based brain structural analysis of baseline MRIs was performed using the Computational Anatomy Toolbox (CAT) 12. Clinical dementia progression (progression index [PI]) was measured by the annual decline in the Mini Mental State Examination (MMSE) scores. MRI, demographic, and neuropsychological data were included in univariate and multiple linear regression models to predict the PI. 104 ADD patients (age 63 to 90 years, 73% female, mean MMSE score 22.63 ± 3.77, mean follow-up 4.27 ± 2.15 years) and 32 age- and gender-matched cognitively intact controls were included. The pattern of gray matter (GM) atrophy and the cognitive profile were consistent with the amnestic/typical variant of ADD in all patients. Deficits in word list learning together with temporal lobe GM atrophy had the highest predictive value for rapid cognitive decline in the multiple linear regression model, accounting for 25.4% of the PI variance. Our results show that temporal atrophy together with deficits in the encoding of verbal material, rather than in immediate or delayed recall, is highly predictive for rapid cognitive decline in patients with mild to moderate amnestic/typical ADD. These findings point to the relevance of combining detailed cognitive and automated structural imaging analyses to predict clinical progression in patients with ADD.

PRESENTATION OF THE LEARNING MATERIALS DEPICTING CHARACTER EDUCATION VALUES IN THE ELT TEXTBOOK FOR JUNIOR HIGH SCHOOL STUDENTS: A CONTENT ANALYSIS

In education, the issue of character education has been considered necessary in developing students’ character. Furthermore, English Language Teaching (ELT) should teach students character education values in the textbook and its materials. This research aimed to investigate the learning materials depicting character education values presented or not in the textbook. The learning materials in this research were analysed, both visual and verbal materials depictions. This research was designed as a content analysis because it described the analysis of character education values found in the textbook. The research results of a content analysis revealed that to analyse the five core character education values covered in the textbook, specifically in semester 2. However, it was not all of them found in each chapter. The textbook only presented the character education values of nationalism, independence, mutual cooperation, and integrity, except religiosity with 15 data in total. The results imply that this research was necessary to provide opportunities to the textbook’s authors, English teachers, and future researchers that it was essential for them to deliver character development to students in the education context.

Unveiling hybrid culinary cultures in Macao: a corpus-assisted multimodal approach to the translation of Macanese cuisine

ABSTRACT This study investigates the special foodscape and hybrid culinary cultures in Macao through the translation of Macanese cuisine. It employs a corpus-assisted multimodal approach, with the concept of intersemiotic translation and multimodal theories as the theoretical basis for analysis and discussion. The data under investigation is a self-built multimodal database of Macanese cuisine translations. The study first examines the ingredients and cooking methods in Macanese cuisine dish names and then delves into the translation strategies and methods used in the translations across Portuguese, English and Chinese. Multimodal analysis is also conducted to explore the intersemiotic translation between the verbal and visual materials of Macanese cuisine. The research results show that hybrid culinary features are represented in the ingredients, cooking methods and translations of Macanese cuisine, constituting an inclusive, integrated and diversified foodscape in Macao. Moreover, the intersemiotic translation between the verbal and the visual could highlight particular ingredients and cooking methods, showcase the enticing appearance of the dishes, and convey the hybrid culinary cultures in Macanese cuisine. This study holds the potential to enrich research on food translation from a multimodal perspective, while also contributing to the translation and cultural transmission of Macanese cuisine and culinary cultures in Macao.

Eye closures in spoken Hebrew

Abstract The present study focuses on eye closure (EC) as a communicative facial gesture in Israeli Hebrew media talk and pays particular attention to its coordination with co-expressive verbal, prosodic, and embodied resources. Drawing on the interactional approach to language and embodied action, the study demonstrates that EC can convey four contextual meanings — concentration, hedging, negation, and totality — depending on the context in which it occurs and the verbal material with which it is co-produced. The paper proposes that these contextual meanings are derived from the more general meaning of disengagement conveyed by EC. Moreover, the present paper suggests several potential semiotic connections between the basic physiological use of EC as a reflex of self-protection and evasion and its observed contextual meanings. This provides evidence for the co-optation of the basic functions of facial gestures for communicative purposes via metaphorical-metonymical extensions.

No Incidental Memory Advantage for Mixed Handed vs. Consistent Right Handed Participants: Conflicting Results From Earlier Research.

