| 1. |
- Kormi-Nouri, Reza, 1954-, et al.
(författare)
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The effect of childhood bilingualism on episodic and semantic memory tasks
- 2008
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Ingår i: Scandinavian Journal of Psychology. - : Wiley. - 0036-5564 .- 1467-9450. ; 49:2, s. 93-109
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Tidskriftsartikel (refereegranskat)abstract
- Kormi-Nouri, Moniri and Nilsson (2003) demonstrated that Swedish-Persian bilingual children recalled at a higher level than Swedish monolingual children, when they were tested using Swedish materials. The present study was designed to examine the bilingual advantage of children who use different languages in their everyday life but have the same cultural background and live in their communities in the same way as monolingual children. In four experiments, 488 monolingual and bilingual children were compared with regard to episodic and semantic memory tasks. In experiments 1 and 2 there were 144 boys and 144 girls in three school groups (aged 9-10 years, 13-14 years and 16-17 years) and in three language groups (Persian monolingual, Turkish-Persian bilingual, and Kurdish-Persian bilingual). In experiments 3 and 4, there were 200 male students in two school groups (aged 9-10 years and 16-17 years) and in two language groups (Persian monolingual and Turkish-Persian bilingual). In the episodic memory task, children learned sentences (experiments 1-3) and words (Experiment 4). Letter and category fluency tests were used as measures of semantic memory. To change cognitive demands in memory tasks, in Experiment 1, the integration of nouns and verbs within sentences was manipulated by the level of association between verb and noun in each sentence. At retrieval, a recognition test was used. In experiments 2 and 3, the organization between sentences was manipulated at encoding in Experiment 2 and at both encoding and retrieval in Experiment 3 through the use of categories among the objects. At retrieval, free recall or cued recall tests were employed. In Experiment 4, the bilingual children were tested with regard to both their first and their second language. In all four experiments, a positive effect of bilingualism was found on episodic and semantic memory tasks; the effect was more pronounced for older than younger children. The bilingual advantage was not affected by changing cognitive demands or by using first/second language in memory tasks. The present findings support the cross-language interactivity hypothesis of bilingual advantage.
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| 2. |
- Kormi-Nouri, Reza, 1954-, et al.
(författare)
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Is there memory deficit in Parkinson’s disease? Explicit and implicit memory for verbal and action events
- 2001
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Ingår i: Advances in Cognitive Sciences. - Tehran : Institute for Cognitive Science Studies, Qalam Gostaran Pajouhesh. - 1561-4174. ; 3:1-2, s. 28-39
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Tidskriftsartikel (refereegranskat)abstract
- Three experiments examined both encoding and test variable whether there is any memory deficit in patients with Parkinson's disease in comparison with normal controls. In Experiment 1, the effect of encoding enactment was tested in free recall and cued recall. In Experiment 2, the combinations of enactment/non enactment and well/poorly integration variables were used at encoding. Again, the subjects were tested by free and cued recall. In Experiment 3, recognition memory and sentence-fragment completion tests were used with the same encoding manipulations as in Experiment 2. In general, the results of all three experiments showed no difference between PD patients and normal controls indicating that there is no memory deficit for PD patients. However, it was observed that there was some recognition deficit (especially for well integrated and verbal items) in Parkins on patients. It was suggested that the similarity between encoding and retrieval and the stage of disease should be considered as important factors for any possible memory deficit in Parkinsonian patients. It was also concluded that Parkinson patients are less well able to utilize cognitive support.
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| 3. |
- Kormi-Nouri, Reza, 1954-, et al.
(författare)
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The effect of bilingualism on letter and category fluency tasks in primary school children : advantage or disadvantage?
- 2012
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Ingår i: Bilingualism. - : Cambridge University Press. - 1366-7289 .- 1469-1841. ; 15:2, s. 351-364
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the current study was to examine the effects of bilingualism on letter and category fluency tasks. Participants were 1,600 monolingual and bilingual children from three cities in Iran: Tehran (Persian monolinguals), Tabriz (Turkish–Persian bilinguals), and Sanandaj (Kurdish–Persian bilinguals). We separately presented nine Persian letters and thirty-one categories to the participants, and asked them to generate as many words as possible using each of these initial letters and categories within a maximum of three minutes. Bilingual children generated more words than monolingual children in the letter fluency task; this effect was more pronounced in Grade 1 and for Turkish–Persian bilinguals. However, Persian monolinguals generated significantly more words than both bilingual groups in the category fluency task. Thus, bilingualism can be of both advantage and disadvantage, and produce a dissociative effect. We discuss the results on the basis of the specific nature and different cognitive demands of letter and category fluency tasks. We suggest that the degree of language proficiency of bilinguals should be considered as an important variable in future research on bilingualism.
