To see the other types of publications on this topic, follow the link: Mnemonics.
Dissertations / Theses on the topic 'Mnemonics'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Mnemonics.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Underwood, Timothy P. "A program for teaching scripture memorization." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.
Full text
2
Jonsson, Nathalie. "Monumental Mnemonics : The Acceptance of Antagonistic Change." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133157.
Full text
3
Wilson, Kimilee Y. "The effectiveness of memory training programs in improving the subjective memory characteristics of healthy older adults with memory complaints a meta-analysis /." Huntington, WV : [Marshall University Libraries], 2005. http://www.marshall.edu/etd/descript.asp?ref=563.
Full text
4
Anderson, Margaret B. "Music as a mnemonic device in the teaching of multiplication facts /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1579.html.
Full textAbstract:
Thesis (M.S.)--Central Connecticut State University, 2000.Thesis advisor: Philip Halloran. " ... in partial fulfillment of the requirements for the degree of Master of Science [in Mathematical Sciences]." Includes bibliographical references (leaves 28-32).
5
Smyth, Richard Edward. "Renaissance mnemonics, poststructuralism, and the rhetoric of hypertext composition." Gainesville, FL, 1994. http://www.archive.org/details/renaissancemnemo00smyt.
Full text
6
Tess, Dan E. "Bizarreness as a mnemonic." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/720291.
Full textAbstract:
The purpose of this study was to explore bizarreness, a type of imagery, as a proposed phenomenon involved in recall by reviewing the salient literature and to empirically investigate whether this mnemonic device did indeed enhance memory. A corollary aim was to gain a greater understanding of the degree and the conditions under which this mnemonic influenced the retrieval and storage of information. No consistent picture has emerged as to the effectiveness of bizarreness as a mnemonic device. Some studies have found claims that bizarreness enhanced recall to be either grossly overestimated or nonexistent, while others have argued for the extensive mnemonic benefits of bizarreness and have supported a "strong version" of the distinctiveness framework. Still yet another group of studies have found mnemonic value from bizarreness, but only under certain conditions. These studies have ranged from acknowledging the "bizarreness context effect" or BCE as minimal and highly conditional to viewing bizarreness as an active agent in increasing recall to a great degree across a variety of conditions. Other investigations have fallen between these two more extreme positions. The vast majority of these studies also have supported the distinctiveness theory for understanding the role of bizarreness in the enhancement of retrieval and storage of information. Specifically, a "restricted version" of this theory has proven especially tenable in accounting for the bulk of empirical findings. Therefore, this present study has addressed the following problems: Does bizarreness really work as a mnemonic device? If so, what conditions facilitate or inhibit a "bizarreness context effect" and to what degree? A sample of sixty high school seniors enrolled in college-bound English classes served as participants. Twelve additional students were selected for a pre and posttest, focusing on free recall of names. Materials consisted of a slide projector and screen, slides of English Romantic Era poets, answer sheets, and distractor task exercises. Participants were presented slides of these poets for instructional, immediate recall, and delayed recall conditions. Two independent variables served to examine the effects of bizarreness on the retrieval and storage of information. These were imagery type (bizarre versus common) and trial condition (immediate and delayed). The dependent measure was the number of English Romantic Era poets recalled by the high school sample. The design used was a mixed list with a minimally cued, noninteracting recall condition. A 2 x 2 repeated measures ANOVA design was utilized to analyze the sample data. Preliminary pre and post free recall tests revealed no statistically significant differences in students' recall of names among poets. The findings also indicated that null hypotheses twoand three were rejected. Statistically significant differences were found for both hypotheses at the .05 level. A simple effects analysis was performed on hypothesis two to clarify the significant group by trial ordinal interaction. A planned comparison was conducted on the statistically significant effect (imagery type) for hypothesis three to further understand these differences. Although no statistically significant group by trial interaction was found for hypothesis one, there was a statistically significant main effect for groups.Department of Counseling Psychology and Guidance Services
7
Sundell, Erik. "Helping students remember : catalytic knowledge and knowledge outlines with visual mnemonics." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-265006.
Full textAbstract:
To recall educational content from a lecture or textbook is an efficient way to learn (Karpicke & Blunt, 2011), which is referred to as retrieval practice (Karpicke & Roediger, 2008). It is currently seldom used among students (Karpicke, Butler, & Roediger, 2009), even though it provides benefits such as reducing test anxiety (Agarwal, D’Antonio, Roediger III, McDermott, & McDaniel, 2014), longer lasting memories (Karpicke & Blunt, 2011), and also benefit future learning (Pastötter & Bäuml, 2014). But, in order for retrieval practice to work efficiently, the students must not fail to recall too much of the educational content (Kornell, Bjork, & Garcia, 2011). So in order to help students use retrieval practice, I suggest they are provided with an outlining of the educational content, as this probably helps them remember and recall more of it. In this thesis, I conclude with an experimental approach that it is possible to help students remember such knowledge outlines, and how it can be done. Furthermore, since knowledge such as knowledge about the human anatomy, can be catalytic in the sense that it can enhance future learning (Hattie, 2009; Van Overschelde & Healy, 2001), I also suggest that catalytic knowledge should be identified and made memorable by educators using similar techniques as in this study.
8
Groenewald, Joani. "Fragmented mnemonics : an investigation into contemporary jewellery as means of externalizing memory." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96841.
Full textAbstract:
ENGLISH ABSTRACT: This thesis interrogates my own memory in order to illustrate its fragmented and unstable
nature. I revisit a specific childhood memory and attempt to recreate it visually through the
creation of jewellery pieces. However, the unattainability of a consistent memory becomes
increasingly evident in the process of its externalization. My work thus speaks of the
unravelling of memory, as well as the piecing together and imagining of a new memory. This
thesis and my practical work are an exploration of this ambivalent nature of memory. Even
though memory is concerned with the past, it is also about the present as our memories can
also be manipulated by present prejudices.AFRIKAANSE OPSOMMING: Hierdie tesis ondersoek my eie geheue met die doel om die onstabiele en gefragmenteerde aard daarvan uit te wys. Ek verwys na ‘n spesifieke herinnering van my kinderdae en poog om dit visueel uit te beeld deur die maak van juweelstukke. Die onbekombaarheid van ‘n konstante geheue word egter al hoe duideliker wanneer ek my herinneringe visueel probeer uitbeeld. My werk demonstreer die ontrafeling van my herinnering en die konstruksie en verbeelding van ‘n nuwe herinnering. Hierdie tesis en my praktiese werk dui op die ondersoek van die wispilturige aard van die geheue. Hoewel herinneringe en die geheue te make het met die verlede, het dit egter ook te make met die hede, aangesien die hede ons herinneringe van die verlede kan manipuleer om aktuele behoeftes te bevredig.
9
Fidai, Mohsin. "Music and Alzheimer's disease: evaluating the long-term viability of functional music mnemonics." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12379.
