Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2004. / Vita. Includes bibliographical references (leaves 86-93).

Thesis (Psy. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Thesis (Ph. D.)--University of California, San Diego, and San Diego State University, 2003. / Vita. Includes bibliographical references (leaves 135-143).

Thesis (Ph. D.)--UCLA, 2009. / Description based on print version record. Includes bibliographical references (leaves 109-114).

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 149-160).

Working memory and long-term memory are two types of memory associated with children’s learning and academic performance. A number of memory models have suggested there is a relationship between working memory and long-term memory; however, there is a lack of empirical research measuring this relationship using standardized assessment tools. Further, there are currently no studies measuring this relationship in children. The purpose of this study was to investigate the relationship between children’s working memory (i.e., verbal working memory, visual-spatial working memory, verbal short-term memory, visual-spatial short-term memory, and the central executive) and long-term memory, using standardized assessment tools. The Automated Working Memory Assessment was used to measure working memory and the Woodcock-Johnson Tests of Cognitive Abilities – Third Edition was used to measure long-term memory. This study utilized secondary data from a larger SSHRC funded study. Participants included 41 children between grades 1 and 8. The majority of parents who volunteered to have their children participate identified them as having a disability (e.g., speech/language difficulty; learning disability). Kendall’s tau-b revealed statistically significant correlations between four areas of working memory (i.e., verbal working memory, visual-spatial working memory, visual-spatial short-term memory, and central executive) and long-term memory. Mann-Whitney tests revealed children with higher working memory abilities differed significantly from children with lower working memory abilities on measures of long-term memory. The findings from this study may have implications for both theory and practice. The relationship observed between working memory and long-term memory appears to align with widely accepted memory models (e.g., Baddeley, 2000; Dehn, 2008). The findings also suggest interventions designed to improve children’s working memory may have the potential to enhance long-term memory abilities.

No description available.

The present work is an examination of the mechanisms underlying temporal processing in vision. Recent studies have shown that when observers are asked to identify two objects presented in rapid succession, identification of the first object is quite accurate, while identification of the second object is poor when it folows the first at very brief inter-target intervals (i.e. 200-500 ms). This second-target deficit is known as the attentional blink. According to bottleneck models, the attentional blink occurs because processing of the first target prevents the second target from gaining access to high-level processing. A strong prediction of this account is that if processing time for the first target is increased, the magnitude of the attentional blink should also increase. This prediction is confirmed in experiments. It is argued that these results strongly support bottleneck models as an account of the attentional blink in particular and of temporal processing more generally.

No description available.

The experiments reported in the present thesis investigated the effects of lesions to the anterior nuclei of the thalamus (ATN) on the acquisition of two spatial, working memory tasks performed on the eight-arm radial maze. In the task used in Experiment 1 and 2, the animals were required to discriminate and remember all the eight arms of the maze simultaneously. Lesions of the ATN produced impairments in the acquisition of this task, but the degree of impairment depended on the amount of damage within this region. In the task used in Experiment 3, the animals were required to discriminate and remember only two arms at once. Lesions of the ATN were shown to impair its acquisition even though performance was facilitated by the addition of visual intra-arms cues. These experiments suggest that the ATN may be involved in spatial learning and in the retention of non-specific information over time.