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Journal articles on the topic 'Memory in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Ye. Pyadysheva. "Book of Memory: Children." International Affairs 68, no. 003 (2022): 84–90. http://dx.doi.org/10.21557/iaf.78084833.

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2

Hall, Geri Richards, Kathleen C. Buckwalter, and JoEllen Crowe. "Children and memory loss." American Journal of Alzheimer's Care and Related Disorders & Research 5, no. 2 (1990): 37–43. http://dx.doi.org/10.1177/153331759000500208.

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3

Ceci, Stephen J. "Memory distortions in children." Journal of the Neurological Sciences 134, no. 1-2 (1995): 7. http://dx.doi.org/10.1016/0022-510x(96)80088-8.

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Pérez-Carpinell, Joaquín, Vicente J. Camps, and Mario Trottini. "Color memory in children." Color Research & Application 33, no. 5 (2008): 372–80. http://dx.doi.org/10.1002/col.20433.

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Winarsih, Biyanti Dwi, Yayuk Fatmawati, and Sri Hartini. "Hubungan Status Gizi dan Status Hidrasi dengan Fungsi Memori Jangka Pendek Anak Usia Sekolah." Jurnal Litbang: Media Informasi Penelitian, Pengembangan dan IPTEK 17, no. 2 (2021): 115–30. http://dx.doi.org/10.33658/jl.v17i2.261.

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ENGLISHShort-term memory in school-age children is significant in the learning process and academic ability improvement. Adequate intake of nutrients and body fluids are needed to accelerate brain performance so that children have optimum memory function. A preliminary study on short term memory of students in SD N Gembong 2, Pati Regency showed that some students experienced a decrease in short-term memory. The objective of this study was to analyze the correlation between nutritional status and nutritional status with children's short-term memory. This study used a correlational design and i

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6

CECI, S. J. "Memory Development: Cognitive Learning and Memory in Children." Science 231, no. 4744 (1986): 1452. http://dx.doi.org/10.1126/science.231.4744.1452.

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7

Muqaddaskhan, Umarova. "UNVEILING THE PHYSIOLOGICAL BASIS AND SPECIFICITY OF MEMORY IN PRESCHOOL CHILDREN." International Journal of Pedagogics 4, no. 3 (2024): 91–96. http://dx.doi.org/10.37547/ijp/volume04issue03-16.

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Memory formation and retention in preschool children play a pivotal role in their cognitive development and learning processes. Understanding the physiological basis and specificity of memory in this age group is crucial for educators and caregivers to enhance learning experiences effectively. This article explores the neurobiological mechanisms underlying memory formation in preschool children, highlighting the specificity of memory types and their implications for early childhood education.

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Buribaevich, Murotmusaev Komiljon. "PSYCHOLOGICAL FACTORS IN THE DEVELOPMENT OF MEMORY IN PRESCHOOL CHILDREN." Frontline Social Sciences and History Journal 02, no. 03 (2022): 21–31. http://dx.doi.org/10.37547/social-fsshj-02-03-03.

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The article deals with the development of memory in preschool children. Analyzed the importance of such methods of psychological influence, which contribute to the activation and make any activity in them interesting. Also considered the issues of the child's desire to remember, and such his abilities should be encouraged in every possible way, which is the key to the successful development of not only memory.

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Yaxshiboyeva, Bakhtigul A. "PEDAGOGICAL AND PSYCHOLOGICAL DIRECTIONS OF STUDYING THE MEMORY OF PRESCHOOL CHILDREN." Oriental Journal of Education 02, no. 01 (2022): 35–41. http://dx.doi.org/10.37547/supsci-oje-02-01-06.

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Memory is a set of processes by which a person perceives, remembers, stores, and reproduces information. Failure at any of these levels can lead to learning difficulties. The fact that a preschooler’s memory develops the most rapidly compared to other abilities does not necessarily mean that one should be satisfied. On the contrary, it is necessary to develop the child's memory as much as possible at a time when all the factors contribute to this. Therefore, it is possible to talk about the development of a child's memory from early childhood.