Full textAbstract:
Thesis (M.A.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.Functional capacities become compromised in the early stages of Alzheimer's disease (AD). The most common functional deficit in patients with AD is a decreased ability to manage instrumental activities of daily life (IADL; e.g., financial management, adherence to medication, grocery shopping, etc.). As the elderly population expands, and, subsequently, the number of individuals susceptible to developing AD expands, there is a growing need to develop therapeutic devices to reduce the effect of memory loss, IADL difficulties, and financial burden without the increasing use of medication. Music therapy has potential benefits on symptoms of dementia including social, emotional, and cognitive skills (Koger and Bretons, 2000). Although cognitive functions decline during the progression of Alzheimer's disease, receptivity to music remains intact until the late phases of dementia (Adridge, 1996). Along with the relative sparing of brain regions associated with musical processing during AD, there is evidence that music generally enhances both the encoding and retrieval of text. This study serves as a follow up study to the Simmons-Stern et al., (submitted) study. In the study, Simmons-Stern et al. found that patients with AD performed better on recognition memory tasks for lyrics designed to improve instrumental acts of daily living when the lyrics were accompanied at encoding by a sung recording compared to when the lyrics were accompanied by a spoken recording. We sought out to determine if the benefits of music on recognition are sustained in the long run. We were unable to find any long-term benefits of music on memory of AD patients. We hope this study can serve as a foundation for future investigation into potential therapeutic developments for memory enhancement in Alzheimer's disease.
10
Chow, Yi Ling Mary. "The effects of analyzing task demands on children's selection and transfer of effective memory strategies." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26797.
Full textAbstract:
This study examined the effects of analyzing task demands on children's selection and spontaneous transfer of effective memory strategies. Two learning tasks and a transfer task were used. One hundred and eight children in grades 3 and 5 were randomly assigned to one of the three conditions, Control, Simple Instruction (SI), and Elaborated Instruction (EI). No strategy was taught to subjects in the Control condition. Subjects in the SI and EI conditions were instructed to use appropriate memory strategies for the learning task. In addition, subjects in the EI condition also received task-specific strategies information prior to the transfer task. Their application of the memory strategies to the transfer task was examined. Results indicated that the main effect of grade was significant for the categorical word-list task but not for the paired-associate task at both learning and transfer phases. In general, subjects in the two experimental conditions (SI and EI) performed better than the subjects in the Control condition, and that the EI subjects out performed the SI subjects. Transfer of the strategies occurred mainly in the EI condition which included the task-specific information. In other words, the more task-specific information subjects received concerning the memory strategies, the more likely they would transfer the strategies appropriately to new learning situations.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
11
Jagow, Marika, and markia jagow@deakin edu au. "Metamemory training for memory disorders in adults with a closed head injury." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20061207.142954.
Full textAbstract:
The purpose of the present study was to investigate the efficacy of a memory and metamemory training program on memory performance and metamemory judgement accuracy in adults with a closed head injury. A multiple baseline across subjects design was used with six subjects. All subjects were seen at least two years post-injury. Training included general metamemory information about the nature of memory, use of a specific memory strategy to assist verbal recall (to Preview, Question, Read, State and Test- PQRST), specific metamemory information about the strategy, and a self instruction procedure (WTSC- What is the task, Select a strategy to use, Try out strategy, Check to evaluate strategy effectiveness). During the training period all subjects recalled greater than fifty percent of paragraph ideas while using PQRST. Follow-up tests showed that five of the six subjects maintained recall levels but a gradual decrease in slope was observed over eight weeks post-training. Tests of recall, recognition and metamemory judgements on Sentence and Action Tasks were used to evaluate generalisation of training. Two subjects showed improved recall and two subjects showed improved recognition performance. In addition, four subjects demonstrated greater metamemory judgement accuracy about recognition performance following training. Improved performance post-training was also observed for three subjects on the Rivermead Behavioral Memory Test and the Logical Memory subtest of the Wechsler Memory Scale-Revised, greater than that expected for repeated testing. Several factors were identified as having a role in subjects ability to benefit from training.
12
Dmitsak, Lyndley Anne. "Working Memory Span Differences in the Use of Encoding Strategies." Marietta College / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1181838212.
Full text
13
DeSouza, Kara D. "Reducing false recall of semantically-associated words with a pegword mnemonic." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3339106.
Full text
14
Whittemore, Stewart Neal. "Writing memory a study of memory tools in invention /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full text
15
Booth, Stephen D. "The effects of first-letter mnemonics, (acrostics) on the learning of lower-secondary school children." Thesis, University of Leicester, 1991. http://hdl.handle.net/2381/35628.
Full textAbstract:
In a series of eight related experiments, the efficacy of first-letter mnemonics (acrostics) was tested against uninstructed and rote learning conditions in time-matched learning situations. Normal, factual curricular material was used to assess and compare performances of around 250 children drawn from two age-groups, (mode) 11.5 and 13.5. Gender differences were also compared. Additionally, a limited survey of teachers in seven state secondary schools was also undertaken to establish the range and extent to which mnemonics are used informally in regular teaching situations. Results are discussed in terms of the significant efficacy of first-letter mnemonics over the alternative learning methods studied, relative to classroom learning, performance and application.
16
Hsu, Ching-hsien. "The effects of a combination of a mnemonic imagery strategy and metacognitive questioning on learning factual information of history /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full text
17
Cammack, Susanne. "Gramophonic Trauma: The Object as Cultural Mnemonic in Irish Literature." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1192.
Full textAbstract:
The gramophone's function in literature has generally been examined in relation to media studies and Walter Benjamin's discussion of the reproduction of art through mechanical means, emphasizing the gramophone’s playback of recorded materials. This particular methodology, however, only deals with half of the machine's potential. My project mediates the links between media studies and “thing theory.” By making a distinction between the gramophone as an instrument (through which we access or hear a recording) and the gramophone as a "thing" (an object which draws attention to itself by not behaving as expected, thereby forcing us to confront the object's irreducibility), I trace connections between the physical “thing” as well as its embedded or recorded cultural archives of history, trauma, and identity for Modernist authors and their contemporary audiences. As both a voiced and mute object, the gramophone amplifies embedded accounts of a culture frequently traumatized through violence and disruption; it also bears physical testimony to the scars left behind by those traumatic encounters. My project takes Irish Modernism as its primary focus, and it identifies ways in which the traumas represented by phonograph and gramophone are tied to cultural traumas specific to Ireland. Again to briefly quantify, in my work I discuss (to varying degrees) over 20 Irish texts that evoke the gramophone as an object of some significance and in relation to some aspect of cultural trauma. For instance, in Dracula, the oral traditional of Ireland is under attack by the undead oralities of the phonograph: a machine that presumably preserves living oral culture, is essentially killing what it attempts to preserve. In George Bernard Shaw’s Pygmalion, the gramophone is feminized in the context of gendered colonial politics. In Elizabeth Bowen’s The Last September and Sean O’Casey’s Juno and the Paycock the machine is imbued with the physical and psychological violence of Ireland at war. And in works like Flann O’Brien’s At Swim-Two-Birds and Brian Friel’s The Gentle Island the gramophone is a manifestation of post-war tensions—both psychological and political—that can erupt in violence when left unresolved.
