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Kliegl, Reinhold, Doris Philipp, Matthias Luckner, and Ralf T. Krampe. "Face Memory Skill Acquisition." Universität Potsdam, 2001. http://opus.kobv.de/ubp/volltexte/2011/5706/.
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Cheong, Choong Wee Vincent. "Data acquisition from volatile memory a memory acquisition tool for Microsoft Windows Vista." Thesis, Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/theses/2008/Dec/08Dec%5FCheong.pdf.
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Thesis (M.S. in Computer Science)--Naval Postgraduate School, December 2008.<br>Thesis Advisor(s): Vidas, Timothy M. "December 2008." Description based on title screen as viewed on January 30, 2009. Includes bibliographical references (p. 103-107). Also available in print.
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Markanovic, Michel, and Simeon Persson. "Trusted memory acquisition using UEFI." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-3582.
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Context. For computer forensic investigations, the necessity of unmodified data content is of vital essence. The solution presented in this paper is based on a trusted chain of execution, that ensures that only authorized software can run. In the study, the proposed application operates in an UEFI environment where it has a direct access to physical memory, which can be extracted and stored on a secondary storage medium for further analysis. Objectives. The aim is to perform this task while being sheltered from influence from a potentially contaminated operating system. Methods. By identifying key components and establishing the foundation for a trusted environment where the memory imaging tool can, unhindered, operate and produce a reliable result Results. Three distinct states where trust can be determined has been identified and a method for entering and traversing them is presented. Conclusions. Tools that does not follow the trusted model might be subjected to subversion, thus they might be considered inadequate when performing memory extraction for forensic purposes.
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Masoura, Elvira V. "Phonological short-term memory contributions to vocabulary acquisition." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a2ac91c6-6472-42ba-801c-691c030ae628.
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Wang, Alisa Shien-Jye. "The Role of Memory in Adult Language Acquisition." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579046.
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Procedural, declarative, and working memory systems appear to play an important role in language learning. This paper seeks to determine the relationship between these memory systems and adult native English speakers' ability to learn foreign sound dimensions. Participants' declarative, procedural, and working memory capacities were assessed. Participants were also asked to complete a sound categorization task in a foreign language environment, where they cannot rely on their native language knowledge and their access to explicit reasoning strategies is blocked via a working memory task. We predicted that individuals with greater procedural memory capacity would better learn foreign sound categories under these conditions, because procedural memory skills appear to support implicit learning of new information and integration of dimensions. In contrast, we found that a greater declarative memory capacity positively correlated with accuracy in the sound categorization task. We also found a positive correlation between a higher working memory capacity and more balanced cue weighting (integration of different dimensions) in the sound categorization task. There were no correlations between the sound categorization task and procedural memory assessment performance; these findings indicate that declarative and working memory capacities likely play a larger role than previously indicated.
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Kliegl, Reinhold, Jacqui Smith, Jutta Hechhausen, and Paul B. Bates. "Mnemonic training for the acquisition of skilled digit memory." Universität Potsdam, 1987. http://opus.kobv.de/ubp/volltexte/2009/4025/.
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This article outlines a research strategy for investigating, in a laboratory setting, the acquisition and the "limits" of a cognitive skill. Expert digit memory is used as an illustration. Two participants with initial average digit- and word-span memory were trained to memorize and reproduce strings of 80
to 90 digits presented at 10- to 1-sec rates. The instruction and training program, based on a theory of skilled memory, focused on three components: (a) acquisition of a mnemonic system (i.e., recoding digits into historical dates or concrete nouns), (b) use of a long-term memory retrieval structure (i.e., instruction in the Method of Loci), and (c) improvement in processing speed. After 86 experimental sessions, one participant recalled 90 random digits presented at a 1-sec rate. The digits were, however, constrained to be compatible with the participant's historical knowledge. The second participant recalled 80 random digits presented at a 5-sec rate after 70 sessions. Speed of encoding and retrieval processing was the only component that required extensive practice for skilled digit-memory acquisition.
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Adachi, Takanori. "Memory of socially-obtained information in second language acquisition /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978242.
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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 96-102). Also available for download via the World Wide Web; free to University of Oregon users.
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Gookin, Dylon Kyle. "Epigenetic Mechanisms for Long-Term Memory Acquisition and Maintenance." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579049.
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In this review, we will explore the evidence that supports an epigenetic foundation for learning and memory. Through this, we will first review the basics of both learning and memory before delving into the foundational mechanisms for epigenetics. Understanding this, we will examine the evidence that suggest a link between epigenetics and long-term memory by observing two distinct directionalities: 1) the procession of learning into consolidation of a memory, and how this affects an organisms genetic code, and 2) the manifestation of change in behavior as a result of the aforementioned epigenetic changes to an organism's DNA. Beyond this, lapses in our current understanding will be discussed, and suggestions for future work will be outlined.
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Witzel, Naoko Ouchi. "How Words are Represented in Bilingual Memory." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195183.
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This dissertation examines the Episodic L2 Hypothesis (Jiang & Forster, 2001), which postulates that first language (L1) words are represented in a specialized system that is devoted to one's L1, i.e., lexical memory, and second language (L2) words are represented in a more general memory system that is not specialized for language, i.e., episodic memory. This idea was based on a double dissociation found in masked translation priming studies - i.e., L2-L1 translation priming is obtained in episodic recognition but not lexical decision, whereas L1-L2 translation priming is obtained in lexical decision but not episodic recognition (Jiang & Forster, 2001; Finkbeiner, 2005). These results are interpreted to show that the decision systems are tuned to episodic memory during the performance of episodic recognition task. Hence, since L2 words are represented episodically, L2 primes assist the recognition of L1 targets, while L1 words are represented lexically, so L1 primes do not assist the recognition of L2 targets.A series of masked priming studies were conducted in this dissertation to further examines this Episodic L2 Hypothesis. Experiment 1 partially confirmed Jiang and Forster's (2001) results with highly-proficient L2 bilinguals, showing that these bilinguals indeed store their L2 words in episodic memory. Experiments 2 to 5 were conducted to examine the "episodic" nature of this memory system by showing that newly-learned L2-like words can be effective as masked translation primes for L1 targets in episodic recognition but not in lexical decision. Experiments 6 to 8 were conducted to eliminate other possible accounts as to why there is a dissociation of L2-L1 translation priming between these two tasks. Finally, Experiment 9 offers further evidence to the Episodic L2 Hypothesis by using masked repetition priming in episodic recognition.These studies, overall, lend support to the hypothesis that L2 words are indeed represented in episodic memory. The final chapter discusses the mechanisms behind masked translation priming, the nature of the memory system that L2 words are stored in, and generally on L2-L1 translation priming.
