Journal articles: '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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Zöllig, Jacqueline, Christine Sutter, Florentina Mattli, and Anne Eschen. "Memory Complaints and Prospective Memory Performance across the Lifespan." Zeitschrift für Neuropsychologie 22, no. 1 (March 2011): 33–45. http://dx.doi.org/10.1024/1016-264x/a000028.

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The frequency of prospective and retrospective memory failures from six age groups was gathered using the Prospective and Retrospective Memory Questionnaire (PRMQ). Objective performance measures were obtained with a laboratory prospective memory task. Findings revealed more prospective than retrospective memory complaints in all age groups except in young children. While overall reported memory failures were similar in the adult groups, fewer failures were reported for the two children groups. This might either be explained by a self-other rater bias or by the PRMQ not being well suited to assess memory failures of children. No correlations of complaints with performance measures were found in either age group except in older children for whom surprisingly more complaints were related to better performance.

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Lvova, O. "Delayed memory in ADHD children." European Psychiatry 33, S1 (March 2016): S354. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1259.

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IntroductionIt is known that children with ADHD have deficit in cognitive abilities. However there are different opinions about the nature of this deficit. It is necessary to conduct researchers for revealing specific profile of impairments in different cognitive domains in ADHD children to better understanding the nature of this disorder.AimsThe aim of this research was to examine the hypothesis that children with ADHD have a specific deficit in memory – weakness in delayed memory.MethodsThe experimental group included 15 Russian-speaking children with ADHD at age 7–8 years. The control group included 15 typically developing children. The children from experimental and control group were matched for IQ, gender and age. Children from both groups were assessed with NEPSY using memory for names subtest. This subtest is designed to assess the ability to learn the names of children in immediate and delayed conditions. Two-way ANOVA was used to reveal group differences in reproducing the names in two conditions.ResultsWe have not revealed significant differences between children from experimental and control group in the reproducing the names in immediate condition.However, the interaction of condition type and group was significant (P ≤ 0.05). ADHD children were less successful in reproducing the names in delayed condition.ConclusionsIn view of the obtained results, it can be assumed that children with ADHD have specific deficit in memory domain – weakness in delayed memory. It is necessary to confirm this result using different memory tasks.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Marton, Klara, and Naomi Eichorn. "Interaction Between Working Memory and Long-Term Memory." Zeitschrift für Psychologie 222, no. 2 (January 2014): 90–99. http://dx.doi.org/10.1027/2151-2604/a000170.

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Individual differences in working memory have been related to interactions between working memory and long-term memory (LTM). The present study examined this interaction in children with and without language impairment. We used two listening span tasks and two nonword repetition tasks. The results suggest a strong interaction among age, language status, and task complexity. Children with specific language impairment showed consistently poor performance across tasks and indicated a weakness in using long-term knowledge to support working memory performance. The findings show that these children do not benefit from various manipulations designed to enhance working memory performance via LTM support due to a combination of inefficiencies in maintaining and updating items in working memory and retrieving information from LTM, in part because of their poor resistance to interference.

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Wüstenberg, Jenny. "Introduction: Children in Public Memory." Jeunesse: Young People, Texts, Cultures 13, no. 2 (March 1, 2022): 3–9. http://dx.doi.org/10.3138/jeunesse.13.2.3.

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Hoedlmoser, Kerstin. "Sleep and Memory in Children." Current Sleep Medicine Reports 6, no. 4 (November 28, 2020): 280–89. http://dx.doi.org/10.1007/s40675-020-00194-8.

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Abstract Purpose of Review This short review article aims at emphasizing interesting and important new insights about investigating sleep and memory in children aged between 6 and 13 years (middle childhood). Recent Findings That sleep in comparison to wakefulness benefits the consolidation of memories is well established—especially for the adult population. However, the underlying theoretical frameworks trying to explain the benefits of sleep for memory still strive for more substantiate findings including biological and physiological correlates. Summary Based on the most recent literature about sleep-related memory consolidation and its physiological markers during middle childhood, this article provides a review and highlights recent updates in this field.

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WITRUK, EVELIN. "Memory Deficits of Dyslexic Children." Annals of the New York Academy of Sciences 682, no. 1 Temporal Info (June 1993): 430–35. http://dx.doi.org/10.1111/j.1749-6632.1993.tb23015.x.

