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Background: Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and/or impulsiveness. The studies on non-pharmacological treatment for ADHD are rather sparse. In India, usually, ADHD is assessed using rating scales, and not much importance is given on selective attention, that is, auditory and/or visual. Kofler1 hypothesized a functional relationship between working memory (WM) and inattention. Aim: The current research was planned to study the effect of Cogmed Working Memory Training (CWMT) program on various parameters of the auditory attention span of children and adolescents having ADHD. Methods: A total of 30 children were taken for the current study. Parental consent was taken. Auditory attention span of the sample was measured by the Continuous Auditory Test of Attention (CATA). After pre-assessment, the children underwent CWMT program for 5 weeks. Cogmed is a scientifically researched program, which has been recommended to be used for improvement of WM and attention. At the end of the training, the children were reassessed by the abovementioned tool, CATA. t -test was used to analyze the pre-intervention and post- intervention data for auditory inattentiveness, impulsivity, sustained attention, and two age groups. Mann-Whitney U -test was used to analyze the comparison between male and female gender groups. Results: Results indicate the effectiveness of Cogmed Working Training Program on auditory attention span of children with ADHD. Conclusion: The results need to be validated if the improvement is sustained over a period of time with follow up assessment. [ABSTRACT FROM AUTHOR]

People can use different internal strategies to manage their daily tasks, but systematic research on these strategies and their significance for actual performance is still quite sparse. Here we examined self-reported internal strategy use with a 10-block version of the videogame EPELI (Executive Performance in Everyday LIving) in a group of 202 neurotypical adults of 18–50 years of age. In the game, participants perform lists of everyday tasks from memory while navigating in a virtual apartment. Open-ended strategy reports were collected after each EPELI task block, and for comparison also after an EPELI Instruction Recall task and a Word List Learning task assessing episodic memory. On average, 45% of the participants reported using some strategy in EPELI, the most common types being grouping (e.g., performing the tasks room by room), utilising a familiar action schema, and condensing information (e.g., memorising only keywords). Our pre-registered hypothesis on the beneficial effect of self-initiated strategy use gained support, as strategy users showed better performance on EPELI as compared with no strategy users. One of the strategies, grouping, was identified as a clearly effective strategy type. Block-by-block transitions suggested gradual stabilisation of strategy use over the 10 EPELI blocks. The proneness to use strategies showed a weak but reliable association between EPELI and Word List Learning. Overall, the present results highlight the importance of internal strategy use for understanding individual differences in memory performance, as well as the potential benefit for internal strategy employment when faced with everyday memory tasks. [ABSTRACT FROM AUTHOR]

Working memory training (WM-T), as an intervention strategy to improve emotion regulation (ER), has become popular in cognitive psychology. However, it poses many different challenges for researchers, and far-transfer effects on subsequent ER have been debated. This systematic exploratory review investigates how the WM-ER dyad is implicated in WM-T as an intervention strategy for improving ER. Systematic review protocols were followed for the selection of studies investigating the relationship between WM and ER, and WM-T to improve ER. An electronic database search following the PRISMA statement was conducted in which 15 studies were considered eligible. The studies were assessed for quality control using an adapted Critical Appraisal Skills Programme (CASP) tool for quantitative studies. Studies were analysed using the population, variables, and outcomes (PVO) strategy for systematic exploratory reviews. Five studies included psychological disorders and one study used brain imaging. From a neural perspective, the coupling of the prefrontal cortex and the anterior cingulate cortex over the amygdala was involved in the WM-ER dyad. Although there was a lack of evidence of far-transfer effects of WM-T to improve ER, the mechanisms of reward-enhancing effects in WM-T, as well as dopamine release (involved in brain-reward circuitry), should be explored further. This will allow researchers to re-evaluate the direction that the investigation is taking. More concerningly, there is a need for quality control in WM-T studies due to several studies acking sufficient attention to ethical considerations standardisation. Future WM-T studies must ensure that research is founded on quality evidence. [ABSTRACT FROM AUTHOR]

In his work and creative practice, Anishinaabe artist Michael Belmore shows that materials have language and rock tells a story. Belmore's land-based installation on Manitoulin Island, a three-part granite series titled, Replenishment, tells a story about place that is activated by relationship and reciprocity between people and with the Earth. It reinscribes Indigenous presence on the land, rewrites settler-colonial narratives about place, and broadens the scope and intent of ecological restoration. Drawing on my interactions with the artist and his work during the 2017 Manitoulin Island Summer Historical Institute, a field school on Anishinaabe history, I explore the circulation of knowledge and agency in an Anishinaabe world and consider relationship as essential to decolonizing geography's engagement with Indigenous peoples and territories. Through rock as mnemonic device, Belmore demonstrates the restorative power of subtle and not so subtle acts of interconnection and relationship. [ABSTRACT FROM AUTHOR]

This study takes a socio-historical approach to analyze a case of how practical painting knowledge was historicized during nineteenth-century China. After the Taiping War (1850–1864), a civil war that left urban centers in the cultural heartland of China in ruins, scholars sought to recover and commemorate the past. The professional painter Dai Yiheng publicly engaged his traumatic war experience to cater to a new audience of foreign students in Shanghai. The tension between the commercial environment of Shanghai and his personal experience becomes visible in both his paintings and writings. Through a practice of temporal layering in his work, Dai managed to combine the demands of his profession and his personal trauma. [ABSTRACT FROM AUTHOR]