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Zhang, Jiani. "Influencing Factors of Memory Development among Children." Lecture Notes in Education Psychology and Public Media 15, no. 1 (2023): 304–11. http://dx.doi.org/10.54254/2753-7048/15/20231075.

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The brain encodes, stores, and then retrieves information about objective things through the cognitive process of memory. Childrens cognitive development includes memory development, which has an impact on their day-to-day activities, interpersonal interactions, and academic performance. Therefore, it's crucial to pay attention to how childrens memories grow. The current article focused more on racial and socioeconomic issues, as well as the environmental factors of education, parenting styles, interparental conflict, and culture. The biological variables, like genetic factors, that affect how

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Zöllig, Jacqueline, Christine Sutter, Florentina Mattli, and Anne Eschen. "Memory Complaints and Prospective Memory Performance across the Lifespan." Zeitschrift für Neuropsychologie 22, no. 1 (2011): 33–45. http://dx.doi.org/10.1024/1016-264x/a000028.

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The frequency of prospective and retrospective memory failures from six age groups was gathered using the Prospective and Retrospective Memory Questionnaire (PRMQ). Objective performance measures were obtained with a laboratory prospective memory task. Findings revealed more prospective than retrospective memory complaints in all age groups except in young children. While overall reported memory failures were similar in the adult groups, fewer failures were reported for the two children groups. This might either be explained by a self-other rater bias or by the PRMQ not being well suited to as

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Lvova, O. "Delayed memory in ADHD children." European Psychiatry 33, S1 (2016): S354. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1259.

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IntroductionIt is known that children with ADHD have deficit in cognitive abilities. However there are different opinions about the nature of this deficit. It is necessary to conduct researchers for revealing specific profile of impairments in different cognitive domains in ADHD children to better understanding the nature of this disorder.AimsThe aim of this research was to examine the hypothesis that children with ADHD have a specific deficit in memory – weakness in delayed memory.MethodsThe experimental group included 15 Russian-speaking children with ADHD at age 7–8 years. The control group

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13

Marton, Klara, and Naomi Eichorn. "Interaction Between Working Memory and Long-Term Memory." Zeitschrift für Psychologie 222, no. 2 (2014): 90–99. http://dx.doi.org/10.1027/2151-2604/a000170.

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Individual differences in working memory have been related to interactions between working memory and long-term memory (LTM). The present study examined this interaction in children with and without language impairment. We used two listening span tasks and two nonword repetition tasks. The results suggest a strong interaction among age, language status, and task complexity. Children with specific language impairment showed consistently poor performance across tasks and indicated a weakness in using long-term knowledge to support working memory performance. The findings show that these children

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Wüstenberg, Jenny. "Introduction: Children in Public Memory." Jeunesse: Young People, Texts, Cultures 13, no. 2 (2022): 3–9. http://dx.doi.org/10.3138/jeunesse.13.2.3.

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15

Hoedlmoser, Kerstin. "Sleep and Memory in Children." Current Sleep Medicine Reports 6, no. 4 (2020): 280–89. http://dx.doi.org/10.1007/s40675-020-00194-8.

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Abstract Purpose of Review This short review article aims at emphasizing interesting and important new insights about investigating sleep and memory in children aged between 6 and 13 years (middle childhood). Recent Findings That sleep in comparison to wakefulness benefits the consolidation of memories is well established—especially for the adult population. However, the underlying theoretical frameworks trying to explain the benefits of sleep for memory still strive for more substantiate findings including biological and physiological correlates. Summary Based on the most recent literature ab

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WITRUK, EVELIN. "Memory Deficits of Dyslexic Children." Annals of the New York Academy of Sciences 682, no. 1 Temporal Info (1993): 430–35. http://dx.doi.org/10.1111/j.1749-6632.1993.tb23015.x.

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Al-Jubouri, Raghda K., and Dr Saadi J. Atiyah. "Science Fiction and Its Relationship to Beyond Memory in Kindergarten Children." International Journal of Psychosocial Rehabilitation 24, no. 04 (2020): 3292–97. http://dx.doi.org/10.37200/ijpr/v24i4/pr201442.

