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.
Full textMacDonald, Mary Ann. "Memory and metamemory in hyperactive children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30999.
Full textArts, Faculty of
Psychology, Department of
Graduate
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.
Full textHenry, Lucy A. "The development of memory in children." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.253175.
Full textMcCormack, Teresa. "The development of contextual memory in children." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326665.
Full textAshbrook, Richard McBride. "Memory organization in attention deficit disorder children." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371733849.
Full textGascoigne, Michael. "Long-term memory in children with epilepsy." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/10216.
Full textHoward, 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.
Full textBachelors
Arts and Sciences
Psychology
Buller, Terri. "Implicit and explicit memory in preschoolers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29349.
Full textArts, Faculty of
Psychology, Department of
Graduate
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.
Full textHigher-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”.
Boyko, Kelly A. "The structure of associative memory in creative children." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/9952.
Full textMason, Debbie L. "Nonverbal communication and memory in language-impaired children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22864.pdf.
Full textWilhelm, Ines [Verfasser]. "Sleep-dependent memory consolidation in children / Ines Wilhelm." Lübeck : Zentrale Hochschulbibliothek Lübeck, 2012. http://d-nb.info/1020114770/34.
Full textBablekou, Zoe. "Memory processes in children with specific language difficulties." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252961.
Full textSterne, Abram. "Phonological awareness, memory, and reading in deaf children." Thesis, University of Cambridge, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284957.
Full textDIAS, LUCIANA BROOKING TERESA. "MEMORY IN SCHOOL-AGED CHILDREN: A NEUROPSYCHOLOGICAL PERSPECTIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34732@1.
Full textPROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A memória se apresenta em sistemas distintos e interligados. Ela permite a constituição do sujeito e sua interação com o meio em que vive. Durante o desenvolvimento, mudanças biológicas e comportamentais vão ocorrendo, algumas vezes de forma rápida e outras, lentamente, respeitando a maturação neuronal, a interação social e a cultura em que vive. Nesse contexto, a emoção tem um papel modulador das funções cognitivas, fortalecendo ou enfraquecendo o armazenamento de uma informação, ou seja, influenciando a memória. Seu armazenamento pode ser sensorial, de curto e de longo prazo e ela pode se dividir em estágios (codificação, armazenamento e recuperação) e em tipos (explícita ou declarativa e implícita ou não declarativa). A memória explícita se subdivide em episódica e semântica, a implícita inclui os hábitos e habilidades, e a memória de curto prazo inclui a memória de trabalho. As áreas cerebrais envolvidas são o hipocampo, lobos frontal e temporal e a amígdala. Há distinção dos sistemas de memória durante o desenvolvimento: bebês reproduzem ações, reconhecem faces e eventos familiares e apresentam memória implícita (que não se altera muito ao longo do desenvolvimento); crianças pré-escolares apresentam uma memória mais sofisticada, organizando melhor as informações; e na fase escolar a memória já se encontra mais desenvolvida. O estudo mostrou que a memória semântica melhora gradualmente com a idade, acompanhando a ampliação de vocabulário; a memória episódica se desenvolve de forma mais pontual; e a memória de trabalho apresenta maturação mais tardia, acompanhando o desenvolvimento das funções executivas.
The memory is divided into different systems and interconnected. It allows the creation of the subject and its interaction with the environment in which they live. During the development, behavioral and biological changes are occurring, sometimes quickly and others slowly, respecting the neuronal maturation, social interaction and culture in which they live. In this aspect, some skills are innate and others, acquired, learned. In this context, emotion plays a modulator of cognitive functions, strengthening or weakening the storage of information, ie, influencing memory. It can present divided into stages (sensory, short term and long term), in steps (encoding, storage and retrieval), and types (declarative or explicit and implicit or non-declarative). The explicit type is subdivided into episodic and semantic, the implicit include the habits and skills, and the short-term memory includes the working memory. The brain areas involved are the hippocampus, frontal and temporal lobes, and amygdale. in the formation of new memories and the recognition and consolidation during learning, and amygdala, allowing storage of the episodes that involve more emotion. There are distinctions in the memory systems during the development: babies reproduce actions, recognize faces and family events and have implicit memory (which does not change much throughout development), preschool children have a more sophisticated memory by organizing the information better; and during school memory is already more developed. The study showed that semantic memory improves gradually with age, following the expansion of vocabulary; episodic memory develops in a more timely, and working memory presents late maturation, following the development of executive functions.
