Relevant bibliographies by topics / Memory in children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Memory in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Memory in children"

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Ye. Pyadysheva. "Book of Memory: Children." International Affairs 68, no. 003 (June 30, 2022): 84–90. http://dx.doi.org/10.21557/iaf.78084833.

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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 (March 1990): 37–43. http://dx.doi.org/10.1177/153331759000500208.

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Ceci, Stephen J. "Memory distortions in children." Journal of the Neurological Sciences 134, no. 1-2 (December 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 (October 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 (December 23, 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 involved 52 students from 4th - 6th grade in elementary school. The measurement of hydration status used urine specific gravity, while short-term memory was measured using a digit span test. Then, the Chi-Square test was applied to analyze the data. This study result showed that more than half of children had normal nutritional status, good hydration status and normal short-term memory. Furthermore, nutritional status and hydration status were associated with children's short-term memory. Parents should provide more attention to their children’s nutritional and fluid needs, by 1) the children are getting used to taking breakfast before going to school and 2) parents provide meals and drinks from home for their children. INDONESIAMemori jangka pendek pada anak usia sekolah sangat berpengaruh terhadap proses belajar dan upaya peningkatan kemampuan akademik. Asupan nutrisi dan cairan tubuh yang cukup dibutuhkan untuk meningkatkan kerja otak sehingga fungsi memori anak lebih optimal. Data awal penelitian terkait memori jangka pendek anak di SD N Gembong 2 Pati menunjukkan sebagian anak mengalami penurunan memori jangka pendek. Tujuan penelitian ini adalah menganalisis hubungan status gizi dan status nutrisi dengan memori jangka pendek anak. Metode penelitian korelasional dengan jumlah sampel 52 responden anak kelas 4-6 SD. Pengumpulan data status gizi melalui pengukuran berat badan dan tinggi badan. Pengukuran status hidrasi menggunakan pemeriksaan berat jenis urine dan memori jangka pendek menggunakan test digit span. Analisa menggunakan chi square. Hasil penelitian menunjukkan sebagian besar anak mempunyai status gizi normal, status hidrasi baik dan memori jangka pendek yang normal. Terdapat hubungan antara status gizi dan status hidrasi dengan memori jangka pendek anak. Orang tua sebaiknya lebih memperhatikan kebutuhan nutrisi dan cairan anak dengan cara: 1) membiasakan sarapan sebelum berangkat sekolah; dan 2) pada saat anak ke sekolah lebih baik dibawakan bekal makanan dan minuman.
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CECI, S. J. "Memory Development: Cognitive Learning and Memory in Children." Science 231, no. 4744 (March 21, 1986): 1452. http://dx.doi.org/10.1126/science.231.4744.1452.

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Muqaddaskhan, Umarova. "UNVEILING THE PHYSIOLOGICAL BASIS AND SPECIFICITY OF MEMORY IN PRESCHOOL CHILDREN." International Journal of Pedagogics 4, no. 3 (March 1, 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 (March 1, 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 (March 1, 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 (October 26, 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 effectively childrens memories grow have been discussed further in previous articles. Additionally, the current review discussed some individual differences like the connection among stress, exercise, and the growth of childrens memory, which had previously received little attention. The article also highlights some inspirations that were provided by these influential circumstances such as create a good family environment school environment, a harmonious parent-child relationship and close teacher-student relationship for children. The present article also put forward some advice with an innovative perspective like exercise more and received proper stress.
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Dissertations / Theses on the topic "Memory in children"

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Eastwood, Adrienne E. "Memory or attention?, understanding working memory in children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ65235.pdf.

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MacDonald, Mary Ann. "Memory and metamemory in hyperactive children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30999.