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Drever, Johannes. "Rapid acquisition of long spatial sequences in long-term memory." Diss., lmu, 2012. http://nbn-resolving.de/urn:nbn:de:bvb:19-150231.
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Beaugrand, Selina. "Bountiful mind : memory, cognition and knowledge acquisition in Plato's Meno." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/23451.
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The Meno has traditionally been viewed as "one of Plato's earliest and most noteworthy forays into epistemology." In this dialogue, and in the course of a discussion between Socrates and his young interlocutor, Meno, about the nature of virtue and whether it can be taught, “Meno raises an epistemological question unprecedented in the Socratic dialogues.” This question - or rather, dilemma - has come to be known in the philosophical literature as Meno’s Paradox of Inquiry, due its apparently containing an easy-to-detect equivocation of the word ‘know’. Immediately after the paradox, and in an apparent response to it, Socrates recounts a myth: a story told by priests and priestesses about the pre-natal existence and immortality of the soul. From this this myth, Socrates concocts the infamous theory of recollection – a theory according to which the soul has acquired knowledge of everything before it was born, while in a disincarnate state. According to the traditional reading of Meno’s paradox, this theory constitutes Plato’s response to it. The traditional reading has come under fire in recent years by advocates of the epistemological reading (ERM), who argue that the theory of recollection is not Plato’s intended response to the paradox. Instead, they suggest, Plato’s distinction between true belief and knowledge – which appears towards the end of the dialogue – is sufficient for solving the paradox; and as such, it ought to be read as Plato’s response to it. In this thesis, I argue against ERM’s claim that a mere epistemological distinction is all it takes to solve the paradox. To do so, I explore the metaphysics of change in Plato’s ontology. From this, I appeal to our everyday notion of ‘memory’ in order to show that Meno’s paradox, in fact, contains a hidden-premise, which when laid bare, reveals two distinct challenges contained within the argument: a superficial one, and a deeper one. I argue that although it appears at first blush as though the former could easily be dismissed as an equivocation, to which the epistemological distinction between belief and knowledge could provide an answer, the latter cannot. This is because the deeper challenge threatens the very preconditions of knowledge itself – that is to say, it renders cognition impossible – and, as such, it cancels out any effort to provide an epistemological response to the superficial challenge. Hence, unless the deeper-level challenge is satisfactorily disarmed, both challenges remain unanswered. I argue that although the major motivation for the theory of recollection in the Meno is indeed to provide an answer to scepticism about knowledge, nevertheless, it ought to be understood, first, as a theory of cognition – i.e. as a theory about the preconditions and atomic building blocks of knowledge – and not a theory of knowledge per se. This answer comes in the form of a radical theory of the mind and cognition – one that stands in stark opposition to our common-sense views about the mind: a view from which, Plato believed, the paradox arises. Drawing on recent debates between Nativists and Empiricists in the Cognitive Sciences, I argue that it was a great achievement of Plato’s to grasp that our common-sense view about the mind, and its concomitant process of learning, language acquisition and knowledge acquisition, might in fact be at the very root of scepticism about our ability to engage in meaningful philosophical practice, and our ability to acquire objective knowledge – especially, objective moral knowledge. The Meno’s paradox, then – so I contend - is not a puzzle whose solution rests upon merely pointing to an epistemological distinction between true belief and knowledge, as advocates of ERM have suggested. Rather, it is a puzzle about cognition. More precisely, it is a puzzle that targets the rudimentary cognitive stages of initial cognition and truth-recognition - one whose solution entails offering an account of the mind that would make these elementary cognitive processes possible. Accordingly, Plato’s theory of recollection in the Meno ought to be read as an attempt to map the structure of the mind, and as such, to provide an account of cognition. In doing so, he intended to put forward a view about the preconditions of knowledge – the sort of preconditions without which language acquisition and knowledge acquisition would simply not be possible. With this theory, Plato has the beginnings of an argument against the kind of relativism and scepticism prevalent at his time. As such, a correct interpretation of the so-called paradox of inquiry (and Plato’s proposed solution to it via the theory of recollection) should approach it as a puzzle about mind and cognition – and not solely as an epistemological one, as it has previously been treated.
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Inoue, Sana. "Acquisition and memory of numerical order in chimpanzees (Pan troglodytes)." 京都大学 (Kyoto University), 2010. http://hdl.handle.net/2433/131920.
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Beange, Iona Margaret. "The effects of hippocampal lesions on acquisition and memory for context." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/19528.
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Hippocampal lesions impair memory for context in some tasks but not others. Factors that may contribute include: a) whether context is encoded in configurally or elementally; b) whether lesions are performed before or after acquisition of contextual information. c) the size of the lesion. This study compared the effects of pre- vs post-acquisition hippocampal lesions on performance of a novel context-dependent odour discrimination task that required explicit processing of the contextual features. As the task required a configuration to be formed between context, odour and reward, it was hypothesised that the hippocampus would be essential for the acquisition and performance of this task. Pre-surgery training consisted of simultaneous presentations of a context-dependent and a context-independent odour discrimination task. In the context dependent task, odour A but not odour B was rewarded in context 1, whereas odour B but not odour A was rewarded in context 2. In the context independent task, odour C was rewarded in both contexts, whereas odour D was rewarded in neither. Rats took around 60 days to reach criterion level (2 days >80% correct on both tasks). Subsequently, they received either bilateral ibotenic acid lesions of the hippocampus or sham surgery. After a 14 day recovery period, post-surgery testing began. On the first 2 days of post-operative testing, lesioned animals were significantly impaired on the CD task, but not on the CI task. Thereafter they performed as well as controls. Thus, the data demonstrate that although the hippocampus normally contributes to the retention of contextual information, it is not necessary for the performance of this context dependent odour discrimination task. Other areas can take over these functional demands in its absence. However, the involvement of the hippocampus cannot be completely disregarded due to the high degree of correlation between spared hippocampal tissue and the immediate post-surgery performance level of the animals (i.e. larger the volume of tissue spared the higher the initial degree of accuracy on the CD task). These findings were shown to be highly replicable, regardless of whether the odorous stimuli were presented simultaneously or successively. Furthermore, the hippocampal and extra-hippocampal methods of task resolution were not identical. When a cue conflict situation arose between intra-maze and selfmotion cues, it affected the two groups in a differentially. The ambiguity between cues had a highly detrimental affect on the performance of the intact animals; yet the hippocampal lesioned animals appeared oblivious to the inconsistency. They continued to perform the context dependent odour discrimination task as normal. Thus although apparently able to process the major contextual cues, the hippocampal lesioned animals had a deficit in detecting and responding to more subtle distinctions that were not integral to normal success on the task. In the final aspect of this thesis, hippocampal lesioned animals were found to demonstrate no deficits in the acquisition of new variants of the context dependent odour discrimination task (new odours / contexts), thus the hippocampus is not essential for learning contextual discriminations. Overall, the hypothesis that the hippocampus would be necessary for contextual representations, is unsupported by this thesis. Nevertheless, if present during training, the hippocampus will contribute to the retention of contextual stimuli and provides a more all encompassing view of ‘context’ than other areas can achieve alone.
