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Dissertations / Theses on the topic 'Memory test'

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Published: 4 June 2021
Last updated: 1 February 2022

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1

Kociuba, Chelsea K. "The Poreh Nonverbal Memory Test." Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1318370174.

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2

Rowe, Christina J. "Prospective Memory and College Students: Validation of the Wood Prospective Memory Test." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc501069/.

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This study provides information regarding the validity and reliability of the Wood Prospective Meory Test (WPMT), a newly developed test consisting of three main subscales intended to measure prospective memory. Subjects were 69 college students (50 female, 19 male, age range 18-24), who were administered several memory tasks including the WPMT.The results of this study suggest that the subscales of the WPMT do not have sufficient internal reliability (.50, .60, and .44), and therefore, would be unlikely to correlate highly with any other measures. The usefulness of the WPMT as a clinical instrument is discussed.
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3

Teaford, Max. "Validating the Poreh Nonverbal Memory Test through the Biber Figure Learning Test." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1462044475.

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4

Nordstrand, Dennis. "Test-enhanced learning, working memory and fluid intelligence." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122471.

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Under det senaste decenniet har testbaserat lärande väl etablerats som ett effektivt sätt att främja hållbar inlärning. Många sorters material och omständigheter har utforskats i relation till denna metod. Endast nyligen har dock individuella skillnader i relation till testbaserat lärande fått uppmärksamhet som ett forskningsområde. Ett område hittills förhållandevis outforskat är relationen mellan individuella skillnader i kognitiv kapacitet och inlärningsprocessen med återhämtning som inlärningsmetod. Denna studie hade för avsikt att utforska denna relation genom att mäta generell flytande intelligens och arbetsminneskapacitet för ett urval av gymnasieelever (n = 189, M = 16.89 år gamla) som använde testbaserat lärande som inlärningsmetod. Resultaten indikerar att arbetsminne och flytande intelligens båda är relaterade till inlärningsprocessen, men att det förstnämnda är så till en signifikant högre grad än det sistnämnda.
During the last decade, test-enhanced learning has been thoroughly cemented as an efficient way to promote durable learning. Many materials and conditions have been explored in relation to this method. Only recently, however, have individual differences in relation to test-enhanced learning received attention as an area of study. An area as of yet relatively unexplored is the relationship between differences in cognitive ability and the process of retrieval as a method of learning. The present study set out to explore this relationship by measuring general fluid intelligence and working memory capacity in a sample of upper secondary level students (n = 189, M = 16.89 years of age) who used a test-enhanced learning method. The results indicate that working memory and fluid intelligence are both related to this learning process, however the former to a significantly higher degree than the latter
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5

Kniele, Kathryn Kloss Jacqueline D. "Emotional expressivity and working memory capacity /." Philadelphia, Pa. : Drexel University, 2004. http://dspace.library.drexel.edu/handle/1860/399.

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6

Nordstrand, Dennis. "Test-Enhanced Learning, Working Memory, and Difficulty of Material." Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149176.

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It is well established that repeated testing is more beneficial for durable learning than repeated studying of the same material, a phenomenon known as the testing effect. This study sought to investigate the role of working memory capacity (WMC) in relation to the learning process and the difficulty of the material to be learned when using a test-enhanced learning method. As between subject manipulation, participants (n = 99, M = 25.62 years of age) were divided into two groups, one using repeated studying and one using alternated testing and studying. A material of two difficulty levels, as well as immediate and delayed retention tests, was used in each condition as within subject manipulation. Further, an n-back task was used to measure WMC. Results from mixed model ANOVAs showed no significant impact of WMC on either the learning process or retention in relation to the difficulty of the material. The testing condition performed significantly higher than the studying condition on the retention tests. The testing effect is further cemented as a promising method for practical application in the educational sector regardless of both WMC and difficulty level.
Det är väl etablerat att upprepad testning är mer fördelaktigt för hållbar inlärning än upprepad instudering av samma material, ett fenomen känt som testeffekten. Denna studie ämnade undersöka arbetsminnets roll i relation till inlärningsprocessen och svårighetsgrad av material med testbaserat lärande som metod. Som mellangruppsmanipulation delades deltagare (n = 99, M = 25.62 år gamla) in i två grupper, en som upprepade gånger studerade materialet och en som alternerade studerande med tester. Ett material med två svårighetsgrader och ett direkt samt fördröjda retentionstester användes som inomgruppsmanipulation. Vidare användes ett n-backtest som mått på arbetsminneskapacitet. Resultat visade ingen signifikant inverkan av arbetsminne på varken inlärningsprocessen eller retention i relation till svårighetsgrad av material. Testbetingelsen presterade signifikant högre på retentionstest än studiebetingelsen. Testeffekten fastställs ytterligare som lovande metodik för praktisk applikation i utbildningssektorn oberoende av både arbetsminneskapacitet och svårighetsgrad.
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7

ZHOU, YUAN. "POWER VARIATIONS AND TEST SCHEDULING FOR EMBEDDED MEMORY ARRAYS." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140810178.

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8

Greub, Becca L. "The Validity of the Letter Memory Test as a Measure of Memory Malingering: Robustness to Coaching." Ohio University / OhioLINK, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1108042793.

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9

Ahlström, Daniel. "Minimizing memory requirements for deterministic test data in embedded testing." Thesis, Linköping University, Linköping University, Department of Computer and Information Science, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54655.

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Embedded and automated tests reduce maintenance costs for embedded systems installed in remote locations. Testing multiple components of an embedded system, connected on a scan chain, using deterministic test patterns stored in a system provide high fault coverage but require large system memory. This thesis presents an approach to reduce test data memory requirements by the use of a test controller program, utilizing the observation of that there are multiple components of the same type in a system. The program use deterministic test patterns specific to every component type, which is stored in system memory, to create fully defined test patterns when needed. By storing deterministic test patterns specific to every component type, the program can use the test patterns for multiple tests and several times within the same test. The program also has the ability to test parts of a system without affecting the normal functional operation of the rest of the components in the system and without an increase of test data memory requirements. Two experiments were conducted to determine how much test data memory requirements are reduced using the approach presented in this thesis. The results for the experiments show up to 26.4% reduction of test data memory requirements for ITC´02 SOC test benchmarks and in average 60% reduction of test data memory requirements for designs generated to gain statistical data.

