記述された結果は、ポーランドの国立科学センターが助成金の下で2014/13/B/HS6/03155の下で支援するプロジェクトから得られます。

<ol>
	<li>Baddeley, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory:+Looking+back+and+looking+forward.">Working memory: Looking back and looking forward.</a> Nature Reviews Neuroscience. , (2003).</li><li>Au, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Improving+fluid+intelligence+with+training+on+working+memory:+a+meta-analysis.">Improving fluid intelligence with training on working memory: a meta-analysis.</a> Psychonomic Bulletin and Review. 22, 366-377 (2015).</li><li>Karbach, J., Verhaeghen, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Making+working+memory+work:+A+meta-analysis+of+executive+control+and+working+memory+training+in+younger+and+older+adults.">Making working memory work: A meta-analysis of executive control and working memory training in younger and older adults.</a> Psychological Science. 25, 11-2027 (2014).</li><li>Melby-Lerv&#229;g, M., Hulme, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Is+working+memory+training+effective?+A+meta-analytic+review.">Is working memory training effective? A meta-analytic review.</a> Developmental Psychology. , (2013).</li><li>Melby-Lerv&#229;g, M., Redick, T. S., Hulme, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+Memory+Training+Does+Not+Improve+Performance+on+Measures+of+Intelligence+or+Other+Measures+of+&amp;#34;Far+Transfer&amp;#34;:+Evidence+From+a+Meta-Analytic+Review.">Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of &amp;#34;Far Transfer&amp;#34;: Evidence From a Meta-Analytic Review.</a> Perspectives on Psychological Science. , (2016).</li><li>Schwaighofer, M., Fischer, F., B&#252;hner, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Does+Working+Memory+Training+Transfer?+A+Meta-Analysis+Including+Training+Conditions+as+Moderators.">Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators.</a> Educational Psychologist. , (2015).</li><li>Soveri, A., Antfolk, J., Karlsson, L., Salo, B., Laine, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory+training+revisited:+A+multi-level+meta-analysis+of+n-back+training+studies.">Working memory training revisited: A multi-level meta-analysis of n-back training studies.</a> Psychonomic Bulletin and Review. , (2017).</li><li>Au, J., Buschkuehl, M., Duncan, G. J., Jaeggi, S. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=There+is+no+convincing+evidence+that+working+memory+training+is+NOT+effective:+A+reply+to+Melby-Lerv&#229;g+and+Hulme+(2015).">There is no convincing evidence that working memory training is NOT effective: A reply to Melby-Lerv&#229;g and Hulme (2015).</a> Psychonomic Bulletin and Review. , (2016).</li><li>Dougherty, M. R., Hamovitz, T., Tidwell, J. 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著者らは開示するものは何もない。

ここに示された研究では、高齢者がワーキングメモリトレーニングの恩恵を受けることができるかどうか、そしてそれが基本的な認知の初期レベルに関連しているかどうかを調査しました。実験的介入としてn-backタスクを使用し、作業メモリ容量(OSPANタスクで測定)は参加者の知的機能の初期レベルを調査する方法であった。プロトコルには2つの重要なステップがありました。最初に最も重?...