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Memory and metamemory were examined in 30 hyperactive and 30 nonhyperactive children matched on age, grade, and IQ (as measured by the Vocabulary and the Block Design subtests of the WISC-R), within the context of a broad range of tasks. The five tasks investigated in this study were: (a) a prospective memory task, (b) a feeling-of-knowing task, a visual retention task, (c) a word generation task, (d) and (e) an object span and recall task. Previous research has demonstrated considerable variability in the performance of hyperactive children on memory tasks. They have been shown to perform as well as normal children on tasks of cued recall, paired associates for meaningful words, and on tests of recognition memory. They are distinguished from normal children by their poor performance on tasks of uncued recall, paired associates learning for semantically unrelated words, and in addition, often display performance decrements when task demands increase. The results of this study suggest that hyperactive children are less efficient in metamemory knowledge and skills than normal children. These findings are consistent with the proposal that the difficulties hyperactive children demonstrate on memory tasks may result from a deficiency in their ability to efficiently engage in metamemory processes. The hyperactive children in this study generally had more difficulty than the control children with recall on all the tasks. These included tests of both verbal and nonverbal memory, short and long-term memory, and prospective remembering. Further, they did not derive a memorial benefit, as the control subjects did, when generating their own recall items, or when recalling visual stimuli that could be more easily verbally encoded than others. The hyperactive subjects demonstrated their recall abilities by performing as well as the normal subjects on the recall of read words in the word generation task, and on the recall of the low and medium level of labelability items in the visual retention task. Also, the recall performance of the hyperactive subjects differed significantly between a no-strategy and a provided strategy condition on the prospective memory task. Moreover, there were no group differences on the recognition memory test of the feeling-of-knowing task. The results of this study are consistent with the previous investigations of memory performance in hyperactive children. The present findings further extend the past research by demonstrating selective memory deficits in the hyperactive subjects that are consistent with deficits in metamemory abilities. The proposition that metamemory skills are implicated in the difficulties that the hyperactive children demonstrated in this study is further supported by the difficulty they experienced in describing how they remembered the task items. The hyperactive subjects had more difficulty than the control subjects when attempting to describe a strategy that they used to aid recall. The strategies they described, relative to the control subjects, tended to be vague and poorly defined. These findings suggest that there may be both qualitative and quantitative differences in the way in which hyperactive and normal children use strategies. In summary, the findings of this study suggest that hyperactive children, relative to normal children, seem to be deficient in both their metamemory knowledge and the ability to monitor and control their memory performance. Questions addressing whether these children cannot or do not employ these skills were introduced. The clinical implications of the findings were considered and recommendations were made for future research.
Arts, Faculty of
Psychology, Department of
Graduate
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Forrest, Tammy J. "Memory errors in elementary school children." Diss., Full text available online (restricted access), 2002. http://images.lib.monash.edu.au/ts/theses/Forrest.pdf.

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Henry, Lucy A. "The development of memory in children." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253175.

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McCormack, Teresa. "The development of contextual memory in children." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326665.

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Ashbrook, Richard McBride. "Memory organization in attention deficit disorder children." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371733849.

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Gascoigne, Michael. "Long-term memory in children with epilepsy." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10216.

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Memory difficulties represent a common complaint in patients with epilepsy. These difficulties may refer to (i) a faster rate of forgetting of newly-learned materials over long delays relative to short delays (accelerated long-term forgetting; ALF) or (ii) autobiographical memory (ABM) difficulties, including deficits in recall of episodic (re-experiencing of personal events) and semantic (factual information) components. To date, ALF and ABM studies have largely focussed on adults. This thesis assesses ALF and ABM in children with temporal lobe epilepsy (TLE) and in those with idiopathic generalised epilepsy (IGE). ALF is assessed in 23 children with TLE, 20 with IGE and 58 similarly-matched controls. Participants completed a battery of tests, including a measure of verbal learning and recall after short (30-min) and long (7-day) delays. Relative to controls, children with TLE recalled fewer words at the 7-day delay compared with the 30-min delay. Age was also negatively correlated with word recall after short and long delays within the TLE group. Children with IGE recalled fewer words after a long, but not short, delay relative to controls. Moreover, greater epilepsy severity was associated with poorer 7-day recognition in the IGE group. ABM was assessed in 21 children with TLE, 18 with IGE and 42 healthy controls. Children with TLE recalled fewer episodic, but not semantic, details than controls. Unlike controls, episodic recall did not increase with age in the TLE group and was unrelated to epilepsy factors, such as side of seizure focus. Children with IGE recalled fewer episodic details than controls while earlier age of seizure onset was associated with poorer episodic recall. Our findings suggest that long-term memory consolidation may be disrupted by temporal lobe pathology or seizure focus and generalised seizures. Finally, long-term memory deficits may gradually emerge in children with TLE, as older children are more likely to present with these deficits.
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Howard, Megan. "Understanding Autobiographical Memory of Children Through Self-Report." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1226.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology
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Buller, Terri. "Implicit and explicit memory in preschoolers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29349.

