Neuropsychological Characteristics of Early Alzheimer Disease
Robert E. Becker, Ezio Giacobini in Alzheimer Disease, 2020
Wilson, Bacon, Fox & Kaszniak, (1983), separately investigated primary and secondary memory components of free recall in normal and demented subjects with a technique proposed by Tulving & Colotla (1970), on which the Buschke (1973) selective reminding paradigm also depends. Free recall of four 12-word lists with a 30-sec interlist interval was tested. If the number of items intervening between presentation and recall was equal to or less than six, the item was considered to be recalled from primary memory (PM). If the number of intervening items was greater than six, retrieval from secondary memory (SM) was considered. Although some problems with SM have been documented in normal elderly (Craik, 1977; Fozard, 1980; La Rue, 1982), these problems are independent of PM functioning, as evidenced by the statistical independence of PM and SM measures in Wilson et al.’s (1983) study. In contrast, these two memory components were correlated in the group of demented subjects, which suggests that SM deficits in AD may, at least in part, be related to PM dysfunction.
Perception, memory and providing information
Dominic Upton in Introducing Psychology for Nurses and Healthcare Professionals, 2013
Evidence supporting the distinction between short-term and long-term memory comes from Glanzer and Cunitz (1966). They carried out an experiment in which they presented participants with a list of words and asked for free recall (a memory test in which the words can be recalled in any order). When free recall occurred immediately after the list was presented there was evidence for a recency effect, meaning that participants typically recalled those items from the end of the list first and got more of these correct. There was also evidence of a primacy effect, meaning that the first few words in the list were also well remembered. Poorest recall was for those items in the middle portion of the list.
MRCPsych Paper A1 Mock Examination 4: Answers
Melvyn WB Zhang, Cyrus SH Ho, Roger Ho, Ian H Treasaden, Basant K Puri in Get Through, 2016
Option (c) and (d) are recall techniques used to measure memory. In free recall, participants have to actively search their memory stores to retrieve information. An example would be examinations in the form of essays. There are little retrieval cues available, unlike recognition. Memory-span procedure is similar to serial recall. Participants are given a list of digits or letters and asked to immediately repeat the same digit span in the same order that was presented to them. This technique is called digit span, which is one of the subtests in the Wechsler Adult Intelligence Scale.
A novel Home Exercise Assessment Tool (HEAT) to assess recall and performance: A reliability study
Published in Physiotherapy Theory and Practice, 2023
Joshua Halfpap, Christopher Allen, Daniel I. Rhon
This study took place in a busy primary care clinic where exercise instruction is often delivered on a paper pamphlet only without any assessment of exercise performance void of any external cueing to ensure the patient can independently recall and perform the exercise appropriately. Thus, a critical element of the derivation of the HEAT was an assessment tool free of external cueing and the ability to measure free recall after instruction. This measures the patient’s ability to recall and perform an exercise without external feedback. Free recall, as compared to cued recall, is the retrieval of information without the use of external cues and more applicable to patients performing exercise after initial instruction (Colman, 2015). This is relevant because when performing unsupervised exercises, there will be no one around to cue the patient if they are performing the exercise as intended. Until performance of independent exercise quality can be confirmed, as in the methods we have proposed, gaps for determining effective recommendations for home exercise programs persist.
Two Case Reports of Neuropsychological Functioning in Congenital Insensitivity to Pain with Anhidrosis (CIPA)
Published in Developmental Neuropsychology, 2020
Yanin Santoya-Montes, Karol Gutiérrez-Ruiz, Rodrigo Zequeira Cotes, Pedro Puentes Rozo
Coding processes for auditory and visual information in memory are preserved; there is, however, a clinically significant commitment to delayed evocation through free recall and through working memory. Delayed recall and logical memorization, by means of close-ended questions, are preserved, which is consistent with the studies by Henry and Gudjonsson (2003) in children with mild intellectual disability. This suggests that the commitment to free recall of information could be associated with difficulty in generating strategies to access the information stored in one’s memory, rather than being associated with a deficit in the storage process. The generation of strategies in the recall of information is a function associated with the activity of the frontal lobe, as is the working memory (Ardila, 2019; Elliott, 2003). This observation is reaffirmed when exploring the executive functioning of participants, which is a cognitive process wherein a compromise was found.
Optimising word learning in post-secondary students with Developmental Language Disorder: The roles of retrieval difficulty and retrieval success during training
Published in International Journal of Speech-Language Pathology, 2021
Katherine R. Gordon, Karla K. McGregor, Timothy Arbisi-Kelm
During the second session, each participant completed three types of training, one for each word set: passive study, learning via free recall testing, and learning via cued recall testing. All participants completed four training blocks for each word set, which were completed before moving on to the next word set. Order of training type and word set assigned to training type were counterbalanced across participants. During the first training block, they were shown each photograph one at a time and heard its name. For the learning via free recall condition, during the second, third, and fourth training blocks they were shown each photograph and were asked to name it. Thus, they were asked to name each referent three times during training. If they responded correctly, they heard a chime. If they responded incorrectly or produced no response, they heard the audio production of the target word. The cued recall condition was the same as the free recall condition with the exception that participants were given the first syllable of the word as a cue during the second, third, and fourth training blocks. They were prompted to say the whole word after they were given the cue. In the passive study condition, all training blocks were administered in the same way as the first training block in that they saw each photograph and heard the word. To answer the questions of interest for the current paper, we only analysed responses in the free recall and cued recall training conditions.
Related Knowledge Centers
- Fusiform Gyrus
- Memory
- Prefrontal Cortex
- Hippocampus
- Psychology
- Recall
- Serial-Position Effect
- Short-Term Memory