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Lynn S. Fuchs; Douglas Fuchs; Eunsoo Cho; Marcia A. Barnes; Tuire Koponen; Daniel R. Espinas – Journal of Learning Disabilities, 2025
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 U.S. children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes…
Descriptors: Reading Skills, Mathematics Skills, Comorbidity, Reading Difficulties
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Miles, Sarah J.; Minda, John Paul – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
Current theories of category learning posit separate verbal and nonverbal learning systems. Past research suggests that the verbal system relies on verbal working memory and executive functioning and learns rule-defined categories; the nonverbal system does not rely on verbal working memory and learns non-rule-defined categories (E. M. Waldron…
Descriptors: Nonverbal Learning, Children, Short Term Memory, Investigations
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Bolding, Kevin; Rudy, Jerry W. – Learning & Memory, 2006
Although the Morris water task has been used in hundreds of studies of place learning, there have been no systematic studies of retention of the place memory. We report that retention, as measured by selective search behavior on a probe trial, is excellent when the retention interval is short (5-10 min). However, performance rapidly deteriorates,…
Descriptors: Cognitive Processes, Intervals, Retention (Psychology), Nonverbal Learning
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Boyd, Lara A.; Winstein, Carolee J. – Learning & Memory, 2004
Despite their purported neuroanatomic and functional isolation, empirical evidence suggests that sometimes conscious explicit processes can influence implicit motor skill learning. Our goal was to determine if the provision of explicit information affected implicit motor-sequence learning after damage to the basal ganglia. Individuals with stroke…
Descriptors: Neurological Organization, Biochemistry, Cognitive Processes, Short Term Memory
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Paller, Ken A.; Voss, Joel L. – Learning & Memory, 2004
Do our memories remain static during sleep, or do they change? We argue here that memory change is not only a natural result of sleep cognition, but further, that such change constitutes a fundamental characteristic of declarative memories. In general, declarative memories change due to retrieval events at various times after initial learning and…
Descriptors: Nonverbal Learning, Neuropsychology, Recall (Psychology), Memory
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Chudasama, Yogita; Dalley, Jeffrey W.; Nathwani, Falgyni; Bouger, Pascale; Robbins, Trevor W. – Learning & Memory, 2004
Two experiments examined the effects of reductions in cortical cholinergic function on performance of a novel task that allowed for the simultaneous assessment of attention to a visual stimulus and memory for that stimulus over a variable delay within the same test session. In the first experiment, infusions of the muscarinic receptor antagonist…
Descriptors: Aging (Individuals), Visual Stimuli, Short Term Memory, Attention
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Vuckovich, Joseph A.; Semel, Mara E.; Baxter, Mark G. – Learning & Memory, 2004
A recent study suggests that lesions to all major areas of the cholinergic basal forebrain in the rat (medial septum, horizontal limb of the diagonal band of Broca, and nucleus basalis magnocellularis) impair a spatial working memory task. However, this experiment used a surgical technique that may have damaged cerebellar Purkinje cells. The…
Descriptors: Neurological Impairments, Animals, Short Term Memory, Spatial Ability