Browsing by Subject "Long-term memory"
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Item Exploration of short and long term memory in adults who do and do not stutter(2015-05) Utianski, Danielle Blair; Byrd, Courtney T.; Hampton, Elizabeth HThe purpose of the present study is to look at short-term and long-term memory differences between persons who do and do not stutter. Adults who do and do not stutter listened to lists of 12 phonologically related, 12 semantically related, and 12 neutral words. Both groups will be required to recall these words immediately and after a 20-minute time delay where participants were presented with interference tasks. It was hypothesized that persons who stutter would demonstrate lower recall than adults who do not stutter on the immediate recall of phonological lists but that no such differences would be observed for the semantic or control lists. Further, that after multiple exposures to these word lists the initial immediate recall differences will dissipate. Taken together, these predictions would lend further support to the notion that phonological working memory is initially more taxing for AWS. No significant differences were seen on short-term or long-term accuracy rates between speaker groups for the phonological, semantic, or control list conditions. AWS saw a significantly higher rate of increase on performance from first to last short-term trials on phonological condition than AWNS counterpart. This difference was not seen for semantic or control conditions.Item Long-term information processing capacity in teams: the case for foundational memory(Texas Tech University, 2001-05) Esquivel, Ana M. C.It has been found that the limit for the information that individuals are capable to receive, process and retain in Short-Term Memory is seven plus or minus two (Miller, 1956). This limit has been used as the basis for the design of work systems for teams (tasks, procedures, size of teams, etc.) However, in reality work teams more likely perform work tasks that require the use of Long-Term Memory (Beruvides, 2000). Work systems are usually not designed to increase the ability of teams to process and handle information from Long-Term Memory. This creates the necessity of a new approach for teams to process the information that they require to effectively perform their work. This research tried to test the concept of Foundational Memory on teams by determining whether their capacity for processing information can be enhanced by the use of a theory formation methodology.