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Explicit memory refers to conscious or deliberate recollection of recent events and experiences, whereas implicit memory is revealed when the same events and experiences affect performance in the absence of conscious recollection. It is well known that implicit and explicit memory develop differently across the life span: Explicit memory is acquired in early childhood, remains stable across adulthood, and then decreases in later life, whereas implicit memory develops earlier in childhood and remains intact well into late adulthood (for review see Graf, 1990). To explain this pattern of results, it has been suggested that implicit memory performance is mediated by automatic processing, whereas explicit memory performance is mediated by subject controlled processing, such as goals and strategies (e.g., Craik, 1983). My thesis examines whether development during the preschool years has the same effect or different effects on implicit and explicit memory test performance. Toward this goal, I first collected normative data to establish baserate performance on category production tests for use in the main experiment. Subjects consisted of 96 preschoolers and production norms were gathered for 7 different categories. The procedure involved reading a brief story to focus subjects attention on a category and required them to name 5 items from that category. Test performance showed two notable findings. First, some categories had a more gradual drop-off in response rate distributions than others, and second, differences in response rates for the different age groups were greater in some categories than others. The main part of this thesis is an experiment that examined whether development has the same effect or different effects on implicit and explicit memory test performance. Subjects for this study consisted of groups of 12 3-, 4-, and 5-year olds (n=36). The method involved presenting subjects with category production and category cued-recall tests for previously studied items. The items were selected from the norms according to three criteria: frequency of occurrence in the norms was not at floor or ceiling, occurrence frequencies were similar across age groups, and each item was representable as a picture. During the study phase five items were studied from each of 4 categories: CLOTHES, TRAVEL, PLAYGROUND, and ZOO. Ten of the 20 items (5 per category) were studied by each subject -- 5 in a non-elaborative study condition that required subjects to name each item and 5 in an elaborative study condition that asked them to name each item and answer a question about real-life aspects/uses of the item (e.g., "Do boys wear dresses?"). Two sets of target items that were not studied were used to assess baserate performance. The testing phase occurred immediately after the study phase. Implicit memory performance was assessed with category production tests using the same procedure as for the norms study. Explicit memory was assessed with a category cued-recall test. The critical findings from the implicit memory tests were: more priming in the elaborative than in the non-elaborative study conditions, and similarly large priming effects across age-groups. The explicit memory test results showed that performance increased across age-groups, but only for materials in the non-elaborative study condition. In the elaborative study condition 3-year olds' performance was comparable to that of the 5-year olds. The present thesis illustrated the distinction between implicit and explicit memory performance. Furthermore, it supports the hypothesis that while there is overlap of some of the components mediating these forms of memory, particularly related to storage of materials, there are significant differences between other mediating processes of implicit and explicit memory that are more closely associated with retrieval of materials.
Arts, Faculty of
Psychology, Department of
Graduate
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Tillman, Carin. "Working Memory and Higher-Order Cognition in Children." Doctoral thesis, Uppsala University, Department of Psychology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9271.

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Higher-order cognitive functions, such as executive function (EF) and intelligence, are crucial to the everyday functioning of human beings. Gaining knowledge about these functions is important for our general understanding of human nature as well as for our ability to help those who may not develop these processes optimally. The present thesis focused particularly on the EF component working memory (WM), described as the ability to maintain informa-tion in consciousness during short time periods with the purpose of using that information in complex cognition. The major aims of the thesis were to increase our understanding of higher-order cognition in children as well as of deficiencies in intelligence found in children with Attention Deficit Hyperactivity Disorder (ADHD). We approached these aims by studying the interrelations among EF-related components in terms of their independent contributions to intellectual functioning. We also studied whether the lower intelligence in children with ADHD was mediated by fundamental EF-related components or whether these deficiencies went beyond the weaknesses in these specific cognitive functions.

Interpreting the present data, we suggest that intellectual functioning in children is best viewed as representing a system of primarily independent parts that may be accompanied by an overarching common mechanism. The multiple components involve, but are surely not limited to, WM functions, inhibitory functions, sustained attention, and processing speed. One of these functions, WM, was found to be further partitioned into domain-specific executive WM processes and domain-specific short-term storage processes, all of which constitute important aspects of higher-order cognitive functioning. We have further learned that deficits in fluid intelligence in children with ADHD may entail more than weaknesses in specific central cognitive functions. This additional deficit is cautiously interpreted as involving supe-rior executive attention functions setting the stage for the development and integration of the EF system as well as the “intelligence system”.

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Books on the topic "Memory in children"

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Tchaikovsky, Adrian. Children of Memory. New York, USA: Orbit, 2023.