Individuals who vary their preferred hand when performing different types of manual activities, so-called mixed handers (MH), have been frequently reported to outperform individuals with a consistent (right) hand preference (cRH) on tasks assessing declarative-memory functions. For example, in one influential study, this MH advantage extended to incidental learning from presumed "deep" semantic processing of verbal stimuli but not from "shallow" phonemic or structural processing. In the present study, we aimed to replicate this research finding in two separate participant samples. First, in a pre-registered and sample-size planned experiment we confronted 49 participants (23 MH; 26 cRH) with "phonemic" and "semantic" word evaluation tasks (using a within design), followed by a surprise delayed recognition test. In a second experiment, we repeated the same procedure with 65 other participants (31 MH, 34 cRH). A mixed-effect analyses of variance found a significant main effect of Encoding Condition (phonemic vs. semantic tasks) in both experiments (effect size: ηp2 = .81 to .85), indicating the classical level-of processing effect with higher recognition hits and sensitivity (d') for words that followed semantic versus phonemic encoding. However, the predicted interaction effect of Encoding Condition with Handedness Group was not statistically significant for either sample (all ηp2 < .03), nor was the main effect of Handedness Group. Thus, our findings conflicted with those of the original study in two independent samples. As we had sufficient statistical power to be confident in our failure to detect a genuine group difference, we cannot confirm the previously reported MH over cRH advantage in incidental learning of verbal material. We discuss possible reasons for these contradictory results and the theoretical implications of this discovery.

Exploring the Emergence of Chemistry in Preschool Education: A Qualitative Perspective

The objective of this study was to deepen our comprehension of how children develop understanding in the field of science, particularly in chemistry. Using the framework theory as a theoretical lens enabled a focus on emergence as a dynamic change and transition. According to the framework theory, children’s science learning involves a wide range of intuitive and counterintuitive scientific concepts related to ontological and epistemological perspectives. How children transition from everyday to scientific thinking during their early years of education is influenced by ontological and epistemological stances. The objective of this study is to introduce science content—including chemical concepts to preschool children—by utilizing a play-based learning approach in a longitudinal study. The exploration of verbal and non-verbal material, specifically pertaining to chemical content and individual differences, involved implementing educational experiments and real-life or animated zooming-in videos. The results indicated a well-established physical ontological framework utilized for the systematic interpretation of submicroscopic phenomena.

Poster media on the subject of Al-Qur'an Hadith in increasing students' learning motivation

This research aims to describe the use of poster media in Al-Qur'an and Hadith subjects in increasing student learning motivation at MIS Islamiyyah Londut North Labuhanbatu. This research uses descriptive qualitative research methodology. Qualitative research methods are used as research techniques that produce descriptive data. Data collection techniques used include observation, interview and documentation. Research findings show that the use of poster media in Al-Qur'an and Hadith subjects is carried out using a violent approach. This method involves the teacher being in front of the class, using visual aids such as posters. The teacher continues by explaining the contents of the poster sequentially and step by step. Students show a level of enthusiasm and excitement in the learning process in class because the learning material is presented with visuals that are relevant to the Al-Qur'an and Hadith subjects they are studying. In the context of using poster media in learning the Qur'an and Hadith, observations show several clear signs of how students become more motivated, including: Increased student enthusiasm, students are more active, increasing students' curiosity. The use of poster media shows that students' enthusiasm and motivation for learning has increased, because they prefer to use visual aids, such as photos, when teaching, rather than just relying on verbal material.

Affective processing in aphantasia and potential overlaps with alexithymia: Mental imagery facilitates the recognition of emotions in oneself and others

We investigated affective processing in aphantasia (= absent or reduced vividness of mental imagery), considering a possible overlap with alexithymia (= deficits in identifying and describing emotions), as reduced vividness of mental imagery is also reported in alexithymia. Study 1 assessed physiological reactions and self-reported sympathy in n = 30 individuals with aphantasia and n = 75 controls when confronted to visual and verbal material showing people in distress. Results demonstrated that individuals with aphantasia show reduced emotional responses, especially to verbal stimuli. This is of particular importance given the higher prevalence of alexithymic symptoms in aphantasic participants, notably in externally-oriented thinking and difficulties in describing feelings. An additional mediation analysis confirmed that vividness of visual imagery mediated the association between alexithymia and self-reported sympathy. Study 2 extended our exploration to the recognition of emotions in others using the same sample. Despite accurate recognition of emotions, individuals with aphantasia exhibited significantly slower response times, suggesting less efficient strategies that do not involve mental imagery. Our findings highlight the crucial role of mental imagery in the interplay of cognitive functions and affective processes, demonstrating how conditions such as aphantasia and alexithymia can affect sympathy and, more generally, emotions.