18
White, Teresa. "The effects of mnemonics on letter recognition and letter sound acquisition of at-risk kindergarten students." [College Station, Tex. : Texas A&M University, 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1100.
Full text
19
Dunn, Lynda Marie. "The effectiveness of mnemonics to assist middle school general music students' recognition and retention of musical themes /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu148777790166089.
Full text
20
Friedt, Brian. "Identifying Evidence-Based Practices in Special Education through High Quality Meta-Analysis." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333494028.
Full text
21
Lennartz, Nora Vanessa [Verfasser], and Felix Patricius [Akademischer Betreuer] Hans. "Handover improvement within the emergency care setting: implementation and training of new mnemonics in a German emergency department." Freiburg : Universität, 2020. http://d-nb.info/1204825300/34.
Full text
22
Baker, Christensen Leslie Michelle. "Artistic Drawing as a Mnemonic Device." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1476188042242805.
Full text
23
Carvalho, Fabiana Castillo Roda. "Treino de memoria episodica com idosos normais." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252998.
Full textAbstract:
Orientadores: Monica Sanches YassudaDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-07T14:29:42Z (GMT). No. of bitstreams: 1 Carvalho_FabianaCastilloRoda_M.pdf: 1906824 bytes, checksum: eae2560df34d2b9c45cc4eb33fd9444c (MD5) Previous issue date: 2006
Resumo: A memória é uma habilidade fortemente associada à qualidade de vida e ao bem-estar do idoso e de sua família, pois é vital para sua independência e autonomia. O presente estudo teve como objetivo principal estudar os efeitos do treino de memória episódica em uma população idosa brasileira saudável. Para alcançar esse objetivo foram recrutados 57 idosos, a partir de 60 anos de idade e com escolaridade entre 4 e 8 anos, sem indício de depressão e demência. Esses idosos foram divididos aleatoriamente em grupo controle (GCOs= 26) e grupo experimental (GEXs=31). Os participantes do grupo controle participaram do pré e pós-teste e receberam treino posteriormente. Os participantes do grupo experimental participaram do pré-teste, de 5 sessões de treino de memória episódica, nas quais foram instruídos a categorizar listas de supermercado e listas de figuras e realizaram o pós-teste na 6° sessão. As medidas do pré e pós-teste para ambos os grupos incluíram a recordação de uma prancha de 18 figuras, a prova Códigos da bateria WAIS-III, avaliação do uso de estratégia através do auto-relato (pergunta aberta e fechada) e através do cálculo da medida de Bousfield direto do protocolo. Resultados indicaram que o treino de memória episódica envolvendo a aprendizagem e prática com a estratégia de categorização promoveu uma melhora no desempenho da memória episódica e um maior uso da estratégia treinada. Pôde-se verificar a manutenção da plasticidade da memória em uma população idosa entre a faixa etária de 60-69 anos e em idosos com mais de 70 anos
Abstract: Memory is a cognitive ability that is strongly associated with quality of life and well-being of older adults and their families, because it is vital to independence and autonomy. The present study had as its main goal to verify the efficacy of an episodic memory intervention offered to a population of healthy Brazilian older adults.To reach this goal 57 older adults, 60 and older with 4 to 8 years of formal education with no signs of depression or dementia, were invited to participate. Participants were randomly divided into two control (n=26) and two experimental groups (n=31). Control participants completed pre and pos test and afterwards received training. Experimental participants completed pre test five training sessions (when they learned to categorize grocery lists and pictures) and post test. Assessment measures for both groups included memory recall of 18 pictures, WAIS-III Digit Symbol, an open question about strategy use, and a check list question about possible strategies used, as well as the Bousfield measure of categorization. Results indicated that episodic memory training involving learning and practice of categorization can lead to higher strategy use and performance in this population, Results suggest presence o memory plasticity in Brazilian older adults 60-69 years old and above 70
Mestrado
Gerontologia
Mestre em Gerontologia
24
Swärd, Elias. "Minneskedjemetoden som ordinlärningsstrategi : En jämförelse mellan minneskedjemetoden och listmodellen för elever i årskurs 9 som studerar franska." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35981.
Full textAbstract:
I denna studie studerades effekten av minneskedjemetoden på svenska studerandes förvärv av ordförråd. Ett experiment genomfördes med 19 elever i två klasser för 14 franska ord. Den ena klassen instruerades att använda minneskedjemetoden, medan den andra fick instruktioner om att använda listmodellen. Grupperna testades efter en vecka. Resultatet visade att minneskedjegruppen presterade bättre på åtta av de totalt tolv orden på ordtestet en vecka senare. Detta resultat motsvarade inte resultaten från liknande studier utförda av Wang et al. (1992) och Carney & Levin (1998). I analysen diskuteras aspekter som kan ha påverkat resultatet. En undersökning genomfördes också med frågor om vilka minnesstrategier eleverna använde före experimentet. Resultatet från undersökningen visade att den vanligaste strategin bland studenterna var listmodellen. Slutsatserna är att minneskedjemetoden var effektiv för svenska gymnasieelever och att skapa en interaktiv mental bild inklusive nyckelordet och översättningsordet är avgörande för metodens effektivitet.The aim of this study was to analyze the impact of the keyword method on Swedish student’s vocabulary acquisition. An experiment was conducted with 19 students in two classes for 14 French words. One class was instructed to use the keyword method, while the other was instructed to use the rote rehearsal method. The groups were tested after one week. The result showed that the keyword group performed better on the word test one week later. This result did not correspond with the results from similar studies conducted by Wang et al. (1992) and Carney & Levin (1998). In the analysis, aspects are discussed that may have affected the result. A survey was also conducted with questions about which mnemonic strategies the students used before the experiment. The result from the survey showed that the most frequent strategy among the students was the rote rehearsal method. The study demonstrates that the keyword method was more efficient for Swedish high school students and that creating an interactive mental image including the keyword and the translation word is crucial for the effectiveness of the method.
25
Olson, Daniel A. "The recovery of memorization in confirmation a study of junior confirmation at Concordia Lutheran Church, Geneseo, Illinois /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p.
Full text
26
Höller, Beatrice [Verfasser], and Melanie [Akademischer Betreuer] Trede. "Pictures in Words. Words in Pictures Entangled Mnemonics in Kyoto in the Late 15th Century / Beatrice Höller ; Betreuer: Melanie Trede." Heidelberg : Universitätsbibliothek Heidelberg, 2020. http://d-nb.info/1221452320/34.
Full text
27
Lysaght, Veronica L. Lysaght. "Knotted Numbers, Mnemonics, and Narratives: Khipu Scholarship and the Search for the “Khipu Code” throughout the Twentieth and Twenty First Century." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1470331576.
