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Author: Grafiati

Published: 9 March 2023

Last updated: 11 March 2023

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1

1972-, Thorn Annabel, and Page Mike 1966-, eds. Interactions between short-term and long-term memory in the verbal domain. Hove, East Sussex: Psychology Press, 2008.

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2

1972-, Thorn Annabel, and Page Mike 1966-, eds. Interactions between short-term and long-term memory in the verbal domain. Hove, East Sussex: Psychology Press, 2008.

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3

Galliker, Mark. Sprechen und Erinnern: Zur Entwicklung der Affinitätshypothese bezüglich verbaler Vergangenheitsweise. Göttingen: Verlag für Psychologie, C.J. Hogrefe, 1990.

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4

1943-, Marx Wolfgang, ed. Verbales Gedächtnis und Informationsverarbeitung: Forschungsberichte aus der allgemeinen Psychologie. Göttingen: C.J. Hogrefe, 1988.

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5

Talley, Jack L. Children's auditory verbal learning test: Professional manual. Odessa, Fla. (P.O. Box 998, Odessa 33556): Psychological Assessment Resources, 1990.

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6

Differentielle Bedingungsanalyse verbaler Gedächtnisleistungen bei Schulkindern. Frankfurt am Main: P. Lang, 1986.

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7

Talley, Jack L. Children's Auditory Verbal Learning Test-2: Professional manual. Lutz, FL: Psychological Assessment Resources, 1993.

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8

Cirio, Valerio, Fabio Copiatti, Alberto De Giuli, Monica Gagliardi, Katiuscia Giroldini, Gian Vittorio Moro, Carlo Alessandro Pisoni, and Elena Poletti Ecclesia, eds. Vallintrasche 2008: Memorie di genti tra Val Grande e Alto Verbano. Ornavasso: Magazzeno Storico Verbanese, 2008.

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9

Copiatti, Fabio, Elena Poletti Ecclesia, Gian Vittorio Moro, Giovanni Necchi Della Silva, Carlo Alessandro Pisoni, Valerio Cirio, Veleda Bignami, et al., eds. Vallintrasche 2009: Memorie di genti tra Val Grande e Alto Verbano. Germignaga: Magazzeno Storico Verbanese, 2008.

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10

Festival Música Verbal e Imagen (1985 Mexico City, Mexico). Memorias del Festival Música Verbal e Imagen: La generación de fin de siglo, México, 1985. México, D.F: Secretaría de Educación Pública, CREA, 1986.

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11

Knopf, Monika. Gedächtnis im Alter: Empirische Studien zur Entwicklung des verbalen Gedächtnisses bei älteren Menschen. Berlin: Springer-Verlag, 1987.

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12

Joseph, Rhawn. The naked neuron: Evolution and the language of the body and brain. New York: Plenum, 1993.

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13

Joseph, Rhawn. The naked neuron: Evolution and the languages of the body and brain. New York: Plenum, 1993.

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14

Jackie, Andrade, ed. Working memory in perspective. Hove: Psychology Press, 2001.

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15

DeGaetano, Jean Gilliam. E couter, comprendre et agir: Activite s pour de velopper les habilete s d'e coute, d'attention et de compre hension verbale. Montre al: Chenelie re/McGraw-Hill, 2003.

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16

Lee, Nakeung. The temporal capacity of verbal short-term memory: An empirical study exploring the phonological loop by means of the irrelevant speech effort. Hamburg, Germany: Verlag Dr. Kovač, 1999.

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17

Kramer, Jill, ed. Whose Face Is In The Mirror?: The Story of One Woman's Journey from the Nightmare of Domestic Abuse to True Healing. Carlsbad, CA: Hay House, Inc., 2000.

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18

Page, Mike, and Annabel Thorn. Interactions Between Short-Term and Long-Term Memory in the Verbal Domain. Taylor & Francis Group, 2008.

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19

Harvey, Allison G., Edward Watkins, Warren Mansell, and Roz Shafran. Memory. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780198528883.003.0003.

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Chapter 3 explores memory. It outlines the nature of memory (implicit and explicit, perceptually-driven and conceptually-driven tasks, working memory, verbally accessible and situationally accessible memories), stimuli and selective memory, and the influence on memory of anxiety disorders, somatoform disorders, eating disorders, mood disorders, and substance-related disorders. Overgeneral memory, avoidant encoding and retrieval, recurrent memories are also discussed, as well as clinical implications.