There is a growing recognition of the importance of effective instruction in the STEM subjects, including science. The movement towards increased requirements and expectations in science presents a challenge to both students and teachers as many students with Learning Disabilities (LD) often struggle, particularly in their science classes. The purpose of this study was to investigate the use of a technology intervention targeting the acquisition of science vocabulary for adolescents with LD in a general education secondary biology classroom. Additionally, a purpose was to examine the usability and feasibility of a tech-based science vocabulary intervention for secondary science teachers. Participants for this study included three secondary students with LD who were enrolled in a biology class. A multiple treatment reversal design was used to compare the effects of a keyword mnemonic vocabulary intervention via index cards or iPod touch on student vocabulary acquisition. All students acquired the content vocabulary equally well during both conditions. It was clear that the students had a strong interest in using technology to increase their grades and engagement; however, the teachers had little access and training on using technology to support their students with disabilities. [ABSTRACT FROM AUTHOR]

This study concerns an intervention incorporating the KNOWS strategy (K—Know, N—Need to know, O—Organize, W—Work, and S—Solution), a mnemonic problem-solving tool to improve students' performance in ratio word problems. Quantitative data through pre- and post-tests were collected from 42 Year 9 students in one of the secondary schools in Brunei Darussalam. Results from a paired-sampled t -test show that the students scored higher in the post-test compared to the pre-test, confirming the effectiveness of the KNOWS intervention in improving students' performance in ratio word problems. Despite the improvement in students' performance, this study highlights some misconceptions and common mistakes of students when solving ratio word problems before and after the KNOWS intervention. It also suggests alternative ways of using the KNOWS strategy as an instructional option to improve students' performance in ratio word problems. [ABSTRACT FROM AUTHOR]

In twenty-first-century international relations, the telling of stories is as important an instrument of national power as are military strength or economic prowess. Geared not towards coercion or inducement but rather drawing on the forces of attraction and persuasion, such practices can be attributed to the realm of soft power, which plays a key role in today's great-power politics. Starting from these premises, the article explores the role of memory and its relation to soft power. By way of an empirical example, it argues that the recourse to and utilisation of memory constitutes a crucial component in China's quest for global power. In so doing, the article first establishes a conceptual bridge between soft power and memory in international relations. Subsequently, by taking into account contemporary empirical evidence, it identifies and discusses two select narratives – colonialism and tianxia – as core components of Chinese mnemonic soft power. [ABSTRACT FROM AUTHOR]

Purpose: Little is known about effects of moderate to vigorous physical activity (MVPA) and resistance training on daily variations in memory and affect. This study examined the relationship of MVPA and resistance training to memory and affect in daily life. Design: Short-term longitudinal 7-day diary. Setting: Northeast; primarily Boston-area communities. Sample: Adults aged 25 to 94. Measures: For seven days, MVPA was assessed with an Actigraph. and resistance training was self-reported. Each evening, memory failures, positive and negative affect were recorded in a written diary and objective memory performance was assessed by telephone. Analysis: Multilevel linear regression analyses examined the between and within person associations of MVPA and resistance training with memory performance, memory failures, and affect. Results: Those who engaged in more MVPA had better memory performance across the week (b = 0.0163, SE = 0.0076, f2 = 0.004, p = 0.033). Participants reported higher levels of positive affect on days in which they spent more time in MVPA than usual (b = 0.003, SE = 0.001, f2 = 0.144, p <.001) and on days they engaged in resistance training (b = 0.1547, SE = 0.079, f2 = 0.007; p = 0.049). Conclusions: Those who spent more time in MVPA had better memory performance, and on days with greater than usual MVPA time and resistance training, affect was more positive than on days with less activity. Implications for motivating physical exercise are considered. [ABSTRACT FROM AUTHOR]

Every society is marked by memory gaps. Taking Poland and (East) Germany as examples, we use a social constructivist-poststructuralist approach and conduct focus groups and qualitative interviews to investigate how the communist past is remembered in private everyday discourse and its differentiation from the hegemonic public memory discourse. Both countries exhibit striking parallels in their everyday and hegemonic memory practices, but they differ in how the memory gap is interpreted: in Poland along class lines, in Germany according to quasi-ethnic lines. Thus, the study shows that private–public memory gaps may determine the societal (re)production of group-specific identities in mnemonic conflicts. [ABSTRACT FROM AUTHOR]

We use concepts from rhetorical history and mnemonic communities to expand on the notion of "intermarriage" in a family business as the merger of shared histories among family members, nonfamily members, and individuals from other families and suggest that a common mnemonic narrative defines the parameters of the family business rather than the structural properties of the firm or the genetic relationships among family members. Our analysis reveals how fundamental family business practices can be changed when confronted with the intimate knowledge of the rhetorical history of the failure of others. [ABSTRACT FROM AUTHOR]

Focusing on the global wine industry, the study finds that between 1956 and 2013 family firms were more likely than non-family firms to use old ideas ("mature knowledge") to innovate than non-family firms. Without a doubt, key constructs underlying memory work and history are not only common in family businesses but also essential to motivate subsequent generations to preserve and advance the family business legacy ([41]) and successfully reposition the family business in an ever-changing environment ([65]). More critically, historical consciousness in firms seems to correlate with the ability to creatively recombine elements of memory within the firm in a way that enhances firm survival. For instance, prior research indicated that, compared with non-family firms, family firms have better reputations ([14]) and are more trusted to "walk their talk" ([12]), which we believe might help explain why family businesses and family leaders' memory work is often effective. [Extracted from the article]