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Kathy, Pezdek, and Banks William P, eds. The recovered memory/false memory debate. San Diego: Academic Press, 1996.

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Kail, Robert. The development of memory in children. 3rd ed. New York: W. H. Freeman, 1990.

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Kail, Robert V. Children and their development. Upper Saddle River, N.J: Prentice Hall, 1998.

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Kail, Robert V. Children and their development. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2001.

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Kail, Robert V. Children and their development. 3rd ed. Upper Saddle River, N.J: Pearson/Prentice Hall, 2004.

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Pressley, Michael, and Charles J. Brainerd, eds. Cognitive Learning and Memory in Children. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4613-9544-7.

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J, Ceci Stephen, Toglia Michael P, and Ross David F. 1959-, eds. Children's eyewitness memory. New York: Springer-Verlag, 1987.

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Buscaglia, Leo F. A memory for Tino. Thorofare, N.J: SLACK, 1988.

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Hartson, John N. The forgotten R: Remembering : memory skill instruction for school-aged children. [S.l: s.n., 1989.

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Book chapters on the topic "Memory in children"

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Cyr, Mireille. "Memory in children." In Conducting Interviews with Child Victims of Abuse and Witnesses of Crime, 15–30. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003265351-2.

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Kenny, Dianna T. "Memory." In Children, Sexuality and Child Sexual Abuse, 219–45. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109329-10.

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Cole, Carol B., and Elizabeth F. Loftus. "The Memory of Children." In Children’s Eyewitness Memory, 178–208. New York, NY: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-6338-5_10.

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Sen, Hia. "The Children From Memory." In 'Time-Out' in the Land of Apu, 239–65. Wiesbaden: Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-658-02223-5_9.

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Kenny, Dianna T. "When memory deceives." In Children, Sexuality and Child Sexual Abuse, 246–75. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109329-11.

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Daehler, Marvin W., and Carolyn Greco. "Memory in Very Young Children." In Springer Series in Cognitive Development, 49–79. New York, NY: Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4613-9544-7_2.

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Esperanza Rock Núñez, María. "Memory, poetry, art, and children." In Poetry, Method and Education Research, 268–83. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429202117-24.

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Lange-Küttner, Christiane. "Visual Memory Development in Children." In Visual and Motor Cognition in Infants and Children, 118–68. London: Routledge, 2024. http://dx.doi.org/10.4324/9780429270604-8.

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Óttarsdóttir, Unnur Guðrún. "Memory Drawing for Children Who have Experienced Stress and/or Trauma and have Specific Learning Difficulties." In Memory, 118–41. London: Routledge, 2024. http://dx.doi.org/10.4324/9781032663944-8.

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Dekker, Rudolf. "Children of an Artisan." In Childhood, Memory and Autobiography in Holland, 31–37. London: Palgrave Macmillan UK, 2000. http://dx.doi.org/10.1007/978-1-349-62377-8_4.

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Conference papers on the topic "Memory in children"

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Leite, Iolanda, André Pereira, and Jill Fain Lehman. "Persistent Memory in Repeated Child-Robot Conversations." In IDC '17: Interaction Design and Children. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3078072.3079728.

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Krasnoshchekova, Sofia V. "INTERROGATIVE PRONOUNS CHTO ‘WHAT’, KTO ‘WHO’, KAKOI ‘WHICH’ AND LINES OF THEIR DERIVATIVES IN THE L1 ACQUISITION." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.16.

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The article examines the acquisition of pronouns of the lines kto ‘who’, chto ‘what’ and kakoi ‘which’, belonging to the interrogative, indefinite and negative groups, by Russian- speaking children. We have used longitudinal data, those being recordings of the speech of 5 children aged from 2 to 4 years. Analysis of the functional-semantic and morphological-syntactic features of pronouns in the speech of children allowed us to draw the following conclusions: children’s speed and ease of mastering the pronouns depends not only on their frequency in the input, but also on the internal linguistic features of each lexeme. The role is played by the combination of the function of a pronoun in a specific utterance, and the basic meaning of the series: for example, in the chto ‘what’ line such cognitively successful combination is “concreteness + objectivity”, and in the kto ‘who’ line “animacy” refers to the lesser level of “concreteness” (this may be explained by the later appearance of lexemes of this line in children’s speech). The line of kakoi ‘which’ demonstrates association between the attributive meaning and a) pure indefiniteness (including non-concreteness in irrealis) and b) deicticity, when primarily non-deictic interrogative kakoi ‘which’ and indefinite kakoi-to ‘some’ in the speech of children in relative-demonstrative, emphatic, and actualizing contexts approach the demonstrative takoi ‘such’. The development of the morphological and syntactic side of pronouns occurs in children without significant difficulties: there are almost no mistakes in the word formation, although children often follow a strategy close to the strategy of avoidance: children prefer to use only the initial forms of pronouns (including the Gen. forms of negative pronouns), so these pronouns adopt certain adverbial traits in the speech of young children and can be seen as unchangeable. The main syntactic features are the use of pronouns within typical constructions, acquired on the whole, and a large number of interrogative sentences in which the pronoun is not transferred to the beginning. Refs 26.
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Mahmutoglu, Vildan. "Memory Shaping in Migration Age: Amal’s Walking." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.9-1.