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Al-Jubouri, Raghda K., and Dr Saadi J. Atiyah. "Science Fiction and Its Relationship to Beyond Memory in Kindergarten Children." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 3292–97. http://dx.doi.org/10.37200/ijpr/v24i4/pr201442.

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Sukmawati, Silviya, and Effy Indratmo. "MEMORI KETAKUTAN ANAK SEBAGAI SUMBER INSPIRASI KARYA SENI PATUNG." Sanggitarupa 1, no. 1 (July 1, 2021): 68–80. http://dx.doi.org/10.33153/sanggitarupa.v1i1.3936.

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ABSTRACTViolence from parents and violence from the immediate environment at the age of children causes them to become children who are easily afraid of sounds (Verbal), fear of physical violence (objects), and fear of the immediate environment. This final artwork project aims to create a sculpture art with the theme of the memory of a child's fear, which also explains the concept and process of creation and also the visual aesthetics of sculpture. The shape of the memory of children's fear is portrayed in the media of sculpture art with cast printing techniques. The creation of sculpture in this final project provides more insight into empirical experiences in creating works of art as well as the deepening of concepts in children's memory of fears.Keywords: Memory, Fear, Children, Sculpture Art, Cast Printing. ABSTRAKKekerasan dari orangtua dan kekerasan dari lingkungan terdekat pada usia anak-anak menyebabkan diri menjadi anak yang mudah takut akan suara (verbal), takut akan kekerasan Fisik (benda), dan takut akan lingkungan terdekat. Tujuan dari karya seni patung tugas akhir ini adalah menciptakan karya seni patung yang mengambil tema Memori ketakutan Anak yang juga menjelaskan konsep dan proses penciptaan serta estetika visual karya seni patung. Wujud memori ketakutan anak dituangkan kedalam media karya seni patung dengan teknik cetak Cor. Penciptaan karya seni patung tugas akhir ini memberikan wawasan yang lebih dari pengalaman empiris dalam penciptaan karya seni serta pendalaman konsep dalam memori ketakutan anak.Kata Kunci: Memori, Ketakutan, Anak, Seni Patung, Cetak Cor.

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Chen, Yizhao. "The Impact of Autism on Children’s Memory." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2314–18. http://dx.doi.org/10.54097/ehss.v8i.4710.

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Much evidence showed that most autistic individuals had defects in executive function. These defects are more obvious in children. Among them, the influence of memory is widely concerned. The spatial working memory, episodic memory, and autobiographical memory of autistic children have been significantly affected. Although some memory performance of autistic individuals is not good, they still retain part of the complete memory system. The differences between autistic children and healthy children may change over time. There are also significant differences in memory performance between autistic children and adult autistic individuals. Due to the plasticity of the brain, the poor memory performance of autistic individuals can be improved through some training. This study aims to compare the memory system of autistic children, adult autistic individuals, and healthy children. Based on previous studies further show what impact autism will have on children’s memory. The causes of these impairments and what training can improve the executive function of autistic children.

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Ornstein, Peter A., and Catherine A. Haden. "Memory Development or the Development of Memory?" Current Directions in Psychological Science 10, no. 6 (December 2001): 202–5. http://dx.doi.org/10.1111/1467-8721.00149.

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For 30 years, the question “What is memory development the development of?” has guided research on children's memory. As theories and research paradigms have evolved over this period, so too has knowledge of the surprising mnemonic competence of young children and of age-related differences in memory performance. Never the less, there are serious limits to current understanding of the development of memory. Indeed, there have been few investigations of changes over time in the memory skills of individual children, and researchers have yet to shed much light on the more difficult question of “What are the forces that propel the development of skilled remembering?” From our perspective, the answer to this question will require movement toward longitudinal research designs that illuminate the mechanisms that bring about developmental change.

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Poloczek, Sebastian, Gerhard Büttner, and Marcus Hasselhorn. "Relationships Between Working Memory and Academic Skills: Are There Differences Between Children With Intellectual Disabilities and Typically Developing Children?" Journal of Cognitive Education and Psychology 11, no. 1 (2012): 20–38. http://dx.doi.org/10.1891/1945-8959.11.1.20.

