Psychology across the lifespan
Dominic Upton in Introducing Psychology for Nurses and Healthcare Professionals, 2013
As well as intellectual deterioration, several aspects of an individual’s memory appear to decline with age. As we age our memories of recent events tend to become less precise and less specified (Glisky et al., 2001), and for some individuals memories such as declarative, non-declarative, working memory and remote memory become worse. This may affect the ability to live safely without assistance (Shagam, 2009). Memory is the ability to store, retain and recall information and experiences. A possible explanation that could explain memory deterioration could be the declined effectiveness of our information processing system (Stuart-Hamilton, 2007). Research conducted using recall tests has suggested a pronounced difference in memory recall, with older adults performing significantly lower (see Old and Naveh-Benjamine, 2008 for a meta-analysis of the research). Conversely, research concerning recognition tests has presented very small differences between younger and older individuals, with many of the differences often disappearing altogether (Luo and Craik, 2009). Nevertheless, evidence does seem to suggest that elderly people’s memories do deteriorate for more recent events. This is seen particularly in elderly individuals with cognitive impairments where they seem to have more difficulty recalling events from later on in life but are able to recall events from their youth and early lives (Cuetos et al., 2010).
A review of school-based studies on the effect of acute physical activity on cognitive function in children and young people
Romain Meeusen, Sabine Schaefer, Phillip Tomporowski, Richard Bailey in Physical Activity and Educational Achievement, 2017
While working memory is important, the role of long-term memory in storing information is equally important. This schematic knowledge is extensively used during language comprehension, for example, when a pupil attempts to follow instructions provided by physical education (PE) teachers. Although there are some similarities between episodic and semantic memory, it is generally accepted that they form separate memory systems, giving rise to speculation about specific physical activity effects. Recognition and recall are commonly used to assess episodic memory. Recognition memory is often tested by presenting a list of words or pictures and then later presenting the same stimuli alongside distractor items and simply asking participants if they have seen the item before. Typically, pictures are remembered better than words – the so-called ‘picture superiority effect’ (Defeyter, Russo, & McPartlin, 2009). There are three forms of recall memory test: serial recall, free recall and cued recall. Better understanding of the nuances of working and long-term memory and how physical activity plays a role in affecting these processes will be important for teachers preparing pupils for assessment and exams.
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.
The effects of some antibiotics from cephalosporin groups on the acetylcholinesterase and butyrylcholinesterase enzymes activities in different tissues of rats
Published in Archives of Physiology and Biochemistry, 2019
Fikret Türkan, Zübeyir Huyut, Parham Taslimi, İlhami Gülçin
Memory is the capability of a person to retain, record, and recall information and to use them to reconcile environmental conditions (Öztaşkın et al. 2015, Turan et al. 2016, Sujayev et al. 2016, Taslimi et al. 2017a). Alzheimer’s disease (AD) is the most popular neurodegenerative disease of this century and the most common reason of dementia between the older humans (Garibov et al. 2016, Bayrak et al. 2017). This immutable neurological disturbance is determined by cognitive impairment, memory, disorders, and behavioral deficits and in daily activities (Aksu et al. 2016, Özbey et al. 2016, Taslimi et al. 2017b, Erdemir et al. 2018). One of the most considerable biochemical alterations in AD patients is the reduction of acetylcholine (ACh) levels in the cortex and hippocampus of the brain (Kocyigit et al. 2017c).
How adults with cardiac conditions in Singapore understand the Patient Activation Measure (PAM-13) items: a cognitive interviewing study
Published in Disability and Rehabilitation, 2018
Bi Xia Ngooi, Tanya L. Packer, Grace Warner, George Kephart, Karen Wei Ling Koh, Raymond Ching Chiew Wong, Serene Peiying Lim
The cognitive interviews used scripted questions, adding emergent probes as needed. The PAM-13 questions were reviewed item by item with participants, probes were structured according to the four stages Tourangeau’s cognitive model (comprehension of the question; retrieval from memory of relevant information; decision processes; and response processes).[27] This model was chosen as it has contributed to the background theory underlying cognitive interviewing.[26] Comprehension of the question refers to what participants believe the questions to be asking and the meaning of specific terms within the questions. Retrieval from memory of relevant information involves recall-ability of information and recall strategies used. Decision processes reflect whether participants possess sufficient motivation to answer the question thoughtfully, and the influence of social desirability. Lastly, response processes examine if participants are able to match internally generated answers to response categories given by questions. Sample questions used included: “Can you explain this question in your own words?” and “How did you come to your answer?”
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.
Related Knowledge Centers
- Cognitive Revolution
- Free Recall
- Memory
- Recognition Memory
- Encoding
- Storage
- Encoding Specificity Principle
- Pseudoword
- Short-Term Memory
- Atkinson–Shiffrin Memory Model