Heffernan, Thomas M. "The measurement of working memory capacity in children." Thesis, University of Manchester, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680200.
Full textMcCormack, Sarah (Sarah Smith). "Memory Functions among Children Irradiated for Brain Tumor." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278041/.
Full textChildress, Debra M. Reznick J. Steven. "Memory in 3-year-old children with autism." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2257.
Full textTitle from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Psychology Developmental Psychology." Discipline: Psychology; Department/School: Psychology.
Magimairaj, Beula M. "Attentional mechanisms in children's complex memory span performance." Ohio : Ohio University, 2010. http://www.ohiolink.edu/etd/view.cgi?ohiou1267650640.
Full textSilverman, Andrew Flint. "Disinhibition, memory, and attention deficit hyperactivity disorder /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3055244.
Full textThorn, Annabel S. C. "Language specialisation in verbal short-term memory." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266906.
Full textRoe, Katherine V. "Working memory and language development in early childhood /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3069224.
Full textHick, Rachel Fiona. "Language and memory development in children with Down syndrome and children with specific language impairment." Thesis, University of Manchester, 2003. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488023.
Full textLoucks, Jeffery Thomas. "Familiarity and organization of action memory in adults and young children /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10231.
Full textSugrue, Katrina Joan, and n/a. "False memories produced by children and adults in the DRM paradigm." University of Otago. Department of Psychology, 2006. http://adt.otago.ac.nz./public/adt-NZDU20060523.162905.
Full textTverin, Tea Marika. "Giving children a chance to be children : care, memory and identity in the countryside." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/18165.
Full textChan, Yu-pang Simon. "Phonological working memory and sentence comprehension in preschool children." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209259.
Full text"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.
Kwok, Yee-tak Esther. "Phonological working memory and speech production in preschool children." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B36209284.
Full text"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 29, 1996." Also available in print.
Stanutz, Sandy. "Pitch discrimination and melodic memory in children with autism." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86728.
Full textMethod: Twenty-five children with autism between the ages of 8-12 and 25 typically developing children within the same age range participated in the study. Children completed pitch discrimination tasks in two differing contexts. In one context, children were asked to indicate whether two pitches were the same or different when the two pitches were either the same or one note of the pair had been altered so that it was 25, 35, or 45-cents sharp or flat. In the other context, children were asked to discriminate whether two melodies were the same or different when the leading tone of each melody was either the same or had been altered so that it was 25, 35, or 45-cents sharp or flat. In addition, children were also asked to recall melodies one week after they were paired with pictures during a familiarization task. All the tasks in the study were formatted on computer.
Results: Children with autism outperformed typically developing children in both pitch discrimination contexts. Children with autism were superior to typically developing children when remembering melodies one week after they had been paired with animal pictures.
Conclusion: Children with autism demonstrated better pitch discrimination and melodic memory than typically developing children. These abilities may be genetic, as the majority of the participants in the study had limited music training. Alternatively, these abilities could be reflective of a different developmental process in the auditory modality of children with autism whereby developmental differences in auditory perceptions may be adaptive in some musical contexts.
Objectif: Les recherches actuelles démontrent que les personnes autistiques discernent mieux la hauteur des sons et ont une meilleure mémoire des sons individuels. La présente étude vise à étendre la recherche aux enfants d'âge scolaire en comparant, chez les enfants autistiques par rapport aux enfants qui se développent normalement, le discernement de la hauteur des sons et la mémoire mélodique.
Méthodologie: Vingt-cinq enfants autistiques ainsi que 25 enfants ayant un développement normal, tous âgés de 8 à 12 ans, ont participé à l'étude. Placés dans deux contextes différents, les enfants ont effectué des tâches faisant appel à leur capacité de discerner la hauteur des sons. Dans le premier contexte, les enfants devaient indiquer si deux sons étaient semblables ou différents lorsque les deux sons étaient les mêmes ou lorsque l'un d'eux avait été modifié pour être plus aigu ou plus bas de 25, 35, ou 45-cents. Dans l'autre contexte, les enfants devaient dire si deux sons mélodies étaient les memes ou si elles étaient différentes lorsque chacune des melodies étaient la mêmes ou si elles étaient différentes lorsque la sensible de chacune des melodies étaient soit la même, soit qu'elle avait été modifiée pour être plus aigue ou plus basse de 25, 35, ou 45-cents. En outre, les enfants devaient aussi se remémorer des mélodies qui, la semaine précédente, avaient été associées à des images d'animaux au cours d'une tâche de familiarsation. Toutes les tâches accomplies par les enfants au cours de l'étude ont été effectuées sur ordinateur.