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In typically developing children, working memory is linked to academic skills. However, little is known about the role working memory plays for learning in children with intellectual disabilities (ID). Therefore, the aims of this study were to examine whether different working memory functions are related to reading, spelling, and calculating in children with ID of nonspecific etiology and whether these relationships are different from the ones found in typically developing children. Forty-seven children with mild-to-borderline ID and 47 children matched for mental age were tested. Although in typically developing children, only phonological short-term memory tasks were predictive for literacy, for children with ID, visuospatial working memory tasks also accounted for variance. In typically developing children, calculation skills were predicted by phonological working memory tasks, whereas visuospatial working memory resources were crucial for children with ID. Several possible explanations are discussed for discrepancies in prediction patterns.

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Saarnio, David A. "Schematic Knowledge and Memory in Young Children." International Journal of Behavioral Development 13, no. 4 (December 1990): 431–46. http://dx.doi.org/10.1177/016502549001300403.

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This research examined the relationship between domain-specific knowledge and memory in 3 and 4-year-old children. Schematic knowledge of a farm and a living room was assessed by asking children to (a) decide what objects belonged in a given scene, and (b) place objects on scenes. Both recall and location memory were assessed for objects in scenes. General memory skills were assessed for recall and location memory using unrelated objects, and general knowledge was measured with the Peabody Picture Vocabulary Test. For location memory, schematic knowledge and memory were unrelated for 3-year-olds but were significantly correlated for 4-year-olds. Recall performance was not reliably predicted by schematic knowledge. Three-year-olds' location memory in scenes, but not 4-year-olds', was predicted by location memory for unrelated objects. Vocabulary scores were related to schematic knowledge, but not scene memory. Domain-specific knowledge was differentially related to memory as a function of age, suggesting that the relative importance of predictors for memory may vary with age. Supplementary analyses indicated that object typicality for scenes did not predict memory, but that the size of objects did predict what objects would be remembered.

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Kiselev, S. "Visual delayed memory in ADHD children." European Psychiatry 41, S1 (April 2017): S445—S446. http://dx.doi.org/10.1016/j.eurpsy.2017.01.460.

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It was shown that children with ADHD have deficit in cognitive abilities. Particularly, in our previous research we have revealed that children with ADHD have weakness have deficit in memory for faces and for names in delayed recall condition.The goal of this research was to examine the hypothesis that children with ADHD have weakness in visual memory in delayed recall condition.The experimental group included 19 children with ADHD at age 6–7 years. The control group included 19 typically developing children. The children from experimental and control group were matched for IQ, gender and age.Children from both groups were assessed with visual memory subtest from Luria's neuropsychological assessment battery. This subtest is designed to assess the ability to perform the visual memory for objects in immediate and delayed conditions. Two-way ANOVA was used to reveal group differences in reproducing the objects in two conditions.We have not revealed significant differences between children from experimental and control group in the reproducing the objects in immediate condition. However, the interaction of condition type and group was significant (P ≤ 0.05). ADHD children were less successful in reproducing the objects in delayed condition.In view of the obtained results, it can be assumed that children with ADHD have specific deficit in memory domain – weakness in delayed memory.Disclosure of interestThe author has not supplied his declaration of competing interest.

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Jackson, Emily, Suze Leitão, Mary Claessen, and Mark Boyes. "Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 63, no. 12 (December 14, 2020): 4162–78. http://dx.doi.org/10.1044/2020_jslhr-20-00135.

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Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

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Henry, Lucy A., and Morag MacLean. "Relationships between working memory, expressive vocabulary and arithmetical reasoning in children with and without intellectual disabilities." Educational and Child Psychology 20, no. 3 (2003): 51–64. http://dx.doi.org/10.53841/bpsecp.2003.20.3.51.

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AbstractThis experiment examined the relationships between working memory and two measures of achievement, namely expressive vocabulary and arithmetical reasoning, in children with and without intellectual disabilities (ID). For 11- to 12-year-old children with intellectual disabilities, memory measures tapping the central executive were the most important predictors of both expressive vocabulary and arithmetical reasoning, with phonological memory making a small additional contribution to expressive vocabulary. For mainstream 11- to 12-year-old children, phonological memory was the best predictor of expressive vocabulary, whereas, arithmetical reasoning ability was predicted by visual memory and to a lesser extent phonological memory. The third group of children, 7- to 8-year-old mainstream children, had been matched for mental age with the intellectual disability group. For these children the most important predictor of expressive vocabulary was phonological memory, with a small additional contribution from visual memory. Arithmetical reasoning was best predicted by memory measures tapping the central executive with an additional contribution from phonological memory. These results suggest that different working memory resources are used by children of varying ages and ability levels to carry out at least some cognitive tasks.