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Foerde, Karin Elaine. "Habit learning in humans acquisition, performance, and interactions with declarative memory /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1456284591&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Smith, Francis X. Jr. "Efficient Cognitive Operations Predict Skill Acquisition." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342628919.
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Landau, Tamar. "Links between memory and the acquisition of English as a foreign language." Thesis, University of Liverpool, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548768.
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Relationships between (levels of) EFL performance and memory were explored in six EFL pupils aged between seventeen to eighteen years old in their last year of high school. The pupils were given multiple memory assessments to establish memory ability and multiple EFL assessments to establish levels of EFL performance in reading, listening comprehension and speech. The tests were first quantified and then the pupils' performance was analyzed qualitatively in a method of multiple cross case analysis. Qualitative analyses of six case studies suggest that phonological processing, phonological memory in general and phonological working memory in particular, have an underlying influence on EFL performance. The proposed explanatory link between the phonological aspects of memory and EFL ability is a theorized inner voice factor which facilitates the acquisition of EFL through processes of lexical and phonological priming. Lexical and phonological priming processes were seen to impact all aspects of EFL looked at in this research: vocabulary, syntax, sentence processing (perception and production) and reading. The impact of inner voice on vocabulary acquisition is twofold. First, it triggers appropriate collocates in a cumulative manner. Second, it facilitates intact decoding which enhances learning of new vocabulary provided in written form. The impact of inner voice on syntactic knowledge is by triggering appropriate sentential colligates. Inner voice, as underlying decoding processes, is also suggested as having a significant function in reading ability. Phonological processing is suggested as prerequisite for auditory verbal memory which was seen to have an impact on speech perception and production. The proposed explanatory link between auditory verbal memory and speech performance is auditory word recognition. Visual memory is seen to impact both vocabulary acquisition and reading separately. Two links between visual memory and vocabulary acquisition are suggested: visual spatial memory is proposed as facilitating memory for word configurations and visual sequential memory as underlying orthographic awareness. Importantly, it is proposed that visual memory itself is facilitated when supported by phonological memory in the process of reading. Visual memory is also suggested as facilitating reading comprehension processes by applying visual strategies. The central executive function is seen to enhance all aspects of EFL performance which require processing, control, attention switching and retrieval from long-term memory. However, intact central executive function cannot come into play effectively when the elements for integration are imperfect. Inappropriate learning strategies such as list learning and translation strategy were seen to inhibit EFL acquisition even when memory was intact. In the light of the above, it is suggested that the phonological aspects of processing and memory are the most significant factors underlying EFL performance.
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Roe, Katherine V. "Working memory and language development in early childhood /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3069224.
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Mathews, Jane Louise. "Auditory verbal memory acquisition in children 7 to 11: An analysis of acquisition, intrusion errors, and false positives over trials." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/473.
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Taylor, Charles Edward Milton. "Functional category cueing and imitation effects : a study of language impaired adolescents." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283126.
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Amini, Baghbadorani Afsaneh. "Literacy acquisition, a developmental study of phonological awareness, orthographic knowledge and working memory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0019/NQ48083.pdf.
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Finardi, Kyria Rebeca. "Working memory capacity and the acquisition of a syntactic structure in L2 speech." Florianópolis, 2009. http://repositorio.ufsc.br/xmlui/handle/123456789/93418.
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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009.<br>Made available in DSpace on 2012-10-24T21:56:49Z (GMT). No. of bitstreams: 1
267260.pdf: 1274932 bytes, checksum: 8f3a44374e84691f89dd682d8ea498a0 (MD5)<br>Este estudo investiga se há relação entre a capacidade de memória de trabalho e a aquisição (analisada em duas fases, um da retenção da regra e outro da aquisição em si) de uma estrutura sintática na fala em L2. Partindo da teoria do processamento da informação (por exemplo, McLaughlin & Heredia, 1996) a fala em L2 é conceitualizada como uma habilidade complexa que requer o funcionamento de processos automáticos e controlados para sua execução (Fortkamp, 2000; Shiffrin & Schneider, 1977). A hipótese geral que norteia o trabalho é de que a capacidade de memória de trabalho, medida por um teste de amplitude da fala em L1 e em L2, correlacionará com a retenção e aquisição de uma estrutura sintática na fala em L2. Noventa e sete estudantes adultos de inglês como idioma estrangeiro participaram no estudo, 50 no grupo de controle e 47 no experimental. O método usado foi quase-experimental e predominantemente quantitativo e correlacional. Seguindo sugestões de um estudo piloto (Finardi, 2007), a estrutura alvo investigada foi concordar usando as fórmulas So+aux+I e Neither+aux+I nas respostas curtas da fala em L2. A retenção de uma estrutura sintática na fala em L2 foi operacionalizada como o uso correto dessa estrutura numa tarefa focada e imediata. A aquisição, por sua vez, foi operacionalizada como o uso correto dessa estrutura em uma tarefa não focada e não imediata. Em geral os resultados mostram que a capacidade de memória de trabalho (medida através de testes de amplitude de fala em L1 e em L2) está relacionada com a aquisição dessa estrutura sintática na fala em L2. Os resultados do estudo sugerem que a aquisição dessa regra sintática é mediada pela capacidade de memória de trabalho que opera com processos controlados no sistema baseado na produção de regras. Não obstante a relação entre a capacidade de memória de trabalho e a aquisição de uma estrutura sintática na fala em L2, o estudo complementa a explicação da aquisição dessa estrutura feita pela psicologia cognitiva com estudos de processamento sintático em L2 partindo de um arcabouço linguístico. Os resultados do estudo são discutidos em termos da complexidade linguística e psicolinguística da
estrutura sintática investigada em relação à capacidade de memória de trabalho, ao processamento da forma e do significado, a aquisição de uma regra pelo sistema baseado na produção de regras, a variações linguísticas entre L1 e L2 e a limitações na fala em L2, apresentando dados quantitativos e qualitativos para embasar a discussão.