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Sukmawati, Silviya, and Effy Indratmo. "MEMORI KETAKUTAN ANAK SEBAGAI SUMBER INSPIRASI KARYA SENI PATUNG." Sanggitarupa 1, no. 1 (2021): 68–80. http://dx.doi.org/10.33153/sanggitarupa.v1i1.3936.

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ABSTRACTViolence from parents and violence from the immediate environment at the age of children causes them to become children who are easily afraid of sounds (Verbal), fear of physical violence (objects), and fear of the immediate environment. This final artwork project aims to create a sculpture art with the theme of the memory of a child's fear, which also explains the concept and process of creation and also the visual aesthetics of sculpture. The shape of the memory of children's fear is portrayed in the media of sculpture art with cast printing techniques. The creation of sculpture in t

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Chen, Yizhao. "The Impact of Autism on Children’s Memory." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2314–18. http://dx.doi.org/10.54097/ehss.v8i.4710.

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Much evidence showed that most autistic individuals had defects in executive function. These defects are more obvious in children. Among them, the influence of memory is widely concerned. The spatial working memory, episodic memory, and autobiographical memory of autistic children have been significantly affected. Although some memory performance of autistic individuals is not good, they still retain part of the complete memory system. The differences between autistic children and healthy children may change over time. There are also significant differences in memory performance between autist

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20

Ornstein, Peter A., and Catherine A. Haden. "Memory Development or the Development of Memory?" Current Directions in Psychological Science 10, no. 6 (2001): 202–5. http://dx.doi.org/10.1111/1467-8721.00149.

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For 30 years, the question “What is memory development the development of?” has guided research on children's memory. As theories and research paradigms have evolved over this period, so too has knowledge of the surprising mnemonic competence of young children and of age-related differences in memory performance. Never the less, there are serious limits to current understanding of the development of memory. Indeed, there have been few investigations of changes over time in the memory skills of individual children, and researchers have yet to shed much light on the more difficult question of “W

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Poloczek, Sebastian, Gerhard Büttner, and Marcus Hasselhorn. "Relationships Between Working Memory and Academic Skills: Are There Differences Between Children With Intellectual Disabilities and Typically Developing Children?" Journal of Cognitive Education and Psychology 11, no. 1 (2012): 20–38. http://dx.doi.org/10.1891/1945-8959.11.1.20.

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In typically developing children, working memory is linked to academic skills. However, little is known about the role working memory plays for learning in children with intellectual disabilities (ID). Therefore, the aims of this study were to examine whether different working memory functions are related to reading, spelling, and calculating in children with ID of nonspecific etiology and whether these relationships are different from the ones found in typically developing children. Forty-seven children with mild-to-borderline ID and 47 children matched for mental age were tested. Although in

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22

Saarnio, David A. "Schematic Knowledge and Memory in Young Children." International Journal of Behavioral Development 13, no. 4 (1990): 431–46. http://dx.doi.org/10.1177/016502549001300403.

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This research examined the relationship between domain-specific knowledge and memory in 3 and 4-year-old children. Schematic knowledge of a farm and a living room was assessed by asking children to (a) decide what objects belonged in a given scene, and (b) place objects on scenes. Both recall and location memory were assessed for objects in scenes. General memory skills were assessed for recall and location memory using unrelated objects, and general knowledge was measured with the Peabody Picture Vocabulary Test. For location memory, schematic knowledge and memory were unrelated for 3-year-ol

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Kiselev, S. "Visual delayed memory in ADHD children." European Psychiatry 41, S1 (2017): S445—S446. http://dx.doi.org/10.1016/j.eurpsy.2017.01.460.

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It was shown that children with ADHD have deficit in cognitive abilities. Particularly, in our previous research we have revealed that children with ADHD have weakness have deficit in memory for faces and for names in delayed recall condition.The goal of this research was to examine the hypothesis that children with ADHD have weakness in visual memory in delayed recall condition.The experimental group included 19 children with ADHD at age 6–7 years. The control group included 19 typically developing children. The children from experimental and control group were matched for IQ, gender and age.