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Memory forms through visual and auditory perception and experience. Yet, memory studies frequently note that past traumas influence memory and the shaping of memory. Here, studies on past suffering influence the field of memory studies. For example, Huyssen notes that the narratives concerning past trauma not only transfer this past pain but also build memory which will emerge in the future (2018). At the present time, the creation of narratives is increasingly shifting away from large institutions, where short story pieces are gaining a place in general media through their formation as micronarratives, thus structuring contemporary communication. Such is the case with puppet theatre and its narratives. For example, in Turkey, one popular current puppet theatre narrative is the journey of the puppet Amal, the Syrian girl protagonist in a puppet play created by the Good Chance Theatre. Within the narrative, Amal begins her journey in Gaziantep, a city in southern Turkey near the Turkish-Syrian border, and reaches the large city of Izmir, in Turkey, as a final destination. This study was carried out in Izmir, which is the last stop of Amal in Turkey. Before leaving Turkey, there were several activities held, and refugee children and Turkish children came together with Amal in those events. They played some games together to contribute to Amal's Izmir Diary – (Izmir Art, July 6, 2022). In the research, focus groups and in-depth interviews were realized with the children who participated in these events. By analysing the interviews, the effect of Amal’s walking performance on Syrian children will be revealed by keeping in the mind the key phrase ‘forming the memory’ and micronarrative.
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Ozfidan, Burhan. "Verbal Working Memory and Short-Term Memory: Bilingual Versus Monolingual Children." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2001513.

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Vasina, Yuliya M. "The development of figurative memory in older preschool children with mental retardation through computer technology." In Специальное образование: методология, практика, исследования. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-532-0-2021-79-83.

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The article discusses the use of computer technologies in the development of figurative memory in older preschool children with mental retardation. The features of memory development in children with developmental disorders are revealed. Criteria and diagnostic tools for identifying the level of development of figurative memory in children with this disorder are described. A series of computer training programs aimed at developing the basic properties of figurative memory are analyzed.
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Kruglyakova, Tatiana А. "THE SPECIFICS OF PRIMING-EFFECT DURING REPRODUCTION OF A NON-USUAL UTTERANCE BY A CHILD." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.17.

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In his work How Children of the Preschool Age Observe Language, Gvozdev argued that a child of two-three years old could fix and correct errors in the speech of other people. At the same time, numerous priming-experiments built on the data of synonymous constructions of common language indicate that least frequency constructions willingly used by children in this age make the greatest influence on children’s speech. The aim of this article is to analyze speech behavior of a child who hears phrases with errors or receives a task to repeat wrongly constructed statements. Nobody has already studied constructions with speech errors in priming-experiments on Russian data. We analyzed the results of a pilot experiment on Russian data developed by non-native speakers of Russian from the Max Plank Institute for Evolutional Anthropology. There were 33 three-year-old children involved in the experiment. The texts included random deviations from both speech norms and frequency usage accepted in the Russian register of communication with children. Experiment results allow making some interim conclusions. The priming-effect on the perception of uncommon forms is low. Speech production mechanisms started to work when performing a task to repeat phrases heard by a child; that was followed with modifications of unusual forms, probably unconscious. Syntactic level (word order and choice of cases and prepositions) is least influenced by the prime. The previous speech experience also influences the ability to repeat what a child heard. The experience includes already formed grammatical representations of a certain child, the frequency of lexical units (including special contexts). While facing unusual constructions, the mechanism of evaluating the statement as “possible/impossible”, and “right/wrong” is launched which leads to its conscious or unconscious modification. Refs 18.
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Hui, Liew Tze, Lau Siong Hoe, Hishamuddin Ismail, Neo Han Foon, and Goh Kah Ong Michael. "Evaluate children learning experience of multitouch flash memory game." In 2014 Fourth World Congress on Information and Communication Technologies (WICT). IEEE, 2014. http://dx.doi.org/10.1109/wict.2014.7077309.