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Barnett, Monique. "A Comparison of Simple Versus Elaborative Prompts on Acquisition of Picture Associations." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2354.
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Memory, or the ability to recall previously learned information, has been evaluated among different populations. Some previous research has utilized different forms of verbal prompts to assist participants in recalling associations. These verbal prompts can be categorized as simple or elaborative. Although previous research has indicated that both forms of verbal prompts are effective in teaching individuals to relate stimulus pairs, there is currently no research that compares these prompting methods. Therefore, the current study sought to compare simple and elaborative prompts for teaching a picture-association task with four typically developing preschool children. Data suggest that elaborative prompts were more effective in teaching associations across all participants and resulted in similar levels of maintenance at 1-week and 1-month probes. Keywords. associative learning, memory, verbal prompts
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Koene, Randal A. "Functional requirements determine relevant ingredients to model for on-line acquisition of context dependent memory." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85561.
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Biophysical simulations of memory must choose which aspects of known neurophysiology and neuroanatomy to model. Relevant aspects were constrained by functional requirements determined for on-line acquisition in context dependent memory, memory that is retrieved by contextual cues. In an on-line task, the protocol of data presentation and the tunes at which encoding or retrieval in memory is needed are not predetermined. A sequence of neuronal spike patterns representing items may be presented only once. Yet, episodic memory of the sequence immediately encodes the temporal context of familiar items, a process known to depend on hippocampal function. For this, interference caused by overlapping spike patterns must be avoided, a requirement that suggested the relevance of coincidental spiking. Overlap in the input to the hippocampus was reduced by recruiting such spikes in a model of encoding in dentate gyrus. Durable encoding is required in the hippocampus, since hippocampal damage can cause retrograde amnesia in context dependent memory that spans years. Long-lasting synaptic changes involved modeling relevant neurophysiology concerning protein production elicited by the spaced reactivation of spike patterns. The likelihood of reactivation was increased by the well-known process of long-term potentiation of synaptic transmission. Such potentiation is elicited when a presynaptic spike precedes a postsynaptic spike within a specific time window repeatedly. The intervals in a sequence of spike patterns must be compressed and the sequence repeated, requirements that were achieved with a model of short-term memory based on persistent spiking. Retrieval may be concurrent with these encoding processes due to effects of different phases of a brain rhythm at theta frequency (3-12 Hz) that modulate transmission and plasticity. A model of short-term memory by Lisman and Idiart (Science 267:1512-15), extended by Jensen et al. (Learning and Memory 3:243
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Kim, Julie Ji Seon. "Biliteracy acquisition in Korean-English bilingual children : phonological, syntactic, working memory and orthographic skills." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13920.
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A great deal is known about the development of reading and related skills in native English-speaking (L1) children, yet not much is known about reading in children who are learners of English as a Second Language (ESL), especially with children who grow up learning two languages concurrently. The present study investigated reading, phonological, syntactic, orthographic, and working memory skills of Korean-English bilingual children who learn how to read and write in both languages concurrently. The participants were children between the ages 5 and 13 (from Kindergarten to Grade 6) who received English schooling, and at the same time, enrolled in the Korean Heritage Language Programs. Fifty-nine children were included in the analysis, and a comparison monolingual group was drawn from an existing research data. For cross-linguistic evidence, there was a significant correlation between Korean word reading and English phonological awareness in kindergarten and grade 1, although no significant relationship was found in older grades. Neither oral cloze nor working memory had cross-language significance in correlations with word reading in Korean and in English. Korean orthographic awareness had no correlation with English orthographic awareness, English spelling and reading. In kindergarten and grade 1, there were significant mean differences between monolingual and bilingual children in several measures. Reading performance in bilingual sample was significantly higher than the monolingual sample, whereas bilingual children’s language skills (syntactic awareness in grade 1, phonological awareness, working memory) were significantly lower than the ones of L1 speakers. However, in grades 2 and higher, monolingual and bilingual children performed similarly. In conclusion, as expected, phonological awareness was significantly related to reading in each respective language. The finding also supports the grain size theory regarding the levels of phonological awareness; Korean employing predominantly syllable level in its shallow orthography, paired with the fact that is an easily-decodable shallow orthography, syllable level phoneme awareness is more important in reading in Korean than phoneme level awareness. Linguistic interdependence hypothesis is partially supported regarding the transfer of phonological awareness. Other three skills, syntactic awareness, working memory, and orthographic awareness were not related significantly across languages, supporting script-dependence hypothesis for those three skills.
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Abdallah, Faten. "The role of phonological memory in L2 acquisition in adults at different proficiency levels." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27300/27300.pdf.
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Draine, Sean C. "Analytic limitations of unconscious language processing /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9143.
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Klooster, Nathaniel Bloem. "The hippocampus and semantic memory beyond acquisition: a lesion study of hippocampal contributions to the maintenance, updating, and use of remote semantic memory." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3122.
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Semantic memory includes vocabulary and word meanings, conceptual information, and general facts about the world (Tulving, 1972). According to the standard view of semantic memory in cognitive neuroscience, the hippocampus is necessary to first acquire new semantic information (Gabrieli, Cohen, & Corkin, 1988), but these representations are then consolidated in the neocortex and become independent of the hippocampus with time (McClelland, McNaughton, & O'Reilly, 1995). Remote semantic memory is considered independent of the hippocampus, and the hippocampus is not thought to play a critical role in the processing and use of such representations.
