• Korean Journal of Child Studies
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• v.23 no.5
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• pp.89-104
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• 2002

This investigation compared the eyewitness accounts of 5-year-old children by verbal-only inter views and interviews using anatomically neutral dolls. The verbal interviews consisted of free recall, specific question, and leading questions. While the overall accuracy of the interviews increased with the introduction of dolls as memory aids, the efficacy of the dolls was not uniform across types of interviews. In free recall, the dolls were not effective in eliciting accurate accounts. The use of dolls also did not compromise the memory of children in free recall which recalled greater number of correct details with the memory aids than without, but it should be careful in free recall could be reported exactly correct in spite of little bit amounts. Responses to leading questions showed that the children were affected by suggestive misleading question and were susceptible to incorporation of that information into their memory.

• Korean Journal of Child Studies
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• v.16 no.2
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• pp.125-138
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• 1995

The purpose of the present research was to study developmental trends in categorical organization strategy. The subjects were 160 children - 40 nine - year - old boys, 40 nine - year - old girls, 40 seven - year - old boys, 40 seven - year - old girls. All subjects received one of three lists of items differing in category representativeness in either a free -recall or a sort -recall task. The selection of list materials permitted separation of the effects of age differences in category knowledge from those of knowledge per se on children's recall behavior. The tasks were administered to children individually with the memory task followed by the metamemory task. The data was analyzed with three - way ANOVA arid Pearson's correlation coefficient. The results were that (1) Children's recall, clustering, and metamemory increased with age, while age effects for clustering were restricted to the sort - recall/high typicality condition. At each age level, children showed higher level of recall, clustering and metamemory for category typical rather than atypical list, and sort - recall than free-recall. Level of clustering and metamemory were superior in the sort - recall task and for items of high category typicality. (2) 9 - year - old children were capable of deliberately and efficiently using category organization as a memory strategy at least when appropriate contextual support was present (as determined by task requirements and list materials: sort - recall/high typicality).

• Korean Journal of Child Studies
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• v.24 no.2
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• pp.1-14
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• 2003

In this test for the effect of misinformation and mental reinstatement on accuracy of recall in children, misinformation or neutral informations was presented to each of 80 five- and 80 nine - year - old children(Total : 160). Two days later they were asked to recall original information in one of two conditions; free recall or mental reinstatement. For 5-year-old children, mental reinstatement enhanced memory performance and increased the accuracy despite the presentation of misinformation. For 9-year-old children, there was no significant difference between free recall and mental reinstatement condition. For younger children, mental reinstatement may be an effective way of enhancing memory performance.

• Korean Journal of Child Studies
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• v.10 no.1
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• pp.11-25
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• 1989

The purpose of the present research was to study developmental trends in and relationships between recall, organizational strategy, and metamemory in young children. The subjects were 84 children, 14 boys and 14 girls at each age level, 4, 6, and 8. Two tasks (memory task & metamemory task) were used to assess children's recall, organizational strategy, and metamemory based on Sodian et al.(1986). All subjects were randomly assigned either to the play-and-remember condition or to the sort-and-remember condition. The two tasks were administered to children individually with the memory task followed by the metamemory task. The data were analysed by the statistical methods of two-way ANOVA, Student-Newman-Keuls post hoc test, Mann-Whitney U test, Kruskal-Wallis test, Pearson's correlation coefficient and Kendall's Tau. Children's recall (free, conceptually-cued, and perceptually-cued) level increased with age. There were significant experimental condition differences in free recall and conceptually-cued recall, but not in perceptually-cued recall. Children's organizational strategy showed differential developmental trends by experimental condition. Use of conceptual strategy at both encoding and retrieval increased with age in both experimental conditions. Use of perceptual strategy (PS) at encoding showed an inverted-U age effect in the play-and-remember condition, but PS decreased linearly with age in the sort-and-remember condition. There were significant age differences in metamemory, and there were significant correlations between recall and organizational strategy.

• Korean Journal of Child Studies
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• v.12 no.1
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• pp.21-37
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• 1991

The present research studied the effectiveness of specific strategy training in memory awareness on children's memory performance. The subjects were 60 children, 30 six-year-olds and 30 eight-year-olds. Free recall scores and use of a rehearsal strategy (exposure durations) based on Belmont & Butterfield (1971) were used to measure children's performance in three memory tasks. All subjects were randomly assigned to one of three experimental groups: the control group with no training, the chunking and rehearsal strategy training group, and the chunking and rehearsal strategy training combined with memory awareness strategy. The data were analyzed with two-way ANOVA, three-way ANOVA with repeated measures, and Student-Newman-Keuls post hoc test. There were significant differences among the three groups both in the free recall score and in the use of the rehearsal strategy. The mnemonic strategic training with memory awareness strategy was the most effective on both free recall and use of rehearsal strategy. The effects of the mnemonic strategy training with memory awareness strategy were more effective for the 8-year-olds than the 6-year-olds.