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Jackson, Emily, Suze Leitão, Mary Claessen, and Mark Boyes. "Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 12 (2020): 4162–78. http://dx.doi.org/10.1044/2020_jslhr-20-00135.

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Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and

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Henry, Lucy A., and Morag MacLean. "Relationships between working memory, expressive vocabulary and arithmetical reasoning in children with and without intellectual disabilities." Educational and Child Psychology 20, no. 3 (2003): 51–64. http://dx.doi.org/10.53841/bpsecp.2003.20.3.51.

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AbstractThis experiment examined the relationships between working memory and two measures of achievement, namely expressive vocabulary and arithmetical reasoning, in children with and without intellectual disabilities (ID). For 11- to 12-year-old children with intellectual disabilities, memory measures tapping the central executive were the most important predictors of both expressive vocabulary and arithmetical reasoning, with phonological memory making a small additional contribution to expressive vocabulary. For mainstream 11- to 12-year-old children, phonological memory was the best predi

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Lopes, Ana Filipa, José Paulo Monteiro, Maria José Fonseca, Conceição Robalo, and Mário Rodrigues Simões. "Memory Functioning in Children with Epilepsy: Frontal Lobe Epilepsy, Childhood Absence Epilepsy, and Benign Epilepsy with Centrotemporal Spikes." Behavioural Neurology 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/218637.

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Specific cognitive deficits have been identified in children with epilepsy irrespective of results on intelligence tests. Memory deficits are traditionally attributed to temporal lobe epilepsy, whereas the impact of frontal lobe epilepsy on memory functions has remained controversial. The aim of this study was the examination of memory abilities in other childhood common epilepsy syndromes (frontal lobe epilepsy (FLE), childhood absence epilepsy (CAE), and benign epilepsy with centrotemporal spikes (BECTS)) and the influence of epilepsy-related variables. Memory was examined in 90 children wit

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Rasmussen, Carmen, and Jeffrey Bisanz. "The Relation Between Mathematics and Working Memory in Young Children With Fetal Alcohol Spectrum Disorders." Journal of Special Education 45, no. 3 (2010): 184–91. http://dx.doi.org/10.1177/0022466909356110.

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The goal of this study was to examine the relation between mathematics and working memory in young children with Fetal Alcohol Spectrum Disorders (FASD). Children with FASD and comparison children (4 to 6 years old) completed standardized tests of mathematics and working memory. Children with FASD showed impairments on mathematics (applied problems and quantitative concepts) as compared to comparison children. The FASD group also performed less well than the comparison group on measures of phonological working memory. Math performance was highly correlated with phonological working memory in b

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Aryadi, I. Putu Hendri, Ketut Ariawati, and I. Gusti Ngurah Made Suwarba. "Hubungan antara Kebiasaan Sarapan dengan Tingkat Memori pada Siswa Sekolah Dasar Negeri di Kota Denpasar." Media Penelitian dan Pengembangan Kesehatan 29, no. 3 (2019): 197–204. http://dx.doi.org/10.22435/mpk.v29i3.1536.

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Abstract  Breakfast is believed to provide many benefits to the growth and development of children, including its memory, but the availability of data that can convince the public regarding this matter is still relatively lacking. This analytic study was conducted to determine the relationship between breakfast habits and memory levels in public elementary school students in the city of Denpasar, with a cross- sectional approach. The research data were primary data obtained from interviews with demographic questionnaire, Breakfast Consumption Habit Questionnaire (BCHQ) for the assessment

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Guimarães, Catarina A., Patrícia Rzezak, Daniel Fuentes, et al. "Memory in children with symptomatic temporal lobe epilepsy." Arquivos de Neuro-Psiquiatria 72, no. 3 (2014): 184–89. http://dx.doi.org/10.1590/0004-282x20130223.