多くの認知トレーニング研究では、デュアルnバックタスクはワーキングメモリ(WM)トレーニングの方法として使用されます。WMは、他の、より高いレベルの知的機能のための重要性のために認知介入の共通のターゲットです 1.しかし、このようなトレーニングの有効性と認知のより一般的な改善を作成するためのその可能性は、非常に議論されています(メタ分析については、2、3、4、5、6、7、14、レビューについては、4、8、9、10、11、12、13を参照)。一部の研究者はそれを主張するが'..他のスキル'4にワーキングメモリトレーニングの一般化の説得力のある証拠はありませんでした'4、他の人は、WMトレーニング2、3、5、6、11の非常に重要な効果を示すメタ分析データを提示します。別の問題は、高齢者人口におけるWMの有効性である。いくつかのWMトレーニング研究は、高齢者15、16、17、18、19、20と比較して若い成人でより大きな利益を報告し、他の人は、両方の年齢層で同様の効果が観察できることを示しています21,22,23,24,25.
様々な要素は、メモリトレーニング26の利点を予測すると考えられています。これらの要因のいくつかは、WMトレーニング有効性21の潜在的なモデレーターであるように見えます。精神的能力, ベースライン認知能力または一般的な認知リソースとして記述されている, この位置のための最も強い選択肢の一つであるようです。.初期知的レベルの役割を評価するために、トレーニングレジメンを適用する前に、認知能力の測定に特別な重点(ここで記載の方法)を置いた。これは、トレーニングの開始時に高い認知能力を特徴とする参加者が、初期認知機能27の低レベルのものと比較して実質的に良いトレーニング結果を達成したことを示すデータによって指示された。同様の現象が教育研究で観察され、マシュー効果28と呼ばれ、最初はより良いスキルを持つ人々が問題の予備的に低いレベルの能力を持つ人々と比較してさらに改善するという観察。
しかし、このトピック21,29に関してはそれほど多くのレポートが発表されていないのは、考えさせられるものではない。また、特に高齢者集団に関しては、実質的な個人差でさえ、データ分析および解釈30の間に放置されることが多い。本研究では、健康な高齢者のグループにおけるWMトレーニングの成功に対するワーキングメモリ容量の初期レベルの影響を調べる。実験群と対照群の間で、訓練レジメンのあらゆる要素を可能な限り類似した状態に保つために、積極的な制御群設計を採用した。したがって、トレーニング内容(WM対意味記憶)は、トレーニング結果の予想差を決定する1つの重要な要因であり続けました。両方のグループは、コンピュータ化されたホームベースのトレーニングを行いました。実験グループのメンバーは、適応型デュアルnバックトレーニングプログラムと、セマンティックメモリクイズに基づくタスクでトレーニングされたアクティブな制御グループに割り当てられました。ここでのアプローチの新しいは、ワーキングメモリ容量(WMC)を評価することによって参加者の認知レベルの初期評価に重点を置いている。さらに、この記事で紹介する初期の WMC レベルを評価する方法は、その後のワーキング メモリ トレーニング中に成功する人と成功しない人を区別する効果的なツールであることが証明されています。我々は、この研究44からの結果を以前に説明し、公表した。したがって、この記事では、使用したプロトコルの詳細な説明に焦点を当てています。

<table><tbody><tr><td>GEx</td><td>n/a</td><td>authorial online platform:&lt;br/&gt; used for N-back training, Quiz</td><td></td></tr><tr><td>IBM SPSS Statistics 26.0</td><td>IBM Corporation</td><td>SPSS software was used to compute statistical analysis.</td><td></td></tr><tr><td>Inquisit version 4.0.8.0</td><td>Millisecond Software</td><td>software: tool for designing and administering experiments&lt;br/&gt; used for: The Sternberg Task, The Linear Syllogism Task and presenting the instructions for baseline EEG recording</td><td></td></tr><tr><td>MATLAB R2018b</td><td>The MathWorks, Inc</td><td>MATLAB software was used to compute statistics and to export databases and&amp;nbsp; visualisation of the results</td><td></td></tr><tr><td>PsychoPy version 2 v.1.83.04</td><td>Jonathan Peirce; supported by University of Nottingham</td><td>open-source software&lt;br/&gt; used for: Go/no Go Task, The Switching Task, Running Memory Span Taskckage based on Python</td><td></td></tr><tr><td>Sublime Text (version 2.0.2)</td><td>n/a</td><td>open-source software: HTML editor&lt;br/&gt; used for: online OSPAN Task</td><td></td></tr></tbody></table>

working memory training for older participants: a control group training regimen and initial intellectual functioning assessment

認知トレーニング介入の有効性は、最近非常に議論されています。どのような訓練レジメンが最も効果的であるかに関するコンセンサスはありません。また、トレーニング結果の予測値としての個々の特性は、まだ調査中です。この記事では、高齢者の認知効果に対するワーキングメモリ(WM)トレーニングの影響だけでなく、初期WM容量(WMC)がトレーニングの結果に与える影響を調べることによって、この問題に取り組む試みを示します。アクティブコントロールグループ(メモリクイズ)で適応型デュアルnバックトレーニングの5週間を実施する方法を詳細に説明します。ここでは、トレーニングの技術的側面と参加者のWMCの初期評価に焦点を当てています。他の認知的寸法のトレーニング前と後のパフォーマンスの評価は、メモリ更新、阻害、注意シフト、短期記憶(STM)および推論のテストの結果に基づいていました。WMCの初期レベルは、nバックトレーニング介入の効率を予測することを発見しました。我々はまた、我々が測定した認知機能のほぼすべての側面でポストトレーニングの改善に気づいたが、それらの効果は主に介入独立であった。

トレーニング関連の効果
研究に参加した被験者は85人(29人は男性)で、平均66.7歳であった。技術的な問題のため、nバックトレーニンググループの1人の参加者からのデータは記録されませんでした。最後に、nバックトレーニンググループの43人の参加者とクイズトレーニンググループの42人のデータを分析しま?...