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20

Page, Mike, and Annabel Thorn. Interactions Between Short-Term and Long-Term Memory in the Verbal Domain. Taylor & Francis Group, 2008.

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21

Page, Mike, and Annabel Thorn. Interactions Between Short-Term and Long-Term Memory in the Verbal Domain. Taylor & Francis Group, 2008.

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22

Page, Mike, and Annabel Thorn. Interactions Between Short-Term and Long-Term Memory in the Verbal Domain. Taylor & Francis Group, 2008.

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23

Page, Mike, and Annabel Thorn. Interactions Between Short-Term and Long-Term Memory in the Verbal Domain. Taylor & Francis Group, 2008.

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24

Reese, Elaine. Encouraging Collaborative Remembering Between Young Children and Their Caregivers. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198737865.003.0018.

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Parents support their children’s verbal memories from the time children begin to refer to the past, at around age one and a half years. When parents use elaborative reminiscing techniques in these conversations—through their sensitive use of open-ended questions containing new information, and confirmations of children’s responses—children’s autobiographical memory is strengthened. These benefits are evident for children’s collaborative remembering with parents and with other adults, and extend to children’s narrative, emotion understanding, and theory of mind skills. The mechanism for these effects is likely occurring through the verbal cues that parents are offering children for retrieving and consolidating their memories. Through elaborative reminiscing, parents are helping children to represent their memories in language, and through language to share them with others.

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25

Paivio, A. Imagery and Verbal Processes. Taylor & Francis Group, 2013.

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26

Paivio, A. Imagery and Verbal Processes. Taylor & Francis Group, 2013.

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27

Paivio, A. Imagery and Verbal Processes. Taylor & Francis Group, 2017.

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28

Paivio, A. Imagery and Verbal Processes. Taylor & Francis Group, 2013.

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29

Paivio, A. Imagery and Verbal Processes. Taylor & Francis Group, 2013.

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30

Missing Memory Link, reprogram and improve verbal Memory. Lulu Press, Inc., 2008.

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31

Page, Mike, and Annabel Thorn. Interactions Between Short-Term and Long-Term Memory in the Verbal Domain. Taylor & Francis Group, 2013.

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32

Knoke, Della M. The effects of cues and divided attention on verbal and non-verbal task performance in Parkinson's patients. 1994.

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33

Curran, Kathleen Ann. Evocative visual and verbal memory functioning of borderline personality disorders. 1987.

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34

Knopf, Monika. Gedächtnis im Alter: Empirische Studien zur Entwicklung des verbalen Gedächtnisses bei älteren Menschen ... Springer, 1987.

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35

Lleo, Alberto, and Rafael Blesa. Clinical course of Alzheimer’s disease. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199569854.003.0002.

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• Alzheimer’s disease is an age-related neurodegenerative disorder, with onset usually in late life, characterized by cognitive impairment, a variety of behavioural symptoms, and restrictions in the activities of daily living• The initial symptom is episodic memory loss, in particular in delayed recall of visual and/or verbal material. Immediate and remote memory is usually preserved in early stages...

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36

Memorias del Festival Musica Verbal e Imagen: La generacion de fin de siglo, Mexico, 1985 (Letras nuevas). Secretaria de Educacion Publica, CREA, 1986.

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37

Brainerd, Charles J., and Michael Pressley. Verbal Processes in Children: Progress in Cognitive Development Research. Springer, 2011.

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38

Gathercole, Susan E., and Alan D. Baddeley. Working Memory and Language. Taylor & Francis Group, 2014.

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39

Gathercole, Susan E., and Alan D. Baddeley. Working Memory and Language. Taylor & Francis Group, 2014.

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40

Gathercole, Susan E., and Alan D. Baddeley. Working Memory and Language. Taylor & Francis Group, 2014.

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41

Joseph, Rhawn. Naked Neuron: Evolution and the Languages of the Body and Brain. Springer London, Limited, 2013.

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42

Joseph, Rhawn. The Naked Neuron: Evolution and the Languages of the Body and Brain. Springer, 2014.

