RRL

Rehearsal in Spatial Working Memory

Most of the study on spatial working memory has been conducted has concentrated on
its independence from other forms of working memory systems. For example,
Baddeley and Hitch's (1974) famous model of working memory stresses the
separability of visuo-spatial and verbal storing systems. According to this paradigm,
there is currently a considerable amount of behavioral and neuropsychological
evidence showing a functional separation between spatial and cognitive abilities and
verbal working memory systems (Jonides and colleagues, 1996). Despite the fact that
vocal Working memory has been divided into its constituent processes. (Awh et al.,
1996; Paulesu, Frith, & Frackowiak, 1993), a detailed discussion of the mechanics
that mediate spatial working memory has been more difficult to find. We report the
findings of various experiments here determine what appears to be an essential
component of spatial Working memory is a spatial attentional process that may be
useful perform the function that verbal rehearsal does for verbal working memory.

Awh, E., Jonides, J., & Reuter-Lorenz, P. A. (1998). Rehearsal in spatial working
memory. Journal of Experimental Psychology: Human Perception and Performance,
24(3), 780–790. doi:10.1037/0096-1523.24.3.780
10.1037/0096-1523.24.3.780

https://psycnet.apa.org/doiLanding?doi=10.1037%2F0096-1523.24.3.780

Hebb repetition effects in visual memory: The roles of verbal rehearsal and
Distinctiveness

A variety of connectionist and mathematical models have been created to describe

how serial order is processed in the setting of short-term memory. Nonetheless, the
data on which these are based has come nearly entirely from the verbal realm.
Attempts to assess the domain generality of serial order processes have just lately
been attempted. Faces were used in a serial reconstruction task in a key set of
experiments by Smyth, Hay, Hitch, and Horton (2005), who argued that such stimuli
have well-developed encoding processes and are highly familiar, making them a more
accurate visual-domain analogue to words than the random matrices used in many
previous studies (e.g., Avons, 1998). Smyth et al. discovered serial position curves
and transition error patterns comparable to those seen in the verbal domain. They
were discovered even when contemporaneous verbal suppression was used, showing
that the critical parts of serial order processing in STM may be cross-modal and not
dependent on verbal encoding or subvocal practice.

Horton, N., Hay, D. C., & Smyth, M. M. (2008). Hebb Repetition Effects in Visual
Memory: The Roles of Verbal Rehearsal and Distinctiveness. Quarterly Journal of
Experimental Psychology, 61(12), 1769–1777. doi:10.1080/17470210802168674
10.1080/17470210802168674

https://journals.sagepub.com/doi/abs/10.1080/17470210802168674?
journalCode=qjpd
The Effect of Rehearsal Rate and Memory Load on Verbal Working Memory

Working memory (WM) is the ability to retain and modify task-relevant information
for short periods of time, and it is essential for a variety of cognitive activities such as
problem solving, reasoning, and understanding (Daneman & Merikle, 1996; Kyllonen
& Christal, 1990; Logie et al., 1994). Several theoretical theories of WM revolve
around an effort to explain how task-relevant information is kept engaged across a
latency period. The standard WM model developed by Baddeley and colleagues, for
example, comprises of domain-specific storage components for visuospatial and
verbal information, as well as rehearsal mechanisms that help to update and refresh
items already kept in memory (Baddeley, 1986). Current neuroscientific models of
WM, such as the "emergent property view" (Postle, 2006a), propose that information
is effectively "stored" in memory through repeated reactivation of the same cortical
regions involved in the initial perception of the task-relevant information (Buchsbaum
& D'Esposito, 2008; D'Esposito, 2007; Postle, 2006a). In these theories, one method
for reactivating transitory representations is rehearsal, which is defined as the repeated
selection of, or attention to, task-relevant mnemonic representations (Curtis &
D'Esposito, 2003). Despite the relevance of strategic rehearsal processes in theoretical
WM models, neuroscience studies of WM often enable people to select the rate and
manner in which they keep information in working memory. One disadvantage of this
naturalistic method is that a subject's internal rehearsal technique may alter as a result
of other experimentally changed factors like memory load (i.e. the number of items
that must be retained in memory). Indeed, memory load manipulations are frequently
used to index working memory storage processes (Awh et al., 1996; Todd & Marois,
2005), and it is important to understand how rehearsal processes scale with memory
load to the extent that these manipulations are used to make inferences about the
informational capacity of a brain region or system.

Fegen, D., Buchsbaum, B. R., & D’Esposito, M. (2015). The effect of rehearsal rate
and memory load on verbal working memory. NeuroImage, 105, 120–131.
doi:10.1016/j.neuroimage.2014.10.034
10.1016/j.neuroimage.2014.10.034

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4267698/

Short-Term Memory Capacity and Recall of Students with and

without Intellectual Giftedness: An Empirical Inquiry

Coyle and Read (1998) conducted research on memory capacity and gifted processing
four memory strategies: recall grouping, rehearsal, sorting, and category naming. The
researchers gave the individuals word lists to remember. The youngster was shown
words written on index cards and permitted to employ one or more of the memory
methods listed above. As the youngster said the words out, the rehearsing memory
method was defined. As the youngster generalized the words into categories, this was
referred to as category naming. Only when the youngster employed adult-defined
categories to recall a word list did the clustering memory method come into play.
Sorting is a type of memory technique. The real grouping of the word cards. The
findings showed that talented children had high levels of memory, and theories that
say that highly gifted people adapt rapidly to complicated mental activities-(Coyle &
Read, 1998).

Ellison, Angela. The Aquila Digital Community the Aquila Digital Community
Dissertations Short-Term Memory Capacity and Recall of Students with and Short-
Term Memory Capacity and Recall of Students with and without Intellectual
Giftedness: An Empirical Inquiry without Intellectual Giftedness: An Empirical
Inquiry. 2017, aquila.usm.edu/cgi/viewcontent.cgi?
article=2505&context=dissertations.

https://aquila.usm.edu/cgi/viewcontent.cgi?article=2505&context=dissertations