Evidence for separate backward recall and n-back working memory factors: a large-scale latent variable analysis

ABSTRACT Multiple studies have explored the factor structure of working memory (WM) tasks, yet few have done so controlling for both the domain and category of the memory items in a single study. In the current pre-registered study, we conducted a large-scale latent variable analysis using variant forms of n-back and backward recall tasks to test whether they measured a single underlying construct, or were distinguished by stimuli-, domain-, or paradigm-specific factors. Exploratory analyses investigated how the resulting WM factor(s) were linked to fluid intelligence. Participants (N = 703) completed a fluid reasoning test and multiple n-back and backward recall tasks containing memoranda that varied across (spatial or verbal material) and within (verbal digits or letters) domain, allowing the variance specific to task content and paradigm to be assessed. Two distinct but related backward recall and n-back constructs best captured the data, in comparison to other plausible model constructions (single WM factor, two-factor domain, and three-factor materials models). Common variance associated with WM was a stronger predictor of fluid reasoning than a residual n-back factor, but the backward recall factor predicted fluid reasoning as strongly as the common WM factor. These data emphasise the distinctiveness between backward recall and n-back tasks.

Could Accelerated Long-Term Forgetting Be a Feature of the Higher Rate of Memory Complaints Associated with Subjective Cognitive Decline? An Exploratory Study.

Recently, subjective cognitive decline (SCD) was proposed as an early risk factor for future Alzheimer's disease (AD). In this study, we investigated whether accelerated long-term forgetting (ALF), assessed with extended testing intervals than those adopted in clinical practice, might be a cognitive feature of SCD. Using an explorative MRI analysis of the SCD sample, we attempted to investigate the areas most likely involved in the ALF pattern. We recruited 31 individuals with SCD from our memory clinic and subdivided them based on their rate of memory complaints into mild SCDs (n = 18) and severe SCDs (n = 13). A long-term forgetting procedure, involving the recall of verbal and visuo-spatial material at four testing delays (i.e., immediate, 30 min, 24 h, and 7 days post-encoding) was used to compare the two sub-groups of SCDs with a healthy control group (HC; n = 16). No significant between-group difference was found on the standard neuropsychological tests, nor in the immediate and 30 min recall of the experimental procedure. By contrast, on the verbal test severe SCDs forgot significantly more than HCs in the prolonged intervals (i.e., 24 h and 7 days), with the greatest decline between 30 min and 24 h. Finally, in the whole SCD sample, we found significant associations between functional connectivity values within some cortical networks involved in memory (default mode network, salience network, and fronto-parietal network) and verbal long-term measures. Our preliminary findings suggest that long-term forgetting procedures could be a sensitive neuropsychological tool for detecting memory concerns in SCDs, contributing to early AD detection.

Endogenous estrogens and brain activation during verbal memory encoding and recognition in the postmenopause.

Determine associations of endogenous estrogens with memory systems in the postmenopausal brain and evaluate clinical significance. In the MsBrain cohort (n=199, mean age 59.3+3.9 years, 83.9% white), we examined the cross-sectional association of serum estradiol and estrone, measured using liquid chromatography-tandem mass spectrometry (LC-MS/MS), during a functional magnetic resonance imaging (fMRI) task of word encoding and recognition. To characterize the clinical significance of those associations, we examined the magnitude of activation in relation to a neuropsychological measures of memory and affect. Endogenous estradiol was positively associated with activation in temporal and frontal cortices during encoding and negatively associated with one prefrontal region during recognition (p<.05). Activation in the left inferior frontal gyrus was associated with memory performance (β(SE)= 0.004(0.002), p<.05), and anxiety (β(SE)= -0.100(0.050), p<.05). The left middle frontal gyrus was associated with memory performance (β(SE)= 0.006(0.002), p<.01), depression, and anxiety. The left superior temporal gyrus (STG) was associated with depression (β(SE)= -0.083(0.036), p<.05) and anxiety (β(SE)= -0.134(0.058), p<.05). Estrone was positively associated with activation in a range of brain areas including bilateral STG and right superior frontal gyrus during encoding (p<.05). Activation of the left insula an precental gyrus were associated with symptoms of depression and anxiety. None related to memory. The function of brain areas critical to memory performance varies with estrogen levels in the postmenopause, even though those levels are low. Higher levels of estradiol may facilitate memory performance through enhanced function of temporal and frontal cortices during encoding of verbal material.