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10

Doyle, Karen Elizabeth. "A test for the configural nature of episodic-like memory." Click here for download, 2008. http://proquest.umi.com/pqdweb?did=1564022521&sid=1&Fmt=2&clientId=3260&RQT=309&VName=PQD.

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11

Covelli, Javier M. "Ferroelectric memory devices and a proposed standardized test system design." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23676.

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12

Rees, Laura M. (Laura Marie) Carleton University Dissertation Psychology. "The test of memory malingering; simulation studies and clinical validation." Ottawa, 1996.

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13

Tran, Chinh Nguyen. "An automatic test generation system for testing virtual memory operations /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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14

Lai, Ya-Chieh. "Test and diagnosis of microprocessor memory arrays using functional patterns." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/40173.

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15

Takayama, Motohiro. "Intracarotid propofol test for speech and memory dominance in man." Kyoto University, 2006. http://hdl.handle.net/2433/143819.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(医学)
甲第12186号
医博第2939号
新制||医||915(附属図書館)
24022
UT51-2006-J179
京都大学大学院医学研究科脳統御医科学系専攻
(主査)教授 福山 秀直, 教授 河野 憲二, 教授 富樫 かおり
学位規則第4条第1項該当
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16

Lianekhammy, Joann. "INVESTIGATING AGE-RELATED INHIBITORY DEFICITS IN SPATIAL WORKING MEMORY." UKnowledge, 2006. http://uknowledge.uky.edu/gradschool_theses/402.

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Age-related inhibitory effects were investigated during spatial memory performance. In Experiment 1, 15 young (M = 20 years) and 16 old adults (M = 70 years) completed two spatial tasks (i.e., Block Suppression Test, Corsi Block Tapping Test) that differed in need for inhibitory processing. Accuracy differences within each task revealed age-related differences in spatial working memory and between task differences revealed that older adults had difficulty ignoring irrelevant items. Experiment 2 (10 young, 10 old adults) examined whether the distractibility of irrelevant items in the inhibition task (i.e. BST) accounted for the age-related inhibitory effects. Findings were largely consistent with the initial experiment indicating that inhibitory function was affected by adult aging.
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17

Wright, Derek. "A Comprehensive Test and Diagnostic Strategy for TCAMs." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/809.

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Content addressable memories (CAMs) are gaining popularity with computer networks. Testing costs of CAMs are extremely high owing to their unique configuration. In this thesis, a fault analysis is carried out on an industrial ternary CAM (TCAM) design, and search path test algorithms are designed. The proposed algorithms are able to test the TCAM array, multiple-match resolver (MMR), and match address encoder (MAE). The tests represent a 6x decrease in test complexity compared to existing algorithms, while dramatically improving fault coverage.
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18

Magnuson, Scott A. "THE EFFECTS OF CEREBROVASCULAR ACCIDENTS ON PROSPECTIVE MEMORY." Wright State University Professional Psychology Program / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1372205700.

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19

Suzuki, Satoshi. "The Development of Embedded DRAM Statistical Quality Models at Test and Use Conditions." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/341.

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Today, the use of embedded Dynamic Random Access Memory (eDRAM) is increasing in our electronics that require large memories, such as gaming consoles and computer network routers. Unlike external DRAMs, eDRAMs are embedded inside ASICs for faster read and write operations. Until recently, eDRAMs required high manufacturing cost. Present process technology developments enabled the manufacturing of eDRAM at competitive costs. Unlike SRAM, eDRAM exhibits retention time bit fails from defects and capacitor leakage current. This retention time fail causes memory bits to lose stored values before refresh. Also, a small portion of the memory bits are known to fail at a random retention time. At test conditions, more stringent than use conditions, if all possible retention time fail bits are detected and replaced, there will be no additional fail bits during use. However, detecting all the retention time fails requires long time and also rejects bits that do not fail at the use condition. This research seeks to maximize the detection of eDRAM fail bits during test by determining effective test conditions and model the failure rate of eDRAM retention time during use conditions.
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20

Humphrey, Nicole. "The Performance of Individuals with Intellectual Disability on the Test of Memory Malingering and the b Test." Xavier University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1559860686097716.

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21

Andreasen, Peter Allen. "Gallium arsenide DRAM memory cell design and evaluation of test methods." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA306130.

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22

Donlin, Joanne Mac. "Memory for performance feedback : a test of three self-motivation theories /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-08232007-111919/.

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23

Kalva, Deepa. "Wafer probe and package test failure analysis of NAND flash memory." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1202499512/.

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24

Diedrich, Peter M. J. (Peter Mark John) Carleton University Dissertation Engineering Electrical. "A memory architecture, test, and reconfiguration approach for multiple embedded DRAM." Ottawa, 1989.

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25

Chatraphorn, Pongprot. "Accounting for Business Combinations: A Test for Long-Term Market Memory." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/25969.

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The purpose of this research is to examine whether accounting methods for business combinations (purchase and pooling-of-interests accounting) have a different effect on firmsâ market value of equity in the combination year and thereafter. In particular, after the accounting method is no longer disclosed in the financial statements, does it have an impact on market value of equity of the combined firms because the accounting figures are different? A five-year period subsequent to a particular business combination is used because public companies are not required to disclose the details of the combination for more than three years after the effective date of the combination. This research, thus, tests whether market participants still take into consideration the accounting method of past business combinations when this information is no longer disclosed in the financial statements. In addition to the testing of the impact of the accounting methods, the value-relevance of goodwill amortization is investigated. The sample consisted of 100 U.S. business combination transactions during the period 1985â 1995 (77 pooling firms and 23 purchase firms). The results do not indicate that market participants price pooling firms and purchase firms differently at the time of business combinations. The results, in addition, do not confirm that when the details of a particular business combinations do not appear in the financial statements, pooling firmsâ accounting figures have a more positive effect on security prices than those of purchase firms. It seems that market participant are able, even in the long term, to account for the accounting difference between purchase and pooling-of-interests. Also, goodwill amortization does not appear to be value relevant.
Ph. D.
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26

McPaul, Ann. "Memory and normal ageing in adults with intellectual disabilities : a research portfolio." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9833.