Previous studies using intermodal semantic priming have found that gestures improve language memory. In the present study, we ask whether the inherent characteristics of representative gestures (iconic gestures) facilitate word memory, or it is simply the semantic content shared with the words. Two analogous experiments were carried out presenting iconic gestures, pictures, or null primes to target words (nouns and action verbs). In Experiment 1, participants performed a free word recall task. In Experiment 2, the task was one of recognition. The results showed that participants recalled (Experiment 1) an equivalent number of words preceded by gestures or pictures compared with words alone, with no prime. However, a significantly higher number of words were recognised (Experiment 2) when they were primed by iconic gestures compared with the other two conditions, an advantage also found in reaction times (RTs) and both effects being larger in verbs than in nouns. These findings are discussed regarding the differences between recall and recognition processes as well as the particular characteristics of representative gestures. [ABSTRACT FROM AUTHOR]

This article interrogates how a colonial monument, the Gateway of India in Mumbai, former Bombay, continues to carry and be endowed with a title that is a misplaced embodiment of Indian social histories. Built in the 1920s, this monument, definitely a work of architectural grandeur, continues to carry its erroneous rendition and confines India's vast social histories to the colonial moment, with an anglo-centric focus. As the monument symbolises the memory of the colonial regime, it also signifies its oppression as well as its exit from the subcontinent, rather than witnessing anyone coming to India, except King George in 1911, as the monument's title seems to suggest. A mnemonic device of colonialism, this misleading label needs to be seriously revisited, for it not only romanticises the colonial past but also fails to lead our memories back to certain crucial episodes in earlier social histories, from which the monument and its specific place, Mumbai, are more or less fully absent. [ABSTRACT FROM AUTHOR]

The outbreak of SARS-CoV-2 has threatened ethnographic inquiry, undermining its quintessential characteristic. Participant observation, then, has been thoroughly dismembered by the radical measures implemented to prevent the spread of the virus. This phenomenon, in short, has dragged anthropologists to a liminal state within which ethnography is paradoxically caught in an onto-epistemological unstable vortex. The question of being here and not there, during the pandemic, is epitomised in the instability of different spatio-temporal contexts that overlap through technological mediations. Reflecting on previous fieldwork experiences and current virtual inquiries with the Shuar of the Ecuadorian Amazon unfolds how COVID-19 has thoroughly reshaped how the author approaches subjects' socio-ecological settings. Against this background, the article argues that corporeal immersion remains a necessary condition for the anthropological scrutiny of multispecies relationalities amidst the challenging times of the Anthropocene. The article nevertheless demonstrates that the intellectual efforts to grasp the different material temporalities of virtual spaces embrace the ethical principles concerning the renunciation of fieldwork with vulnerable communities. Furthermore, a reflective and speculative stance is proposed to actualise the snapshots of faraway physicalities linking them to past embodied and multi-sensory experiences. It is ultimately theorised how these mnemonic devices operate as creative forms of inquiry that overcome the pandemic consequences, extra-stimulating our cognitive capabilities to reflect on prior and possible socio-material interactions. [ABSTRACT FROM AUTHOR]

Objective: To evaluate the effects of neurocognitive training methods on targeted cognitive functions in children and adolescent with ADHD. Method: A pragmatic four-arm randomized controlled trial compared two types of neurofeedback (Slow Cortical Potential and Live Z -score) and Working-memory training (WMT) with treatment as usual. N = 202 participants with ADHD aged 9 to 17 years were included. A battery of cognitive function tests was completed pretreatment, posttreatment, and after 6-months. Results: The effects of WMT on spatial and verbal working-memory were superior to neurofeedback and treatment as usual at posttreatment, but only partially sustained at follow-up. No other consistent effects were observed. We found no clear indications that effects were moderated by ADHD presentation, ongoing medication, age, or sex. Conclusion: The sustained effects of neurocognitive training on cognitive functioning in children and adolescents with ADHD may be limited. Future research should focus on more personalized forms of neurocognitive training. [ABSTRACT FROM AUTHOR]

Objective: This study evaluated a modified working memory training program, Cogmed, for ADHD youth. Method: Forty youth were randomized to modified Cogmed training (MCT) or treatment as usual (CON). MCT was delivered in an outpatient mental health clinic in 3 weekly 35-minute sessions with a dedicated coach for 10 weeks. Participants completed assessments at baseline, after the intervention, and again 3 months later. Results: After controlling for baseline, groups were comparable on working memory, academics, and ADHD symptoms. The MCT group was rated by parents and teachers as having fewer executive function challenges and youth endorsed better self-concept compared with the CON group. Conclusions: MCT was associated with some improvement, which could not be attributed to increased working memory capacity and may reflect other facets of the program. Results question the usefulness of Cogmed but highlight considerations for optimizing adherence, engagement, and the therapeutic alliance in interventions for ADHD youth. [ABSTRACT FROM AUTHOR]

Background: Stroke Coach is a lifestyle coaching telehealth program to improve self-management of stroke risk factors. Aims: To examine the efficacy of Stroke Coach on lifestyle behavior and risk factor control among community-living stroke survivors within one-year post stroke. Methods: Participants were randomized to Stroke Coach or an attention control Memory Training group. Lifestyle behavior was measured using the Health Promoting Lifestyle Profile II. Secondary outcomes included specific behavioral and cardiometabolic risk factors, health-related quality of life (HRQoL), cognitive status, and depressive symptoms. Measurements were taken at baseline, post-intervention (6 months), and retention (12 month). Linear mixed-effects models were used to test the study hypotheses (p < 0.05). All analyses were intention-to-treat. Results: The mean age of the Stroke Coach (n = 64) and Memory Training (n = 62) groups was 67.2 and 69.1 years, respectively. The majority of participants (n = 100) had mild stroke (modified Rankin Scale = 1 or 2), were active, with controlled blood pressure (mean = 129/79 mmHg) at baseline. At post-intervention, there were no significant differences in lifestyle (b = −2.87; 95%CI − 8.03 to 2.29; p = 0.28). Glucose control, as measured by HbA1c (b = 0.17; 95%CI 0.17 to 0.32; p = 0.03), and HRQoL, measured using SF-36 Physical Component Summary (b = −3.05; 95%CI −5.88 to −0.21; p = 0.04), were significantly improved in Stroke Coach compared to Memory Training, and the improvements were maintained at retention. Conclusion: Stroke Coach did not improve lifestyle behavior; however, there were improvements to HbA1c and HRQoL among community-living stroke survivors with mild stroke-related disability. (ClinicalTrials.gov identifier: NCT02207023) [ABSTRACT FROM AUTHOR]

