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(Schlagwörter: "Erinnerung")
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Can the mini-mental state examination predict capacity to consent to treatment?
Haberstroh, Julia; Müller, Tanja; Knebel, Maren; Kaspar, Roman; Oswald, Frank; Pantel, Johannes
Journal Article
| In: The Journal of Gerontopsychology and Geriatric Psychiatry | 2014
34897 Endnote
Author(s):
Haberstroh, Julia; Müller, Tanja; Knebel, Maren; Kaspar, Roman; Oswald, Frank; Pantel, Johannes
Title:
Can the mini-mental state examination predict capacity to consent to treatment?
In:
The Journal of Gerontopsychology and Geriatric Psychiatry, 27 (2014) 4, S. 151-159
DOI:
10.1024/1662-9647/a000113
URN:
urn:nbn:de:0111-pedocs-148202
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-148202
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Alter Mensch; Bewertung; Deutschland; Erinnerung; Fähigkeit; Geriatrie; Kognitionspsychologie; Regressionsanalyse; Strukturgleichungsmodell; Test; Urteilsfähigkeit; Verbale Kommunikation
Abstract:
This study examines the relationship between capacity to consent to treatment as measured by the MacArthur Competence Assessment Tool for Treatment (MacCAT-T) and severity of cognitive impairment as measured with the Mini-Mental State Examination (MMSE). It also looks at the role of verbal retrieval in this relationship. We hypothesized that the often-quoted correlation between the MacCAT-T and the MMSE lies mainly in the joint dependence on verbal retrieval ability. Potential subjects were recruited from memory clinics, senior citizen meeting places, and a university program for seniors. Data of 149 people over 54 years, 49 of whom had been diagnosed with Alzheimer's disease or mixed dementia, were used. The relationship between capacity to consent to treatment, verbal retrieval, and MMSE was examined using a structural equation modeling framework. The findings suggest that verbal retrieval is a confounding method factor. In the informed consent process for people with dementia, verbal memory loads should be minimized to provide a more valid measure of their capacity to consent to treatment. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
The episodicity of verbal reports of personally significant autobiographical memories. Vividness […]
Habermas, Tilmann; Diel, Verena
Journal Article
| In: Frontiers in Behavioral Neuroscience | 2013
33733 Endnote
Author(s):
Habermas, Tilmann; Diel, Verena
Title:
The episodicity of verbal reports of personally significant autobiographical memories. Vividness correlates with narrative text quality more than with detailedness or memory specificity
In:
Frontiers in Behavioral Neuroscience, (2013) , S. 7:110
DOI:
10.3389/fnbeh.2013.00110
URL:
http://www.frontiersin.org/Behavioral_Neuroscience/10.3389/fnbeh.2013.00110/abstract
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Altersgruppe; Autobiographie; Bericht; Erinnerung; Erzählung; Gedächtnis; Interview
Abstract (english):
How can we tell from a memory report whether a memory is episodic or not? Vividness is required by many definitions, whereas detailedness, memory specificity, and narrative text type are competing definitions of episodicity used in research. We explored their correlations with vividness in personally significant autobiographical memories to provide evidence to support their relative claim to define episodic memories. In addition, we explored differences between different memory types and text types as well as between memories with different valences.We asked a lifespan sample (N D168) of 8-, 12-, 16-, 20-, 40-, and 65-year-olds of both genders (N D27, 29, 27, 27, 28, 30) to provide brief oral life narratives. These were segmented into thematic memory units. Detailedness of person, place, and time did not correlate with each other or either vividness, memory specificity, or narrative text type. Narrative text type, in contrast, correlated both with vividness and memory specificity, suggesting narrative text type as a good criterion of episodicity. Emotionality turned out to be an even better predictor of vividness. Also, differences between narrative, chronicle, and argument text types and between specific versus more extended and atemporal memories were explored as well as differences between positive, negative, ambivalent, neutral, contamination, and redemption memory reports. It is concluded that temporal sequentiality is a central characteristic of episodic autobiographical memories. Furthermore, it is suggested that the textual quality of memory reports should be taken more seriously, and that evaluation and interpretation are inherent aspects of personally significant memories.
DIPF-Departments:
Bildung und Entwicklung
Lifespan trends of autobiographical remembering. Episodicity and search for meaning
Habermas, Tilmann; Diel, Verena; Welzer, Harald
Journal Article
| In: Consciousness and Cognition | 2013
33735 Endnote
Author(s):
Habermas, Tilmann; Diel, Verena; Welzer, Harald
Title:
Lifespan trends of autobiographical remembering. Episodicity and search for meaning
In:
Consciousness and Cognition, 22 (2013) 3, S. 1061-1073
DOI:
10.1016/j.concog.2013.07.010
URL:
http://www.sciencedirect.com/science/article/pii/S1053810013001037
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Autobiografie; Deutschland; Erinnerung; Erwachsener; Erzählen; Interview; Junger Erwachsener; Längsschnittuntersuchung; Schüler; Semantik; Senior
Abstract:
Autobiographical memories of older adults show fewer episodic and more non-episodic elements than those of younger adults. This semantization effect is attributed to a loss of episodic memory ability. However the alternative explanation by an increasing proclivity to search for meaning has not been ruled out to date. To test whether a decrease in episodicity and an increase in meaning-making in autobiographical narratives are related across the lifespan, we used different instructions, one focussing on specific episodes, the other on embedding events in life, in two lifespan samples. A continuous decrease of episodic quality of memory (memory specificity, narrative quality) was confirmed. An increase of search for meaning (interpretation, life story integration) was confirmed only up to middle adulthood. This non-inverse development of episodicity and searching for meaning in older age speaks for an autonomous semantization effect that is not merely due to an increase in interpretative preferences.
