Journal of Experimental Psychology: Learning, Memory, and Cognition

How Neurofeedback could affect Working Memory and Processing Speed among Girl Students with Learning Disabilities

Background: Learning disabilities (LDs) are diagnosed in children impaired in the academic skills of reading, writing, and/or mathematics. Children with LDs usually exhibit a slower resting-state electroencephalogram (EEG), corresponding to a neurodevelopmental lag. The present study aimed to investigate the effectiveness of neurofeedback treatment on working memory and processing speed among g...

The comparison of active memory and sensory processing styles in boys and girls children with writing learning disorder

Introduction: The main problems of children with learning disorder are in cognition and their sensations. The present study aimed to investigate the comparison of active memory and sensory processing styles in boys and girls with writing learning disorder. Methods: The methodology of this descriptive study was the Control-case study type. The statistical population of this study was all girls ...

Effect of Working Memory Training on the Improving Reading Performance and Working Memory Capacity in Children with Dyslexia

Introduction: In recent years, researchers have focused on students who have challenges in learning, and these problems effect on their educational process. This study aimed to investigate the effect of working memory training programs on the improving reading performance and working memory capacity in children with dyslexia. Method: The research method was quasi-experimental. In this regard 30...

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

Background: Active memory is the search engine of the mind. Active memory is a cognitive function responsible for preserving instant information, its manipulation, and its use in thinking. This study aimed at investigating the effects of active memory practices on intelligence profiles in students with Specific Learning Disorder (SLD). Methods: This was a quasi-experimental study with a prete...

Journal of Experimental Psychology: Learning, Memory, and Cognition The Costs and Benefits of Testing and Guessing on Recognition Memory

More on the distinction between episodic and semantic memories.

In reply to a critique of the episodic/semantic distinction (McKoon, Ratcliff, & Dell, 1986), Tulving (1986) argues that the usual rules for testing theories do not apply to the classification of phenomena with respect to memory systems. But we respond that the classification methods proposed by Tulving (1986) may be detrimental to the advancement of theory and that whole domains of inquiry sho...