This article explores the Travesti Museum of Peru, a portable and conceptual artwork created by Giuseppe Campuzano that presents Peruvian history through queer, trans, and Indigenous perspectives. It argues that this project is reparative by way of bringing Andean genders and sexualities back into history as a form of anti-colonial and queer politics. This research uses Andean modes of analysis to describe the Travesti Museum as a trans-temporal archive and practice of travestismo in both its form and content. In this text, travesti performance is defined as a mnemonic strategy while situating the Travesti Museum within the contexts of Andean performance repertoires, discussions of class and race, as well as within the history of colonial refusal – arguing that Campuzano's methods interrupt Western assumptions about the archive. It brings together the ideas of Campuzano and Bolivian sociologist Silvia Rivera Cusicanqui in an effort to highlight critical concepts from the Andes that are informed though embodied methods of thinking through history and resistance, resulting in a reading of radical Andean intimacy. The article concludes that the Travesti Museum can be used to analyze how the body relates to ideas of history, and as a tool to learn how we could write history starting with an embodiment of collective memory. [ABSTRACT FROM AUTHOR]

Several studies have reported that cognitive training can lead to improvements of complex mental skills such as intelligence. However, attempts to replicate these findings have not been very successful with many studies reporting lack of transferable effects on cognitive processes unrelated to the training task. On the contrary, transfer effects on cognitive processes closely related to the training task have been more commonly reported. In this study, we investigated the effects of a frequently used working-memory training programme on fluid intelligence and specific executive functions (updating, inhibition, switching, the focus of attention, and sustained attention). We remedied common issues with previous training studies by using an active control group, using more than one instrument to assess each function, and including a larger sample size. The experimental group showed significant improvement in the training task, indicating strong practice effects. However, no evidence of training-specific transfer was found in any of the variables investigated, and we could not find any of the previous improvements reported. Participants in both the training and control groups showed post-training improvements in most of the outcome variables, suggesting that practice effects can be found even when a task is only performed twice. We conclude by discussing possible explanations for the differences between our results and those reported in prior studies and recommend that any claims of improvement should be supported by studies capable of replicating them. [ABSTRACT FROM AUTHOR]

Organizations commonly regard memories of pain and destruction as being unwanted. In this article, we consider the largely undertheorized potential that painful pasts can have for building a mnemonic community. We draw primarily on oral history interviews to explore how Martin Litton and Grand Canyon Dories use sensory, discursive, and material-discursive modalities to convert painful memories into mnemonic resources through the performance of three practices: sensitizing, retelling, and reincarnating. Their aim was to protect the Grand Canyon for future generations. We advance research on organizational uses of the past by theorizing how painful memories can be converted into mnemonic resources. Specifically, we underscore the untapped potential of organizations repackaging history-at-large to curate experiences of the past using combinations of semiotic modalities and remembering practices. We call this multimodal remembering. We also contribute to research on place by illustrating how destroyed natural wonders that no longer exist in their geological corporeal form can be transposed across time and space and become re-embodied in new phantasmatic forms. [ABSTRACT FROM AUTHOR]

Introduction: The present study aimed to evaluate the feasibility and efficacy of CogmedRM, a computerized, home-based working memory (WM) training program, in children with NF1. Method: A pre-post design was used to evaluate changes in performance-based measures of attention and WM, and parent-completed ratings of executive functioning. Children meeting eligibility criteria completed CogmedRM over 9 weeks. Primary outcomes included compliance statistics and change in attention and WM scores. Results: Thirty-one children (52% male; M age = 10.97 ± 2.51), aged 8-15, were screened for participation; 27 children (87%) evidenced WM difficulties and participated in CogmedRM training. On average, participants completed 19.7 out of 25 prescribed sessions, with an adherence rate of 69%. Participants demonstrated improvements in short-term memory, attention, and executive functioning (all Ps < .05). Conclusion: Results suggest that computerized, home-based WM training programs may be both feasible and efficacious for children with NF1 and cognitive deficits. [ABSTRACT FROM AUTHOR]

In this systematic review, we explored mathematics interventions for middle school (Grades 6, 7, and 8) implemented with students who experienced difficulty in the area of mathematics, including students with an identified learning disability in mathematics. A total of 72 single‐subject and group comparison studies met inclusion criteria, with 59 studies demonstrating positive effects on student‐level mathematics outcomes. The majority of mathematics interventions focused on foundational, prealgebraic skills (e.g., operations and problem solving) related to algebraic reasoning. To understand the landscape of effective mathematics interventions and inform instruction within mathematics intervention, we identified six instructional components used with regularity within the effective studies. These components included explicit instruction, multiple representations, problem‐solving instruction, mathematical language, mnemonics, and graphic organizers. [ABSTRACT FROM AUTHOR]

