|
Showing 1 - 5 of
5 matches in All Departments
Contents: P.J. Barnard, S.K. Scott, J. May, When the Central Executive Lets Us Down: Schemas, Attention and Load in a Generative Working Memory Task. M. Sebastian, J. Menor, Rosa Elosua, Errors in Short-term Forgetting in AD and Aging. L. Henry, How Does the Severity of a Learning Disability Affect Working Memory Performance? F. Collette, S. Majerus, M. Van Der Linden, P. Dabe, C. Degueldre, G. Delfiore, A. Luxen, E. Salmon, Contribution of Lexico-semantic Processes to Verbal Short-term Memory Tasks: A PET Activation Study. R.C. Martin, M.L. Freedman, Short-term Retention of Lexical-semantic Representations: Implications For Speech Production. A. Lian, P.J. Karlsen, B. Winsvold, A Reevaluation of the Phonological Similarity Effect in Adult's Short-term Memory of Words and Nonwords. J.M. Rouder, P. Gomez, Modelling Serial Position Curves With Temporal Distinctiveness. S. Saito, The Phonological Loop and Memory For Rhythms: An Individual Differences Approach. S. Tremblay, W.J. Macken, D.M. Jones, The Impact of Broadband Noise on Serial Memory: Changes in Band-pass Frequency Increase Disruption. G. Tehan, L. Hendry, D. Kocinski, Word Length and Phonological Similarity Effects in Simple, Complex and Delayed Serial Recall Tasks: Implications For Working Memory. C.S. Willis, S.E. Gathercole, Phonological Short-term Memory Contributions to Sentence Processing in Young Children. M.G. Calvo, Working Memory and Inferences: Evidence From Eye Fixations During Reading. U.M.Z. Hutton, J.N. Towse, Short-term Memory and Working Memory as Indices of Children's Cognitive Skills. E. Service, R. Turpeinen, Working Memory in Spelling: Evidence From Backward Typing. S.J. Pickering, The Development of Visuo-spatial Thinking. B. Lawrence, J. Myerson, H. Oonk, R. Abrams, The Effects of Eye and Limb Movement On Working Memory. A. Miyake, A.H. Witzki, M.J. Emerson, Explaining Field Dependence-independence From a Working Memory Perspective: A Dual-task Investigation of the Hidden Figures Test.
Dr Tracy Alloway has been awarded the prestigious Joseph Lister
Award from the British Science Association. 'The authors have
written a guide for practitioners that is both highly practical,
and yet based upon sound theoretical principles....This book
achieves a successful, yet often elusive, link between theory,
research and practice, and deserves to have a high readership. I
will have no hesitation in recommending it to a range of readers' -
Jane Mott, Support for Learning 'This book fulfils its aim to
explain working memory and the limits it places on children's
classroom learning. For teachers it gives a very clear guide and
fills a gap in understanding that can only lead to more
child-centred approaches to teaching and learning' - Lynn Ambler,
Support for Learning 'A clear and accessible account of current
theory and research, which is then applied to children's learning
in the classroom....The range of strategies...are well grounded in
theory derived from research and sit within a coherent conceptual
model' - The Psychologist 'An easy to read yet informative book
that explains the concepts clearly and offers practitioners ways to
support those with poor working memory in the classroom' - SNIP
`The topic of working memory nowadays tends to dominate discussions
with teachers and parents, and both groups can helpfully be
directed to this easy-to-read but serious text ... (it) is likely
to prove a turning-point in the management and facilitation of
hard-to-teach children. In a situation muddied by ever-multiplying
syndromes and disorders, this book delivers a clarifying and
reassuring isolation of the major cognitive characteristic that
cuts across all the boundaries and leaves the class teacher and
SENCO empowered. I think very highly of the book and shall be
recommending it steadily' - Martin Turner, Child Center for
Evaluation and Teaching, Kuwait Susan Gathercole is winner of the
British Psychological Society's President's Award for 2007 A good
working memory is crucial to becoming a successful learner, yet
there is very little material available in an easy-to-use format
that explains the concept and offers practitioners ways to support
children with poor working memory in the classroom. This book
provides a coherent overview of the role played by working memory
in learning during the school years, and uses theory to inform good
practice. Topics covered include: - the link between working memory
skills and key areas of learning (such as literacy & numeracy)
- the relationship between working memory and children with
developmental disorders - assessment of children for working memory
deficits - strategies for supporting working memory in
under-performing children This accessible guide will help SENCOs,
teachers, teaching assistants, speech and language therapists and
educational psychologists to understand and address working memory
in their setting.
