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The effect of memory training on children with learning difficulty
Background Learning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. Failure of working memory (auditory and visual memory) can lead to inattentive behavior. The end result is frequently lost learning opportunities and so...
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| Published in: | The Egyptian journal of otolaryngology 2018-07, Vol.34 (3), p.203-211 |
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| Main Authors: | , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c542g-d3abaa71c5159ed4755b9fa17f1b69384934aef2ff593675f04aa436b6245dcf3 |
| container_end_page | 211 |
| container_issue | 3 |
| container_start_page | 203 |
| container_title | The Egyptian journal of otolaryngology |
| container_volume | 34 |
| creator | Abo-Ras, Yehia A. Hamouda, Nesrine H. El-Shafaei, Rana A. |
| description | Background
Learning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. Failure of working memory (auditory and visual memory) can lead to inattentive behavior. The end result is frequently lost learning opportunities and so slow rates of educational progress.
Objective
The aim of this study is to adapt and apply the ‘no-glamour memory’ training program to suit the Egyptian learning disabled children to outline a program for training and test its effectiveness.
Patients and Methods
This study was conducted on 20 school-age children complaining of learning difficulty and memory problems who were attending the Unit of Phoniatrics, Department of Otorhinolaryngology, Alexandria Main University Hospitals. All children were assessed using the protocol of assessment of learning difficulties and memory deficits and were reevaluated after a period of 3–6 months of training.
Results
In the present study, there was significant improvement of the studied group in the different tests such as Stanford Binet Intelligence Scale, childhood attention and adjustment survey, Arabic dyslexia assessment test, and test of memory and learning 2nd ed., after therapy.
Conclusion
Memory training can have an effect on domain-general cognitive mechanisms; thus, these results benefit multiple areas of cognition and learning. |
| doi_str_mv | 10.4103/ejo.ejo_4_18 |
| format | article |
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Learning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. Failure of working memory (auditory and visual memory) can lead to inattentive behavior. The end result is frequently lost learning opportunities and so slow rates of educational progress.
Objective
The aim of this study is to adapt and apply the ‘no-glamour memory’ training program to suit the Egyptian learning disabled children to outline a program for training and test its effectiveness.
Patients and Methods
This study was conducted on 20 school-age children complaining of learning difficulty and memory problems who were attending the Unit of Phoniatrics, Department of Otorhinolaryngology, Alexandria Main University Hospitals. All children were assessed using the protocol of assessment of learning difficulties and memory deficits and were reevaluated after a period of 3–6 months of training.
Results
In the present study, there was significant improvement of the studied group in the different tests such as Stanford Binet Intelligence Scale, childhood attention and adjustment survey, Arabic dyslexia assessment test, and test of memory and learning 2nd ed., after therapy.
Conclusion
Memory training can have an effect on domain-general cognitive mechanisms; thus, these results benefit multiple areas of cognition and learning.</description><identifier>ISSN: 1012-5574</identifier><identifier>EISSN: 2090-8539</identifier><identifier>DOI: 10.4103/ejo.ejo_4_18</identifier><language>eng</language><publisher>Berlin/Heidelberg: Springer Berlin Heidelberg</publisher><subject>auditory memory ; Disabled children ; Health aspects ; Learning activities ; learning difficulty ; Learning disabilities ; Learning disabled persons ; Medicine & Public Health ; Memory ; memory training ; Original Article ; Otolaryngology ; Psychological aspects ; Short-term memory ; Surgery ; the ‘no-glamour memory’ ; training program ; working memory</subject><ispartof>The Egyptian journal of otolaryngology, 2018-07, Vol.34 (3), p.203-211</ispartof><rights>2018 The Egyptian Journal of Otolaryngology 2018</rights><rights>COPYRIGHT 2018 Medknow Publications and Media Pvt. Ltd.</rights><rights>2018 The Egyptian Journal of Otolaryngology 2018. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c542g-d3abaa71c5159ed4755b9fa17f1b69384934aef2ff593675f04aa436b6245dcf3</citedby><cites>FETCH-LOGICAL-c542g-d3abaa71c5159ed4755b9fa17f1b69384934aef2ff593675f04aa436b6245dcf3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2786130138/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2786130138?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>314,780,784,25753,27924,27925,37012,44590,75126</link.rule.ids></links><search><creatorcontrib>Abo-Ras, Yehia A.</creatorcontrib><creatorcontrib>Hamouda, Nesrine H.</creatorcontrib><creatorcontrib>El-Shafaei, Rana A.</creatorcontrib><title>The effect of memory training on children with learning difficulty</title><title>The Egyptian journal of otolaryngology</title><addtitle>Egypt J Otolaryngol</addtitle><description>Background
Learning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. Failure of working memory (auditory and visual memory) can lead to inattentive behavior. The end result is frequently lost learning opportunities and so slow rates of educational progress.