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Background: Assessment of dementia in adults with intellectual disabilities poses specific challenges. Firstly, there is a paucity of validated, standardised and appropriate neuropsychological assessments of memory for adults with intellectual disabilities. Secondly, there are difficulties determining whether performance on neuropsychological assessments are attributable to preexisting intellectual disabilities, ‘normal’ ageing or part of a dementing process. A systematic review was therefore carried out to examine if there are memory changes associated with ‘normal’ ageing in the Down syndrome population. Following this an exploratory empirical research project was undertaken to examine one aspect of construct validity (i.e. convergent validity) of an associative memory test in a sample of adults with intellectual disabilities. This research project is presented as a journal article titled ‘Convergent validity of the Visual Association Test (VAT) in adults with intellectual disabilities’. Methods: 40 participants aged between 18-45 years were recruited from Community Learning Disability Teams. Participants completed the VAT and subtests of the modified Cambridge Cognitive Examination (CAMCOG-DS). IQ was assessed using the Wechsler Adult Intelligence Scale, Fourth Edition (WAIS-IV). Correlational analysis of the test variables were carried out. Participants with a diagnosis of dementia were excluded from the study. Results: All participants performed well on the VAT irrespective of age, gender or IQ. It was well received by participants. No significant correlations were found between the VAT and the subtests of the CAMCOG-DS or with the subtests of the WAIS-IV. Therefore, there was no evidence of convergent validity with this test in this sample of participants. Conclusions: While the VAT was found to be an easy, quick test to use with people with intellectual disabilities and all participants scored above ‘floor’ level, it was not found to have convergent validity with the CAMCOG-DS. Further research is needed to determine if the VAT represents a useful tool for assessment with this population.
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27

Bosser, Alexandre Louis. "Single-event effects from space and atmospheric radiation in memory components." Thesis, Montpellier, 2017. http://www.theses.fr/2017MONTS085/document.

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Les composants mémoires sont omniprésents en électronique : ils sont utilisés pour stocker des données, et sont présents dans tous les champs d’application - industriel, automobile, aérospatial, grand public et télécommunications, entre autres. Les technologies mémoires ont connu une évolution constante depuis la création de la première mémoire vive statique (Static Random-Access Memory, SRAM) à la fin des années 60. Les besoins toujours plus importants en termes de performance, de capacité et d’économie d’énergie poussent à une miniaturisation constante de ces composants : les mémoires modernes contiennent des circuits dont certaines dimensions sont de l’ordre du nanomètre.L’un des inconvénients de cette miniaturisation fut un accroissement de la sensibilité de ces composants aux radiations. Depuis la détection des premiers effets singuliers (Single-Event Effects, SEE) dans un satellite à la fin des années 70, et la reproduction du phénomène en laboratoire, les fabricants de composants mémoires et les ingénieurs en électronique se sont intéressés au durcissement aux radiations. Au début, les besoins en stockage pour des applications civiles et militaires – comme le développement d’accélérateurs de particules, de réacteurs nucléaires et d’engins spatiaux – créa un marché pour les composants durcis aux radiations. Ce marché s’est considérablement réduit avec la fin de la Guerre Froide et la perte d’intérêt des gouvernements, et après quelques années, les ingénieurs durent se tourner vers des composants commerciaux (Commercial Off-The-Shelf Components, COTS).Les composants COTS n’étant pas conçus pour résister aux radiations, chaque composant doit être évalué avant d’être utilisé dans des systèmes dont la fiabilité est critique. Ce processus d’évaluation est appelé Radiation Hardness Assurance (RHA). Les tests aux radiations des composants commerciaux sont devenus une pratique standardisée (en particulier dans l’industrie aérospatiale). Ces composants sont irradiés à l’aide d’accélérateurs de particules et de sources radioactives, afin d’évaluer leur sensibilité, de prédire leur taux d’erreur dans un environnement radiatif donné, et ainsi de déterminer leur adéquation pour une mission donnée.Cette étude porte sur le test de composants mémoires aux effets singuliers. Les objectifs, difficultés et limitations des tests aux radiations sont présentés, et des méthodes d’analyse de données sont proposées ; l’identification et l’étude des modes de défaillance sont utilisées pour approfondir les connaissances sur les composants testés. Cette étude est basée sur de nombreuses campagnes de test aux radiations, étalées sur une période de quatre ans, pendant lesquelles des mémoires de différentes technologies – mémoires vives statique (SRAM), ferroélectrique (FRAM), magnétorésistive (MRAM) et mémoire flash – furent irradiées avec des faisceaux de muons, neutrons, protons et ions lourds. Les données générées ont également servi au développement d’un CubeSat développé conjointement par le LIRMM et le Centre Spatial Universitaire de Montpellier, MTCube, dont la mission est l’irradiation de ces mêmes composants en milieu spatial. Les concepts sous-jacents liés aux radiations, aux environnements radiatifs, à l’architecture des composants mémoires et aux tests aux radiations sont introduits dans les premiers chapitres, et les avancées scientifiques de cette étude sont présentées dans le dernier chapitre
Electronic memories are ubiquitous components in electronic systems: they are used to store data, and can be found in all manner of industrial, automotive, aerospace, telecommunication and entertainment systems. Memory technology has seen a constant evolution since the first practical dynamic Random-Access Memories (dynamic RAMs) were created in the late 60's. The demand for ever-increasing performance and capacity and decrease in power consumption was met thanks to a steady miniaturization of the component features: modern memory devices include elements barely a few tens of atomic layers thick and a few hundred of atomic layers wide.The side effect of this constant device miniaturization was an increase in the sensitivity of devices to radiation. Since the first radiation-induced single-event effects (SEEs) were identified in satellites in the late 70’s and particle-induced memory upsets were replicated in laboratory tests, radiation hardness has been a concern for computer memory manufacturers and for systems designers as well. In the early days, the need for data storage in radiation-rich environments, e.g. nuclear facilities, particle accelerators and space, primarily for military use, created a market for radiation-hardened memory components, capable of withstanding the effects of radiation. This market dwindled with the end of the Cold War and the loss of government interest, and in a matter of years, the shortage of available radiation-hard components led system designers to turn to so-called Commercial Off-The-Shelf (COTS) components.Since COTS devices are not designed with radiation hardness in mind, each COTS component must be assessed before it can be included in a system where reliability is important – a process known as Radiation Hardness Assurance (RHA). This has led to the emergence of radiation testing as a standard practice in the industry (and in the space industry in particular). Irradiation tests with particle accelerators and radioactive sources are performed to estimate a component’s radiation-induced failure rate in a given radiation environment, and thus its suitability for a given mission.The present work focuses on SEE testing of memory components. It presents the requirements, difficulties and shortcomings of radiation testing, and proposes methods for radiation test data processing; the detection and study of failure modes is used to gain insight on the tested components. This study is based on data obtained over four years on several irradiation campaigns, where memory devices of different technologies (static RAMs, ferroelectric RAM, magnetoresistive RAM, and flash) were irradiated with proton, heavy-ion, neutron and muon beams. The yielded data also supported the development of MTCube, a CubeSat picosatellite developed jointly by the Centre Spatial Universitaire (CSU) and LIRMM in Montpellier, whose mission is to carry out in-flight testing on the same memory devices. The underlying concepts regarding radiation, radiation environments, radiation-matter interactions, memory component architecture and radiation testing will be introduced in the first chapters, while the academic advances which were made during this study are presented in the final chapter
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28