This special issue ponders a detailed and contemporary analysis of
the theoretical underpinnings of short-term and working memory.
Articles focus on short-term memory for phonological, semantic, and
spatial material, on executive function and on short-term
forgetting. The empirical perspectives include the neuroimaging of
short-term memory, short-term memory development and the
neuropsychology and neurobiology of memory, in addition to
laboratory-based experimental studies. Together, these articles
identify significant current models and approaches to short-term
and working memory, providing a broad set of perspectives which
illustrate the wide impact of working memory on the understanding
of human cognition.
Memory is essential for every day life. The understanding and study
of memory has continued to grow over the years, thanks to well
controlled laboratory studies and theory development. However,
major challenges arise when attempting to apply theories of memory
function to practical problems in society. A theory might be robust
in explaining experimental data but fail to capture all that is
important when taken out of the lab. The good news is that the
application of memory in science to challenges in society is
rapidly expanding, and Memory in Science for Society bridges that
gap. Inspired by the synergy between theory and application in
memory research, leading international researchers share their
passion for combining memory in science with applications of that
science to a wide range of challenges in society. Chapters
demonstrate how that scientific passion has addressed challenges in
education, life attainment, second language learning, remembering
life events and faces of strangers, future planning and decision
making, lifespan cognitive development and age-related cognitive
decline, following instructions, and assessment and rehabilitation
of cognitive impairment following brain damage. Written and edited
by the leading researchers in the field, the book will be an
important and influential addition to the memory literature,
providing a new and comprehensive focus on the connection between
theory and practice in memory and society.
Dr Tracy Alloway has been awarded the prestigious Joseph Lister
Award from the British Science Association. 'The authors have
written a guide for practitioners that is both highly practical,
and yet based upon sound theoretical principles....This book
achieves a successful, yet often elusive, link between theory,
research and practice, and deserves to have a high readership. I
will have no hesitation in recommending it to a range of readers' -
Jane Mott, Support for Learning 'This book fulfils its aim to
explain working memory and the limits it places on children's
classroom learning. For teachers it gives a very clear guide and
fills a gap in understanding that can only lead to more
child-centred approaches to teaching and learning' - Lynn Ambler,
Support for Learning 'A clear and accessible account of current
theory and research, which is then applied to children's learning
in the classroom....The range of strategies...are well grounded in
theory derived from research and sit within a coherent conceptual
model' - The Psychologist 'An easy to read yet informative book
that explains the concepts clearly and offers practitioners ways to
support those with poor working memory in the classroom' - SNIP
`The topic of working memory nowadays tends to dominate discussions
with teachers and parents, and both groups can helpfully be
directed to this easy-to-read but serious text ... (it) is likely
to prove a turning-point in the management and facilitation of
hard-to-teach children. In a situation muddied by ever-multiplying
syndromes and disorders, this book delivers a clarifying and
reassuring isolation of the major cognitive characteristic that
cuts across all the boundaries and leaves the class teacher and
SENCO empowered. I think very highly of the book and shall be
recommending it steadily' - Martin Turner, Child Center for
Evaluation and Teaching, Kuwait Susan Gathercole is winner of the
British Psychological Society's President's Award for 2007 A good
working memory is crucial to becoming a successful learner, yet
there is very little material available in an easy-to-use format
that explains the concept and offers practitioners ways to support
children with poor working memory in the classroom. This book
provides a coherent overview of the role played by working memory
in learning during the school years, and uses theory to inform good
practice. Topics covered include: - the link between working memory
skills and key areas of learning (such as literacy & numeracy)
- the relationship between working memory and children with
developmental disorders - assessment of children for working memory
deficits - strategies for supporting working memory in
under-performing children This accessible guide will help SENCOs,
teachers, teaching assistants, speech and language therapists and
educational psychologists to understand and address working memory
in their setting.
|
|