Full text
28
Westerlund, Johansson Pernilla, and Emma Lövgren. "Ett motiverande hjälpmedel för studenter : Visuella primingövningar inför läsning samt studenters upplevelse av motivation." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74369.
Full textAbstract:
Studien bottnar i en insikt om att universitetsstudier samt inlärning av kurslitteratur kan vara svårt för studenter. Syftet är att undersöka vilka faktorer som är viktiga vid design av en mobilapplikation som är till för att underlätta för studenter vid inläsning av kurslitteratur. I denna studie har fakta från tidigare forskning kombinerats för att skapa en prototyp. Prototypen har sedan testats av potentiella användare. Testet kompletterades med frågeformulär, skattningsskalor samt intervjufrågor. Avgränsningar i den här studien har inneburit att i prototypen endast testa en liten del av vad som sägs hjälpa kring minnestekniker och priming för att lättare ta till sig en text. Färdiggjorda primingövningar eller stödbilder skapades utan användarna för att se om primingen av ord kunde hjälpa vid inläsning av kurslitteratur. Tidigare forskning belyser studenters svårigheter inför mängden kurslitteratur som behöver läsas in. Inspiration har hämtats från olika typer av minnestekniker, så kallade mnemonics, med en förhoppning om att dessa ska underlätta vid inläsning av ny litteratur och på så vis öka eller bibehålla motivationen. Andra aspekter som tas upp är bilder och memorering, priming för att ta till sig en text lättare, mobilapplikationer med miniövningar för dagens pressade scheman samt motivation. I teorin har vi tittat på motivation, främst inre motivation med stöd från Kellers ARCS modell som bygger på uppmärksamhet, relevans, självförtroende och tillfredsställelse. Resterande teoridel tar upp inlärning, feedback och studiestrategier. Detta är en kvalitativ studie där fakta har samlats in från litteratur för att skapa en prototyp med primingövningar. Prototypen och övningarna hade som syfte att förbereda en student inför läsning av en text. Resterande empiriska data har samlats in från fem potentiella användare. Resultatet visar hur de potentiella användarna upplevde användningen av prototypen samt belyser deras allmänna åsikter om sina egna studier. Användarnas upplevelse av prototypen visar inte en helt klar fördel för en sådan här typ av hjälpmedel. En del användare fann inte nyttan av applikationsprototypen fullt ut, vissa graderade nyttan med värdet 4 av 7 eller högre i skattningsformuläret och en person visade en tendens till att prototypen gjorde nytta även för motivation till fortsatta studier. Utöver detta visade intervjuer på att en motivation till att studera var att öka möjligheten till jobb i framtiden. Det visade sig även att kurslitteratur inte alltid användes utan studenterna tog in information på annat sätt. Tre av deltagarna angav att förberedelser inför en examination ofta skedde dagarna innan deadline, dock är det oklart hur deltagarna tolkade meningen av “förbereda sig inför”. En reflektion till denna studie är att förbättra tydlighet angående mobilövningarna och koppling till texten som hörde till övningarna. Om detta var mycket oklart för användarna kan detta ha påverkat resultatet.The study is based on the fact that university studies and reading course literature can be difficult for students. The purpose is to investigate what factors are important in designing a mobile application that is designed to facilitate students when reading course literature. In this study, the facts of previous research have been combined to create a prototype. The prototype was tested by potential users. The test was supplemented with questionnaires, estimates and interviews. Delimitations in this study was that in the prototype only parts of memory techniques and priming is being tested. The exercises used in the test were put together without any involvement from the users to see if priming of words can help students with learning. Previous research addresses the problem of absorbing knowledge from a large amount of course literature. Inspiration has been taken from different types of memory techniques, so-called mnemonics, with the hope that these will facilitate the reading of new literature, thus increasing or maintaining motivation. Other aspects that are addressed include images and memorizing, priming for understanding a text easier, mini-exercises in smartphones tailored for today's pressed schedules as well as motivation. In theory, we have looked at motivation, primarily intrinsic motivation, supported by Keller's ARCS Model based on attention, relevance, confidence and satisfaction. The additional theory part takes up learning, feedback and study strategies. This is a qualitative study where facts have been gathered from literature to create a prototype with priming exercises. The prototype and exercises were intended to prepare a student for reading a text. The empirical data was collected from five potential users. The result shows how the potential users perceived the use of the prototype as well as briefly about their general opinions about their own studies. The user's experience of the prototype does not clearly show the benefit of such a type of device. Some users did not fully find the utility of the app, some found it moderately helpful, and one person showed more clearly the prototype also contributed to motivation for further studies. In addition to this, the interviews showed that motivation to study was to increase the possibility of getting a job in the future. It also turned out that course literature was not always used but the students found the necessary information in another way. Most participants indicated that preparation for an examination often occurred the days before the deadline, however, it is unclear how the participants interpreted the meaning of "prepare yourself". A reflection of the study is to improve clarity regarding the mobile exercises and connection to the text that belonged to the exercises. If this was very unclear to users, it may affect the result.
29
IRISH, CHERYL L. "THE EFFECTS OF PEG- AND KEYWORD MNEMONICS AND COMPUTER-ASSISTED INSTRUCTION ON FLUENCY AND ACCURACY OF BASIC MULTIPLICATION FACTS IN ELEMENTARY STUDENTS WITH LEARNING AND COGNITIVE DISABILITIES." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin997209845.
Full text
30
Johnson, Lori Ann. "The role of activity level for memory in the elderly." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1554.
Full text
31
Canellopoulou, Mary. "An investigation into the roles of frontal-lobe dysfunction, mood states and individual imaging abilities in the efficacy of imagery-based mnemonics in patients suffering from multiple sclerosis." Thesis, Brunel University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389988.
Full text
32
Sandberg, Petra. "Cognitive training in young and old adults : Transfer, long-term effects, and predictors of gain." Doctoral thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96719.