The current work challenges the notion that previously acquired semantic knowledge, and its use during communication, is independent of the hippocampus. A group of patients with bilateral hippocampal damage and severe impairments in declarative memory were tested. Intact naming and word-definition matching performance in amnesia, has led to the notion that remote semantic memory is intact in patients with hippocampal amnesia. Motivated by perspectives of word learning as a protracted process where additional features and senses of a word are added over time, and by recent discoveries about the time course of hippocampal contributions to on-line relational processing, reconsolidation, and the flexible integration of information, we revisit the notion that remote semantic memory is intact in amnesia. Using measures of semantic richness and vocabulary depth from psycholinguistics and first and second language-learning studies, we examined how much information is associated with previously acquired, highly familiar words in hippocampal amnesic patients. Relative to healthy demographically matched comparison participants and a group of brain-damaged comparison participants, the patients with hippocampal amnesia performed significantly worse on both productive and receptive measures of vocabulary depth and semantic richness. In the healthy brain, semantic memory appears to get richer and deeper with time. Healthy participants of all ages were tested on these measures and strong correlations are seen with age as older healthy adults displayed richer semantic knowledge than the younger adults. The patient data provides a mechanism: hippocampal relational binding supports the deepening and enrichment of knowledge over time. These findings suggest that remote semantic memory is impoverished in patients with hippocampal amnesia and that the hippocampus supports the maintenance and updating of semantic memory beyond its initial acquisition.
The use of lexical and semantic knowledge during discourse was also examined. Amnesic patients displayed significantly lower levels of lexical diversity in the speech they produced, and showed a strong trend toward producing language with reduced levels of semantic detail suggesting that patients cannot use their semantic representations as richly during communication. These results add to a growing body of work detailing a role for the hippocampus in language processing more generally.
By documenting a role for the hippocampus in maintaining, updating, and using semantic knowledge, this work informs theories of semantic memory and it's neural bases, advances knowledge of the role of the hippocampus in supporting human behavior, and brings more sensitive measures to the neuroscientific study of semantic memory.
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Charles, Adam Shabti. "Dynamics and correlations in sparse signal acquisition." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53592.
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One of the most important parts of engineered and biological systems is the ability to acquire and interpret information from the surrounding world accurately and in time-scales relevant to the tasks critical to system performance. This classical concept of efficient signal acquisition has been a cornerstone of signal processing research, spawning traditional sampling theorems (e.g. Shannon-Nyquist sampling), efficient filter designs (e.g. the Parks-McClellan algorithm), novel VLSI chipsets for embedded systems, and optimal tracking algorithms (e.g. Kalman filtering). Traditional techniques have made minimal assumptions on the actual signals that were being measured and interpreted, essentially only assuming a limited bandwidth. While these assumptions have provided the foundational works in signal processing, recently the ability to collect and analyze large datasets have allowed researchers to see that many important signal classes have much more regularity than having finite bandwidth.
One of the major advances of modern signal processing is to greatly improve on classical signal processing results by leveraging more specific signal statistics. By assuming even very broad classes of signals, signal acquisition and recovery can be greatly improved in regimes where classical techniques are extremely pessimistic. One of the most successful signal assumptions that has gained popularity in recet hears is notion of sparsity. Under the sparsity assumption, the signal is assumed to be composed of a small number of atomic signals from a potentially large dictionary. This limit in the underlying degrees of freedom (the number of atoms used) as opposed to the ambient dimension of the signal has allowed for improved signal acquisition, in particular when the number of measurements is severely limited.
While techniques for leveraging sparsity have been explored extensively in many contexts, typically works in this regime concentrate on exploring static measurement systems which result in static measurements of static signals. Many systems, however, have non-trivial dynamic components, either in the measurement system's operation or in the nature of the signal being observed. Due to the promising prior work leveraging sparsity for signal acquisition and the large number of dynamical systems and signals in many important applications, it is critical to understand whether sparsity assumptions are compatible with dynamical systems. Therefore, this work seeks to understand how dynamics and sparsity can be used jointly in various aspects of signal measurement and inference.
Specifically, this work looks at three different ways that dynamical systems and sparsity assumptions can interact. In terms of measurement systems, we analyze a dynamical neural network that accumulates signal information over time. We prove a series of bounds on the length of the input signal that drives the network that can be recovered from the values at the network nodes~[1--9]. We also analyze sparse signals that are generated via a dynamical system (i.e. a series of correlated, temporally ordered, sparse signals). For this class of signals, we present a series of inference algorithms that leverage both dynamics and sparsity information, improving the potential for signal recovery in a host of applications~[10--19]. As an extension of dynamical filtering, we show how these dynamic filtering ideas can be expanded to the broader class of spatially correlated signals. Specifically, explore how sparsity and spatial correlations can improve inference of material distributions and spectral super-resolution in hyperspectral imagery~[20--25]. Finally, we analyze dynamical systems that perform optimization routines for sparsity-based inference. We analyze a networked system driven by a continuous-time differential equation and show that such a system is capable of recovering a large variety of different sparse signal classes~[26--30].
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Vömel, Stefan [Verfasser], and Felix C. [Akademischer Betreuer] Freiling. "Forensic Acquisition and Analysis of Volatile Data in Memory / Stefan Vömel. Gutachter: Felix C. Freiling." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2014. http://d-nb.info/1075475597/34.
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Bambeck, Timothy J. "A computer controlled data acquisition and control system for a shape-memory alloy artificial muscle." Ohio : Ohio University, 1993. http://www.ohiolink.edu/etd/view.cgi?ohiou1174935244.
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Drever, Johannes [Verfasser], and Andreas [Akademischer Betreuer] Straube. "Rapid acquisition of long spatial sequences in long-term memory / Johannes Drever. Betreuer: Andreas Straube." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2012. http://d-nb.info/1028922094/34.
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Supe, Kristin Edwards. "Role of Rat Neuronal Oscillations in Acquisition and Disruption of Working Memory with Acute Ethanol." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404732893.
