26,685 research outputs found
The gendered perspective of cyberbullying: The case of a rural University in Limpopo
No full textThe rapid advancement of Information and Communication Technologies (ICTs) has heightened misuse of internet-based technologies by young people. Besides increased integration due to availability and access to mobile communication technologies, students today indulge in cyberbullying where they harass, insult and stalk each other. Scholars have researched extensively on cyberbullying in institutions of higher learning globally and how victims try to cope with the problem. However, there is a dearth of literature on the gendered perspective of cyberbullying in institutions of higher learning in Southern Africa. Using the Social Information Processing Theory, the study examined the phenomenon of cyberbullying at a rural university in South Africa. The key questions of the study were: How do male and female victims perceive cyberbullying? How do male and female victims react to cyberbullying? Does cyberbullying have the same effects on students of different gender? Data were collected using semi-structured interviews and questionnaires targeted at male and female victims of cyberbullying at University of Venda. Findings revealed inconsistencies in how male and female victims perceived and reacted to cyberbullying.</jats:p
Collective Memory and the Dutch East Indies
No full textThis book examines the afterlife of decolonization in the collective memory of the Netherlands. It offers a new perspective on the cultural history of representing the decolonization of the Dutch East Indies, and maps out how a contested collective memory was shaped. Taking a transdisciplinary approach and applying several theoretical frames from literary studies, sociology, cultural anthropology and film theory, the author reveals how mediated memories contributed to a process of what he calls “unremembering.” He analyses in detail a broad variety of sources, including novels, films, documentaries, radio interviews, memoires and historical studies, to reveal how five decades of representing and remembering decolonization fed into an unremembering by which some key notions were silenced or ignored. The author concludes that historians, or the historical guild, bear much responsibility for the unremembering of decolonization in Dutch collective memory
Knowledge of memory functions in European and Asian American adults and children: The relation to autobiographical memory
No full textThis study investigated explicit knowledge of autobiographical memory functions using a newly developed questionnaire. European and Asian American adults (N = 57) and school-aged children (N = 68) indicated their agreement with 13 statements about why people think about and share memories pertaining to four broad functions-self, social, directive and emotion regulation. Children were interviewed for personal memories concurrently with the memory function knowledge assessment and again 3 months later. It was found that adults agreed to the self, social and directive purposes of memory to a greater extent than did children, whereas European American children agreed to the emotion regulation purposes of memory to a greater extent than did European American adults. Furthermore, European American children endorsed more self and emotion regulation functions than did Asian American children, whereas Asian American adults endorsed more directive functions than did European American adults. Children's endorsement of memory functions, particularly social functions, was associated with more detailed and personally meaningful memories. These findings are informative for the understanding of developmental and cultural influences on memory function knowledge and of the relation of such knowledge to autobiographical memory development.Psychology, [email protected]; [email protected],SI25-382
Attention to attributes and objects in working memory
No full textIt has been debated on the basis of change-detection procedures whether visual working memory is limited by the number of objects, task-relevant attributes within those objects, or bindings between attributes. This debate, however, has been hampered by several limitations, including the use of conditions that vary between studies and the absence of appropriate mathematical models to estimate the number of items in working memory in different stimulus conditions. We reexamined working memory limits in 2 experiments with a wide array of conditions involving color and shape attributes, relying on a set of new models to fit various stimulus situations. In Experiment 2, a new procedure allowed identical retrieval conditions across different conditions of attention at encoding. The results show that multiple attributes compete for attention, but that retaining the binding between attributes is accomplished only by retaining the attributes themselves. We propose a theoretical account in which a fixed object capacity limit contains within it the possibility of the incomplete retention of object attributes, depending on the direction of attention.</p
Language-dependent access to autobiographical memory in Japanese-English bilinguals and US monolinguals
No full textJapanese bilinguals retrieved autobiographical memories in response to 20 English and 20 Japanese cue words. US monolinguals were cues with 40 English words. All participants reported one earliest memory. Japanese bilinguals retrieved more memories and earlier memories when cued with Japanese words. They also retrieved more memories when the cue language matched either the language of memory encoding or the language of first thought. Although English cues elicited equivalent numbers of English and Japanese memories in the more fluent speakers of English, Japanese words elicited significantly larger numbers of Japanese memories in all Japanese-English bilinguals. The average age of cued memories was significantly earlier for US than for Japanese students but age of the earliest memory did not differ.PublishedJournal Articl
Working memory in children with developmental disorders
No full textThe aim of the present study was to directly compare working memory skills across students with different developmental disorders to investigate whether the uniqueness of their diagnosis would impact memory skills. The authors report findings confirming differential memory profiles on the basis of the following developmental disorders: Specific Language Impairment, Developmental Coordination Disorder (DCD), Attention-Deficit/Hyperactivity Disorder, and Asperger syndrome(AS). Specifically, language impairments were associated with selective deficits in verbal short-term and working memory, whereas motor impairments (DCD) were associated with selective deficits in visuospatial short-term and working memory. Children with attention problems were impaired in working memory in both verbal and visuospatial domains, whereas the children with AS had deficits in verbal short-term memory but not in any other memory component. The implications of these findings are discussed in light of support for learning
Externalising the autobiographical self: sharing personal memories online facilitated memory retention
No full textInternet technology provides a new means of recalling and sharing personal memories in the digital age. What is the mnemonic consequence of posting personal memories online? Theories of transactive memory and autobiographical memory would make contrasting predictions. In the present study, college students completed a daily diary for a week, listing at the end of each day all the events that happened to them on that day. They also reported whether they posted any of the events online. Participants received a surprise memory test after the completion of the diary recording and then another test a week later. At both tests, events posted online were significantly more likely than those not posted online to be recalled. It appears that sharing memories online may provide unique opportunities for rehearsal and meaning-making that facilitate memory retention.U.S. Department of Agriculture; Cornell University; Chinese National Natural Science Foundation [31528014]PubMedSSCIARTICLE6772-7762
Models of verbal working memory capacity: What does it take to make them work?