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| 4. |
- Moradi, Ali Reza, et al.
(författare)
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Reliability and Validity of Reading and Dyslexia Test (NEMA)
- 2016
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Ingår i: Advances in Cognitive Sciences. - Teheran : Institute for Cognitive Sciences Studies. - 1561-4174. ; 18:1, s. 22-34
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Tidskriftsartikel (refereegranskat)abstract
- Objective: This study aimed to investigate the reliability and validity of reading and dyslexia test (NEMA)Method: A total of 1614 primary school students from Tabriz, Sanandaj and Tehran were evaluated using the reading and dyslexia test (NEMA). The study sample was selected by stratified random-sampling among students from the three cities (Tehran: 600, Sanandaj: 500, Tabriz: 500). A total of 770 male and 844 female 5th-grade students were enrolled from the primary school in Tehran and Sanandaj Tabriz.Results: Findings demonstrated a good internal consistency of vocabulary test with high-frequency, medium-frequency and low-frequency words, word string, words understanding and pseudo-words is the elimination of sounds and reading fake-words. However, calling pictures tests (both forms) with moderate internal consistency and text understanding with poor internal consistency, seem to require revisions to acquire an improved Cronbach,s alpha.Conclusion: The overall Cronbachchr('39')s alpha for tests with high-frequency words, words with medium frequency, low-frequency words, word string, test of rhyme, calling pictures 1, 2, text comprehension, words understanding, elimination of sounds, and pseudo-word, reading fake-words were 0.97, 0.98, 0.98, 0.95, 0.89, 0.67, 0.68, 0.48, 0.71, 0.95 and 0.97,respectively. Also, the results of factor analysis showed that NEMA test includes two major components. The first factor includes vocabulary tests with high-frequency and medium-frequency words, understanding words, elimination of sounds, pseudo-words and reading fake-words. The second factor includes of words, rhymes, calling the pictures of 1, 2, text understanding and signs test.
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| 5. |
- Abdekhodaie, Ehsan, et al.
(författare)
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WordCommentsAnalyzer : A windows software tool for qualitative research
- 2018
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Ingår i: F1000 Research. - : F1000 Research Ltd. - 2046-1402. ; 7
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Tidskriftsartikel (refereegranskat)abstract
- There is a lack of free software that provides a professional and smooth experience in text editing and markup for qualitative data analysis. Word processing software like Microsoft Word provides a good editing experience, allowing the researcher to effortlessly add comments to text portions. However, organizing the keywords and categories in the comments can become a more difficult task when the amount of data increases. We present WordCommentsAnalyzer, a software tool that is written in C# using .NET Framework and OpenXml, which helps a qualitative researcher to organize codes when using Microsoft Word as the primary text markup software. WordCommentsAnalyzer provides an effective user interface to count codes, to organize codes in a code hierarchy, and to see various data extracts belonging to each code. It also offers basic visualization tools. We illustrate how to use this software by conducting a preliminary content analysis on Tweets with the #successfulaging hashtag. We also demonstrate that the software has satisfactory performance on a large dataset of Iranian journals abstracts. We hope this open-source software will facilitate qualitative data analysis by researchers who are interested in using Word for this purpose.
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| 6. |
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| 7. |
- Badinlou, Farzaneh, 1984-, et al.