Full textAbstract:
Aging, also in the absence of pathological conditions, is associated with cognitivedecline, especially in so called fluid abilities, such as episodic memory andexecutive functions. Due to an ongoing demographic shift, a larger part of thepopulation will reach higher ages, and more people will be affected by age-relatedcognitive decline. Finding ways of counteracting this development have the potentialof having large benefits for both individuals and society. It has long beenknown that living in environments that are rich in terms of cognitive challengescan affect cognitive ability in old age. In this regard, intervention studies in whichthe amount of cognitive stimulation is manipulated can therefore generate insightsto the causality of such effects in specific cognitive functions. Cognitive trainingas means to counteract negative effects of aging on cognition has received a lot ofscientific interest in the last decades.This focus of this thesis is cognitive training interventions, which is studiedfrom several perspectives. In Study i, the aim was to investigate the extent towhich executive functions can be strengthened by training in younger and olderadults, and to which degree such training generalize to other measures of cognition.Although a large body of research has been investigating training of workingmemory and executive functions in recent years, the results are diverse, and fewhave been targeting executive functions broadly with training programs based ontheoretical models of executive functions. Study i showed that despite a broadtraining program targeting three executive functions (updating, shifting and inhibition),it did not lead to transfer beyond the very near in old adults. The youngerhowever showed transfer effects to measures of working memory.In Study ii, the focus was on studying how the effects survive across time.There is limited knowledge about long-term effects of process-based training andthe results showed that the training effect was stable after 1.5 years, while only thenearest transfer effect was still significant in both younger and older adults.Study iii focused on individual factors affecting gain and maintenance thereofin a sample of older individuals. We used a strategy-based intervention focusingon episodic memory performance with a number-consonant mnemonic which is amnemonic for memorizing digit-codes. A different set of predictors was observedfor baseline episodic memory performance and training gain. Those that are betteroff in terms of episodic memory performance, also gain more in the episodic memorycriterion task. Further, a higher rate of processing speed was also important.Lastly, better verbal knowledge also influence gain beyond the other factors. Theresults have both theoretical implications regarding how plastic cognitive functionsare, and practical, in terms of how to best design training programs.Över hela världen blir vi äldre. År 2050 kommer en femtedel av jordens befolkningvara 60 år eller äldre, att jämföra med en knapp tiondel år 1950. Det är förstås enpositiv utveckling men en åldrande befolkning innebär också att vi står inför flerautmaningar. En sådan rör det kognitiva åldrandet. Vi vet att åldrande kan leda tillnedgång i vissa kognitiva förmågor, såsom det episodiska minnet samt exekutivafunktioner. Episodiskt minne är vår förmåga att komma ihåg upplevda händelserknutna till tid och rum. Exekutiva funktioner är ett begrepp som inbegriper vårförmåga att hålla en plan aktiv medan vi utför den, utan att distraheras av tankareller externa störningsmoment. Genom att studera effekter av träning hos yngreoch äldre vuxna på sådana kognitiva funktioner kan vi få kunskap om till vilkengrad de kan förbättras och om denna förbättringspotential är olika beroende påålder. Vi vet sedan tidigare att människor som under sin livstid lever ett kognitivtstimulerande liv också till viss del är skyddade mot nedgång i kognition underåldrandet. Träningsstudier kan ge kunskap om kausaliteten i sådana fynd.Studie i i denna avhandling behandlar träning av exekutiva funktioner föryngre och äldre vuxna. Träningsprogrammet konstruerades utefter en teoretiskmodell som beskriver exekutiva funktioner som bestående av förmågan att inhiberastörande stimuli eller överlärda responser, förmågan att uppdatera informationi arbetsminnet, och förmågan att skifta mellan att utföra olika uppgifter. Resultatenvisade att de yngre kunde generalisera träningseffekten också till otränadearbetsminnesuppgifter, medan de äldre endast visade förbättring på otränade uppgiftersom hade stora likheter med de tränade.I Studie ii undersöktes hur mycket av träningseffekterna som kvarstod ettoch ett halvt år efter träningen. Resultaten visade att både för yngre och äldreså kvarstod effekten på tränade uppgifter samt en av uppgifterna som hade stortöverlapp med träningsuppgifterna, för både unga och äldre.I Studie iii studerades ett strategibaserat träningsprogram för episodisktminne. Fokus låg på att undersöka vilka individuella kognitiva faktorer sompåverkar förbättring som följd av träning. Resultaten visade att de med högre förmågai kognitiv bearbetningshastighet samt verbal förmåga var de som hade bästförutsättningar för förbättring.Resultaten från dessa studier är av både teoretisk relevans i och med att deökar förståelsen för träningsbarheten av exekutiva funktioner, samt har praktiskrelevans för utformning av träningsprogram.
33
Ester, Edward F. "Neural Mechanisms of Mnemonic Precision." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12106.
Full textAbstract:
xii, 78 p. : ill. (some col.)Working memory (WM) enables the storage of information in a state that can be rapidly accessed and updated. This system is a core component of higher cognitive function - individual differences in WM ability are strongly predictive of general intelligence (IQ) and scholastic achievement (e.g., SAT scores), and WM ability is compromised in many psychiatric (e.g., schizophrenia) and neurological (e.g., Parkinson's) disorders. Thus, there is a strong motivation to understand the basic properties of this system. Recent studies suggest that WM ability is determined by two independent factors: the number of items an individual can store and the precision with which representations can be maintained. Significant progress has been made in developing neural measures that are sensitive to the number of items stored in WM. For example, electrophysiological and neuroimaging studies have demonstrated that activity in posterior parietal cortex is directly modulated by the number of items stored in WM and reaches a plateau at the same set size where individual memory capacity is exceeded. However, comparably little is known regarding the neural mechanisms that enable the storage of high-fidelity information in WM. This dissertation describes two experiments that evaluate so-called sensory-recruitment models of WM, where the storage of highfidelity information in WM is mediated by sustained activity in sensory cortices that encode memoranda. In Chapter II, functional magnetic resonance imaging (fMRI) and multivoxel pattern analysis were used to demonstrate that sustained patterns of activiation observed in striate cortex discriminate specific feature attribute(s) (e.g., orientation) that an observer is holding in WM. In Chapter III, I show that these patterns of activation can be observed in regions of visual cortex that are not retinotopically mapped to the spatial location of a remembered stimulus and suggest that this spatially global recruitment of visual cortex enhances memory precision by facilitating robust population coding of the stored information. Together, these results provide strong support for so-called sensory recruitment models of WM, where the storage of fine visual details is mediated by sustained activity in sensory cortices that encode information. This dissertation includes previously published and co-authored material.
Committee in charge: Edward Awh, Chairperson and Advisor; Edward Vogel, Member; Nash Unsworth, Member; Terry Takahashi, Outside Member
34
Behr, Karlsson Nina. "Mnemonic Techniques in L2 Vocabulary Acquisition." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-18745.
Full textAbstract:
Students in high school have a need to be able to remember a lot of information during their years of schooling. The purpose of this study was to investigate if mnemonic techniques could help the participating students to become more efficient in recalling new English vocabulary. If the results were to indicate an increase in efficiency with either of the two techniques selected, it would make a case for using this technique in foreign- and second language learning contexts. The students who participated were taught the reminiscent technique and the loci method because these techniques focus on connecting vocabulary to existing memories, thus enabling encodement to long-term memory. Research within second language studies recommends using mnemonic techniques as a help to retrieve words. The students’ recall of vocabulary was tested after an introduction to each technique. They were given three initial tests containing 15 new English words each, a total of 45 words. The first such set tested the efficiency of the students’ own techniques, while the second and third set tested the reminiscent technique and loci method, respectively. After a period of three weeks there was a final test on all the 45 new words at once, testing the possible encodement to long-term memory. The most interesting results were found regarding the percentages of lowest difference in "decrease of retrieval rate" of each vocabulary item between the first initial tests and the final test. The smaller the decrease could indicate a stronger encodement to long-term memory. The top two recalled words were linked to the reminiscent technique and the one in third place to the loci method. Thus, there was some indication that these helped to achieve a stronger encodement to long-term memory. However, when comparing the total number of recalled words, the students’ own technique came out as the winner.