Influence of degree of learning on rate of forgetting of tonal sequences.

Initial performance is frequently equated in studies that compare forgetting rates across groups. However, since the encoding capacity of different groups can be different, some procedures to match initial degree of learning need to be implemented, adding confounding variables such as longer exposures to the material, which would create memories of a different age. Slamecka and McElree Journal of Experimental Psychology: Learning, Memory, and Cognition,9, 384-397, (1983) and our previous work found that the rate of forgetting was independent from initial degree of learning using verbal material. The present study seeks to determine whether this pattern holds true when undertaken with nonverbal material. In two experiments, we manipulate initial degree of learning by varying the number of presentations of the material and studying the effect on the forgetting rates. A set of 30 tonal sequences were presented to young, healthy participants either once or three times. Forgetting was evaluated in a yes/no recognition paradigm immediately and 1 hour or 24 hours after the study phase. A different subset of 10 sequences was tested along with 10 nontargets at each retention interval. The results of these experiments showed that initial acquisition was modulated by the number of repetitions. However, the forgetting rates were independent of initial degree of learning. These results are in keeping with the pattern found by Slamecka and McElree, and in our own previous studies. They suggest that the pattern of parallel forgetting after different levels of initial learning is not limited to verbal material.

The role of prior familiarisation and meaningfulness of verbal and visual stimuli on directed forgetting

ABSTRACT Intentional forgetting of unwanted information is a crucial cognitive function that is often studied with directed forgetting (DF) procedure, whereby cuing some study materials with Forget (F) instruction impairs their memory compared to cuing with Remember (R) instruction. This study investigates how the nature of information (verbal or pictorial), its semantic significance (meaningful or meaningless), and the degree of prior episodic familiarity influence DF. Before the DF phase, stimuli were familiarised by pre-exposing them 0, 2, or 6 times in a prior preview phase. Finally, memory for all items was assessed with old/new recognition test. Experiment 1 employed words, Experiment 2 utilised fractal images, Experiment 3 featured both meaningful and meaningless object images, and Experiment 4 used words and nonwords. Our results indicate that materials that produced better memory performance are not always harder to intentionally forget. Previewed items showed reduced DF compared to non-previewed items regardless of the nature of information, and meaningless stimuli are challenging to intentionally forget regardless of their degrees of familiarisation unless they are meaningless verbal materials. Collectively, the results highlight the importance of joint consideration of the stimulus format, its meaningfulness, and its episodic familiarity in understanding conditions that interact with intentional forgetting.

The phonological store of working memory: A critique and an alternative, perceptual-motor, approach to verbal short-term memory.

A key quality of a good theory is its fruitfulness, one measure of which might be the degree to which it compels researchers to test it, refine it, or offer alternative explanations of the same empirical data. Perhaps the most fruitful element of Baddeley and Hitch's (1974) Working Memory framework has been the concept of a short-term phonological store, a discrete cognitive module dedicated to the passive storage of verbal material that is architecturally fractionated from perceptual, language, and articulatory systems. This review discusses how the phonological store construct has served as the main theoretical springboard for an alternative perceptual-motor approach in which serial-recall performance reflects the opportunistic co-opting of the articulatory-planning system and, when auditory material is involved, the products of obligatory auditory perceptual organisation. It is argued that this approach, which rejects the need to posit a distinct short-term store, provides a better account of the two putative empirical hallmarks of the phonological store-the phonological similarity effect and the irrelevant speech effect-and that it shows promise too in being able to account for nonword repetition and word-form learning, the supposed evolved function of the phonological store. The neuropsychological literature cited as strong additional support for the phonological store concept is also scrutinised through the lens of the perceptual-motor approach for the first time and a tentative articulatory-planning deficit hypothesis for the "short-term memory" patient profile is advanced. Finally, the relation of the perceptual-motor approach to other "emergent-property" accounts of short-term memory is briefly considered.