(författare)
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A study of retrieval processes in action memory for school-aged children : the impact of recall period and difficulty on action memory
- 2018
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Ingår i: Journal of Cognitive Psychology. - : Routledge. - 2044-5911 .- 2044-592X. ; 30:8, s. 792-802
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Tidskriftsartikel (refereegranskat)abstract
- Research in action memory for adults has shown that enacted encoding is not only retrieved more frequently but is also faster in comparison to verbal encoding. The aim of this study was to investigate retrieval processes in terms of recall period and recall difficulty for different encoding conditions in school-aged children (8-, 10-, 12-, 14-years old). The participants studied verbal tasks, subject-performed tasks and experimenter-performed tasks, and received immediate and final free-recall tests. The results revealed that older children not only outperformed younger children in terms of accuracy but also outpaced them in all recall periods. Moreover, recalls of subject-performed tasks and experimenter-performed tasks were better and faster compared with verbal encoding on both types of recall test, by increasing throughout the recall periods. These results are discussed in terms of memory strategies and information processing methods. Pedagogic implications for the use of action memory in children's learning are also considered.
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| 8. |
- Badinlou, Farzaneh, 1984-, et al.
(författare)
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Action memory and knowledge-based cuing in school-aged children : The effect of object presentation and semantic integration
- 2018
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Ingår i: Acta Psychologica. - : Elsevier. - 0001-6918 .- 1873-6297. ; 186, s. 118-125
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Tidskriftsartikel (refereegranskat)abstract
- Research into memory has found that declarative knowledge provides rich information about the world and improved memory performance. The present research investigates the effects of knowledge-based cues on memory for action events and on the enactment effect. Cued recall of action phrases was examined in four groups of 8-14-year-olds (410 children in total). The object cues (i.e., real vs. imaginary objects) and semantic relational cues (i.e., well-integrated vs. poorly integrated items) were manipulated in three encoding conditions: verbal tasks, experimenter-performed tasks, and subject-performed tasks. Results indicate that enacted encoding has a recall advantage over verbal encoding regardless of the cue manipulations, though presenting objects and semantic-integrated items can moderate the enactment effect. In addition, providing further information about prior knowledge can directly influence memory performance across age groups. These results are discussed in relation to the effect of knowledge-based information in facilitating memory strategies and cognitive processing in school-aged children.
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| 9. |
- Badinlou, Farzaneh, 1984-, et al.
(författare)
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Developmental differences in episodic memory across school ages : Evidence from enacted events performed by self and others
- 2017
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Ingår i: Memory. - : Taylor & Francis. - 0965-8211 .- 1464-0686. ; 25:1, s. 84-94
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine action memory as a form of episodic memory among school-aged subjects. Most research on action memory has focused on memory changes in adult populations. This study explored the action memory of children over time. A total of 410 school-aged child participants, comprising 201 girls and 208 boys in four age groups (8, 10, 12, 14), were included in this study. We studied two forms of action encoding, subject-performed tasks (SPTs) and experimenter-performed tasks (EPTs), which were compared with one verbal encoding task as a control condition. At retrieval, we used three memory tests (free recall, cued recall, and recognition). We observed significant differences in memory performance in children aged 8-14 years with respect to free recall and cued recall but not recognition. The largest memory enhancement was observed for the SPTs in the 8-14-year-old participants under all test conditions. Participants performed equally well on the free recall of SPTs and EPTs, whereas they displayed better performances on the cued recall and recognition of SPTs compared to EPTs. The strategic nature of SPTs and the distinction between item-specific information and relational information are discussed.
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| 10. |
- Badinlou, Farzaneh, 1984-, et al.
(författare)
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Enactment Effect In Development : Comparing Action Memory In School-Aged Children
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Memory works better when we have hands on experience with learning materials. In a same way, children remember action phrases better if they are instructed to enact it rather than when they only read it or watch someone else do it. We investigated this enactment effect in different grades´ children in order to find out the developmental pattern of differences. In this study, we first tried to replicate typical enactment effect in children. Then, we compared memory in subject-performed tasks, experimenter-performed tasks and verbal tasks using three memory tests (free recall, cued recall, and recognition) in children. Four hundred and ten pupils from four grades (2nd, 4th, 6th, and 8th) participated in the study. The results showed that first, there is an enactment effect in school-aged children as well as in adults. Second, the encoding conditions and memory tests determine memory performance in children. And most important, the findings indicated that there were significant differencesfrom grade 2 to grade 8 in free recall and cued recall, but not recognition of all three learning conditions. These findings indicate that action memory develops through school ages. In another word, age has an important role in memory and especially enactment effect; older children had better recall performance in all kind of encoding conditions. These findings can be explained through development of memory strategies, item-specific information processing, and relational information processing.
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