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System of Memory01:23

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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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Working Memory01:24

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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...
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Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
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Emotionally traumatic events often lead to memories that are exceptionally vivid and enduring, sometimes persisting with remarkable clarity throughout an individual's life. A classic example of this phenomenon is a person who survives a car accident. Even years later, they may recall every detail of the event with startling accuracy — the screeching of the tires, the jarring impact, and the acrid smell of burning rubber. Such vividness contrasts sharply with how an individual...
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Repressed Memory01:16

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Repressed memories are a psychological phenomenon where memories of traumatic events are unconsciously blocked from a person's awareness. This process occurs as a defense mechanism, protecting the mind from the emotional impact of distressing or painful experiences. For example, a person who has experienced childhood trauma may grow up with no conscious recollection of the event. In such cases, the memories are thought to be buried deep within the subconscious, inaccessible to the conscious...
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Immunological memory, a pivotal pillar of the adaptive immune system, is responsible for the body's ability to remember and respond more swiftly and effectively to previously encountered pathogens. This remarkable feature is what makes vaccines so effective in preventing diseases.
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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

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Working Memory Training for Schoolchildren Improves Working Memory, with No Transfer Effects on Intelligence.

Dorota Żelechowska1, Justyna Sarzyńska2, Edward Nęcka3

  • 1Institute of Psychology, Adam Mickiewicz University in Poznań, 61-712 Poznań, Poland. dorota.zelechowska@gmail.com.

Journal of Intelligence
|June 5, 2019
PubMed
Summary
This summary is machine-generated.

Working memory training improved children's working memory capacity. However, improvements in trained tasks were not sustained long-term, and effects on intelligence were minimal and temporary.

Keywords:
cognitive trainingintelligenceschoolchildrenworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Neuroscience

Background:

  • Working memory is crucial for higher-order cognition and predicts general cognitive abilities.
  • Understanding the trainability of working memory is important, especially in developing cognitive systems.
  • Investigating transfer effects to intellectual skills is key to assessing training efficacy.

Purpose of the Study:

  • To examine the malleability of working memory processes in schoolchildren (ages 8-10).
  • To analyze transfer effects of working memory training to general and specific intellectual skills.
  • To assess practice effects, near-transfer (working memory capacity), and far-transfer (intelligence) after training.

Main Methods:

  • Sixty-nine children participated in a 10-session working memory training program using n-back and keep track paradigms.
  • An experimental group (42 children) engaged in updating-focused working memory tasks.
  • An active control group (27 children) was included for comparison.

Main Results:

  • The experimental group showed significant improvements in working memory capacity on both trained and untrained tasks.
  • Far-transfer effects to psychometric intelligence were weak and potentially due to repeated testing.
  • Improvements in training tasks persisted for 15 months, but far-transfer effects on intelligence disappeared by delayed assessment.

Conclusions:

  • Working memory updating training can enhance working memory capacity in children.
  • Observed far-transfer effects to intelligence are limited and not sustained over time.
  • While working memory skills show some durability, cognitive training benefits may not generalize broadly or permanently to intelligence.