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Tarr, Andrew Justin. "Effects of chronic antidepressant coadministration on acquisition, memory consolidation, and neurogenesis after repeated Lipopolysaccharide administration." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-10302009-115548/unrestricted/Tarr.pdf.
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Rodríguez, Prieto Juan Pablo. "Verbal morphology in second language Spanish acquisition the roles of declarative and procedural memory systems /." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024946.
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Finkbeiner, Matthew S. "Bilingual lexical memory: Towards a psycholinguistic model of adult L2 lexical acquisition, representation, and processing." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280232.
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Present models of bilingual lexical processing assume common meaning representations between lexicons. The nature of these representations is such that a single meaning "node" or "set of nodes" is thought to subserve L1 and L2 translation-equivalent forms. Models of this type face two critical problems. First and foremost is the very real problem that there are very few true translation equivalents. Not only do translation "equivalents" frequently mean slightly different things, but quite often they can be used language specifically in ways the translation equivalent is unable to capture. The second problem facing these models is asymmetrical lexical performance between languages in translation priming tasks. For example, priming is robust in the L1 → L2 direction, but not in the L2 → L1 direction. Models assuming a symmetrical relationship between a common meaning node (or set of nodes) and translation-equivalent lexical forms cannot provide a straightforward account of these phenomena. In the present thesis I propose the sense model, which holds that meaning representations are comprised of distinct semantic senses, some of which may be shared across languages. A representational asymmetry is assumed between lexicons, such that, on average, L1 forms are associated with more semantic senses than L2 forms. Initially, L2 forms are associated with a restricted number of semantic senses that have been extracted from the semantic entry of the L1 translation equivalent. Later on in L2 lexical development, semantic senses specific to the L2 are incorporated into the semantic entries of L2 lexical items. The value of the sense model comes in its ability to account straightforwardly for (one) how translation "equivalents" can be used language specifically in ways not captured by its translation (the particular sense is not shared across languages); and (two) the patterns of asymmetrical lexical performance between languages. Because many of the senses represented in L2 entries are also represented in their L1 equivalent, the proportion of L2 senses activated by the L1 equivalent is large, if not complete. Conversely, because there are many senses represented in L1 entries that are not similarly represented in the L2 equivalent entry, the proportion of L1 senses activated by the L2 equivalent is very small. Hence, the translation priming asymmetry is argued to be the logical consequence of the representational asymmetry assumed by the sense model.
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Simpson, Terry A. "The association between anxiety and working memory and the effects on skill acquisition and transfer." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/273.
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It has been widely reported that people experiencing high levels of anxiety have a tendency to engage in worry, or interfering thoughts that impact on working memory resources resulting in performance deficits cognitive tasks. Furthemore, skill acquisition theories propose that working memory plays an important role in attentional processes during the initial stages of learning. The study investigates the suggestion that if anxiety related performance deficits are associated with intrusive, off task thoughts that restrict working memory capacity, then anxiety may also adversely affect skill acquisition and transfer.
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Smeds, Helena. "Blindness and Second Language Acquisition : Studies of Cognitive Advantages in Blind L1 and L2 speakers." Doctoral thesis, Stockholms universitet, Centrum för tvåspråkighetsforskning, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-114199.
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The aim of this study is to investigate whether blind individuals display cognitive advantages over sighted individuals with regard to second language acquisition. Previous studies from neuropsychology have indicated that this is the case. It has been found that blind L1 speakers can compensate for loss of vision by developing better perceptual and cognitive skills compared to sighted individuals, skills that are highly relevant to language acquisition. These studies do not, however, investigate blind L2 speakers, for whom it is not clear whether these advantages are also found. In all, 80 adults participated in the study: 40 L2 speakers of Swedish (11 early blind, 9 late blind, 20 sighted, AO<18) and a matching group and subgroups of L1 speakers. These speakers underwent tests on speech perception in noise, accentedness in an L2 and memory functions. The results revealed that L2 speakers are at a great disadvantage perceiving speech in noise compared to L1 speakers, and that there was no advantage associated with blindness. In the L1 speakers group, however, the results revealed that the early blind had advantages compared to the late blind and sighted in white noise, but that both blind groups were more negatively affected by babble noise than the sighted. The results in relation to accentedness in an L2 revealed that there were no advantages associated with blindness. The results further revealed there were no advantages associated with blindness on the episodic memory test. The results did, however, reveal that the early blind performed significantly better than the late blind and sighted on all phonological short-term memory tests and that both the early and late blind were significantly better than the sighted on recognition memory for new words, irrespective of language background. The conclusion is that blindness is associated with advantages in, for example, ability to learn new words and syntax, acquisition rate, ultimate L2 attainment, and language aptitude.
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Cohen, Jason Glenn Sigrid S. "Retention, endurance, stability, and application of learned performances as a function of training condition." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9788.
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Marcińczuk, Michał. "Pattern Acquisition Methods for Information Extraction Systems." Thesis, Blekinge Tekniska Högskola, Avdelningen för programvarusystem, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-4291.
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This master thesis treats about Event Recognition in the reports of Polish stockholders. Event Recognition is one of the Information Extraction tasks. This thesis provides a comparison of two approaches to Event Recognition: manual and automatic. In the manual approach regular expressions are used. Regular expressions are used as a baseline for the automatic approach. In the automatic approach three Machine Learning methods were applied. In the initial experiment the Decision Trees, naive Bayes and Memory Based Learning methods are compared. A modification of the standard Memory Based Learning method is presented which goal is to create a classifier that uses only positives examples in the classification task. The performance of the modified Memory Based Learning method is presented and compared to the baseline and also to other Machine Learning methods. In the initial experiment one type of annotation is used and it is the meeting date annotation. The final experiment is conducted using three types of annotations: the meeting time, the meeting date and the meeting place annotation. The experiments show that the classification can be performed using only one class of instances with the same level of performance.<br>(+48)669808616
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Valderrama, Sepulveda Laura Paola. "THE EFFECTS OF INPUT MODALITY ON L2 WORD RECALL BY BLIND AND SIGHTED INDIVIDUALS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1767.