Emick, Michelle Adrianna. "A Measure of Prospective Memory in the Elderly." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc501280/.

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The effect of aging on prospective memory was examined. Fifty older subjects and 69 college students were given measures of both retrospective memory and the Wood Prospective Memory Test. It was found that: 1) The reliability of the WPMT subscales was lower than that required for clinical applications; 2) The WPMT subscales correlated significantly with several measures of retrospective memory; 3) There was a tendency for the WPMT subscales to have low, positive but non-significant correlations with the remaining measures of retrospective memory; 4) A self-report questionnaire on prospective memory did not correlate significantly with measures of either prospective or retrospective memory; 5) The older subjects significantly outperformed the younger subjects on the WAISR Vocabulary subtest, but performed significantly more poorly on the WPMT subscales and almost all other measures.
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29

Vernieux, Louise Winsome. "Cisplatin chemotherapy, the auditory verbal learning test, and the structure of memory /." [St. Lucia, Qld.], 1997. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17065.pdf.

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30

Hubley, Anita M. (Anita Marleen) Carleton University Dissertation Psychology. "Geriatric learning and memory battery: test development, psychometric evidence, and normative data." Ottawa, 1995.

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31

McIntyre, Nancy J. (Nancy Jo) Carleton University Dissertation Psychology. "The visual recognition memory battery; test development, psychometric evidence, and normative data." Ottawa, 1997.

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32

Nagler-Nitzschner, Ursa. "Development of a working memory test for the German Bundeswehr’s online assessment." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22529.

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Wie die meisten westlichen Streitkräfte, bewegt sich die Bundeswehr im Spannungsfeld zwischen hohem Personalbedarf und Fachkräftemangel. Durch ein Onlineassessment kann der Bewerbungsprozess dahingehend optimiert werden, dass fähiges Personal schneller gebunden wird. Onlineassessment hat diverse Vorteile, gleichzeitig sind damit jedoch Herausforderungen verbunden. Die wahrscheinlich größte ist es, Betrug zu minimieren, da Onlineassessment in einer weitestgehend unkontrollierten Umgebung stattfindet. Zur Entgegnung dieser Problematik dienen verschiedene Ansätze, wie beispielsweise große Itempools, wodurch einer Verbreitung der Lösung im Internet entgegengewirkt werden kann. Dieser Ansatz ist jedoch mit hohen Kosten verbunden. Automatische Itemgenerierung hingegen ermöglicht es, kostengünstig und zeiteffizient psychometrisch hochwertige Items zu erstellen. Aus diesem Grund wurden in der vorliegenden Arbeit zwei Arbeitsgedächtnistests mit automatischer Itemgenerierung für das Onlineassessment der Bundeswehr entwickelt und evaluiert, mit dem Ziel einer hohen prädiktiven Validität auf die Diagnostik vor Ort. In der ersten Studie (N = 330) wurde gezeigt, dass automatische Itemgenerierung für die entwickelten Arbeitsgedächtnistests eingesetzt werden kann. Hierbei wurden zudem zwei verschiedene zeitliche Varianten untersucht, wobei sich diejenige mit der längeren Stimulusrepräsentationszeit als vorteilhafter erwies. In der zweiten Studie (N = 621) wurden Nachweise für Reliabilität und Validität erbracht. Die Tests zeigten eine gute konvergente und diskriminante Validität. Zudem konnte einer der beiden Tests eine sehr gute prädiktive Validität aufweisen. Unter Gesamtberücksichtigung der Testgütekriterien wurde dieser Test schließlich für das Onlineassessment der Bundeswehr vorgeschlagen. Somit steht der Bundeswehr nun ein wissenschaftlich fundierter Arbeitsgedächtnistest für das Onlineassessment zur Verfügung.
Like most Western armed forces, the Bundeswehr faces both high personnel requirements and a shortage of skilled personnel. Online assessment can optimize the application process to ensure that capable personnel are retained more quickly. Online assessment has various advantages, but also challenges associated with it. Probably the biggest of these challenges is minimizing cheating, as online assessment takes place in a largely unsupervised environment. Various approaches are used to counter this problem, such as large item pools, which can be used to counter the dissemination of solutions on the Internet. However, this approach is associated with high costs. Automatic item generation, on the other hand, makes it possible to create psychometrically high-quality items in a cost-effective and time-efficient manner. For this reason, two working memory tests with automatic item generation for the German Armed Forces’ online assessment were developed and evaluated in the present study, with the aim of matching the high predictive validity of on-site diagnostics. The first study (N = 330) demonstrated that automatic item generation can be used for the developed working memory tests. Two different temporal variants were also investigated, with the longer stimulus presentation time proving to be more beneficial. The second study (N = 621) provided reliability and validity evidence. The tests showed good convergent and discriminant validity. In addition, one of the two tests demonstrated very good predictive validity. Taking into account the overall test quality criteria, this test was ultimately proposed for use in the German Armed Forces’ online assessment. Thus, the Bundeswehr now has a scientifically-grounded working memory test available for its online assessment.
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Gast, Julianne. "The performance of juvenile delinquents on the Test of Memory Malingering (TOMM)." Xavier University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1386599469.

