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Neuropsychology:
Published in Robert E. Becker, Ezio Giacobini, Alzheimer Disease, 2020
Most studies of the effects of aging on memory have been guided by the linear information-processing model (Kaszniak, et. al., 1986). According to this model, information flows through a series of stages (sensory, primary, secondary and tertiary memory) and difficulty in any stage will result in a “bottleneck” and impair memory (Atkinson & Shiffrin, 1968). Sensory memory is a preattentive and very unstable, e.g., iconic memory measured by the backward masking paradigm. Primary (short-term) memory is a temporary, limited-capacity store and can be measured using a foward digit span test. Secondary (long-term) memory refers to a more permanent store for newly acquired information. Tertiary (remote) memory refers to the store of well-learned information. Studies have shown that speed of retrieval from each of these theoretical memory stores declines with age (Fozard, 1980; Poon, 1985; Kaszniak et. al., 1986). Studies also demonstrate that normal aging mainly effects the acquisition and retrieval of new information from secondary memory, while the capacities of sensory, primary and tertiary memory are unaffected (Fozard, 1980; Kaszniak et. al., 1986).
Memory
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Sensory memory is a system for retaining a brief impression of a sensory stimulus after the stimulus has ceased. The vast majority of information that are grasped by our senses cannot be processed correctly due to the limitations of our memory. The role of sensory memory is to provide a detailed representation of our entire sensory experience from which relevant pieces of information are extracted by short-term memory and processed by working memory. Sensory memory is not involved in higher cognitive functions like short- and long-term memory, it is not consciously controlled. Information from the different sensory modalities is stored in separate sensory memories for a very short period of time. All of our senses have sensory memory systems but the systems focused on by the Atkinson–Shiffrin model relate to visual (iconic) and auditory (echoic) stores.Iconic memory is a visual sensory store with a short duration of less than 1 second.Echoic memory is an auditory sensory store that lasts about 2 or 3 seconds.
Remediative approaches for cognitive disorders after TBI
Published in Mark J. Ashley, David A. Hovda, Traumatic Brain Injury, 2017
Mark J. Ashley, Rose Leal, Zenobia Mehta, Jessica G. Ashley, Matthew J. Ashley
The existence of a brief visual sensory register was demonstrated by Spurling.41 Visual stimulus was first referred to as an icon, and the auditory equivalent of iconic memory is referred to as echoic memory.7,42,43 Sensory registers, such as iconic and echoic store, allow for information to be entered without the subject paying attention to the source.7 These sensory registers store information in a literal way, can be overwritten by further input in the same modality, are vulnerable to “wash-out,” are modality specific, and have a moderately large capacity. Similar mechanisms have been identified for olfactory and haptic stimuli.44,45
Visual and auditory verbal long-term memory in individuals who rely on augmentative and alternative communication
Published in Augmentative and Alternative Communication, 2020
Michal Icht, Yedida Levine-Sternberg, Yaniv Mama
Augmentative and alternative communication (AAC) techniques may serve to enhance receptive and expressive communication in individuals with severe speech and language impairments (Millar, Light, & Schlosser, 2006; Roth & Cassatt-James, 1989; Schlosser & Wendt, 2008); however, the effect of AAC use on cognitive abilities in general, and on long-term memory functioning in particular, is not clear. Memory is a key aspect in cognitive functioning and is vital for various experiences (Eysenck, 2012; Larsson & Dahlgren Sandberg, 2008). It can be described as a complex system that is made up of a sensory processor (iconic memory in vision and echoic memory in audition), short-term (or working) memory, and long-term memory. Research provides evidence that these sub-systems are related to one another, with the output from one system providing input to another (e.g., Serial, Parallel, Independent, or SPI, model; Tulving, 1995).
Neural Correlates of Visual Attention and Short-Term Memory in Children with Reading Difficulty
Published in Developmental Neuropsychology, 2023
Alexis F. Koffman, Erica Flaten, Amy S. Desroches, Richard S. Kruk
VSTM difficulties, such as low capacity, may contribute to reading difficulty (Bogon et al., 2014; Bosse et al., 2007; Pham & Hasson, 2014). Doyle, Smeaton, Poche, and Boran (2018), proposed problems with updating VSTM due to an inability to prevent distracting and irrelevant stimuli from entering VSTM. Additionally, children with reading difficulty have trouble holding information in iconic (visual sensory) memory and transferring information from iconic memory to VSTM (Castet, Descamps, Denis-Noël, & Colé, 2020). With impaired VSTM decoding of words suffers, particularly in integrating visual information within words and sentences.
Intermittent Vision and Goal-Directed Movement: A Review
Published in Journal of Motor Behavior, 2021
Digby Elliott, Simon J. Bennett
Interestingly, Appelbaum et al. (2011) did not examine any improvements that might have taken place in the tasks being practiced. Thus, while the study leaves open the question of whether or not stroboscopic training might be useful for the development or fine-tuning of specific sport skills, it did provide some useful insight about the generality of perceptual-motor learning on two underlying processes. This idea was extended in a follow-up study by Appelbaum et al. (2012), where it was hypothesized that stroboscopic training may impact the interface between visual sensory memory and visual short-term memory (see Elliott et al., 1990). Similar to the previous study, Appelbaum et al. (2012) examined typical undergraduate students, who trained with an in-lab activity (i.e., catching), and student athletes (i.e., soccer and basketball) wore either control or stroboscopic goggles while engaged in normal practice activities. In Experiment 1, all participants completed a computer-based pretest and post-test that involved a variation of Sperling’s (1960) classic full and partial report paradigm (see Lu et al., 2005). The protocol measured participants’ ability to maintain and retrieve information (i.e., printed letters in various spatial positions) from sensory visual memory (iconic memory) and transfer that information to more permanent short-term memory over increasingly longer report intervals. Half the participants associated with both the in-lab group and the student athlete groups trained with the Nike eyewear and half with clear lens goggles. For the stroboscopic groups, training began under high frequency conditions (i.e., easier) and progressed to low frequency conditions (i.e., more difficult). Appelbaum et al. (2012) found improvement from pretest to post-test with greater improvement in the participants who trained with stroboscopic vision. In a second experiment maintenance of this stroboscopic training advantage was found over a 24-hour retention interval.