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Related Concept Videos

Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
System of Memory01:23

System of Memory

Memory is categorized into three major systems: sensory memory, short-term memory (STM), and long-term memory (LTM). These systems differ in their capacity and the duration for which they can hold information. Sensory memory captures raw sensory input from the environment, holding it for just a few seconds or less. For example, on hearing a brief, loud sound, like a car horn honking, the sound seems to linger in the mind for a moment even after it stops. This is an instance of sensory memory...
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Long-term memory can be categorized into two primary types: explicit and implicit memory. Explicit memory, also known as declarative memory, involves the conscious recollection of information that we deliberately try to remember, recall, and articulate. This type of memory encompasses specific facts, events, and...
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Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
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Understanding Memory

Memory is the retention of information or experiences over time, facilitated through three main processes: encoding, storage, and retrieval. Encoding is the process of inputting information into the memory system. For instance, when listening to a lecture, watching a play, reading a book, or having a conversation, the brain is actively encoding information. This initial stage involves transforming sensory input into a form that can be processed and stored by the brain. Various factors, such as...
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Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...

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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Distinctions between orthographic long-term memory and working memory.

Adam Buchwald1, Brenda Rapp

  • 1Department of Communicative Sciences and Disorders, New York University, New York, NY 10012, USA. buchwald@nyu.edu

Cognitive Neuropsychology
|April 29, 2010
PubMed
Summary
This summary is machine-generated.

This study supports the distinction between long-term memory (LTM) for orthographic knowledge and working memory (WM) for spelling. Evidence from individuals with spelling deficits highlights their separate roles and potential interactions.

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Area of Science:

  • Cognitive Neuroscience
  • Psycholinguistics
  • Neuropsychology

Background:

  • The distinction between long-term memory (LTM) for information storage and working memory (WM) for active manipulation is fundamental in cognitive science.
  • This LTM/WM distinction has been applied to written language production, specifically spelling, with LTM linked to the orthographic lexicon and WM to the graphemic buffer.

Observation:

  • Cognitive neuropsychological studies have historically identified selective impairments in either the orthographic lexicon (LTM) or the graphemic buffer (WM).
  • Recent research has re-evaluated the characteristics of graphemic buffer impairments, prompting a re-examination of the orthographic LTM and WM systems.
  • This paper presents a case series of 4 individuals with acquired spelling deficits.

Findings:

  • Error types and influencing factors in the studied individuals support the established distinction between cognitive systems for spelling (LTM and WM).
  • The findings indicate that the orthographic lexicon (LTM) and graphemic buffer (WM) function as distinct systems in spelling.
  • Evidence suggests potential interactions between these memory systems during spelling, aligning with recent research trends.

Implications:

  • The study reinforces the theoretical separation of long-term orthographic storage and short-term spelling manipulation.
  • Understanding these distinct yet interacting systems is crucial for diagnosing and treating spelling impairments.
  • The findings contribute to a more nuanced model of the cognitive architecture underlying written language production.