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In children with temporal lobe epilepsy (TLE), memory deficit is not so well understood as it is in adults. The aim of this study was to identify and describe memory deficits in children with symptomatic TLE, and to verify the influence of epilepsy variables on memory. We evaluated 25 children with TLE diagnosed on clinical, EEG and MRI findings. Twenty-five normal children were compared with the patients. All children underwent a neuropsychological assessment to estimate intellectual level, attention, visual perception, handedness, and memory processes (verbal and visual: short-term memory, l

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Pires, Mayra Monteiro, Mailce Borges Mota, and Maria Madalena Canina Pinheiro. "The memory systems of children with (central) auditory disorder." CoDAS 27, no. 4 (2015): 326–32. http://dx.doi.org/10.1590/2317-1782/20152015018.

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This study aims to investigate working, declarative, and procedural memory in children with (central) auditory processing disorder who showed poor phonological awareness. Thirty 9- and 10-year-old children participated in the study and were distributed into two groups: a control group consisting of 15 children with typical development, and an experimental group consisting of 15 children with (central) auditory processing disorder who were classified according to three behavioral tests and who showed poor phonological awareness in the CONFIAS test battery. The memory systems were assessed throu

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한광웅. "Memory about Mongolian Children Use Mask." Journal of Education & Culture 18, no. 4 (2012): 63–86. http://dx.doi.org/10.24159/joec.2012.18.4.63.

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Aliotti, Nicholas C., and David Ali Rajabiun. "Visual Memory Development in Preschool Children." Perceptual and Motor Skills 73, no. 3 (1991): 792–94. http://dx.doi.org/10.2466/pms.1991.73.3.792.

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113 3-, 4-, 5-, and 6-yr.-old preschool children were administered the Bannatyne Visuospatial Memory test to obtain cross-sectional data on a downward extension of the test instrument. Means, standard deviations, and correlation coefficients for the sample as well as estimates of validity and reliability are reported. Analysis of variance for the number of correct matches indicated significant differences for age but not for sex. Results were consistent with previous findings and support the efficacy of this test in assessing motor-free visuospatial memory of preschool children as young as thr

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Hitch, Graham J., Sebastian Halliday, Alma M. Schaafstal, and Jan Maarten C. Schraagen. "Visual working memory in young children." Memory & Cognition 16, no. 2 (1988): 120–32. http://dx.doi.org/10.3758/bf03213479.

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Swanson, H. Lee, and Marcy Trahan. "Naturalistic Memory in Learning Disabled Children." Learning Disability Quarterly 13, no. 2 (1990): 82–95. http://dx.doi.org/10.2307/1510653.

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Ryan, C. M. "Memory and metabolic control in children." Diabetes Care 22, no. 8 (1999): 1239–41. http://dx.doi.org/10.2337/diacare.22.8.1239.

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Ashworth, Anna, Catherine M. Hill, Annette Karmiloff-Smith, and Dagmara Dimitriou. "Sleep enhances memory consolidation in children." Journal of Sleep Research 23, no. 3 (2013): 304–10. http://dx.doi.org/10.1111/jsr.12119.

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Howes, Nancy-Louise, Erin D. Bigler, Gary M. Burlingame, and John S. Lawson. "Memory Performance of Children with Dyslexia." Journal of Learning Disabilities 36, no. 3 (2003): 230–46. http://dx.doi.org/10.1177/002221940303600303.

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Stores, Gregory. "Memory impairment in children with epilepsy." Acta Neurologica Scandinavica 64, S89 (2009): 21–29. http://dx.doi.org/10.1111/j.1600-0404.1981.tb02359.x.

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Huang, Xiaoting, Linlin Zhang, and Lucie Ihnatoliova. "Spatial Memory Bias in Children Tourists." Journal of China Tourism Research 16, no. 1 (2020): 78–95. http://dx.doi.org/10.1080/19388160.2020.1718051.

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Cary, Gene L. "The Development of Memory in Children." American Journal of Psychotherapy 40, no. 1 (1986): 156–57. http://dx.doi.org/10.1176/appi.psychotherapy.1986.40.1.156.