Role of the prefrontal cortex in musical and verbal short-term memory: A functional near-infrared spectroscopy study

Abstract Auditory short-term memory (STM) is a key process in auditory cognition, with evidence for partly distinct networks subtending musical and verbal STM. The delayed matching-to-sample task (DMST) paradigm has been found suitable for comparing musical and verbal STM and for manipulating memory load. In this study, musical and verbal DMSTs were investigated with measures of activity in frontal areas with functional near-infrared spectroscopy (fNIRS): Experiment 1 compared musical and verbal DMSTs with a low-level perception task (that does not entail encoding, retention, or retrieval of information), to identify frontal regions involved in memory processes. Experiment 2 manipulated memory load for musical and verbal materials to uncover frontal brain regions showing parametric changes in activity with load and their potential differences between musical and verbal materials. A FIR model was used to deconvolute fNIRS signals across successive trials without making assumptions with respect to the shape of the hemodynamic response in a DMST. Results revealed the involvement of the dorsolateral prefrontal cortex (dlPFC) and inferior frontal gyri (IFG), but not of the superior frontal gyri (SFG) in both experiments, in keeping with previously reported neuroimaging data (including fMRI). Experiment 2 demonstrated a parametric variation of activity with memory load in bilateral IFGs during the maintenance period, with opposite directions for musical and verbal materials. Activity in the IFGs increased with memory load for verbal sound sequences, in keeping with previous results with n-back tasks. The decreased activity with memory load observed with musical sequences is discussed in relation to previous research on auditory STM rehearsal strategies. This study highlights fNIRS as a promising tool for investigating musical and verbal STM not only for typical populations, but also for populations with developmental language disorders associated with functional alterations in auditory STM.

How Hearing Loss and Cochlear Implantation Affect Verbal Working Memory: Evidence From Adolescents.

Verbal working memory is poorer for children with hearing loss than for peers with normal hearing (NH), even with cochlear implantation and early intervention. Poor verbal working memory can affect academic performance, especially in higher grades, making this deficit a significant problem. This study examined the stability of verbal working memory across middle childhood, tested working memory in adolescents with NH or cochlear implants (CIs), explored whether signal enhancement can improve verbal working memory, and tested two hypotheses proposed to explain the poor verbal working memory of children with hearing loss: (a) Diminished auditory experience directly affects executive functions, including working memory; (b) degraded auditory inputs inhibit children's abilities to recover the phonological structure needed for encoding verbal material into storage. Fourteen-year-olds served as subjects: 55 with NH; 52 with CIs. Immediate serial recall tasks were used to assess working memory. Stimuli consisted of nonverbal, spatial stimuli and four kinds of verbal, acoustic stimuli: nonrhyming and rhyming words, and nonrhyming words with two kinds of signal enhancement: audiovisual and indexical. Analyses examined (a) stability of verbal working memory across middle childhood, (b) differences in verbal and nonverbal working memory, (c) effects of signal enhancement on recall, (d) phonological processing abilities, and (e) source of the diminished verbal working memory in adolescents with cochlear implants. Verbal working memory remained stable across middle childhood. Adolescents across groups performed similarly for nonverbal stimuli, but those with CIs displayed poorer recall accuracy for verbal stimuli; signal enhancement did not improve recall. Poor phonological sensitivity largely accounted for the group effect. The central executive for working memory is not affected by hearing loss or cochlear implantation. Instead, the phonological deficit faced by adolescents with CIs denigrates the representation in storage and augmenting the signal does not help.

Impact of Patient Education Formats on Treatment Adherence and Denture Hygiene in Edentulous Patients: A Comparative Study.

BACKGROUND Effective communication and patient education are important in geriatric dental care. Memory decline complicates patient adherence. This study aimed to compare verbal, audio, and video patient education material (PEM) and adherence to dental prosthetic management in edentulous patients. MATERIAL AND METHODS 90 completely/partially edentulous patients (aged 40 to 70 years), were divided (simple random) into three groups (Gp) of 30 each . A total of 68 instructions were organized into 9 learning categories. For GpVi, a 20 minute video was shot using a Sony camera (PD170), with two actors depicting related PEM information. Patients were recalled after 1 day and 7days, to recall the PEM instructions. A Denture plaque Index (DPI) determined the efficiency of the instructions at both time intervals. Frequencies, means and standard deviations were derived for each group and then compared using Chi square, paired and unpaired t test and a Neuman-Keul post hoc pairwise test. All significant differences were kept at probability t value of ≤0.05. RESULTS PEM instructions related to patient individuality, proper tongue position and miscellaneous showed poor patient recall. At 1 day interval, audio was found to have better recall than video and verbal in 5 PEM instruction categories. At 7 day interval, video showed better recall than other two groups (P≤0.05). Despite improvements in patients recall, DPI revealed better denture hygiene maintenance in patients receiving instructions through video format (P≤0.05). CONCLUSIONS For all categories, no single media was considered to be sufficient, audio produced early better recall while video influenced long term recall and better denture hygiene maintenance.