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Lopes, Ana Filipa, José Paulo Monteiro, Maria José Fonseca, Conceição Robalo, and Mário Rodrigues Simões. "Memory Functioning in Children with Epilepsy: Frontal Lobe Epilepsy, Childhood Absence Epilepsy, and Benign Epilepsy with Centrotemporal Spikes." Behavioural Neurology 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/218637.

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Specific cognitive deficits have been identified in children with epilepsy irrespective of results on intelligence tests. Memory deficits are traditionally attributed to temporal lobe epilepsy, whereas the impact of frontal lobe epilepsy on memory functions has remained controversial. The aim of this study was the examination of memory abilities in other childhood common epilepsy syndromes (frontal lobe epilepsy (FLE), childhood absence epilepsy (CAE), and benign epilepsy with centrotemporal spikes (BECTS)) and the influence of epilepsy-related variables. Memory was examined in 90 children with epilepsy (each epilepsy group consisted of 30 children), aged 6–15, and compared with 30 control children. Children with FLE showed significant deficits in verbal and visual memory. In addition, type of epilepsy, earlier age at epilepsy onset, and longer active duration of epilepsy were associated with memory problems. Seizure frequency and treatment, however, did not influence memory performance. This study indicates that children with FLE show greater risk of developing memory deficits than children with CAE or BECTS, thus highlighting the importance of assessing also memory functions in frontal lobe epilepsy.

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Rasmussen, Carmen, and Jeffrey Bisanz. "The Relation Between Mathematics and Working Memory in Young Children With Fetal Alcohol Spectrum Disorders." Journal of Special Education 45, no. 3 (January 8, 2010): 184–91. http://dx.doi.org/10.1177/0022466909356110.

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The goal of this study was to examine the relation between mathematics and working memory in young children with Fetal Alcohol Spectrum Disorders (FASD). Children with FASD and comparison children (4 to 6 years old) completed standardized tests of mathematics and working memory. Children with FASD showed impairments on mathematics (applied problems and quantitative concepts) as compared to comparison children. The FASD group also performed less well than the comparison group on measures of phonological working memory. Math performance was highly correlated with phonological working memory in both groups and with central executive working memory only in the FASD group. The mathematics deficits in children with FASD appear to be associated with underlying working memory impairments.

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Aryadi, I. Putu Hendri, Ketut Ariawati, and I. Gusti Ngurah Made Suwarba. "Hubungan antara Kebiasaan Sarapan dengan Tingkat Memori pada Siswa Sekolah Dasar Negeri di Kota Denpasar." Media Penelitian dan Pengembangan Kesehatan 29, no. 3 (December 23, 2019): 197–204. http://dx.doi.org/10.22435/mpk.v29i3.1536.