Objective
The aim of this study is to adapt and apply the ‘no-glamour memory’ training program to suit the Egyptian learning disabled children to outline a program for training and test its effectiveness.
Patients and Methods
This study was conducted on 20 school-age children complaining of learning difficulty and memory problems who were attending the Unit of Phoniatrics, Department of Otorhinolaryngology, Alexandria Main University Hospitals. All children were assessed using the protocol of assessment of learning difficulties and memory deficits and were reevaluated after a period of 3–6 months of training.
Results
In the present study, there was significant improvement of the studied group in the different tests such as Stanford Binet Intelligence Scale, childhood attention and adjustment survey, Arabic dyslexia assessment test, and test of memory and learning 2nd ed., after therapy.
Conclusion
Memory training can have an effect on domain-general cognitive mechanisms; thus, these results benefit multiple areas of cognition and learning.</description><subject>auditory memory</subject><subject>Disabled children</subject><subject>Health aspects</subject><subject>Learning activities</subject><subject>learning difficulty</subject><subject>Learning disabilities</subject><subject>Learning disabled persons</subject><subject>Medicine & Public Health</subject><subject>Memory</subject><subject>memory training</subject><subject>Original Article</subject><subject>Otolaryngology</subject><subject>Psychological aspects</subject><subject>Short-term memory</subject><subject>Surgery</subject><subject>the ‘no-glamour memory’</subject><subject>training program</subject><subject>working memory</subject><issn>1012-5574</issn><issn>2090-8539</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><sourceid>PIMPY</sourceid><sourceid>DOA</sourceid><recordid>eNptkk1r3DAQhk1poUuaW3-AodBTvdWnbR3T0I9AoIemZyHLM15tbCmVbJb991HiJm1gJYTE6JlXo5kpiveUbAUl_DPswzYvLTRtXxUbRhSpWsnV62JDCWWVlI14W5yntCd5NIIwTjfFl5sdlIAIdi4DlhNMIR7LORrnnR_K4Eu7c2MfwZcHN-_KEUx8vOkdorPLOB_fFW_QjAnO_-5nxe9vX28uf1TXP79fXV5cV1YKNlQ9N50xDbWSSgW9aKTsFBraIO1qxVuhuDCADFEqXjcSiTBG8LqrmZC9RX5WXK26fTB7fRfdZOJRB-P0oyHEQZs4OzuCFkqJDhl0nJl8RsOQcUs4MVTRTrKs9WHVuovhzwJp1vuwRJ_D16xpa8oJ5e0_ajBZ1HkMOTF2csnqCykzxCSlmdqeoPLsYXI2eECX7S8cPv7nsAMzzrsUxmV2waeX4KcVtDGkFAGff02Jfii6fij4U9Ez_mvFD2GcIabbcTlA1BP0tz4cTvpolg25BfTaAjqgXltAP7VAVq1W1ZQf90MWfE7VySjuAbezy3o</recordid><startdate>20180701</startdate><enddate>20180701</enddate><creator>Abo-Ras, Yehia A.</creator><creator>Hamouda, Nesrine H.</creator><creator>El-Shafaei, Rana A.</creator><general>Springer Berlin Heidelberg</general><general>Wolters Kluwer India Pvt. Ltd</general><general>Medknow Publications and Media Pvt. Ltd</general><general>Springer Nature B.V</general><general>SpringerOpen</general><scope>C6C</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>K9.</scope><scope>M0S</scope><scope>PIMPY</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>DOA</scope></search><sort><creationdate>20180701</creationdate><title>The effect of memory training on children with learning difficulty</title><author>Abo-Ras, Yehia A. ; Hamouda, Nesrine H. ; El-Shafaei, Rana A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c542g-d3abaa71c5159ed4755b9fa17f1b69384934aef2ff593675f04aa436b6245dcf3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>auditory memory</topic><topic>Disabled children</topic><topic>Health aspects</topic><topic>Learning activities</topic><topic>learning difficulty</topic><topic>Learning disabilities</topic><topic>Learning disabled persons</topic><topic>Medicine & Public Health</topic><topic>Memory</topic><topic>memory training</topic><topic>Original Article</topic><topic>Otolaryngology</topic><topic>Psychological aspects</topic><topic>Short-term memory</topic><topic>Surgery</topic><topic>the ‘no-glamour memory’</topic><topic>training program</topic><topic>working memory</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Abo-Ras, Yehia A.