Use of instructional videos to teach mechanical systems analysis based on the finite element method in a class with local and overseas students

AbstractInstructional videos have the advantage of delivering visual and verbal learning materials simultaneously and they can be used for teaching. The aim of this study is to evaluate the learning outcomes in Mechanical Systems Analysis based on the Finite Element Method for video‐based teaching blended with face‐to‐face education. Forty‐five students whose first languages are English, Mandarin and others participated in a survey to evaluate learning outcomes. The learning outcomes were analyzed using the one‐sample Chi‐square test or binomial test. The correlation between the usefulness of the text‐based and video‐based learning materials and the first language of the students was analyzed using the Pearson Chi‐square test. P values smaller than 0.05 were assumed to be statistically significant. Overall 34 students found video‐based learning materials very useful whereas 10 students found them useful resulting in a statistically significant difference. Twenty‐four students found text‐based learning materials very useful whereas 20 students found them useful without statistically significant difference. Student cohorts speaking English and Mandarin as their first language found video‐based learning materials significantly very useful. Video‐based learning materials can be used to improve learning outcomes in courses with computer applications and students can benefit from a blended teaching strategy regardless of their first language.

Human brain activity and functional connectivity associated with verbal long-term memory consolidation across 1 month.

Declarative memories are initially dependent on the hippocampus and become stabilized through the neural reorganization of connections between the medial temporal lobe and neocortex. The exact time-course of these neural changes is not well established, although time-dependent changes in retrieval-related brain function can be detected across relatively short time periods in humans (e.g., hours to months). In a study involving older adults with normal cognition (N = 24), we investigated changes in brain activity and functional connectivity associated with the long-term memory consolidation of verbal material over one month. Participants studied fact-like, three-word sentences at 1-month, 1-week, 1-day, and 1-hour intervals before a recognition memory test inside an MRI scanner. Old/new recognition with confidence ratings and response times were recorded. We examined whole-brain changes in retrieval-related brain activity, as well as functional connectivity of the hippocampus and ventromedial prefrontal cortex (vmPFC), as memories aged from 1 hour to 1 month. Secondary analyses minimized the effect of confounding factors affected by memory age (i.e., changes in confidence and response time or re-encoding of targets). Memory accuracy, confidence ratings, and response times changed with memory age. A memory age network was identified where retrieval-related brain activity in cortical regions increased or decreased as a function of memory age. Hippocampal brain activity in an anatomical region of interest decreased with memory age. Importantly, these changes in retrieval-related activity were not confounded with changes in activity related to concomitant changes in behavior or encoding. Exploratory analyses of vmPFC functional connectivity as a function of memory age revealed increased connectivity with the posterior parietal cortex, as well as with the vmPFC itself. In contrast, hippocampal functional connectivity with the vmPFC and orbitofrontal cortex decreased with memory age. The observed changes in retrieval-related brain activity and functional connectivity align with the predictions of standard systems consolidation theory. These results suggest that processes consistent with long-term memory consolidation can be identified over short time periods using fMRI, particularly for verbal material.

Behavioral and Cortical Activation Changes in Children Following Auditory Training for Dichotic Deficits.

We report changes following auditory rehabilitation for interaural asymmetry (ARIA) training in behavioral test performance and cortical activation in children identified with dichotic listening deficits. In a one group pretest-posttest design, measures of dichotic listening, speech perception in noise, and frequency pattern identification were assessed before and 3 to 4.5 months after completing an auditory training protocol designed to improve binaural processing of verbal material. Functional MRI scans were also acquired before and after treatment while participants passively listened in silence or to diotic or dichotic digits. Significant improvements occurred after ARIA training for dichotic listening and speech-in-noise tests. Post-ARIA, fMRI activation increased during diotic tasks in anterior cingulate and medial prefrontal regions and during dichotic tasks, decreased in the left precentral gyrus, right-hemisphere pars triangularis, and right dorsolateral and ventral prefrontal cortices, regions known to be engaged in phonologic processing and working memory. The results suggest that children with dichotic deficits may benefit from the ARIA program because of reorganization of cortical capacity required for listening and a reduced need for higher-order, top-down processing skills when listening to dichotic presentations.