35
Fuqua, McMath Blanche Floannell. "A Curriculum Design Using Mnemonic-Type Techniques to Aid Recall in Low/Average Achievers in the Fifth Grade." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/694.
Full textAbstract:
Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.
36
Barandon, Joshua Robert 1979. "Mnemonic drift : a framework for collective remembrance." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/27146.
Full textAbstract:
Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2004.Page 72 blank.
Includes bibliographical references (p. 65-69).
(cont.) the greater system, communicate with one another. The result is a distributed mechanism: a machine for slowing down, a catalyst for remembrance. While the vision of the proposal seeks the insertion of a greater mnemonic landscape throughout the urban tissue, the focus for the project is a single fragment of this flexible framework, the development of a spatial device that addresses issues of time and collective remembrance.
The accelerating pace of modern society and the proliferation of memorials in recent years have drastically distorted general perceptions of time and memory. Moving at incessantly escalating rates of speed in maintaining pace with technological innovation, we rarely afford ourselves the opportunity to simply slow down and appropriately engage in the act of remembrance. Society finds itself in a state of affairs in which time is becoming too fast and remembrance is perilously losing its significance. In calling for slowness and challenging traditional notions of the memorial, a new means for the engagement of memory is imagined on the public front. It is a collective system that seeks to embody the "art of public memory", creating a dialogue that transcends the mere appearance of any memorial gesture. Times change, generations shift, and memories blur, calling for the creation of a place that is uniquely a tool for slowing and remembering. It is a landscape that is mutable, changeable, and flexible, situated in the life of the everyday, a site for transformnative practice? In essence, it calls for an in-between space for an in-between time, one based on positive emotion that engenders slowness, collectivity, and remembrance while encouraging a high level of intellectual and emotional engagement by way of user interactivity. Planned is a conceptual landscape, a network of interventions dispersed throughout the urban fabric, serving as spatial reference points that localized groups, as well as passers-by, employ for purposes of respite and remembrance. The notion of recording, having very strong implications for both time and memory, is the basis for a lmultifaceted system through which visitors, as well as distinct fragments of
Joshua R. Barandon.
M.Arch.
37
Goonawardena, Anushka V. "Cannabinoid effects on hippocampal neurophysiology and mnemonic processing." Thesis, Available from the University of Aberdeen Library and Historic Collections Digital Resources. Restricted: no access until Mar. 17, 2011, 2008. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?application=DIGITOOL-3&owner=resourcediscovery&custom_att_2=simple_viewer&pid=26047.
Full text
38
Hostetter, Michael. "Analogical representation in temporal, spatial, and mnemonic reasoning." Thesis, This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-03242009-040545/.
Full text
39
Cole, Scott Nicholas. "Cognitive and mnemonic characteristics of episodic future thinking." Thesis, University of Leeds, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597102.
Full textAbstract:
Imagining one's future is a ubiquitous and important aspect of mental life. In recent years, research into episodic future thinking has been one of the most rapidly expanding topics in psychology. This thesis took a multimethod approach to explore its cognitive and mnemonic characteristics. In Study 1, an internet-based study was conducted investigating subjective characteristics of autobiographical past and future events. It was found that temporal distance had parallel effects on the emotional intensity and importance of past and future events. In terms of differences, past events had more subjective detail and future events were more emotionally positive. In Study 2, the Internal (episodic) and External (000- episodic) details of past and future events were objectively measured using the Levine et al (2002) coding technique. To distinguish episodic future thinking from imagination in general, an imagined past event condition was included. Remembering was associated with greater sensory-perceptual detail than imagining (past and future) events. In Study 3, no relation was evident between episodic and non-episodic detail within past and future events and trial duration did not affect event specificity (past and future events). Study 4 explored the memory and future-thinking of an individual with amnesia following vascular dementia. This case study replicated previous studies of amnesics who are unable to imagine the future. Study 5 and 6 explored possible subprocesses underlying episodic future thinking, with some evidence for a role of executive function in the production of episodic future events. Finally, age-related differences in Internal and External detail of future thinking were observed, in addition to differences amongst finer-grained event properties. In sum, the range of approaches and methodologies adopted in these studies allowed exploration of a broad range of empirical and theoretical issues. The results documented here led to novel questions which open new avenues of research.
40
Parker, Alistair. "Snapshot photography : a phatic, socially constructed mnemonic technology." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/88475/.
Full textAbstract:
This practice related research study explores my cognitive response to a biographical snapshot photograph celebrating my first day at school. The experience triggered an exploration of the relationship between snapshot photographs and memory. The finding of a second almost identical snapshot photograph of my son taken twenty years later by me prompted me to question why my father and I should take almost identical snapshots. I argue that the invention of photography was driven by the desire to capture the images created by the camera obscura by mark-making with the pencil of light as an aid memoir. I argue that the desire to externalise memory using mnemonic technology is innate with primal origins in parietal art and lithic technologies. The discourse explores the cultural evolution of technology through Jaques Derrida’s theory of originary technicity and Bernard Stiegler’s concept of the cultural evolution of technology by epiphylogenesis and the notion of the externalisation of memory as prosthesis. I explore the emergence of snapshot photography from the canon of photography through the theories of cultural evolution, technological momentum, and social constructivism, together with psycho-social notions of desire, ritual, performativity and intentionality in the establishment of snapshot photography as a ubiquitous ingrained social practice. The research is informed by a studio practice element that uses the adventures of Lewis Carroll’s, Alice as a conceptual framework to explore a journey of agency, self and auto didactical knowledge acquisition. I discuss the search for an appropriate methodological framework for art practice based research. My practice is a catalyst for enquiry; a project usually starts with an artefact that forms the locus of a question, the search for the answer to those questions, often leading epistemically, to unexpected places and relationships. The mode and manner of my enquiry are rhizomatous, pragmatic and serendipitous; the relationship between practice and theory is flexible, one informing the other. Through practice, I explore the deconstruction and textualisation of the visual metaphor of memory through the rhetorical devices of ekphrasis and memory texts and a visualisation of the nature and originary technicity of snapshot photography and an exploration of self and place. The thesis for this study is founded on the premise that snapshot photography is a socially constructed, phatic, mnemonic mark-making technology with origins in parietal forms of visual expression.
41
Amrine, Stephanie Jean. "The Effect of Motivation Level on Retention of Information Encoded Using the Keyword Method." Marietta College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1212759119.
Full text
42
Kliegl, Reinhold, Jacqui Smith, Jutta Hechhausen, and Paul B. Bates. "Mnemonic training for the acquisition of skilled digit memory." Universität Potsdam, 1987. http://opus.kobv.de/ubp/volltexte/2009/4025/.