Résultats: Les enfants autistiques ont mieux réussis que les enfants ayant un développement normal et, cela, dans les deux contextes de discernment de la hauteur des sons. Ils ont aussi été supérieurs lorsqu'il a fallu se remémorer des melodies une semaine après qu'elles eurent été associés à des images d'animaux.
Conclusions: Les enfants autistiques ont démontré que leur jugement de la hauteur des sons et et leur mémoire mélodique étaient meilleurs que ceux des enfants ayant un développement normal. Ces habiletés pourraient être innées étant donné que la majorité des participants á l'étude avaient une formation musicale limitée. Par ailleurs, ces habiletés pourraient être le signe d'un processus développemental different des attributs auditifs des enfants autistiques, ces différences développementales des perceptions auditives pouvent comporter une capacité d'adaptation à certains contextes musicaux.
MacSweeney, Mairead Finola. "The development of short-term memory in deaf children." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313653.
Full textAdams, Anne-Marie. "Phonological working memory and speech production in young children." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283918.
Full textAlcantara, Helene Deborah-Lynne. "Characteristic Memory Functions in Subtypes of Arithmetic Disabled Children." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277591/.
Full textWest, Gillian. "Procedural and declarative memory and language ability in children." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10046062/.
Full textIvarsson, Magnus, and Stefan Strohmayer. "Working memory training improves arithmetic skills and verbal working memory capacity in children with ADHD." Thesis, Stockholms universitet, Psykologiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-49618.
Full textRobertson, Chuck Lewis. "An examination of processing resource and knowledge structure contributions to memory for younger and older adults across a range of performance levels." Diss., Available online, Georgia Institute of Technology, 2004:, 2004. http://etd.gatech.edu/theses/available/etd-06072004-131344/unrestricted/robertson%5Fchuck%5F200405%5Fphd.pdf.
Full textBaxter, James Storrie. "Children as eyewitnesses : a developmental study." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU009390.
Full textGuger, Sharon L. "Implicit and explicit memory in children with moderate closed head injuries." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ56232.pdf.
Full textCalderón, Janet. "Working memory in Spanish-English bilinguals with language impairment /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3099983.
Full textTurner, Kimberly Ann. "Deliberate Memory in Three-Year-Old Children: Interrelations among Task Approaches, Working Memory, and Inhibitory Control." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-03242008-181800/.
Full textWilson, Sheryl Lee. "A neuropsychological investigation of the memory skills of learning-disabled children compared to normal children." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184900.
Full textDuis, Sandra S. "Differential performances on the wide range assessment of memory and learning of children diagnosed with reading disorder, attention- deficit/hyperactivity disorder, and traumatic brain injury." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063200.
Full textDepartment of Educational Psychology
Burch, Richard Kenneth. "THE RELATIONSHIP BETWEEN ENGLISH PROFICIENCY AND DIGIT SPAN PERFORMANCE IN MEXICAN-AMERICAN CHILDREN." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184047.
Full textBalcomb, Frances Katherine. "Does Implicit Metacognition Provide a Tool for Self-Guided Learning in Preschool Children?" Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193765.
Full textRandall, Lee. "Evaluating the utility of working memory training programmes for children." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/evaluating-the-utility-of-working-memory-training-programmes-for-children(cb53427b-2946-4e55-b28d-75db70dc41cb).html.
Full textMcLean, Janet F. "Working memory differences in children with specific difficulties in arithmetic." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302420.
Full textBroadley, Irene. "Teaching short term memory skills to children with Down's syndrome." Thesis, University of Portsmouth, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.387268.
Full textLandsiedel, Julia. "Prospective memory in children and adults with autism spectrum disorder." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/66668/.
Full textFerner, Harriet. "Overgeneral autobiographical memory in children and adolescents exposed to trauma." Thesis, King's College London (University of London), 2013. https://kclpure.kcl.ac.uk/portal/en/theses/overgeneral-autobiographical-memory-in-children-and-adolescents-exposed-to-trauma(229913da-005c-4653-98d6-1d60678d491a).html.
Full textWestwell, Nikki. "Autobiographical memory, emotional intelligence, emotion focusing and depression in children." Thesis, Bangor University, 2006. https://research.bangor.ac.uk/portal/en/theses/autobiographical-memory-emotional-intelligence-emotion-focusing-and-depression-in-children(7bb7083c-464b-419c-8a31-a39e4d381070).html.
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