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34

Dullaghan, Lucas, and Hanna Fellman. "Effects of (Un)Certain Social Information on Pain and Memory." Thesis, Örebro universitet, Institutionen för juridik, psykologi och socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67647.

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The present study investigated the impact of certain and uncertain socialinformation on pain perception and memory. We hypothesized that theuncertain feedback group would experience higher pain intensity. Further, thatthe uncertain group would remember fewer pictures than the certain group.Participants were 42 undergraduate students from a medium-sized universityin Sweden who received, depending on group assignment, either certain oruncertain feedback about the pain intensity in the upcoming cold-pressor test.Following feedback, the participants performed two categorization tasksduring which they had to indicate whether the picture showed a living thing oran object. During the second task they also had to perform the cold-pressortest. Thirty minutes after the cold-pressor test participants performed asurprise recall test with regard to the pictures presented during thecategorization tasks. The two groups did not differ in self-reported uncertaintyabout their expectation of pain during the cold-pressor test but the uncertainfeedback group expected the cold-pressor test to be more painful than thecertain feedback group. We found no differences between the groups in eitherperception or recall. Finally, recall was impaired for pictures presentedduring the cold-pressor test, independent of group. In sum, our hypotheseswere not supported. Suggestion for future research is to manipulate thefeedback in another way to make it clearer for the participants.
Den aktuella studien utredde betydelsen av osäker och säker socialinformation för smärtintensitet och minne. Studiens hypotes var att den osäkragruppen skulle uppleva högre smärtintensitet och att den osäkra gruppenskulle komma ihåg mindre bilder än den grupp som fick säker information.Deltagarna var 42 studenter på ett medelstort universitet i Sverige, beroendepå vilken grupp de hamnade i fick de antingen osäker eller säker socialinformation om smärtintensiteten på det kommande kallvattentestet. Efter densociala informationen utfördes två kategoriseringsuppgifter där de skulle angeom en bild föreställde något levande eller ett objekt, både före och underkallvattentestet, med ett överraskande minnestest 30 minuter efterkallvattentestet på de bilder som visades under kategoriseringsuppgiften. Detvar ingen skillnad på grupperna i osäkerheten om deras förväntan avkallvattentestet. Däremot förväntade sig den gruppen som fick osäkerinformation att kallvattentestet skulle vara smärtsammare än de som fick densäkra informationen. Vi hittade ingen skillnad mellan grupperna i varkensmärtupplevelsen eller minnet. Till sist, minnet försämrades för bilderna sompresenterades under kallvattentestet, oberoende av vilken grupptillhörighetdeltagarna hade. För att summera så stöddes ingen av våra hypoteser. Förslagför kommande forskning är att manipulera hur den sociala informationen gesför att göra det mer tydligt för deltagarna.
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35

Wiklund-Hörnqvist, Carola. "Brain-based teaching : behavioral and neuro-cognitive evidence for the power of test-enhanced learning." Doctoral thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96395.

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A primary goal of education is the acquisition of durable knowledge which challenges the use of efficient pedagogical methods of how to best facilitate learning. Research in cognitive psychology has demonstrated that repeated testing during the learning phase improves performance on later retention tests compared to restudy of material. This empirical phenomenon is called the testing effect. The testing effect has shown to be robust across different kinds of material and when compared to different pedagogical methods. Despite the extensive number of published papers on the testing effect, the majority of the studies have been conducted in the laboratory. More specific, few studies have examined the testing effect in authentic settings when using course material during the progress of a course. Further, few studies have investigated the beneficial effects with test-enhanced learning by the use of neuroimaging methods (e.g. fMRI). The aim with the thesis was to investigate the effects of test-enhanced learning in an authentic educational context and how this is related to individual differences in working memory capacity (Study I and II) as well as changes in brain activity involved in successful repeated testing and long term retention (Study III). In study I, we examined whether repeated testing with feedback benefitted learning compared to rereading of introductory psychology key concepts in a sample of undergraduate students. The results revealed that repeated testing with feedback was superior compared to rereading both immediate after practice and at longer delays. The effect of repeated testing was beneficial for students irrespectively of WMC. In Study II, we investigated test-enhanced learning in relation to the encoding variability hypothesis for the learning of mathematics in a sample of fifth-grade children. Learning was examined in relation to both practiced and transfer tasks. No differences were found for the practiced tasks. Regarding the transfer tasks, the results gave support for the encoding variability hypothesis, but only at the immediate test. In contrast, when we followed up the durability of learning across time, the results showed that taking the same questions over and over again during the intervention resulted in better performance across time compared to variable encoding. Individual differences in WMC predicted performance on the transfer tasks, but only at the immediate test, regardless of group. Together, the results from Study I and Study II clearly indicate that testenhanced learning is effective in authentic settings, across age-groups and also produces transfer. Integrate current findings from cognitive science, in terms of test-enhanced learning, by the use of authentic materials and assessments relevant for educational goals can be rather easily done with vi computer based tasks. The observed influence of individual differences in WMC between the studies warrant further study of its specific contribution to be able to optimize the learning procedure. In Study III, we tested the complementary hypothesis regarding the mechanisms behind memory retrieval. Recurrent retrieval may be efficient because it induces representational consistency or, alternatively, because it induces representational variability - the altering or adding of underlying representations as a function of successful repeated retrieval. A cluster in right superior parietal cortex was identified as important for items successfully repeatedly retrieved Day 1, and also correctly remembered Day 7, compared to those successfully repeatedly retrieved Day 1 but forgotten Day 7. Representational similarity analysis in this region gave support for the theoretical explanations that emphasis semantic elaboration.
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36

Kubik, Veit. "Effects of Testing and Enactment on Memory." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108094.