Full textAbstract:
This article outlines a research strategy for investigating, in a laboratory setting, the acquisition and the "limits" of a cognitive skill. Expert digit memory is used as an illustration. Two participants with initial average digit- and word-span memory were trained to memorize and reproduce strings of 80
to 90 digits presented at 10- to 1-sec rates. The instruction and training program, based on a theory of skilled memory, focused on three components: (a) acquisition of a mnemonic system (i.e., recoding digits into historical dates or concrete nouns), (b) use of a long-term memory retrieval structure (i.e., instruction in the Method of Loci), and (c) improvement in processing speed. After 86 experimental sessions, one participant recalled 90 random digits presented at a 1-sec rate. The digits were, however, constrained to be compatible with the participant's historical knowledge. The second participant recalled 80 random digits presented at a 5-sec rate after 70 sessions. Speed of encoding and retrieval processing was the only component that required extensive practice for skilled digit-memory acquisition.
43
Ryu, Jae-Jin. "Mnemonic influences on perception as revealed by visual aftereffects." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66843.
Full textAbstract:
Perceiving a visual object often leads to the formation of its representation in memory. In this case, the role of visual perception in memory is emphasized, but it is also conceivable that memory plays a role in the processing of a visual stimulus in a top-down manner. One way to study whether memory does influence visual perception is to make use of the selective adaptation method designed to produce aftereffects. In a typical selective adaptation experiment, a stimulus is presented for an extended period of time (adapting stimulus) and this results in a temporary distortion in the perception of subsequent stimuli (aftereffects). The selective adaptation method has mainly been used to behaviorally elucidate neural mechanisms involved in the processing of the adapting stimulus. However, it also is a useful tool to study possible influences of memory processes on visual perception, because it leads to the hypothesis that adapting stimuli with different and similar mnemonic contents should produce different and similar visual aftereffects, respectively. Results described in the current thesis show that visual processing of motion and faces, both believed to recruit specialized areas in the visual cortex are subject to mnemonic influences.La perception visuelle d'un objet mène souvent à la formation de sa représentation dans la mémoire. Dans ce cas, le rôle de la perception visuelle est importante, mais il demeure possible que la mémoire est impliquée dans le traitement d'un stimulus visuel d'une manière descendante. Une façon d'étudier l'influence de la mémoire sur la perception visuelle est d'utiliser la méthode d'adaptation sélective conçue pour produire des effets consécutifs. Lors d'une expérience d'adaptation sélective typique, un stimulus est présenté pour une période prolongée (stimulus d'adaptation) et ceci mène à une distorsion temporaire de la perception des stimuli subséquents (effets consécutifs). La méthode d'adaptation sélective est surtout utilisée pour élucider au niveau du comportement les mécanismes neuronnes impliqués dans le traitement du stimulus d'adaptation. Cependant, c'est aussi un outil utile pour étudier les influences possibles du procesus de la mémoire sur la perception visuelle. Ceci mène à l'hypothèse que des stimuli d'adaptation avec des effets mnémoniques différents et similaires devraient produire des effets consécutifs différents et similaires, respectivement. Les résultats de cette thèse montrent que le traitement visuel de la motion et des visages, qui implique des régions spécialisées du cortex visuel, est soumis à l'influence mnémonique.
44
Rahman, Shibley. "Executive and mnemonic functions in the frontal lobe dementias." Thesis, University of Cambridge, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621411.
Full text
45
Chhatwal, Jasmeer. "Degradation of Mnemonic Networks in Aging and Alzheimer’s Disease." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:17613736.
Full textAbstract:
Functional connectivity MRI (fcMRI) is a non-invasive method to assess the integrity of anatomically distributed neural networks underlying complex behaviors. In Alzheimer’s disease (AD), fcMRI of the default mode network (DMN) has shown great promise as a biomarker in clinical and basic research studies, as (1) profound decreases in DMN fcMRI are seen in prodromal and clinically evident AD and (2) the DMN is among the sites of early amyloid deposition in AD. However, using fcMRI as an early AD biomarker is limited by the overlapping changes in connectivity seen in normal aging, which, in turn, limits the identification of early AD subjects to enroll in clinical trials. To address this limitation, we propose a series of studies that use fcMRI to disambiguate normal aging from early AD by focusing on the pattern of degeneration across six well-described cortical networks in two unique subject populations. The central hypothesis of these studies is that early AD and aging will show distinct patterns of network degradation, with preferential degradation of cognitive networks (especially the Default Mode and Attention Networks) in early AD as compared to aging. We test this hypothesis by comparing young and old subjects with and without evidence of AD pathology, leveraging newly available data from young subjects with dominantly inherited AD (DIAD) drawn from the Dominantly-Inherited Alzheimer’s Network (DIAN). Notably, the comparison of the DIAD population and older at-risk and symptomatic patients followed in the Harvard Aging Brain Study represents a unique opportunity to disentangle age and AD pathology, as DIAD carriers have disease onset at a young age (often in the late 30s and early 40s). In addition, using PET data on tau burden in our older subjects (from F18-T807 PET, a newly-developed tau radioligand), we will explore the relative contributions of amyloid and tau pathologies to altered fcMRI. These studies will serve the dual purpose of (1) optimizing the use of fcMRI as an AD biomarker by identifying patterns of fcMRI change that distinguish aging and AD, and (2) provide novel insight into the systems-level pathophysiology that distinguishes aging and AD. Further, these studies will compare the timing and pattern of network degradation in dominantly-inherited vs. sporadic AD and provide critical context for the interpretation of fcMRI data currently being gathered in (at least) three major AD prevention trials in older individuals at-risk for sporadic AD and dominantly-inherited AD.
46
Schlemmer, Jarrod Edward. "Mnemonic diversity a public building for Makhado, Limpopo Province /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-05282004-085139.
Full text
47
Galvez-Pol, A. "Revealing mnemonic representations of the body in the brain." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/17548/.
Full textAbstract:
Current accounts in the memory field suggest that perceptual mechanisms underpin both perception and memory processes. The overlap between perceptual and mnemonic mechanisms has been mainly shown when processing arbitrary stimuli (e.g., shapes and colours). Nevertheless, it still unclear how more socially meaningful stimuli such as others’ bodies are perceived and later maintained in memory. This thesis investigates the encoding and memory maintenance of visually perceived body-related information. Chapter 1 reviews current accounts in the overall memory field. Secondly, it reviews evidence for the presence of a memory system to encode and maintain body-related information in working memory. Chapter 2 describes the EEG technique and proposes a novel method to isolate brain activity arising in sensorimotor cortex from concomitant visual activity that is elicited at the sight of visually perceived body stimuli. Chapter 2.5 outlines how the stimuli for the experiments of this thesis were created. Chapter 3 reports the first study looking into the transformation of visual bodily percepts into mnemonic body representations. This was done by adapting well-known working memory paradigms and the EEG method outlined in Chapter 2. The results showed that holding in memory body-related stimuli involves visual acquisition but quick recoding of the visual input onto somatosensory cortices. Chapter 4 includes another new EEG study that allowed exploration of more anterior brain areas (i.e., motor regions) during memory maintenance of body images in memory. To this end, visual-evoked potentials were combined with motor-cortical potentials. Chapter 5 followed up the two previous EEG studies with three different behavioural versions centred on interfering with the on going processing of body stimuli. Specifically, different forms of sensorimotor suppression were applied during encoding and maintenance of body-related information in memory. Altogether, the 20 methodology and experiments of this PhD work suggest that compared to mnemonic processing of non-body-related images, holding body-related stimuli in memory (beyond the perceptual stage) recruits brain areas such as somatosensory and motor cortices. Finally, Chapter 6 reflects on the results of these studies, offering an overview of this PhD work, as well as on the limitations, technicalities, and potential future studies.