Watch this Scientific Journal Video about Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment at JoVE.com

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

高齢者における認知トレーニング介入と、事前トレーニング認知能力の評価が提示される。実験的およびアクティブな制御の2つのバージョンのトレーニングを示し、認知テストの配列に及ぼす影響を実証します。

高齢者のためのワーキングメモリトレーニング:制御グループトレーニングレジメンと初期知的機能評価

The efficacy of cognitive training interventions is recently highly debated. There is no consensus on what kind of training regimen is the most effective. ...

working-memory-training-for-older-participants-control-group-training

Research

JoVE Journal

Behavior

4.5K ビュー.  SWPS University of Social Sciences and Humanities. 高齢者における認知トレーニング介入と、事前トレーニング認知能力の評価が提示される。実験的およびアクティブな制御の2つのバージョンのトレーニングを示し、認知テストの配列に及ぼす影響を実証します。

ビデオ: Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

The main goal of this study was to assess the usability of a tablet-computer-based application (EmoCogMeter) in investigating the effects of age on cognitive functions across the lifespan in a sample of 378 healthy subjects (age range 18-89 years). Consistent with previous findings we found an age-related cognitive decline across a wide range of neuropsychological domains (memory, attention, executive functions), thereby proving the usability of our tablet-based application. Regardless of prior computer experience, subjects of all age groups were able to perform the tasks without instruction or feedback from an experimenter. Increased motivation and compliance proved to be beneficial for task performance, thereby potentially increasing the validity of the results. Our promising findings underline the great clinical and practical potential of a tablet-based application for detection and monitoring of cognitive dysfunction.

We tested the usability of a tablet-computer-based application (EmoCogMeter) in investigating the effects of age on cognition. Results show an age-related cognitive decline, thereby proving the usability of our application. Findings underline the great clinical and practical potential of a tablet-based application for detection and monitoring of cognitive dysfunction.

EmoCogMeter、新規タブレットコンピュータベースのアプローチを用いて認知機能の加齢変化の評価

The main goal of this study was to assess the usability of a tablet-computer-based application (EmoCogMeter) in investigating the effects of age on ...

行動学

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Goal-directed behavior is often impaired by interference from the external environment, either in the form of distraction by irrelevant information that one attempts to ignore, or by interrupting information that demands attention as part of another (secondary) task goal. Both forms of external interference have been shown to detrimentally impact the ability to maintain information in working memory (WM). Emerging evidence suggests that these different types of external interference exert different effects on behavior and may be mediated by distinct neural mechanisms. Better characterizing the distinct neuro-behavioral impact of irrelevant distractions versus attended interruptions is essential for advancing an understanding of top-down attention, resolution of external interference, and how these abilities become degraded in healthy aging and in neuropsychiatric conditions. This manuscript describes a novel cognitive paradigm developed the Gazzaley lab that has now been modified into several distinct versions used to elucidate behavioral and neural correlates of interference, by to-be-ignored distractors versus to-be-attended interruptors. Details are provided on variants of this paradigm for investigating interference in visual and auditory modalities, at multiple levels of stimulus complexity, and with experimental timing optimized for electroencephalography (EEG) or functional magnetic resonance imaging (fMRI) studies. In addition, data from younger and older adult participants obtained using this paradigm is reviewed and discussed in the context of its relationship with the broader literatures on external interference and age-related neuro-behavioral changes in resolving interference in working memory.

A novel cognitive paradigm is developed to elucidate behavioral and neural correlates of interference by to-be-ignored distractors versus interference by to-be-attended interruptors during a working memory task. In this manuscript, several variants of this paradigm are detailed, and data obtained with this paradigm in younger/older adult participants is reviewed.

気晴らしや中断によってワーキングメモリにおける干渉を調査するために、認知パラダイム

Goal-directed behavior is often impaired by interference from the external environment, either in the form of distraction by irrelevant information that ...

The 4 Mountains Test: A Short Test of Spatial Memory with High Sensitivity for the Diagnosis of Pre-dementia Alzheimer's Disease