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Learning occurs not only when we encode information but also when we test our memory for this information at a later time. In three empirical studies, I investigated the individual and combined effects of interleaved testing (via repeated rounds of study and test practice) and encoding (via motor enactment) during learning on later cued-recall performance for action phrases. Such materials (e.g., “water the flowers”) contain a verb and a noun and approximate everyday memory that typically revolves around past and future actions. Study I demonstrated that both interleaved testing (vs. study only) and enactment (vs. verbal encoding) individually reduced the forgetting rate over a period of 1 week, but these effects were nonadditive. That is, the direct testing effect on the forgetting rate occurred for verbal, but not for enactive encoding; enactment reduced the forgetting rate for the study-only condition, but not for the study–test condition. A possible explanation of these findings is that both study techniques sufficiently elicit verb–noun relational processing that cannot be increased further by combining them. In Studies II and III, I replicated these testing-effect results and investigated whether they varied as a function of recall type (i.e., noun-cued recall of verbs and verb-cued recall of nouns). For verbal encoding (Study II), the direct testing effect was of similar size for both noun- and verb-cued recall. For enactive encoding, the direct testing effect was lacking irrespective of recall type. In addition, interleaved tests enhanced subsequent re-encoding of action phrases, leading to an accelerated learning. This indirect testing effect was increased for the noun-cued recall of verbs—for both verbal and enactive encoding. A possible explanation is that because nouns are semantically more stable, in that the meaning of nouns changes less over time and across different contexts, they are more recognizable. Hence, associated information (e.g., about the recall status) may be more available to the learner during restudy that, in turn, can initiate more effective re-encoding. The two different testing benefits (i.e., direct and indirect) may, partly, engage different mechanisms, as they were influenced differentially by the manipulations of encoding type and recall type. The findings presented in the thesis provide new knowledge regarding the combined effects of strategies and materials that influence memory.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1. Epub ahead of print. Paper 2: Manuscript. Paper 3: Manuscript.

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37

Milton, Daniel. "Built-in self test of configurable memory resources in field programmable gate arrays." Auburn, Ala., 2007. http://repo.lib.auburn.edu/07M%20Theses/MILTON_DANIEL_9.pdf.

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38

Reid, Kathrine. "Everyday memory in temporal lobe epilepsy : an investigation with the Current Orientation test." Thesis, University of Leicester, 1996. http://hdl.handle.net/2381/34683.

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Everyday memory in temporal lobe epilepsy (TLE) was investigated using a new test (the Current Orientation test) which aims to address temporal orientation as a core function of memory in everyday life. The Current Orientation Test (COT) was administered to 20 TLE subjects and 21 controls, along with the Rivermead Behavioural Memory Test, the Recognition Memory Test, and a Memory Checklist. The COT was found to discriminate between the two groups on measures of the speed of producing examples of everyday events and ranking these events in temporal order. Disappointingly, the two groups were not differentiated by a measure of consistency of ranking the events over two trials, thereby casting doubt on the clinical utility of the COT. Performance on the COT was correlated with performance on the RBMT, but not with the Memory Checklist. The TLE subjects were impaired on the RBMT indicating a considerable level of everyday memory impairment in this group. The clinical utility of the COT is discussed in the light of the failure to find a difference in terms of the consistency measure and with respect to the significant correlation with the RBMT. The RBMT is considered to be an adequate measure of everyday memory impairment in TLE subjects, and the need for an additional measure of everyday memory to complement the RBMT is also discussed. No differences were found between the two groups in terms of reported memory failures on the Memory Checklist; this finding is discussed in terms of general difficulties with this form self report. Higher levels of depression and anxiety were reported by the TLE subjects on the Hospital Anxiety and Depression Scale, in keeping with previous studies in this area; this suggests that mood is an important area of intervention in clinical work with TLE subjects.
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39

Henríquez, Chaparro Fernando Antonio. "Validación del Test Your Memory (T.Y.M.) en una muestra de adultos mayores chilenos." Tesis, Universidad de Chile, 2013. http://www.repositorio.uchile.cl/handle/2250/130402.

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Psicólogo
Objetivo: Validar el Test Your Memory (TYM) en una muestra de adultos mayores en Chile. Método: El TYM fue traducido y transculturizado al contexto chileno y se administró a 31 sujetos controles (CDR=0) y a 31 pacientes con demencia (CDR>1). A ambos grupos se les administró pruebas de eficiencia cognitiva global (MMSE, ACE-R y MoCA). A los cuidadores de los pacientes con demencia y a los acompañantes de los controles se les entrevistó mediante cuestionarios de valoración funcional en las actividades de la vida diaria (ADLQ, IADL, FAQ y FAST). Se aplicó en conjunto a pacientes con demencia y a sujetos controles, con sus respectivos cuidadores y acompañantes, escalas de valoración de gravedad de demencia (CDR y GDS). Se estimó la validez convergente, la confiabilidad (consistencia interna) y la utilidad diagnóstica (punto de corte, sensibilidad y especificidad) del TYM adaptado en Chile. Resultados: El TYM validado en una muestra de adultos mayores en Chile exhibió correlaciones significativas (p < 0,001) con los instrumentos de evaluación cognitiva (r = 0,918 con el MMSE; r = 0,932 con el ACE-R y r = 0,940 con el MoCA), gravedad de la demencia (r = -0,889 con la GDS y r = -0,802 con la CDR) y evaluación funcional (r = - 0,805 con el ADLQ, r = 0,813 con el IADL, r = -0,859 con la FAST y r = -0,761 con el FAQ), lo que da cuenta de una aceptable validez convergente. Presentó además una buena consistencia interna (alfa de Cronbach = 0,930). Su punto de corte fue de 39 puntos para detectar casos de demencia, con una sensibilidad de 0,935 y una especificidad de 0,839. Conclusión: El TYM validado en una muestra de adultos mayores chilenos mostró ser un screening de buenas propiedades psicométricas y diagnósticas, siendo de este modo un test válido, confiable y de aceptable utilidad diagnóstica para detectar demencias. Es fácil de administrar y por sus buenas características recomendable como una alternativa en la clínica de evaluación de demencias y quejas cognitivas en general
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40