BACKGROUND: Differential diagnosis (DDx) is a core clinical reasoning skill that all medical students and physicians must acquire and develop. Metamemory techniques (MMTs), including mnemonic devices and other heuristics, are frequently taught to students as a means of enhancing DDx generation. The Heart is A House (HIAH), an MMT that works by prompting students to think about cardiac disease in terms of four structural subsystems, can be used to facilitate the generation of cardiac differentials, but its efficacy has not been studied. METHODS: In a 3-hour DDx workshop, second-year medical students were given a brief case vignette of a patient with chest pain and dyspnea and asked to generate initial differential diagnoses before and after learning HIAH. Descriptive statistics and paired T-tests were used to compare the sizes of cardiac-only and total differentials pre-/post-HIAH. Cardiac diagnoses were classified according to the structural categories described by HIAH, and Simpson's Diversity Index (SDI) was used to evaluate the effect of HIAH on the variety of cardiac diagnoses produced. RESULTS: All students in the course (N = 111) submitted pre-post differential lists. The mean number of diagnoses included in their differentials did not change significantly after exposure to HIAH (7.98 vs. 8.71, P =.09). However, the number of potentially correct cardiac diagnoses increased from 1.79 to 4.75 (P <.0001), and the variety of structure/function cardiac categories considered by students increased more than twofold (from an SDI of 0.16 to 0.4, P <.0001). These increases were accompanied by a small increase in incorrect diagnoses (+ 2.47%, P =.0003) and a larger decrease in potentially correct noncardiac diagnoses (−41.88%, P <.0001). CONCLUSION: The use of HIAH was associated with an increase in the size and variety of cardiac differentials. This increase may have come at the cost of a reduced noncardiac differential. Educators may find HIAH useful for guiding students as they reason through cases involving potential cardiac etiologies. As with all heuristics, care must be exercised to avoid introducing unwanted bias. [ABSTRACT FROM AUTHOR]

This article will discuss ways to use self‐regulated strategy development for argumentative writing across content areas. The goal of self‐regulated strategy development is for students to generalize the use of the strategy across settings, allowing them to become fluent and proficient writers in all areas. In addition, the generalization of the strategy across settings increases maintenance of skills across time. We will provide steps for educators to use the self‐regulated strategy development instructional approach—more commonly used in reading, writing, and mathematics—across science and social studies content areas with key illustrations using new mnemonics from current practitioners. [ABSTRACT FROM AUTHOR]

This article examines the role of memory techniques in medieval astronomy. Using a mnemonic written by a Franciscan friar c. 1330 as a case study, it shows how astronomers and astrologers simplified the sky for practical purposes, using verses and codes to make their science memorable. The article decodes the mnemonic and its underlying astronomical data, assessing its usefulness, memorability and adaptability alongside some other popular astronomical and calendrical mnemonics of the later Middle Ages. It argues that astronomical learning could be a creative, playful activity. And it situates the astrological practices of this particular friar, who made wide-ranging annotations in a 13th-century astronomical compendium, within the scientific and educational traditions of his order. [ABSTRACT FROM AUTHOR]

The "loci method" is a popular mnemonic device that involves visualising and recalling items at specific points along a familiar route. The loci method has been used for thousands of years, and by many successful memory athletes; yet there have been relatively few educational and clinical applications, possibly owing to empirical uncertainty. The current meta-analysis of 13 randomised controlled trials (RCTs) mostly based in university settings demonstrated the effectiveness of the loci method as a mnemonic device, with a medium effect size (g = 0.65, 95% confidence interval [CI] = [0.45, 0.85]; I 2 = 45.5%). The effect size remained at similar levels in further analyses adjusting for publication bias, the impact of removing each study, setting, control conditions, outliers, and number of loci method sessions. High risk of experimental bias was indicated, however, as the vast majority of studies did not report procedures to minimise biases relating to random sequence generation and allocation concealment. Overall, this meta-analysis of predominantly university-based RCTs has provided good initial support for the loci method as a mnemonic device and this may encourage future investigations and applications, particularly in educational settings, where it has the potential to improve recall of information relevant to academic success. [ABSTRACT FROM AUTHOR]

One of the limitations of keyword mnemonics concerns its efficacy in delayed recall. The objective of this study was to analyse the impact of keyword mnemonics on delayed recall (at a one-week interval). A sample of 794 first and second-year Compulsory Secondary Education students of both genders were presented a list of 14 Basque words, the meanings of these words were to be learnt using keyword mnemonics (keyword selected by classmates, researchers, or by the participants themselves), or the rote learning method. Half of the sample were allowed immediate and delayed recall, and the remaining 50% of participants underwent delayed recall. Activation of immediate recall influenced delayed recall. The rote learning method was more effective than the keyword method when the keyword was supplied by the researcher, or when participants generated their own keywords themselves, but not as effective as the keyword method when the keyword was generated by the classmates of the participants in the study. [ABSTRACT FROM AUTHOR]

Cognitive task performance is a dynamic process that evolves over time, starting from the first encounters with a task. An important aspect of these task dynamics is the employment of strategies to support successful performance and task acquisition. Focusing on episodic memory performance, we: (1) tested two hypotheses on the effects of novelty and task difficulty on strategy use, (2) replicated our previous results regarding strategy use in a novel memory task, and (3) evaluated whether repeated open-ended strategy queries affect task performance and/or strategy use. The present pre-registered online study comprised 161 adult participants who were recruited through the Prolific crowdsourcing platform. We employed two separate 5-block list learning tasks, one with 10 pseudowords and the other with 18 common nouns, and collected recall performance and strategy reports for each block. Using Bayesian linear mixed effects models, the present findings (1) provide some support for the hypothesis that task-initial strategy development is not triggered only by task novelty, but can appear also in a familiar, moderately demanding task; (2) replicate earlier findings from an adaptive working memory task indicating strategy use from the beginning of a task, associations between strategy use and objective task performance, and only modest agreement between open-ended versus list-based strategy reports; and (3) indicate that repeated open-ended strategy reports do not affect objective recall. We conclude that strategy use is an important aspect of memory performance right from the start of a task, and it undergoes development at the initial stages depending on task characteristics. In a larger perspective, the present results concur with the views of skill learning and adaptivity in cognitive task performance. [ABSTRACT FROM AUTHOR]