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Abstract Breakfast is believed to provide many benefits to the growth and development of children, including its memory, but the availability of data that can convince the public regarding this matter is still relatively lacking. This analytic study was conducted to determine the relationship between breakfast habits and memory levels in public elementary school students in the city of Denpasar, with a cross- sectional approach. The research data were primary data obtained from interviews with demographic questionnaire, Breakfast Consumption Habit Questionnaire (BCHQ) for the assessment of chidlren’s habists and Children’s Memory Questionnaire-Revised (CMQ-R) for assessing children’s memory levels. The implementation of study is from May-December 2018 to 16 public elementary schools in Denpasar City. The sample collection technique using cluster random sampling method with a sample size of 399 students. The sample in this study was dominated by male (55.1%) with the majority aged 10 years and above (57.4%). As many as 40.8% of students are classified as malnourished (underweight, overweight, and obese). The economic status of the respondents’ family is dominated by middle class. The majority of the father and mother of each respondents were high school graduates (59.1% and 53.4%), with the most jobs being private employee (39.1%) and not working (30.6%) respectively. More than a third of respondents (37.3%) were not used to have breakfast. Children who are accustomed to breakfast tend to have higher memory levels of 1.737 times more than those are not used to it. Breakfast habits have a significant relationship with the level of memory of children, with a value of p=0.008 (95% CI= 1,153–2,618). Breakfast habits are proven to be a factor that affects the level of memory of children. Further research is needed to find out the specific memory aspect that are affected and the type of breakfast that is most ideal for children development. Abstrak Sarapan dipercaya memberikan banyak manfaat pada tumbuh kembang anak, termasuk memorinya, akan tetapi kesediaan data yang dapat meyakinkan masyarakat terkait hal tersebut masih relatif kurang. Penelitian analitik ini dilakukan untuk mengetahui hubungan antara kebiasaan sarapan dan tingkat memori pada siswa sekolah dasar negeri di Kota Denpasar, dengan pendekatan potong lintang. Data penelitian adalah data primer yang diperoleh dari hasil wawancara dengan kuesioner demografik, Breakfast Consumption Habit Questionnaire (BCHQ) untuk penilaian kebiasaan sarapan anak serta Children’s Memory Questionnaire-Revised (CMQ-R) untuk penilaian tingkat memori anak. Pelaksanaan penelitian yaitu dari bulan Mei-Desember 2018 di 16 Sekolah Dasar Negeri (SDN) di Kota Denpasar. Teknik pengumpulan sampel dengan metode sampling acak klaster dengan jumlah sampel 399 orang siswa. Sampel pada penelitian ini didominasi oleh laki-laki (55,1%), dengan sebagian besar berusia 10 tahun ke atas (57,4%). Sebanyak 40,8% siswa tergolong malnutrisi (underweight, overweight, dan obesitas). Status ekonomi keluarga responden didominasi oleh golongan menengah. Ayah dan ibu dari masing-masing responden sebagian besar adalah lulusan SMA (59,1% dan 53,4%), dengan pekerjaan terbanyak yaitu sebagai pegawai swasta (39,1%) dan tidak bekerja (30,6%) berturut-turut. Lebih dari sepertiga responden (37,3%) tidak terbiasa sarapan. Anak yang terbiasa sarapan cenderung memiliki tingkat memori lebih tinggi 1,737 kali lebih banyak daripada yang tidak terbiasa. Kebiasaan sarapan memiliki hubungan yang bermakna dengan tingkat memori anak, dengan nilai p=0,008 (95% CI=1,153– 2,618). Kebiasaan sarapan terbukti mampu menjadi faktor yang mempengaruhi tingkat memori anak. Penelitian lebih lanjut diperlukan untuk mengetahui aspek memori spesifik yang dipengaruhi dan jenis sarapan yang paling ideal bagi tumbuh kembang anak.

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Guimarães, Catarina A., Patrícia Rzezak, Daniel Fuentes, Renata C. Franzon, Maria Augusta Montenegro, Fernando Cendes, Kette D. Valente, and Marilisa M. Guerreiro. "Memory in children with symptomatic temporal lobe epilepsy." Arquivos de Neuro-Psiquiatria 72, no. 3 (March 2014): 184–89. http://dx.doi.org/10.1590/0004-282x20130223.

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In children with temporal lobe epilepsy (TLE), memory deficit is not so well understood as it is in adults. The aim of this study was to identify and describe memory deficits in children with symptomatic TLE, and to verify the influence of epilepsy variables on memory. We evaluated 25 children with TLE diagnosed on clinical, EEG and MRI findings. Twenty-five normal children were compared with the patients. All children underwent a neuropsychological assessment to estimate intellectual level, attention, visual perception, handedness, and memory processes (verbal and visual: short-term memory, learning, and delayed recall). The results allowed us to conclude: besides memory deficits, other neuropsychological disturbances may be found in children with TLE such as attention, even in the absence of overall cognitive deficit; the earlier onset of epilepsy, the worse verbal stimuli storage; mesial lesions correlate with impairment in memory storage stage while neocortical temporal lesions correlate with retrieval deficits.

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Pires, Mayra Monteiro, Mailce Borges Mota, and Maria Madalena Canina Pinheiro. "The memory systems of children with (central) auditory disorder." CoDAS 27, no. 4 (August 2015): 326–32. http://dx.doi.org/10.1590/2317-1782/20152015018.