Houston, Wes S. "PRESIDENTS TEST PERFORMANCE OF PATIENTS WITH FOCAL EPILEPSY." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin991166083.

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41

Fisher, Kimberly Gail. "The relative utility of implicit memory tasks and a forced-choice memory test for the detection of simulated brain injury deficits." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/NQ34261.pdf.

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42

Fuentes, Antoine David R. "Contribution à l'étude du test aléatoire de mémoires RAM." S.l. : Université Grenoble 1, 2008. http://tel.archives-ouvertes.fr/tel-00322092.

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43

Cramond, Alexander J. "The Longitudinal Stability of Memory in Males with Autism Spectrum Disorder." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3284.

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Previous research has demonstrated mixed evidence on impaired memory functioning in autism spectrum disorder (ASD), with the only consensus that there appears to be much heterogeneity. In addition, no research to date has examined the stability of memory in ASD. This study examined the stability of memory function in ASD compared to typically developing age-matched controls. Participants were administered the Test of Memory and Learning (TOMAL) twice, three years apart, in an established longitudinal NIH-supported investigation of ASD. Based on available research contrasting memory development in healthy individuals versus those with ASD, it was hypothesized that memory performance in the control group would be stable across time and that, compared to the control group, the autism group would demonstrate less stable memory function as measured by the TOMAL. Repeated Measures ANOVA and Reliable Change Index calculations of TOMAL Index and Subtest scores largely supported these hypotheses. The control group remained stable across time on all TOMAL indices and the ASD group showed improvement on the Composite Memory Index, Verbal Memory Index, and Delayed Memory Index but not the Non Verbal Memory Index. Clinical and research implications are discussed.
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44

Gordon, Sue, and n/a. "Development of a test of verbal memory for Canberra children : a normative pilot study." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20060712.115035.

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The aim of this research was to devise and norm a test of verbal memory suitable for use with children aged 5-10 years. Subjects were 204 Canberra school children. They were divided into six age groups, 5-10 years inclusive. Each age group of 34 children contained equal numbers of males and females. The main memory test involved free recall of a word-list over several learning trials and two delayed recall trials. This format allowed the assessment of a range of memory functions including immediate memory, learning and delayed recall following an interference trial. These aspects of memory are of known diagnostic significance and are necessary for satisfying the basic requirements of a comprehensive assessment of memory functioning. In addition, given that this is a study of verbal memory, precautions were taken to maximize the likelihood that words included in the word-list would be encoded solely within the verbal modality. Results showed that tests of immediate memory and learning differentiated between age groups. There were no developmental differences in retention as measured by recall decrement following interference. Also, there was no convincing evidence of sex differences for any of these three measures, with the possible exception of the ten year old group. For practical and clinical purposes, the distribution of scores for each age group on each of these measures is described. In addition, expected scores of individual children of a given age measured in monthly increments and confidence intervals for these scores were presented for measures of immediate memory and learning. Measures of intelligence for this sample of children were also recorded.
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45

Erich, Bryce. "Detection of traumatic brain injury with the Picture Memory Interference Test in college students." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728495.

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The purpose of this study was to examine potential effects of head-injury on individuals’ performance on the Picture Memory Interference Test (PMIT). This study examined differences in the performance of college-aged students with and without a history of head-injury on the PMIT. Data was drawn from an archival dataset of PMIT completions held at UCLA and analyzed with permission. From the total dataset of 12,227 completions, experimental groups were derived and separated based upon assumed severity of head-injury, based upon self-report data. Following exclusions, the final data sub-set for analysis consisted of 6,897 unique completions of the PMIT. Of these, 412 were assigned to the Mild head-injury group; 61 individuals were assigned to the Moderate-Severe head-injury group. Multiple one-way ANCOVA were conducted to identify difference between group performances. The results of the current study are unclear as to whether or not the PMIT may effectively detect and discriminate college student participants with a history of head-injury from those without, although significant findings were obtained which demonstrated those with a history of mild head-injury obtained higher scores on particular trials of the PMIT.

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46

Okura, Eve Kiyomi. "A Study of the Correlation Between Working Memory and Second Language EI Test Scores." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3025.

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A principal argument against the use of elicited imitation (EI) to measure L2 oral proficiency is that performance does not require linguistic knowledge, but requires only rote memorization. This study addressed the issue by administering two tests to the same group of students studying English as a second language: (1) a working memory test, and (2) an English oral proficiency EI test. Participants came from a range of English language proficiency levels. A Pearson correlation was performed on the test results for each participant. The hypothesis was that English EI scores and working memory scores would not correlate significantly. This would suggest that the two tests do differ in what they measure, and that the English EI test does measure knowledge of the language to some degree. The results of the Pearson correlation revealed that there was a small positive correlation between working memory and English EI scores, but that it was not significant. There was also a significantly positive correlation between students' English EI scores and ELC level. These findings suggest that the English EI test fundamentally functions as a language test, and not significantly as a working memory test.
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47

Carter, Elisabeth Y. "Normative data on the Auditory memory test battery for ages 9 through 13 years." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3867.