• Journal of International Academy of Physical Therapy Research
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• v.7 no.2
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• pp.994-998
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• 2016

The purpose of this study was to examine the effects of sensory stimulation type on the learning of the elderly. The study implemented elderly verbal learning test by evenly dividing a total of 40 elderly people into auditory stimulation followed by visual stimulation group(AVG), visual stimulation followed by auditory stimulation group(VAG), simultaneous visual and auditory stimulation group(SG), and auditory stimulation group(AG). The result are as follows. SSG showed highest results in most of the test, followed by AVG, VAG, and AG. In particular, SG showed a statistically significant difference in immediate recall total score and short delay free recall score(p<.05). In the post-hoc test results of immediate recall total score, SG showed highest score with a statistical significance. AVG showed the second highest score, followed by VAG and AG and all showed a statistic significance(p<.05).In the post-hoc test results of short delay free recall score, SG and AVG showed a statistically significantly higher score than AG(p<.05). The results suggest that simultaneous stimulation of visual and auditory sense is more effective for improving the learning of the elderly people than visual stimulation followed by auditory stimulation or auditory stimulation followed by visual stimulation.

• Korean Journal of Cognitive Science
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• v.2 no.1
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• pp.51-72
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• 1990

This study investigated the effects of macrostructure on discourse processing. In this study, three different story were employed to form macrostructures on different times, and reading time, sentence verification time and free recall rate were measured as dependent vari- ables. The results showed that forming the macrostructure influenced the reading and verification times and the recall rate. The results were interpreted to indicate that the macrostructure is important to comprehend and recall the stories, and that the story grammars, hierarchies of story schema and causal relation of sentences affect the comprehension and recall through their interaction in macrostructure.

• Journal of Biomedical Engineering Research
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• v.36 no.4
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• pp.128-134
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• 2015

Recently, the structured data format in RDF/OWL has played an increasingly vital role in the semantic web. We converted pediatric and oncologic nuclear medicine imaging reports in free text into RDF/OWL format and evaluated the usefulness of nuclear medicine imaging reports in RDF/OWL by comparing SPARQL query results with the manually retrieved results by physicians from the reports in free text. SPARQL query showed 95% recall for simple queries and 91% recall for dedicated queries. In total, SPARQL query retrieved 93% (51 lesions of 55) recall and 100% precision for 20 clinical query items. All query results missed by SPARQL query were of some inference. Nuclear medicine imaging reports in the format of RDF/OWL were very useful for retrieving simple and dedicated query results using SPARQL query. Further study using more number of cases and knowledge for inference is warranted.

• Science of Emotion and Sensibility
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• v.12 no.1
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• pp.33-44
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• 2009

This study investigates differential impacts of the positive and negative content and the interaction with pacing, as a structural feature, on information processing while watching televised video clips with moderately intensive emotional tone. College participants watched six positive messages and six negative video clips lasting approximately 60 seconds. Heart rate was used to index attention and skin conductance was used to measure arousal. After all of the stimuli were shown, the participants performed the free recall questionnaire. The result demonstrates, first, positivity superiority on attention in which participants' heart rates were slower during positive content compared to during negative content. Secondly, negativity superiority was shown on free recall memory as participants remembered positive content better than did negative content. The result also manifests the interaction of emotional valence and pacing as the effects of pacing were less for the negatively emotional content compared to those for the positively emotional content. It is suggested that future studies should examine further about the differential and independent functions of positive and negative contents on information processing and the potential interaction with formal features.

• Science of Emotion and Sensibility
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• v.13 no.4
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• pp.647-658
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• 2010

The purpose of the present study was to investigate the effects of self-regulated neurofeedback training on elementary school students' recall and recognition performance. For this purpose, the participants were randomly allocated to control condition where no training was provided or training condition where participants were trained in 4 self-regulated neurofeedback training sessions. As the dependent measures, correct free, recall rates and correct recognition rates were analyzed. The results showed that overall scores of recall and recognition were enhanced by the administration of the training itself, and as the training sessions advanced. In particular, the effect of the training seemed to induce more positive effect on the both memory tasks when the task difficulty (manipulated by increasing the number of target words) was increased. These results implied that self-regulated neurofeedback training can induce increased recollection ability for words by enhancing attentional process.