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43

Summers, Jane. The effects of manipulating, encoding and retrieval variables on the memory performance of verbal autistic children. 1991.

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44

Kortenkamp, Sarah Ruth. Verbal distraction during the complex figure test: An attempt to increase the sensitivity to right temporal lobe epilepsy. 2000.

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45

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Nonverbal Learning Disabilities. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0007.

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Nonverbal learning disabilities (NVLDs) occur when average or above-average verbal abilities contrast with weak visual-spatial, motor, and social communication skills. Students with NVLD often have delayed gross and fine motor skills, interpersonal skills deficits in nonverbal communication and pragmatic language, and problems with visual and spatial memory. The severity of NVLD varies from relatively mild social impairment or delays in gross motor skills, such as riding a bike or throwing a ball, to serious academic problems, often in mathematics. These students often demonstrate good comprehension and memory for rote information with weak figurative language and social communication skills. Case studies and remedial strategies are included to illustrate NVLD.

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46

Stern, Daniel N. What Implications do Forms of Vitality Have for Clinical Theory and Practice? Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199586066.003.0007.

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Chapter 7 discusses the implications that forms of vitality have for clinical theory and practice. It includes the roles played by vitality forms in psychotherapy – vitality forms and spontaneous talking, dynamic forms of vitality as paths to memory, vitality dynamics as a path to ‘reconstructed’ phenomenal experience, vitality forms and imagined movement, including verbal descriptions, vitality forms and the ‘local level’, vitality forms and intersubjectivity, vitality forms in identification, authenticity, and aliveness.

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47

Colwell, Chip. Oral Traditions. Edited by Barbara Mills and Severin Fowles. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199978427.013.2.

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Never before have oral narratives been more important in Southwest archaeology than they are today. Spoken histories—variously known as oral traditions, oral histories, Native literature, and verbal arts—play key roles in fostering a dialogue between descendant communities and archaeologists, affording broader anthropological understandings of Native cultures and their heritage, and providing novel and more informed understandings of the past. Ultimately, oral traditions are a cultural act of memory, often enveloped in metaphor but grounded in real historic events, personalities, and processes. Oral tradition and archaeology are, at base, not irreconcilably different, but rather two complementary ways of thinking and talking about the past.

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48

Covarrubias Díaz, Felipe. Evaluación de la Contribución de las Capacidades Numéricas Básicas y de la Memoria de Trabajo al Rendimiento Aritmético en Niños de Edad Escolar. Universidad Autónoma de Chile, 2019. http://dx.doi.org/10.32457/20.500.12728/88642019mnc12.

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Introduction: There are several causes and explanations of the cognitive mechanisms that underlie the deficits of mathematical learning difficulties. Several studies have evaluated the relations among general domain cognitive abilities (like intellectual coefficient and working memory (WM)) or cognitive abilities of specific domain; However, there are a few studies that evaluate simultaneously the contribution of cognitive variables of both domains to the arithmetic efficiency. Aim: The present study aims to simultaneously evaluate the unique contribution of the basic numerical capacities (BNC-subitizing, counting and symbolic and non-symbolic comparison) and the different components of WM (verbal and visual-spatial) to the explanation of the variance in academic achievement in basic arithmetic, in third-year students of Basic General Education with and without difficulties in basic arithmetic Methodology: A sample of 93 children was evaluated through computerized tests of BNC and working memory tasks: A group of 25 children with arithmetic learning difficulties (ALD) and 68 children without difficulties in arithmetic (NAD). Results: We found that the symbolic comparison and visuo-spatial WM contribute significantly to efficiency in basic arithmetic. Discussion: The results support the hypothesis of a deficit in the access to the symbolic numerical representations as the origin of the difficulties in the performance in arithmetic and show that certain skills of general domain (WM) contribute significantly to the development of mental numerical representations. Conclusions: It is interesting to evaluate the predictive capacity of these variables, delving into pedagogical issues related to assessment and intervention in mathematics.

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49

Gathercole, Susan E., and Alan D. Baddeley. Working Memory and Language. Taylor & Francis Group, 2014.

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50

Gathercole, Susan E. Working Memory And Language: Essays In Cognitive Psychology (Essays in Cognitive Psychology). Psychology Press, 1993.

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