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Auditory short-term memory (STM) is important for speech and language development and for learning new information presented auditorily. Research has shown that auditory STM ability is of a developmental nature in the 5 through 8 year age range for a variety of auditory stimuli. Many tests and subtests are available to measure auditory STM ability, however one test, the Auditory Memory Test Battery (AMTB) measures auditory memory span and memory for sequence for 5 types of stimuli. The purpose of this study was to collect normative data on the AMTB scores of normal 9 through 13 year old students and young adults ages 20 through 30 years. The main experimental question was: What are the means and standard deviations of the AMTB scores from samples of normal children 9 through 13 years of age and normal young adults 20 through 30 years of age. A secondary question was: Are the differences between the performance scores statistically significant?
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48

Goldsmith, Susan Marie. "Test expectancies and memory organization." Thesis, 1989. https://dspace.library.uvic.ca//handle/1828/9454.

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The relationship between memory organization skills and performance was investigated. The purpose was to investigate organization and training differences that might result in different performance under the recall TES effect. The recall test expectancy effect (TES) states that people who expect and receive a recall test perform significantly better than do people who expect a multiple choice test but receive a recall test (Balota & Neely, 1980). In Phase 1, half of the 96 female undergraduate participants were randomly assigned to a categorized word list while the other half were assigned to an unrelated word list (Tulving, 1962) condition. The subjects studied and recalled the same list of words over four study-test trials. The participants were divided into high and low organizer groups depending on their organization scores (Tulving & Sternberg, 1977) from Phase 1. Before Phase 2 the high and low organizer groups were randomly assigned to either a training or no training condition. The subjects in the no training condition went directly to Phase 2. The training period consisted of suggestions for organizing materials for better recall. In Phase 2 all of the subjects received three different word lists for each of three study-test trials. The first two tests were multiple choice (recognition) and the last was a surprise recall test. Thus, the subjects were led to expect a recognition test through practice. The results from all of the condition groups were in support of the traditional recall TES effect. This reflected qualitatively different processes used for recognition versus recall tests (Underwood, 1972). There was a significant relationship between organizational abilities from Phase 1 and performance on the surprise recall test in Phase 2 for the high organizers but not for the low organizers. Significant group differences were found when training was not provided; however, the training period eliminated organizational group differences in Phase 2. The results were interpreted within the theoretical frameworks of Anderson and Bower (1972, 1974) and Gillund and Shiffrin (1984). Future research should be aimed at identifying the practical organization strategies used by test-takers so that recall performance of students, especially low organizers, can be facilitated.
Graduate
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49

Kuo, Shyr-Fen, and 郭碩芬. "Semiconductor Memory Test Time Reduction and Automatic Generation of Flash Memory Built-in Self-Test Circuits." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/15284824678922343291.

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碩士
國立清華大學
電機工程學系
92
Semiconductor memories play an important role in modern System-on-Chip (SoC) designs, including RAM and Flash memory. Semiconductor memory testing thus has been a key problem in testing integrated circuits for years. With their growing density and capacity, the test time grows rapidly if the test methodologies and equipments remain the same. Test time reduction other than parallel insertion—which is expensive and more and more difficult to keep up with the memory capacity growth—is a long time researched issue, as test cost is directly related to the time each product stays on the tester. Furthermore, we also need more design-for-testability (DFT) circuits to reduce the memory test time in the SoC era. The designers need to pay more attention to designing the DFT circuits. In this thesis, there are two parts devoted solving the memory testing issues discussed above. One is semiconductor memory test time reduction. We propose a systematic pproach to analying and rearranging the test items in the test flow. We propose two test compaction techniques: 1) merging existing test patterns, 2) developing efficient new test patterns. The proposed test time reduction algorithm is shown to effectively reduce the test time of an industrial DRAM test flow. The test time reduction tool also can identify the redundant test items, suggest a proper test list, and provide the correlation between the test items. In the industrial case, an extra 7% of the total test time is further reduced, on top of the original manually compacted test flow. The other is the Flash memory built-in self-test (BIST) circuit generator. This generator can generate synthesizable BIST RTL code in Verilog, and the generated BIST can combine with RAM BIST that is generated by a RAM BIST generator (called BRAINS). Besides, the generated BIST architecture supports paralled testing of multiple Flash memory cores to reduce test time in SoC.
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50

Pokharel, Punj. "Path Delay Test Through Memory Arrays." Thesis, 2013. http://hdl.handle.net/1969.1/151274.

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Memory arrays cannot be as easily tested as other storage elements in a chip. Most of the flip-flops (FFs) in a chip can be replaced by scan cells in scan-based design. However, the bits in memory arrays cannot be replaced by scan cells, due to the area cost and the timing-critical nature of many of the paths into and out of memories. Thus, bits in a memory array can be considered non-scan storage elements. Test methods such as memory built-in self-test (MBIST), functional test, and macro test are used to test memory arrays. However, these tests aren’t sufficient to test the paths through the memory arrays. During structural (scan) test generation, memory arrays are treated as “black boxes” or memory arrays are bypassed to a known value. Black boxes decrease coverage loss while bypassing increases chip area and delay. Path delay test through memory arrays is proposed using pseudo functional test (PFT) with K Longest Paths Per Gate (KLPG). In this technique, any longest path that is captured into a non-scan cell (including a memory cell) is propagated to a scan cell. The propagation of the captured value from non-scan cell to scan cell occurs during low-speed clock cycles. In this work, we assume that only one extra coda cycle is sufficient to propagate the captured value to a scan cell. This is true if the output of the memory feeds combinational logic that in turn feeds scan cells. When we want to launch a transition from a memory output, different values are written into different address locations and the address is toggled between the locations. The ATPG writes the different values into the memory cells during the preamble cycles. In the case of launching a transition out of a non-scan cell, the cell must be written with an initial value during the preamble cycles, and the next value set on the non-scan cell input. Thus, it is possible to capture and launch transitions into and from memory and non-scan cells and thus test the path delay of the longest paths into and out of memory and non-scan cells.
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