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Vocabulary acquisition plays an important role in second language students’ performance. In the process of learning vocabulary, students are exposed to different sorts of input that might affect the way their working memory processes, retains, and recalls the new information they are exposed to, which can be visual, auditory, haptic, or multimodal (Paivio, 1991). Research has been extensively done on the effects of input modality on working memory in L1 word recall tasks in individuals with normal development and also in individuals with visual disabilities; however, no attention has been given to the effects of input modality on working memory in word recall tasks in blind individuals in the realm of second language learning. The current research sought to investigate the effects of input modality on working memory in L2 word recall tasks with the goal of determining if the lack of access to visual stimuli would have any substantial effects on L2 word retention and recall. It was predicted that participants would do better on those word recall tasks that involved the use of more than one modality simultaneously and that lack of access to visual stimuli would not negatively affect L2 word recall. To address these issues, we devised two word recall experiments: experiment 1 for the blind participant of the study (a 24 year old female graduate student who is an English native speaker), and experiment 2 for the sighted participants. Both experiments comprised a Digit Span Test, 4 word recall tasks in which participants were exposed to four different lists of high frequency Spanish words and their English translations in different modalities (Oral, Written (Braille), Oral+Written (Braille), Haptic/visual+Oral), and an interview. Thirty (16 females, 14 males) American English Native speakers who were sighted with ages ranging from 19 to 37 participated in this study; half of them were blindfolded for the last word recall task (Haptic+Oral). The results for both experiments showed that contrary to our predictions and to what dual coding theories claim, our participants were able to recall more words in those tasks that involved the use of only one modality. In part this may be attributed to 1) the fact that it was the first time these participants were exposed to Spanish vocabulary and so it made it more difficult for their working memories to integrate modalities and 2) an information overload since the stimulus words were presented with their translation. Moreover, the lack of access to visual stimuli did not have a strong effect in those participants who were blindfolded, which may be explained by the fact that the oral and haptic input triggered the use of mental imagery when retaining and recalling the words. Finally, the practical and pedagogical implications of the findings of the present study, as well as recommendations for the future research are discussed.
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Valk, Isabelle. "The association of working memory and anxiety with skill acquisition and transfer in young and older adults." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/816.
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Two studies, involving a total of 184 adults between 17 and 89 years of age, were conducted to determine whether age differences in skill acquisition and transfer could be related to age differences in working memory functioning and anxiety. In both experiments, working memory functioning was measured using the Digit Span task (Wechsler, 1997) und the Reading Span tusk (Daneman & Carpenter, 1980), while anxiety levels were measured using the State Trait Anxiety Inventory (Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983). Participants were required to perform a mental arithmetic task in Experiment I, and a visual numerosity task in Experiment 2. In each experiment, participants received 240 trials of the task during u training phase (in which one set of stimuli were used) and 240 trials during a transfer phase (in which a second set of stimuli were used). The results from both studies revealed that partial positive transfer occurred from one phase to another for both young and older adults. This indicates that both age groups learned the skills in a similar way: using a combination of general und specific learning, Moreover, the older adults in both experiments became faster with practice, they generally improved as much as younger adults with practice, and they were able to achieve the same or better levels of accuracy compared to younger adults, This suggests that healthy older adults possess the ability to learn new skills. When scores for working memory span and anxiety were analysed, working memory span was found to correlate significantly with the accuracy levels and reaction times of the young age group in Experiment l, and of both age groups in Experiment 2. Similarly, anxiety levels were related to reaction times for both age groups in both experiments, with higher levels of anxiety also associated with smaller working memory spans for the young adults in both experiments. These results suggest that both working memory span and anxiety hove an impact on the performance of participants, and can account for some of the age differences observed during skill acquisition and transfer.
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Mora, Teresa Aida. "Adios, memories: a reconstruction of identityand memory : a case study of L2." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945120.
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Li, Chung-wing Wendy. "The role of phonological memory in vocabulary acquisition a study of young children learning new names /." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209302.
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Thesis (B.Sc)--University of Hong Kong, 1996.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.
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Gingell, Sarah M. "On the role of the hippocampus in the acquisition, long-term retention and semanticisation of memory." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/1748.
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A consensus on how to characterise the anterograde and retrograde memory processes that are lost or spared after hippocampal damage has not been reached. In this thesis, I critically re-examine the empirical literature and the assumptions behind current theories. I formulate a coherent view of what makes a task hippocampally dependent at acquisition and how this relates to its long-term fate. Findings from a neural net simulation indicate the plausibility of my proposals. My proposals both extend and constrain current views on the role of the hippocampus in the rapid acquisition of information and in learning complex associations. In general, tasks are most likely to require the hippocampus for acquisition if they involve rapid, associative learning about unfamiliar, complex, low salience stimuli. However, none of these factors alone is sufficient to obligatorily implicate the hippocampus in acquisition. With the exception of associations with supra-modal information that are always dependent on the hippocampus, it is the combination of factors that is important. Detailed, complex information that is obligatorily hippocampally-dependent at acquisition remains so for its lifetime. However, all memories are semanticised as they age through the loss of detailed context-specific information and because generic cortically-represented information starts to dominate recall. Initially hippocampally dependent memories may appear to become independent of the hippocampus over time, but recall changes qualitatively. Multi-stage, lifelong post-acquisition memory processes produce semanticised re-representations of memories of differing specificity and complexity, that can serve different purposes. The model simulates hippocampal and cortical interactions in the acquisition and maintenance of episodic and semantic events, and behaves in accordance with my proposals. In particular, conceptualising episodic and semantic memory as representing points on a continuum of memory types appears viable. Support is also found for proposals on the relative importance of the hippocampus and cortex in the rapid acquisition of information and the acquisition of complex multi-model information; and the effect of existing knowledge on new learning. Furthermore, episodic and semantic events become differentially dependent on cortical and hippocampal components. Finally, as a memory ages, it is automatically semanticised and becomes cortically dependent.
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Anns, S. "The role of declarative memory in the acquisition of conceptual semantic knowledge in Autism Spectrum Disorder." Thesis, City, University of London, 2016. http://openaccess.city.ac.uk/16322/.