No full textTheories of working memory (WM) capacity limits will be more useful when we know what aspects of performance are governed by the limits and what aspects are governed by other memory mechanisms. Whereas considerable progress has been made on models of WM capacity limits for visual arrays of separate objects, less progress has been made in understanding verbal materials, especially when words are mentally combined to form multiword units or chunks. Toward a more comprehensive theory of capacity limits, we examined models of forced-choice recognition of words within printed lists, using materials designed to produce multiword chunks in memory (e.g., leather brief case). Several simple models were tested against data from a variety of list lengths and potential chunk sizes, with test conditions that only imperfectly elicited the interword associations. According to the most successful model, participants retained about 3 chunks on average in a capacity-limited region of WM, with some chunks being only subsets of the presented associative information (e.g., leather brief case retained with leather as one chunk and brief case as another). The addition to the model of an activated long-term memory component unlimited in capacity was needed. A fixed-capacity limit appears critical to account for immediate verbal recognition and other forms of WM. We advance a model-based approach that allows capacity to be assessed despite other important processing contributions. Starting with a psychological-process model of WM capacity developed to understand visual arrays, we arrive at a more unified and complete model.</p
Cognitive rehabilitation of memory : a clinical-neuropsychological introduction /
No full textCognitive Rehabilitation of Memory: A Clinical-Neuropsychological Introduction comprehensively reviews evidence-based research for each clinical tool, defining guidelines on how to assess patients and set treatment goals and best practices for creating individualized rehabilitation programs. The book also provides essential background knowledge on the nature and causes of memory impairment. Dr. Helmut Hildebrandt describes a wide range of interventions, including memory aids, learning strategies and non-cognitive treatment options, outlines guidelines for treating patients with memory disorder, reviews rehabilitation programs to improve memory function, examines non-cognitive approaches for improving memory impairments.Includes bibliographical references and index.Cognitive Rehabilitation of Memory: A Clinical-Neuropsychological Introduction comprehensively reviews evidence-based research for each clinical tool, defining guidelines on how to assess patients and set treatment goals and best practices for creating individualized rehabilitation programs. The book also provides essential background knowledge on the nature and causes of memory impairment. Dr. Helmut Hildebrandt describes a wide range of interventions, including memory aids, learning strategies and non-cognitive treatment options, outlines guidelines for treating patients with memory disorder, reviews rehabilitation programs to improve memory function, examines non-cognitive approaches for improving memory impairments.Online resource; title from PDF title page (EBSCO, viewed January 29, 2019).Elsevie
Diminished time-based, but undiminished event-based, prospective memory among intellectually high-functioning adults with autism: Relation to working memory ability.
No full textObjective: Prospective memory (PM) is the ability to remember to carry out an intended action. Working memory is the ability to store information in mind while processing potentially distracting information. The few previous studies of PM in autism spectrum disorder (ASD) have yielded inconsistent findings. Studies of working memory ability in ASD have suggested a selective impairment of “visual working memory.” However, it remains unclear whether any such impairment is the result of diminished (domain-specific; visual/verbal) storage capacity or diminished (domain-general) processing capacity. We aim to clarify these issues and explore the relation between PM and working memory in ASD. Method: Seventeen adults with ASD and 17 age- and IQ-matched comparison participants completed experimental measures of both event-based (perform action x when event y occurs) and time-based (perform action a at time b) PM, plus a self-report measure of PM skills. Participants also completed a working memory test battery. Results: Participants with ASD self-reported diminished PM skill, and showed diminished performance on the time-based, but not event-based, PM task. On the working memory test battery, visual but not verbal storage capacity was diminished among participants with ASD, as was processing ability. Whereas visual storage was associated with event-based PM task performance among comparison participants, verbal storage was associated among ASD participants. Conclusions: ASD appears to involve a selective deficit in time-based PM and a selective difficulty with aspects of working memory that depend on the storage of visual information. However, event-based PM may be achieved through compensatory strategies in ASD
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