48
Iddon, J. L. "Mnemonic strategies in fronto-subcortical disorders : a neural systems approach." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604921.
Full textAbstract:
This thesis is concerned with the cognitive and neural mechanisms of strategy generation and use in memory. The main hypotheses will be tested with neuropsychological analyses of performance on several tasks varying in the extent to which different types of strategy can be employed. The main hypothesis is that patients with frontal or fronto-subcortical dysfunction would exhibit specific deficits in the formulation and use of strategies for performing difficult and novel memory tasks, whereas patients with posterior cortical damage would not. Chapter 1 provides an introductory framework for the thesis. Chapter 2 outlines the methodology and statistical design for the thesis. Chapter 3 is a study of patients with frontal or temporal lobe excisions, young and old onset PD, and normal controls on a series of computerised tests taken from the CANTAB battery. Chapters 4 assesses the same patients as used in chapter 3 on a difficult and novel visuospatial problem solving memory task which requires a 'non-spontaneous' strategy to be 'realised', generated and implemented for successful completion of the task. Various manipulations of the same task have been developed in chapter 5 to distinguish the differential component processes involved in problem solving strategy processes, emphasising the importance of training. Chapter 6 demonstrates that the strategy deficit observed in these groups is not domain specific but also emerges on an analogous verbal memory task. It also demonstrates differences in fronto-striatal and posterior-cortical memory processes. Chapters 7 and 8 describe an assessment of two further patient groups. Chapter 7 is an examination of congenital hydrocephalus patients on tests from the CANTAB battery and the two strategy tasks, showing that this group follows a similar pattern of impairments to patients with frontal or striatal damage. Chapter 8 shows that schizophrenic patients on the two different types of mnemonic strategy tasks exhibit a less specific pattern of impairment, further implicating both fronto-striatal and temporal lobe structures in the neuropathology of this disorder.
49
Pidgeon, Laura Marie. "Encoding contributions to mnemonic discrimination and its age-related decline." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15739.
Full textAbstract:
Many items encoded into episodic memory are highly similar – seeing a stranger’s car may result in a memory representation which overlaps in many features with the memory of your friend’s car. To avoid falsely recognising the novel but similar car, it is important for the representations to be distinguished in memory. Even in healthy young adults failures of this mnemonic discrimination lead relatively often to false recognition, and such errors become substantially more frequent in older age. Whether an item’s representation is discriminated from similar memory representations depends critically on how it is encoded. However, the precise encoding mechanisms involved remain poorly understood. Establishing the determinants of successful mnemonic discrimination is essential for future research into strategies or interventions to prevent recognition errors, particularly in the context of age-related decline. A fuller understanding of age-related decline in mnemonic discrimination can also inform basic models of memory. This thesis evaluated the contribution of encoding processes to mnemonic discrimination both in young adults and in ageing, within the framework of two prominent accounts of recognition memory, the pattern separation account (Wilson et al., 2006) and Fuzzy Trace Theory (FTT; Brainerd & Reyna, 2002). Firstly, a functional magnetic resonance imaging study in young adults found evidence for differences in regions engaged at encoding of images according to the accuracy of later mnemonic discrimination, consistent with both pattern separation and FTT. Evidence of functional overlap between regions showing activity consistent with pattern separation, and activity associated with later accurate recognition was consistent with a role of cortical pattern separation in successful encoding, but there was no direct evidence that cortical pattern separation contributed to mnemonic discrimination. This first evidence of cortical pattern separation in humans was supported by findings that in the majority of pattern separation regions, response functions to stimuli varied in their similarity to previous items were consistent with predictions of computational models. Regional variation in the dimension(s) of similarity (conceptual/perceptual) driving pattern separation was indicative of variation in the type of mnemonic interference minimised by cortical pattern separation. Further evidence of encoding contributions to mnemonic discrimination was provided by an event-related potential study in young and older adults. Older adults showed less distinct waveforms than young adults at encoding of items whose similar lures were later correctly rejected compared to those falsely recognised, supporting the proposal that age-related encoding impairments contribute to the decline in mnemonic discrimination. Finally, a set of behavioural studies found that older adults’ mnemonic discrimination deficit is increased by conceptual similarity, supporting previous findings and consistent with FTT’s account of greater emphasis by older adults on gist processing. However, older adults required greater reduction in perceptual or conceptual similarity in order to successfully reject lures, as uniquely predicted by the pattern separation account. Together, the findings support the notion that encoding processes contribute directly to mnemonic discrimination and its age-related decline. An integrated view of the pattern separation account and FTT is discussed and developed in relation to the current findings.
50
Muncy, Nathan M. "Mnemonic Discrimination: Correcting False Memories and Detecting Changes in Time." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8951.
Full textAbstract:
Two projects are presented in this dissertation. First, we investigated the impact of false memories on the original trace and whether recovery of the original is possible. Second, we tested whether mnemonic discrimination for temporal duration is possible. Both projects incorporated fMRI techniques in order to implicate any potential neural correlates of these memory behaviors. Project One. To elicit false memories and study a potential recovery therefrom, thirty-five healthy, young adults performed multiple recognition memory tests where they were induced to make errors in a first test and then participants were tested again in a surprise, second test. These two tests allowed us to determine which memory error would be corrected, if any. Further, fMRI signal associated with the encoding and retrieval processes during the experiment allowed us to implicate the regions associated with false memory correction. We found that false memories do not overwrite the original trace in all instances, as recovery of the original information was possible. Critically, we determined that recovery of the original information was dependent on activity in regions associated with retrieval, saliency attention, and bottom-up attention during the formation of the false memory, and not on processing at the time of encoding or the second test episode. Project Two. We developed a novel paradigm to test episodic memory for temporal duration. Thirty-five healthy, young adults completed a temporal discrimination task that consisted of a continuous-recognition paradigm in which visual objects were presented one at a time for either 1 or 1.5 seconds. Certain items repeated (Targets and Lures) where Targets were presented for the same duration while the duration of Lures was altered by ±0.5 seconds. Participants were asked to identify whether the stimulus duration changed. Whole-brain high-resolution fMRI data were acquired. Behavioral results indicate that participants were sensitive to both increases and decreases in duration. Further, fMRI analyses revealed that the left entorhinal and perirhinal cortices were differentially involved in encoding and retrieval, respectively, of correct duration representations. These findings support the notion of the entorhinal cortex supporting temporal representations in memory as well as the perirhinal cortex representing the conjunction of item and context.