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Based on Ullman’s (2004) hypothesis that declarative memory impairment will contribute to language impairment, this thesis presents two experiments that test familiarity and recollection in children with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID). Four experimental groups comprised children and adolescents with ASD with language impairment (ALI); ASD without language impairment (ALN), intellectually disabled children without ASD (ID) and typically developing children (TD). Children were tested on two forced choice recognition tests of familiarity and recollection and a shape recognition and cued action-recall test. The relation between familiarity and conceptual semantic knowledge was investigated whilst controlling for visuo-perceptual abilities and fluid intelligence. Findings confirmed an association between familiarity and conceptual semantic knowledge in the ASD population as well as the use of visuo-perceptual skills to enhance familiarity. The broader role of declarative memory in language is addressed in ASD. Implications for future methods of testing in ASD populations are considered, as are implications of declarative memory anomalies in both ASD and ID populations in educational settings.
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Tutatchikova, Olga Petrovna. "Acquisition of Mandarin Chinese pronunciation by foreign learners : the role of memory in learning and teaching." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239365453.
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Berggren, Tommy, and Adam Denham-Smith. "Automated Live Acquisition of Volatile Data : Through the use of a programmable HID control chip." Thesis, Högskolan i Halmstad, Sektionen för Informationsvetenskap, Data– och Elektroteknik (IDE), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-23264.
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This research lays a foundation for automated acquisition of volatile data by presenting a prototype device which carries out the deeds of a forensic investigator, essentially making it a “forensic investigator on a stick”. The Teensy 3.0 device is programmed to interact with an external USB device for storage purposes. All interaction with a live target system must be documented thoroughly according to forensic best practices. Therefore quantitative measurements of system contamination related to the device actions are presented. The device is conclusively able to perform a memory dump and provide a warning of the existence of Truecrypt encrypted containers.
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Wilkins, Nicolas Jon. "The effects of performance goals on the automaticity of cognitive skills." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1278356940.
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Laumann, Lisa L. "Adult age differences in vocabulary acquisition as a function of individual differences in working memory and prior knowledge." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=614.
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Thesis (Ph. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains vii, 78 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 34-38).
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Afshar, Yaser. "Parallel distributed-memory particle methods for acquisition-rate segmentation and uncertainty quantifications of large fluorescence microscopy images." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-213157.
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Modern fluorescence microscopy modalities, such as light-sheet microscopy, are capable of acquiring large three-dimensional images at high data rate. This creates a bottleneck in computational processing and analysis of the acquired images, as the rate of acquisition outpaces the speed of processing. Moreover, images can be so large that they do not fit the main memory of a single computer. Another issue is the information loss during image acquisition due to limitations of the optical imaging systems. Analysis of the acquired images may, therefore, find multiple solutions (or no solution) due to imaging noise, blurring, and other uncertainties introduced during image acquisition. In this thesis, we address the computational processing time and memory issues by developing a distributed parallel algorithm for segmentation of large fluorescence-microscopy images. The method is based on the versatile Discrete Region Competition (Cardinale et al., 2012) algorithm, which has previously proven useful in microscopy image segmentation. The present distributed implementation decomposes the input image into smaller sub-images that are distributed across multiple computers. Using network communication, the computers orchestrate the collective solving of the global segmentation problem. This not only enables segmentation of large images (we test images of up to 10^10 pixels) but also accelerates segmentation to match the time scale of image acquisition. Such acquisition-rate image segmentation is a prerequisite for the smart microscopes of the future and enables online data inspection and interactive experiments. Second, we estimate the segmentation uncertainty on large images that do not fit the main memory of a single computer. We there- fore develop a distributed parallel algorithm for efficient Markov- chain Monte Carlo Discrete Region Sampling (Cardinale, 2013). The parallel algorithm provides a measure of segmentation uncertainty in a statistically unbiased way. It approximates the posterior probability densities over the high-dimensional space of segmentations around the previously found segmentation<br>Moderne Fluoreszenzmikroskopie, wie zum Beispiel Lichtblattmikroskopie, erlauben die Aufnahme hochaufgelöster, 3-dimensionaler Bilder. Dies führt zu einen Engpass bei der Bearbeitung und Analyse der aufgenommenen Bilder, da die Aufnahmerate die Datenverarbeitungsrate übersteigt. Zusätzlich können diese Bilder so groß sein, dass sie die Speicherkapazität eines einzelnen Computers überschreiten. Hinzu kommt der aus Limitierungen des optischen Abbildungssystems resultierende Informationsverlust während der Bildaufnahme. Bildrauschen, Unschärfe und andere Messunsicherheiten können dazu führen, dass Analysealgorithmen möglicherweise mehrere oder keine Lösung für Bildverarbeitungsaufgaben finden. Im Rahmen der vorliegenden Arbeit entwickeln wir einen verteilten, parallelen Algorithmus für die Segmentierung von speicherintensiven Fluoreszenzmikroskopie-Bildern. Diese Methode basiert auf dem vielseitigen "Discrete Region Competition" Algorithmus (Cardinale et al., 2012), der sich bereits in anderen Anwendungen als nützlich für die Segmentierung von Mikroskopie-Bildern erwiesen hat. Das hier präsentierte Verfahren unterteilt das Eingangsbild in kleinere Unterbilder, welche auf die Speicher mehrerer Computer verteilt werden. Die Koordinierung des globalen Segmentierungsproblems wird durch die Benutzung von Netzwerkkommunikation erreicht. Dies erlaubt die Segmentierung von sehr großen Bildern, wobei wir die Anwendung des Algorithmus auf Bildern mit bis zu 10^10 Pixeln demonstrieren. Zusätzlich wird die Segmentierungsgeschwindigkeit erhöht und damit vergleichbar mit der Aufnahmerate des Mikroskops. Dies ist eine Grundvoraussetzung für die intelligenten Mikroskope der Zukunft, und es erlaubt die Online-Betrachtung der aufgenommenen Daten, sowie interaktive Experimente. Wir bestimmen die Unsicherheit des Segmentierungsalgorithmus bei der Anwendung auf Bilder, deren Größe den Speicher eines einzelnen Computers übersteigen. Dazu entwickeln wir einen verteilten, parallelen Algorithmus für effizientes Markov-chain Monte Carlo "Discrete Region Sampling" (Cardinale, 2013). Dieser Algorithmus quantifiziert die Segmentierungsunsicherheit statistisch erwartungstreu. Dazu wird die A-posteriori-Wahrscheinlichkeitsdichte über den hochdimensionalen Raum der Segmentierungen in der Umgebung der zuvor gefundenen Segmentierung approximiert