This protocol describes the administration of the 4 Mountains Test (4MT), a short test of spatial memory, in which memory for the topographical layout of four mountains within a computer-generated landscape is tested using a delayed match-to-sample paradigm. Allocentric spatial memory is assessed by altering the viewpoint, colors and textures between the initially presented and target images.
Allocentric spatial memory is a key function of the hippocampus, one of the earliest brain regions to be affected in Alzheimer&#39;s disease (AD) and impairment of hippocampal function predates the onset of dementia. It was hypothesized that performance on the 4MT would aid the diagnosis of predementia AD, which manifests clinically as Mild Cognitive Impairment (MCI).
The 4MT was applied to patients with MCI, stratified further based on cerebrospinal fluid (CSF) AD biomarker status (10 MCI biomarker positive, 9 MCI biomarker negative), and with mild AD dementia, as well as healthy controls. Comparator tests included tests of episodic memory and attention widely accepted as sensitive measures of early AD. Behavioral data were correlated with quantitative MRI measures of the hippocampus, precuneus and posterior cingulate gyrus.
4MT scores were significantly different between the two MCI groups (p = 0.001), with a test score of &#8804;8/15 associated with 100% sensitivity and 78% specificity for the classification of MCI with positive AD biomarkers, i.e., predementia AD. 4MT test scores correlated with hippocampal volume (r = 0.42) and cortical thickness of the precuneus (r = 0.55).
In conclusion, the 4MT is effective in identifying the early stages of AD. The short duration, easy application and scoring, and favorable psychometric properties of the 4MT fulfil the need for a simple but accurate diagnostic test for predementia AD.

This article describes the 4 Mountains Test (4MT), a hippocampus-dependent test of working allocentric spatial memory. The hippocampus is affected early in Alzheimer's disease (AD) and this article outlines the 4MT methodology and results of patient testing, which demonstrates the value of the 4MT in the diagnosis of pre-dementia AD.

4山脈テスト：プレ認知症、アルツハイマー病の診断のための高感度と空間記憶のショートテスト

This protocol describes the administration of the 4 Mountains Test (4MT), a short test of spatial memory, in which memory for the topographical layout of ...

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &#8211; Working Memory (CABC-WM)

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia1,2 and language impairment3,4, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.

Working memory predicts a significant amount of variance for a variety of cognitive tasks, including speaking, reading, and writing. However, few tools are available to assess working memory in children. We present an innovative, computer-based battery that comprehensively assesses different components of working memory in school-age children.

子供の働く記憶を評価する：子供のための総合評価バッテリー - ワーキングメモリ（CABC-WM）

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of ...

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

As life expectancy increases, aging has become a major health challenge, resulting in a huge effort to better discriminate between normal and pathological cognitive decline. It is thus essential that cognitive tests and their administration are as fair as possible. However, an important source of bias during cognitive testing comes from negative aging stereotypes that can impair the memory performance of older adults and inflate age differences on cognitive tasks. The fear of confirming negative aging stereotypes creates an extra pressure among older adults which interferes with their intellectual functioning and leads them to perform below their true abilities. Here, we present a protocol that highlights simple but efficient interventions to alleviate this age-based stereotype threat effect. The first study showed that simply informing older participants about the presence of younger participants (threat condition) led older adults to underperform on a standardized memory test compared with younger participants, and that this performance difference was eliminated when the test was presented as age-fair (reduced-threat condition). The second study replicated these findings on short cognitive tests used to screen for predementia in clinical settings and showed that teaching older adults about stereotype threat inoculated them against its effects. These results provide useful recommendations about how to improve older adults' memory assessment both in Iab studies and in clinical settings.

Here, we present a protocol designed to show how negative aging stereotypes can impair memory performance of older adults during cognitive testing and how to reduce this deleterious effect. This method can help older people to perform at an optimal level during testing in both lab studies and clinical settings.

高齢者の認知テスト中のネガティブな老化ステレオタイプの影響を強調し、軽減する

As life expectancy increases, aging has become a major health challenge, resulting in a huge effort to better discriminate between normal and pathological ...

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

The current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs.

学習困難を有する成人におけるメタ認知と自己調節を評価するためのマルチモーダルプロトコル

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Today, many functional skills are technology-based, so development of a technology-based training program has broad importance. Here we present a computerized functional skills training program that was paired in half of the participants with a commercially available cognitive training (CCT) program.
Non-impaired older individuals (NC) aged 60+ (n=45) and similarly aged individuals with mild cognitive impairment (MCI; n=50) were randomized to receive 12 weeks of twice-weekly computerized functional skills training (CFST) or 12 weeks of twice-weekly sessions split between CCT and CFST. Skills trained were use of an ATM; internet banking; ticket kiosk; telephone and internet prescription refill; medication management; and internet shopping. As with previous functional capacity assessments, we focus on completion time for each simulation.
51 participants completed the training program, either by mastering all 6 tasks (34) or completing 12 weeks of training. 44 more participants completed 4 or more training sessions so they were also analyzed for improvement up to their last training session. Completion time for all 6 tests significantly improved from the baseline assessment to the final training session in both groups of participants (all p&#60;0.001 with an average improvement in task completion time of 45%). Further, there was no differential improvement in MCI and NC in the 6 tests from baseline to end of training (all t&#60;1.66, all p&#62;0.12). Finally, combined CCT plus CFST did not differ from CSFT alone on any of the percent-change score measures (all t&#60;1.64, all p&#62;0.11).
Both NC and MCI groups evidenced substantial improvements in performance. CCT supplementation led to similar functional gains with half as many training sessions. The NC participants proceeded through the training fairly rapidly even without CCT supplementation; MCI participants required more training but learned equivalently. These findings suggest that even in cases with memory impairments, functional skills can be efficiently learned with training.