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Chalmers, Kerry A., and Emily E. Freeman. "Working Memory Power Test for Children." Journal of Psychoeducational Assessment 37, no. 1 (2017): 105–11. http://dx.doi.org/10.1177/0734282917731458.

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Low working memory (WM) capacity has been linked to poor academic performance and problem behavior. Availability of easy-to-administer screening tests would facilitate early detection of WM deficits. This study investigated the psychometric properties of the Working Memory Power Test for Children (WMPT) in 170 Australian schoolchildren (8½-11 years). Reliability (internal consistency) and validity of WMPT accuracy scores were examined. WMPT accuracy predicted achievement in reading, numeracy, and spelling. The results provide preliminary evidence of reliability and validity that supports inter

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Green, Paul, and Lloyd Flaro. "Word Memory Test Performance in Children." Child Neuropsychology 9, no. 3 (2003): 189–207. http://dx.doi.org/10.1076/chin.9.3.189.16460.

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Tavares, Tamara P., Elizabeth N. Kerr, and Mary Lou Smith. "Memory outcomes following hemispherectomy in children." Epilepsy & Behavior 112 (November 2020): 107360. http://dx.doi.org/10.1016/j.yebeh.2020.107360.

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Carpentieri, Sarah C., Deborah P. Waber, R. Michael Scott, et al. "Memory Deficits among Children with Craniopharyngiomas." Neurosurgery 49, no. 5 (2001): 1053–58. http://dx.doi.org/10.1227/00006123-200111000-00005.

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Perdue, Bonnie M., Theodore A. Evans, Rebecca A. Williamson, Anna Gonsiorowski, and Michael J. Beran. "Prospective memory in children and chimpanzees." Animal Cognition 17, no. 2 (2013): 287–95. http://dx.doi.org/10.1007/s10071-013-0661-8.

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Gomez, Rebecca L., Katharine C. Newman-Smith, Jennifer H. Breslin, and Richard R. Bootzin. "Learning, Memory, and Sleep in Children." Sleep Medicine Clinics 6, no. 1 (2011): 45–57. http://dx.doi.org/10.1016/j.jsmc.2010.12.002.

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EISEN, MITCHELL L., and GAIL S. GOODMAN. "Trauma, memory, and suggestibility in children." Development and Psychopathology 10, no. 4 (1998): 717–38. http://dx.doi.org/10.1017/s0954579498001837.

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In this review we examine factors hypothesized to affect children's memory for traumatic events. Theoretical ideas on the processing and remembering of trauma are presented and critiqued. We review research on how psychopathology may generally influence and dissociation and posttraumatic stress disorder may specifically influence children's memory and suggestibility. The special case of child maltreatment is addressed as it relates to interviewing children about traumatic life experiences. Throughout we draw on current developmental, cognitive, social, and clinical theory and research. The rev

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Maski, Kiran P. "Sleep-Dependent Memory Consolidation in Children." Seminars in Pediatric Neurology 22, no. 2 (2015): 130–34. http://dx.doi.org/10.1016/j.spen.2015.03.008.

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Zajac, Rachel, and Deirdre A. Brown. "Conducting Successful Memory Interviews with Children." Child and Adolescent Social Work Journal 35, no. 3 (2017): 297–308. http://dx.doi.org/10.1007/s10560-017-0527-z.

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Carpentieri, Sarah C., Deborah P. Waber, R. Michael Scott, et al. "Memory Deficits among Children with Craniopharyngiomas." Neurosurgery 49, no. 5 (2001): 1053–58. http://dx.doi.org/10.1097/00006123-200111000-00005.

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ABSTRACT OBJECTIVE To describe neuropsychological functioning (with a specific focus on cognition and memory) after surgical treatment of craniopharyngiomas. METHODS Sixteen patients who were between 6 and 15 years of age at the time of surgery comprised the sample. Each child had been treated for a craniopharyngioma with surgery only, on Dana-Farber Cancer Institute Protocol 92-077. RESULTS The overall level of cognitive functioning was well within the average range, with both language and visuospatial functioning being generally intact; however, specific memory problems, in both the language

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