The survival processing advantage is a robust mnemonic device in which information processed for its relevance to one's survival is subsequently better remembered. Research indicates that elaborative processing may be a key component underlying this memory effect, and that this mechanism resembles divergent thinking, whereby words with a greater number of creative uses in a given scenario are better remembered. If this particular function underpins adaptive memory, then individual differences in creativity may play a part in the degree to which people benefit from this advantage. We expected that highly creative individuals who engage more in divergent thinking would not necessarily benefit to a greater degree than less creative individuals, due to potential redundant processing. In this between-subjects experiment, participants rated words according to their relevance to the typical grasslands survival scenario or according to their pleasantness (a control common to the survival paradigm and known to enhance memory). While we did find a main effect of both condition (survival v. pleasantness) and creativity (high v. low), there was no interaction. This set of findings suggests that creative individuals may not benefit to a greater degree in survival processing, despite their ability to think divergently. [ABSTRACT FROM AUTHOR]

This paper provides an overview and discussion of the rapidly growing literature on organizational memory studies (OMS). We define OMS as an inquiry into the ways that remembering and forgetting shape, and are shaped by, organizations and organizing processes. The contribution of this article is threefold. We briefly review what we understand by organizational memory and explore some key debates and points of contestation in the field. Second, we identify four different perspectives that have been developed in OMS (functional, interpretive, critical and performative) and expand upon each perspective by showcasing articles published over the past decade. In particular, we examine four papers previously published in Organization Studies to show the distinctiveness of each perspective. Finally, we identify a number of areas for future research to facilitate the future development of OMS. [ABSTRACT FROM AUTHOR]

Background/objective: Endurance exercise can improve memory function in persons with multiple sclerosis (pwMS), but the effects on hippocampal functioning are currently unknown. We investigated the effects of a running intervention on memory and hippocampal functional connectivity in pwMS. Methods/results: Memory and resting-state functional magnetic resonance imaging (fMRI) data were collected in a running intervention (n = 15) and waitlist group (n = 14). Visuospatial memory improvement was correlated to increased connectivity between the hippocampus and the default-mode network (DMN) in the intervention group only. Conclusion: As a result of endurance exercise, improvements in visuospatial memory may be mediated by a stronger functional embedding of the hippocampus in the DMN. [ABSTRACT FROM AUTHOR]

Instruction targeting the underlying math problem structure is identified as an evidence-based practice for students with a specific learning disability (SLD). Furthermore, schema-based instruction is identified as a potentially evidence-based practice for students with a SLD. This study extended prior work by (a) using a teacher as the implementer, (b) evaluating the efficacy of an adaptable intervention, and (c) evaluating student performance on generalized and combined schema structure problems. The participants included 12 fourth- and fifth-grade students with a disability and receiving supplemental mathematics instruction in a resource room setting. The intervention package consisted of a problem-solving mnemonic and schema-based instruction for mathematics. A multiple-probe design across participant groups was used to establish a functional relation. Students improved performance on word problems representing simple, generalized, and combined schema structures. The aggregated Tau-U effect size (ES) for this study was 95% (CI90 [83%, 100%]) and the aggregated between-case standardized mean difference (BC-SMD) was 3.05 (CI95 [2.54, 3.60]). [ABSTRACT FROM AUTHOR]

Working memory (WM) training with the N-Back task has been argued to improve cognitive capacity and general cognitive abilities (the Capacity Hypothesis of training), although several studies have shown little or no evidence for such improvements beyond tasks that are very similar to the trained task. Laine et al. demonstrated that instructing young adult participants to use a specific visualisation strategy for N-back training resulted in clear, generalised benefits from only 30 min of training (Strategy Mediation Hypothesis of training). Here, we report a systematic replication and extension of the Laine et al. study, by administering 60 younger and 60 older participants a set of WM tasks before and after a 30-min N-back training session. Half the participants were instructed to use a visualisation strategy, the others received no instruction. The pre-post test battery encompassed a criterion task (digit N-back), two untrained tasks N-back tasks (letters and colours), and three structurally different WM tasks. The instructed visualisation strategy significantly boosted at least some measures of N-back performance in participants of both age groups, although the strategy generally appeared more difficult to implement and less beneficial for older adults. However, the strategy did not improve performance on structurally different WM tasks. We also found significant associations between N-back performance and the type and level of detail of self-generated strategies in the uninstructed participants, as well as age group differences in reported strategy types. WM performance appeared to partly reflect the application of strategies, and Strategy Mediation should be considered to understand the mechanisms of WM training. Claims of efficient training should demonstrate useful improvement beyond task-specific strategies. [ABSTRACT FROM AUTHOR]