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Zhang, Wei, Li Fan, and Ye-Ping Jiang. "Memory Updating Deficit in Attention Deficit Hyperactivity Disorder (ADHD) Children." In 2015 International Conference on Medicine and Biopharmaceutical. WORLD SCIENTIFIC, 2016. http://dx.doi.org/10.1142/9789814719810_0001.

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Joseph, Ebenezer, Veena Easvaradoss, T. Edwin Prabhakaran, and Sweta Jain. "MALLEABILITY OF WORKING MEMORY THROUGH CHESS TRAINING IN SCHOOL CHILDREN." In International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact054.

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Azhan, M. N. Mohd, M. S. A. Megat Ali, W. Mansor, N. A. Zainal Abidin, A. H. Jahidin, A. I. Mohd Yassin, M. F. R. Mohd Rozlan, and Z. Mahmoodin. "An EEG-Based Visual Working Memory Assessment Protocol for Children." In 2023 IEEE Symposium on Wireless Technology & Applications (ISWTA). IEEE, 2023. http://dx.doi.org/10.1109/iswta58588.2023.10249299.

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Reports on the topic "Memory in children"

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McCausland, Kathleen. A comparative study of the short-term auditory memory span and sequence of language/learning disabled children and normal children. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2849.

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Davis, Patricia. Normative data on the auditory memory performance of three- and four-year old children as measured by the Auditory memory test package (AMTP). Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3289.

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Zhu, Qiqi, Jie Deng, Chong Xu, Meixi Yao, and Yu Zhu. Effects of physical activity on visuospatial working memory in healthy individuals: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2022. http://dx.doi.org/10.37766/inplasy2022.8.0053.

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Review question / Objective: P: Healthy individuals (including children, adolescents, adults, and seniors); I: Individuals who join various physical activities (including aerobic exercise, HIT, yoga, resistance training, Tai Chi, balance training, skill training, et al); C: Individuals who have no movement, do reading, or do same as normal activities; O: 1-Back Test, 2-Back Test, Trail Making Test-A, Trail Making Test-B, Digit Span Forward, Digit Span Backward; S: Randomized Controlled Trial (RCT). Condition being studied: Healthy individuals without any cognitive disorders.
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Camilo, Cláudia, Andréia Salmazo, Margari da Vaz Garrido, and Maria Manuela Calheiros. Parents’ executive functioning in parenting outcomes: A meta-analytic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2023. http://dx.doi.org/10.37766/inplasy2023.3.0067.

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Review question / Objective: Guided by the PRISMA guidelines, this study aims to systematically review and meta-analyze the literature exploring the association between parents’ basic and higher-order executive functions in adulthood (working memory, inhibitory control, cognitive flexibility, planning, reasoning, problem-solving) and positive and negative parenting outcomes (parenting practices, behaviors, styles). Eligibility criteria: his meta-analysis will include: 1) Studies that analyze the association of mothers’/ fathers’ basic and higher-order executive functions in adulthood and parenting outcomes (e.g., parental styles, behaviors, quality of interaction, abusive or violent practices); 2) Quantitative empirical studies (correlational, longitudinal, and group comparison designs); 3) Peer-reviewed articles or dissertations, published in English, Spanish, or Portuguese. The exclusion criteria are: 1) Studies analyzing children’s executive functions; 2) Studies analyzing children’s developmental outcomes; 3) Studies not focusing on parenting outcomes; 4) Qualitative studies, and non-empirical studies such as theoretical reviews, systematic reviews, or meta-analyses.
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‘Working for the future: parentally deprived Nigerian Children have enhanced working memory ability’ – Tochukwu Nweze video abstract. ACAMH, April 2020. http://dx.doi.org/10.13056/acamh.11856.

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‘Understanding developmental cognitive science from different cultural perspectives’ – In Conversation with Tochukwu Nweze. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13666.

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Tochukwu Nweze, lecturer in the Department of Psychology, University of Nigeria, Nsukka and, PhD student in MRC Cognition and Brain Sciences Unit, University of Cambridge talks about his recent paper on parentally deprived Nigerian children having enhanced working memory ability, how important is it to study cultural differences in cognitive adaption during and following periods of adversity, and how can mental health professionals translate this understanding of difference into their work.
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