This training protocol uses computerized training to teach technology-related everyday functional skills. These skills include financial skills, travel and transit, as well as medication management.

日常的な機能スキルをベースとした技術を対象とした、コンピュータ化された機能スキル評価とトレーニングプログラム

Today, many functional skills are technology-based, so development of a technology-based training program has broad importance. Here we present a ...

医学

A Metric Test for Assessing Spatial Working Memory in Adult Rats Following Traumatic Brain Injury

Impairments to sensory, short-term, and long-term memory are common side effects after traumatic brain injury (TBI). Due to the ethical limitations of human studies, animal models provide suitable alternatives to test treatment methods, and to study the mechanisms and related complications of the condition. Experimental rodent models have historically been the most widely used due to their accessibility, low cost, reproducibility, and validated approaches. A metric test, which tests the ability to recall the placement of two objects at various distances and angles from one another, is a technique to study impairment in spatial working memory (SWM) after TBI. The significant advantages of metric tasks include the possibility of dynamic observation, low cost, reproducibility, relative ease of implementation, and low stress environment. Here, we present a metric test protocol to measure impairment of SWM in adult rats after TBI. This test provides a feasible way to evaluate physiology and pathophysiology of brain function more effectively.

Traumatic brain injury (TBI) is commonly associated with memory impairment. Here, we present a protocol to assess spatial working memory after TBI via a metric task. A metric test is a useful tool to study spatial working memory impairment after TBI.

外傷性脳損傷後の成人ラットの空間ワーキングメモリ評価のための測定基準試験

Impairments to sensory, short-term, and long-term memory are common side effects after traumatic brain injury (TBI). Due to the ethical limitations of ...

神経科学

Metacognitive Development: How Children Estimate Their Memory

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
Human memory is fallible, and people often cannot accurately recall what they have seen or heard. Adults are aware of their limited memory capacity, so they use strategies, such as rehearsal and mnemonic devices, to improve their recall of important information. Because adults understand the limits of memory, they know it makes more sense to write down the items on their shopping list rather than to try to remember the items when they get to the store. This ability to think about one&#8217;s own memory is called metamemory. Metamemory is one component of a broader set of cognitive processes that allow humans to think about their own knowledge and thinking, which is called metacognition.
Although young children understand that people have thoughts and a limited amount of knowledge, they often have trouble acknowledging the limits of their own knowledge and cognitive skills. Children&#8217;s ability to accurately estimate their own memory capacity and abilities improves over the elementary school years. One common way of measuring metamemory and its development is by giving children an opportunity to predict how well they can remember something, and then observing how well their prediction matches their actual recall.
This experiment demonstrates how to measure children&#8217;s metamemory based on the methods developed by Shin, Bjorklund, and Beck.1

メタ認知の発達: 子供が彼らの記憶を推定方法

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
Human memory is fallible, and people often cannot accurately ...

Education

JoVE Science Education

心理学

発達心理学

Measuring Verbal Working Memory Span

Source: Laboratory of Jonathan Flombaum&#8212;Johns Hopkins University

Why is it relatively hard to remember everything on a shopping list if it includes more than just a handful of items? Why is it possible to remember a phone number that one just heard, but not two or three phone numbers at once? Why is it difficult to remember names when several new people are introduced at the same time?
The answer has to do with the fact that over short-durations people rely on a specialized memory system called working memory. Unlike long-term memory, working memory has a very limited capacity. It is there so that information can be kept in mind, studied, manipulated, and then transferred to other memory and cognitive systems. But in order to serve in this active role, it needs to be selective, admitting only limited amounts of information at a time.
Experimental psychologists tend to think that people possess independent working memory systems for different kinds of information, with a major division between verbal and visual information. Each of these systems has an independent capacity limit.
To measure a person&#8217;s verbal working memory capacity limit&#8212;often called, his or her memory span&#8212;experimental psychologists often use a verbal list paradigm.
This video will demonstrate the measurement of verbal working memory span using a verbal list paradigm.

言語的作動記憶容量を測定

Source: Laboratory of Jonathan Flombaum&#8212;Johns Hopkins University

Why is it relatively hard to remember everything on a shopping list if it includes ...