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This study aims to investigate working, declarative, and procedural memory in children with (central) auditory processing disorder who showed poor phonological awareness. Thirty 9- and 10-year-old children participated in the study and were distributed into two groups: a control group consisting of 15 children with typical development, and an experimental group consisting of 15 children with (central) auditory processing disorder who were classified according to three behavioral tests and who showed poor phonological awareness in the CONFIAS test battery. The memory systems were assessed through the adapted tests in the program E-PRIME 2.0. The working memory was assessed by the Working Memory Test Battery for Children (WMTB-C), whereas the declarative memory was assessed by a picture-naming test and the procedural memory was assessed by means of a morphosyntactic processing test. The results showed that, when compared to the control group, children with poor phonological awareness scored lower in the working, declarative, and procedural memory tasks. The results of this study suggest that in children with (central) auditory processing disorder, phonological awareness is associated with the analyzed memory systems.

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한광웅. "Memory about Mongolian Children Use Mask." Journal of Education & Culture 18, no. 4 (December 2012): 63–86. http://dx.doi.org/10.24159/joec.2012.18.4.63.

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Aliotti, Nicholas C., and David Ali Rajabiun. "Visual Memory Development in Preschool Children." Perceptual and Motor Skills 73, no. 3 (December 1991): 792–94. http://dx.doi.org/10.2466/pms.1991.73.3.792.

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113 3-, 4-, 5-, and 6-yr.-old preschool children were administered the Bannatyne Visuospatial Memory test to obtain cross-sectional data on a downward extension of the test instrument. Means, standard deviations, and correlation coefficients for the sample as well as estimates of validity and reliability are reported. Analysis of variance for the number of correct matches indicated significant differences for age but not for sex. Results were consistent with previous findings and support the efficacy of this test in assessing motor-free visuospatial memory of preschool children as young as three.

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Hitch, Graham J., Sebastian Halliday, Alma M. Schaafstal, and Jan Maarten C. Schraagen. "Visual working memory in young children." Memory & Cognition 16, no. 2 (March 1988): 120–32. http://dx.doi.org/10.3758/bf03213479.

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Swanson, H. Lee, and Marcy Trahan. "Naturalistic Memory in Learning Disabled Children." Learning Disability Quarterly 13, no. 2 (May 1990): 82–95. http://dx.doi.org/10.2307/1510653.

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Ryan, C. M. "Memory and metabolic control in children." Diabetes Care 22, no. 8 (August 1, 1999): 1239–41. http://dx.doi.org/10.2337/diacare.22.8.1239.

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Ashworth, Anna, Catherine M. Hill, Annette Karmiloff-Smith, and Dagmara Dimitriou. "Sleep enhances memory consolidation in children." Journal of Sleep Research 23, no. 3 (December 16, 2013): 304–10. http://dx.doi.org/10.1111/jsr.12119.

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Howes, Nancy-Louise, Erin D. Bigler, Gary M. Burlingame, and John S. Lawson. "Memory Performance of Children with Dyslexia." Journal of Learning Disabilities 36, no. 3 (May 2003): 230–46. http://dx.doi.org/10.1177/002221940303600303.

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Stores, Gregory. "Memory impairment in children with epilepsy." Acta Neurologica Scandinavica 64, S89 (January 29, 2009): 21–29. http://dx.doi.org/10.1111/j.1600-0404.1981.tb02359.x.

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Huang, Xiaoting, Linlin Zhang, and Lucie Ihnatoliova. "Spatial Memory Bias in Children Tourists." Journal of China Tourism Research 16, no. 1 (January 2, 2020): 78–95. http://dx.doi.org/10.1080/19388160.2020.1718051.

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Cary, Gene L. "The Development of Memory in Children." American Journal of Psychotherapy 40, no. 1 (January 1986): 156–57. http://dx.doi.org/10.1176/appi.psychotherapy.1986.40.1.156.

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Chalmers, Kerry A., and Emily E. Freeman. "Working Memory Power Test for Children." Journal of Psychoeducational Assessment 37, no. 1 (September 15, 2017): 105–11. http://dx.doi.org/10.1177/0734282917731458.

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Low working memory (WM) capacity has been linked to poor academic performance and problem behavior. Availability of easy-to-administer screening tests would facilitate early detection of WM deficits. This study investigated the psychometric properties of the Working Memory Power Test for Children (WMPT) in 170 Australian schoolchildren (8½-11 years). Reliability (internal consistency) and validity of WMPT accuracy scores were examined. WMPT accuracy predicted achievement in reading, numeracy, and spelling. The results provide preliminary evidence of reliability and validity that supports interpretation of the WMPT accuracy score. With additional research, the WMPT could be valuable as an easy-to-administer screener for WM deficits.