Working memory is a process of great relevance during childhood due to its role in diverse complex skills. Like the rest of executive functions, it is highly sensitive to environmental influences, so it is assumed that it could be modified through targeted interventions. A large number of working memory training studies in children aim to achieve transfer effects both on this process and on those with which it is related. Although some promising results have been found, the efficacy of working memory training cannot be affirmed; methodological quality of studies is one of the main reasons for this. Compliance with basic methodological criteria (inclusion of a control group that must preferably be active, random assignment of participants to groups) has a great impact on the internal validity of the studies. Furthermore, the need to control for the effects of motivational factors associated with the intervention is added and emphasized. This study reviews the fulfillment of these criteria in process-based working memory training literature in children, analyzing its impact on internal validity. Limitations of the field in relation to the lack of compliance with the proposed criteria are discussed and alternatives are suggested in order to improve the quality of future studies. [ABSTRACT FROM AUTHOR]

Writing is essential for all students to demonstrate their knowledge and skills across various subject areas and tasks. Students pick a goal for their essay, use a self-monitoring checklist, and evaluate their writing, including an opportunity to get peer and teacher feedback within the TBGO. All teachers and students reported to be very satisfied with the tool and believed the TBGO helped students to become better writers. A computer-based graphic organizer with embedded self-regulated learning strategies to support student writing. [Extracted from the article]

Bhabani Bhattacharya's novels, So Many Hungers! and He Who Rides a Tiger, provide an epistemological alternative to imperial narratives about the Bengal famine of 1943, that aligns with the concept of the minor as a cultural counter-discourse. Bhattacharya resists representations of a passive, humble population accustomed to poverty by featuring individuated characters with a realist aesthetic. Yet, realism is fractured by the mnemonic (silence, screams, ellipsis), and Bhattacharya shifts protagonists from referential to performative notions of identity. These techniques produce a sense of kinship with the famine victims and question the possibility of the referential representation of trauma. [ABSTRACT FROM AUTHOR]

Many secondary students with specific learning disabilities (SLD) struggle with mathematics problem solving. When students with SLD are taught to use effective problem-solving strategies, their ability to solve mathematics word problems improves. The purpose of this article is to provide a guide for secondary teachers to implement self-regulated strategy development (SRSD) to teach mathematics problem-solving strategies to secondary students with SLD. The specific problem-solving strategy described in this article is SOLVE, which stands for Study the problem, Organize the facts, Line up a plan, Verify your plan with action, and Evaluate your results. Both SRSD and SOLVE are described, and an example of one teacher's application of SRSD is shared. When taught concurrently, SRSD and SOLVE can be useful tools to help students with disabilities overcome the challenges of problem-solving in mathematics. [ABSTRACT FROM AUTHOR]

Ms. Ross desired to be a strong writing teacher, but she found that when she assigned writing, even when she modeled composition strategies, her students disengaged during this time and struggled to produce text. Ms. Ross heard that combining writing with arts-based techniques might help her students, but she was unsure about what strategies to use or how to implement them. Teaching children to write requires teachers like Ms. Ross to consider ways to engage students in writing activities that support their diverse ways of learning ([4]). Ms. Ross and Mr. Gillespie embraced arts-based instruction as an approach to teaching where learners construct and demonstrate understanding through an art form ([14]). [Extracted from the article]

This paper, which is an autoethnographic text in its own right, examines class, gender and education through highlighting the processes at work and the resources drawn upon in the making of autoethnographic texts. At its centre is a poem about my father, which acts as an illustration of how such artefacts exert agency across time, through the play of what Keighley and Pickering refer to as 'the mnemonic imagination', enabling a re-interpretation of the past in the present and on into the future. Using the work of feminist scholars Steedman and Walkerdine, the paper offers an insight into the way cultural analyses and 'affective histories' make sense of the fortunes of a 'Scholarship Girl'. At the same time, in exhuming an instance of the good that men do in the form of a crucial intervention in my life by my father, it pays homage to what the poet Robert Hayden called the performance of 'love's austere and lonely offices' plus. [ABSTRACT FROM AUTHOR]

Seventeen years and hundreds of studies after the first journal article on working memory training was published, evidence for the efficacy of working memory training is still wanting. Numerous studies show that individuals who repeatedly practice computerized working memory tasks improve on those tasks and closely related variants. Critically, although individual studies have shown improvements in untrained abilities and behaviors, systematic reviews of the broader literature show that studies producing large, positive findings are often those with the most methodological shortcomings. The current review discusses the past, present, and future status of working memory training, including consideration of factors that might influence working memory training and transfer efficacy. [ABSTRACT FROM AUTHOR]

The method of loci is arguably the most famous mnemonic strategy and is highly effective for memorising lists of non-spatial information in order. As described and instructed, this strategy apparently relies on a spatial/navigational metaphor. The user imagines moving through an environment, placing (study) and reporting (recall) list items along the way. However, whether the method relies critically on this spatial/navigation metaphor is unknown. An alternative hypothesis is that the navigation component is superfluous to memory success, and the method of loci is better viewed as a special case of a larger class of imagery-based peg strategies. Training participants on three virtual environments varying in their characteristics (an apartment, an open field, and a radial-arm maze), we asked participants to use each trained environment as the basis of the method of loci to learn five 11-word lists. Performance varied significantly across environment. However, the effects were small in magnitude. Further tests suggested that navigation-relevant knowledge and ability were not major determinants of success in verbal memory, even for participants who were confirmed to have been compliant with the strategy. These findings echo neuroimaging findings that navigation-based cognition does occur during application of the method of loci, but imagined navigation is unlikely to be directly responsible for its effectiveness. Instead, the method of loci may be best viewed as a variant of peg methods. [ABSTRACT FROM AUTHOR]

