Learning- Short Term Memory

May 1974
Journal of Learning Disabilities;May1974, Vol. 7 Issue 5, p295
Academic Journal
This article presents information on the role of short term memory in cognitive learning and attention, short-term memory as learning requisites. Attention and short-term memory are more important requisites to learning than perceptual-motor skills. This was indicated by a recent controlled study conducted by James T. Heriot, director of the psychodiagnostic laboratory at the University of Rochester School of Medicine. The study supported the premise that it is not distortion in what is seen or heard, but how, well you remember what you have seen and heard, that matters in school performance. Dr. Heriot posits that many learning-disabled children have attentional and short-term memory deficits which resemble, but are milder than those associated with stroke, senility, other central nervous system insults, and hearing loss. Their long-term memory is intact, but they forget what you said to them after a few seconds. His study, an investigation of the relationship between academic achievement and performance on tests designed to measure perceptual motor skills, cultural linguistics, and attention/rote memory, shows that school performance correlates best with memory.


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