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Green, Paul, and Lloyd Flaro. "Word Memory Test Performance in Children." Child Neuropsychology 9, no. 3 (September 2003): 189–207. http://dx.doi.org/10.1076/chin.9.3.189.16460.

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Tavares, Tamara P., Elizabeth N. Kerr, and Mary Lou Smith. "Memory outcomes following hemispherectomy in children." Epilepsy & Behavior 112 (November 2020): 107360. http://dx.doi.org/10.1016/j.yebeh.2020.107360.

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Carpentieri, Sarah C., Deborah P. Waber, R. Michael Scott, Liliana C. Goumnerova, Mark W. Kieran, Laurie E. Cohen, Francine Kim, Amy L. Billett, Nancy J. Tarbell, and Scott L. Pomeroy. "Memory Deficits among Children with Craniopharyngiomas." Neurosurgery 49, no. 5 (November 2001): 1053–58. http://dx.doi.org/10.1227/00006123-200111000-00005.

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Perdue, Bonnie M., Theodore A. Evans, Rebecca A. Williamson, Anna Gonsiorowski, and Michael J. Beran. "Prospective memory in children and chimpanzees." Animal Cognition 17, no. 2 (July 25, 2013): 287–95. http://dx.doi.org/10.1007/s10071-013-0661-8.

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Gomez, Rebecca L., Katharine C. Newman-Smith, Jennifer H. Breslin, and Richard R. Bootzin. "Learning, Memory, and Sleep in Children." Sleep Medicine Clinics 6, no. 1 (March 2011): 45–57. http://dx.doi.org/10.1016/j.jsmc.2010.12.002.

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EISEN, MITCHELL L., and GAIL S. GOODMAN. "Trauma, memory, and suggestibility in children." Development and Psychopathology 10, no. 4 (December 1998): 717–38. http://dx.doi.org/10.1017/s0954579498001837.

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In this review we examine factors hypothesized to affect children's memory for traumatic events. Theoretical ideas on the processing and remembering of trauma are presented and critiqued. We review research on how psychopathology may generally influence and dissociation and posttraumatic stress disorder may specifically influence children's memory and suggestibility. The special case of child maltreatment is addressed as it relates to interviewing children about traumatic life experiences. Throughout we draw on current developmental, cognitive, social, and clinical theory and research. The review covers a controversial and exciting area of psychological inquiry.

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Maski, Kiran P. "Sleep-Dependent Memory Consolidation in Children." Seminars in Pediatric Neurology 22, no. 2 (June 2015): 130–34. http://dx.doi.org/10.1016/j.spen.2015.03.008.

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Zajac, Rachel, and Deirdre A. Brown. "Conducting Successful Memory Interviews with Children." Child and Adolescent Social Work Journal 35, no. 3 (December 14, 2017): 297–308. http://dx.doi.org/10.1007/s10560-017-0527-z.

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Carpentieri, Sarah C., Deborah P. Waber, R. Michael Scott, Liliana C. Goumnerova, Mark W. Kieran, Laurie E. Cohen, Francine Kim, Amy L. Billett, Nancy J. Tarbell, and Scott L. Pomeroy. "Memory Deficits among Children with Craniopharyngiomas." Neurosurgery 49, no. 5 (November 1, 2001): 1053–58. http://dx.doi.org/10.1097/00006123-200111000-00005.

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ABSTRACT OBJECTIVE To describe neuropsychological functioning (with a specific focus on cognition and memory) after surgical treatment of craniopharyngiomas. METHODS Sixteen patients who were between 6 and 15 years of age at the time of surgery comprised the sample. Each child had been treated for a craniopharyngioma with surgery only, on Dana-Farber Cancer Institute Protocol 92-077. RESULTS The overall level of cognitive functioning was well within the average range, with both language and visuospatial functioning being generally intact; however, specific memory problems, in both the language and visuospatial domains, were evident. CONCLUSION Although general cognitive functioning was intact after the surgical treatment of craniopharyngiomas, difficulties in the retrieval of learned information were observed. Neuropsychological assessments, with a focus on memory recall, should be a component of the medical management plan for each child.

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Journal articles on the topic 'Memory in children'

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