DIPF-Departments:
Bildung und Entwicklung
Free recall behaviour in children with and without spelling impairment. The impact of working […]
Malstädt, Nadine; Hasselhorn, Marcus; Lehmann, Martin
Journal Article
| In: Dyslexia | 2012
33195 Endnote
Author(s):
Malstädt, Nadine; Hasselhorn, Marcus; Lehmann, Martin
Title:
Free recall behaviour in children with and without spelling impairment. The impact of working memory subcapacities
In:
Dyslexia, 4 (2012) 18, S. 187-198
DOI:
10.1002/dys.1446
URL:
http://dx.doi.org/10.1002/dys.1446
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Arbeitsgedächtnis; Aufgabe; Deutschland; Erinnerung; Frankfurt a.M.; Grundschule; Kind; Rechtschreibschwäche; Schüler; Übung; Vergleichsuntersuchung; Verhalten; Videoaufzeichnung; Wort
Abstract (english):
This study examined supraspan free recall in children with and without spelling impairment. A repeated free recall task involving overt rehearsal and three computer-based adaptive working memory tasks were administered to 54 eight-year-old children. Children without spelling impairments tended to recall more items than did those children with spelling deficits. Video analyses revealed that recall behaviour was similar in impaired and unimpaired children, indicating that both groups applied similar learning activities. Group differences in number of recalled items were attributed to differences in working memory subcapacities between children with and without spelling impairment, especially with regard to central executive and phonological loop functioning.
DIPF-Departments:
Bildung und Entwicklung
Inhibition in the dynamics of selective attention: an integrative model for negative priming
Schrobsdorf, Hecke; Ihrke, Matthias; Behrendt, Jörg; Hasselhorn, Marcus; Herrmann, J. Michael
Journal Article
| In: Frontiers in Psychology | 2012
33107 Endnote
Author(s):
Schrobsdorf, Hecke; Ihrke, Matthias; Behrendt, Jörg; Hasselhorn, Marcus; Herrmann, J. Michael
Title:
Inhibition in the dynamics of selective attention: an integrative model for negative priming
In:
Frontiers in Psychology, (2012) , S. 3:491
DOI:
10.3389/fpsyg.2012.00491
URL:
http://dx.doi.org/10.3389/fpsyg.2012.00491
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Aufmerksamkeit; Entscheidung; Erinnerung; Experiment; Modell; Neurophysiologie; Neuropsychologie; Theorie; Wahrnehmung
Abstract:
We introduce a computational model of the negative priming (NP) effect that includes perception, memory, attention, decision making, and action. The model is designed to provide a coherent picture across competing theories of NP. The model is formulated in terms of abstract dynamics for the activations of features, their binding into object entities, their semantic categorization as well as related memories and appropriate reactions. The dynamic variables interact in a connectionist network which is shown to be adaptable to a variety of experimental paradigms. We find that selective attention can be modeled by means of inhibitory processes and by a threshold dynamics. From the necessity of quantifying the experimental paradigms, we conclude that the specificity of the experimental paradigm must be taken into account when predicting the nature of the NP effect.
DIPF-Departments:
Bildung und Entwicklung
Alles eine Frage des Gedächtnisses. Gedächtnisgrundlagen schulischen Lernens in der Grundschule
Hasselhorn, Marcus
Journal Article
| In: Grundschule | 2007
7830 Endnote
Author(s):
Hasselhorn, Marcus
Title:
Alles eine Frage des Gedächtnisses. Gedächtnisgrundlagen schulischen Lernens in der Grundschule
In:
Grundschule, 39 (2007) 5, S. 10-13
Publication Type:
3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Language:
Deutsch
Keywords:
Lernen; Einflussfaktor; Grundschule; Lernprozeß; Lernpsychologie; Gedächtnis; Arbeitsgedächtnis; Lernerfolg; Grundschulalter; Erinnerung; Wiederholung
Abstract:
Im Mittelpunkt des Beitrags stehen psychologische Betrachtungen der komplexen Vorgänge im Gedächtnis, die als Grundlage erfolgreichen Lernens in der Grundschule beschrieben werden. Neben der strategischen Qualität der Verarbeitung von Informationen wie Lernstrategien oder das Organisieren und Integrieren von Informationen sind die Kapazitäten des Arbeitsgedächtnisses und des Langzeitgedächtnisses wichtige Voraussetzungen für erfolgreiches Lernen. Der Autorbeschreibt den Informationsverarbeitungsprozess von bildlicher und sprachlicher Information im Arbeitsgedächtnis und die Komponenten, die diesen Prozess beeinflussen. Beim Langzeitgedächtnis spielt das konzeptuelle Wissen eine wichtige Rolle, das wie ein Netzwerk aufgebaut ist, und zusammen mit dem prozeduralen und perzeptuellen Wissen die Lernkapazitäten beeinflussen kann. Schlussfolgernd stellt der Autor fest, dass der Bereich der Gedächtnisgrundlagen schulischen Lernens durch systematisches Vermitteln verbessert werden kann, indem im Anfangsunterricht permanente Behaltensstrategien wie Wiederholungsphasen eingebunden werden. (DIPF/Bal)
DIPF-Departments:
Bildung und Entwicklung
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