Deficits in Behavioral and Neuronal Pattern Separation in Temporal Lobe Epilepsy Madar AD, Pfammatter JA, Bordenave J, Plumley EI, Ravi S, Cowie M, Wallace EP, Hermann BP, Maganti RK, Jones MV. J Neurosci. 2021;41(46):9669-9686. doi:10.1523/JNEUROSCI.2439-20.2021 In temporal lobe epilepsy, the ability of the dentate gyrus to limit excitatory cortical input to the hippocampus breaks down, leading to seizures. The dentate gyrus is also thought to help discriminate between similar memories by performing pattern separation, but whether epilepsy leads to a breakdown in this neural computation, and thus to mnemonic discrimination impairments, remains unknown. Here we show that temporal lobe epilepsy is characterized by behavioral deficits in mnemonic discrimination tasks, in both humans (females and males) and mice (C57Bl6 males, systemic low-dose kainate model). Using a recently developed assay in brain slices of the same epileptic mice, we reveal a decreased ability of the dentate gyrus to perform certain forms of pattern separation. This is because of a subset of granule cells with abnormal bursting that can develop independently of early EEG abnormalities. Overall, our results linking physiology, computation, and cognition in the same mice advance our understanding of episodic memory mechanisms and their dysfunction in epilepsy. [ABSTRACT FROM AUTHOR]

Within feminist memory studies the economy has largely been overlooked, despite the fact that the economic analysis of culture and society has long featured in research on women and gender. This article addresses that gap, arguing that the global economy matters in understanding the gender of memory and memories of gender. It models the conceptual basis for the consideration of a feminist economic analysis of memory that can reveal the dimensions of mnemonic transformation, accumulation and exchange through gendered mnemonic labour, gendered mnemonic value and gendered mnemonic capital. The article then applies the concepts of mnemonic labour and mnemonic capital in more detail through a case study of memory activism examining the work of the Parragirls and the Parramatta Female Factory Precinct Memory Project (PFFP) in Sydney, Australia. The campaigns have worked to recognize the memory and history of the longest continuous site of female containment in Australia built to support the British invasion. The site in Parramatta, which dates from the 1820s, was a female factory for transported convicts, a female prison, an asylum for women and girls, an orphanage and then Parramatta Girls Home. The Burramattagal People of Darug Clan are the Traditional Owners of the land and the site is of practical and spiritual importance to indigenous women. This local struggle is representative of a global economic system of gendered institutionalized violence and forgetting, The analysis shows how the mnemonic labour of women survivors accumulates as mnemonic value that is then transformed into institutional mnemonic capital. Focusing on how mnemonic labour creates lasting mnemonic capital reveals the gendered dimensions of memory which are critical for ongoing memory work. [ABSTRACT FROM AUTHOR]

This brief introduction serves as an opening to the monographic issue on cultural psychology. We will begin this introduction by providing an overview of the main features of this branch of psychology. Heavily influenced by Vygotsky's concept of mediation, cultural psychology centres on how we use different cultural tools or mediational artefacts to make sense of the world and guide our actions within it. On the basis of this approach, the nine articles of which this monograph is comprised are briefly introduced: articles which are eminently empirical in nature and which relate to areas such as creativity, collective memory, identity and developmental shifts, as well as migration and mobility in a globalized world. [ABSTRACT FROM AUTHOR]

This paper explores collective memory and grief as they are experienced and expressed at modern memorial sites. What makes them collective is the way they are interpreted and felt as a 'we', in first-person plural. From a cultural psychological perspective, we conceptualize memorials as cultural and historical artefacts that mediate these processes and in so doing give meaning to the past based on present and future challenges. Along these lines, we analyse visitors' situated and evolving experiences of two memorial sites: Memorial to the Murdered Jews of Europe in Berlin and the Ground Zero National September 11 Memorial in New York. Results focus on individuals' particular modes of experiencing and appropriating modern memorial sites, which in contrast to classic ones are purposely built to generate a wide range of different meaning-making processes and ways of interacting with them. [ABSTRACT FROM AUTHOR]

First produced in 1999, Complicite's Mnemonic is one of the best examples of plays to use the potential of the stage to convey complex scientific ideas. Complicite's creative utilization of dramaturgical strategies and theatrical techniques enables the company to artistically enact the complex mechanism of simulation and connection on which the act of remembrance is based. However, performativity is not the only means by which Complicite transfers science from the laboratory to stage. The complex science behind the act of remembrance is also enacted on the stage via the play's narrative structure and the internationalism that it advocates. The present study provides an in-depth analysis of the ways in which science is presented in the play, by detecting and discussing the mnemonic devices that not only hold the play's narrative elements together but also expand the proscenium arch to involve the audience, via shared images of exile, immigration, and displacement. [ABSTRACT FROM AUTHOR]

Despite consistent activation on tasks of episodic memory, the precise contribution of the left angular gyrus (AG) to mnemonic functions remains vigorously debated. Mounting evidence suggests that AG activity scales with subjective ratings of vividness and confidence in recollection, with further evidence pointing to its involvement during construction of detailed and coherent future simulations. Lesion studies, however, indicate that damage to the AG does not render patients amnesic on standard source and associative memory paradigms. To reconcile these findings, we present the Contextual Integration Model as a unifying framework that couches the mnemonic role of the AG in terms of multimodal integration and representation of contextual information across temporal contexts. Irrespective of whether one is remembering the past or constructing future or hypothetical scenarios, the Contextual Integration Model holds that the core elements of an event (i.e., the who, what, when, where) are bound within the medial temporal lobes while the multimodal details, which give rise to perceptually rich recollection, are integrated and represented in the AG. Building on previous work, the Contextual Integration Model therefore provides a comprehensive exposition of the mnemonic and constructive functions of the AG across temporal contexts, offering a novel test-bed for future work. [ABSTRACT FROM AUTHOR]