</creatorcontrib><creatorcontrib>Hamouda, Nesrine H.</creatorcontrib><creatorcontrib>El-Shafaei, Rana A.</creatorcontrib><collection>Springer Nature OA/Free Journals</collection><collection>CrossRef</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest Central Essentials</collection><collection>AUTh Library subscriptions: ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Publicly Available Content Database</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Open Access: DOAJ - Directory of Open Access Journals</collection><jtitle>The Egyptian journal of otolaryngology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Abo-Ras, Yehia A.</au><au>Hamouda, Nesrine H.</au><au>El-Shafaei, Rana A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The effect of memory training on children with learning difficulty</atitle><jtitle>The Egyptian journal of otolaryngology</jtitle><stitle>Egypt J Otolaryngol</stitle><date>2018-07-01</date><risdate>2018</risdate><volume>34</volume><issue>3</issue><spage>203</spage><epage>211</epage><pages>203-211</pages><issn>1012-5574</issn><eissn>2090-8539</eissn><abstract>Background
Learning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. Failure of working memory (auditory and visual memory) can lead to inattentive behavior. The end result is frequently lost learning opportunities and so slow rates of educational progress.
Objective
The aim of this study is to adapt and apply the ‘no-glamour memory’ training program to suit the Egyptian learning disabled children to outline a program for training and test its effectiveness.
Patients and Methods
This study was conducted on 20 school-age children complaining of learning difficulty and memory problems who were attending the Unit of Phoniatrics, Department of Otorhinolaryngology, Alexandria Main University Hospitals. All children were assessed using the protocol of assessment of learning difficulties and memory deficits and were reevaluated after a period of 3–6 months of training.
Results
In the present study, there was significant improvement of the studied group in the different tests such as Stanford Binet Intelligence Scale, childhood attention and adjustment survey, Arabic dyslexia assessment test, and test of memory and learning 2nd ed., after therapy.
Conclusion
Memory training can have an effect on domain-general cognitive mechanisms; thus, these results benefit multiple areas of cognition and learning.</abstract><cop>Berlin/Heidelberg</cop><pub>Springer Berlin Heidelberg</pub><doi>10.4103/ejo.ejo_4_18</doi><tpages>9</tpages><oa>free_for_read</oa></addata></record> |
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| identifier | ISSN: 1012-5574 |
| ispartof | The Egyptian journal of otolaryngology, 2018-07, Vol.34 (3), p.203-211 |
| issn | 1012-5574 2090-8539 |
| language | eng |
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| source | Publicly Available Content Database; Springer Nature - SpringerLink Journals - Fully Open Access |
| subjects | auditory memory Disabled children Health aspects Learning activities learning difficulty Learning disabilities Learning disabled persons Medicine & Public Health Memory memory training Original Article Otolaryngology Psychological aspects Short-term memory Surgery the ‘no-glamour memory’ training program working memory |
| title | The effect of memory training on children with learning difficulty |
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