word-memory

• “Variables A variable stands for a byte - or word-memory location.”

  DOCUMENTATION: A86 Assembler Package by Eric Isaacson Chapter 8

• “Seen several months ago it fills my eye-imagination and eye-memory more than that particular piece of Tennyson's fills word-imagination and word-memory.”

  The Art of the Moving Picture

• “There are really no separate classes, but only different kinds of word-memory in different degrees of excellence as regards the first three; and as regards the fourth there is no one kind of memory developed to a preponderating degree.”

  The Brain and the Voice in Speech and Song

• “The latter, to be sure, acquire the words for the abstract with more difficulty and later than those for the concrete, but have them stamped more firmly on the mind (for, when the word-memory fails, proper names and nouns denoting concrete objects are, as a rule, first forgotten).”

  The Mind of the Child, Part II The Development of the Intellect, International Education Series Edited By William T. Harris, Volume IX.

• “_ -- The child has as yet no word-memory, or only a weak one, utters meaningless sounds and sound-combinations.”

  The Mind of the Child, Part II The Development of the Intellect, International Education Series Edited By William T. Harris, Volume IX.

• “The connection _m_ of the word-image-center W with the diction-center D, i. e., of the word-memory with grammar, and the centers themselves, are as yet very imperfectly developed, unused.”

  The Mind of the Child, Part II The Development of the Intellect, International Education Series Edited By William T. Harris, Volume IX.

• “Strength of word-memory; facility of articulation; spontaneous utterance of _pss_, _ps_, _ptsch_, _pth_; _pa-ptl-dä-pt_; greeting with _h [= a] [= a] - ö_, _ada_ and _ana_.”

  The Mind of the Child, Part II The Development of the Intellect, International Education Series Edited By William T. Harris, Volume IX.

• “There is no longer any deficiency in the development of the external organs of speech, no muscular weakness, no imperfection of the nervous structures that effect the articulation of the separate sounds, for intelligence shows itself in the child's actions; he forms the separate sounds correctly, unintentionally; his hearing is good and the sensory word-memory is present, since the child already obeys.”

  The Mind of the Child, Part II The Development of the Intellect, International Education Series Edited By William T. Harris, Volume IX.

• “Indeed, it is not impossible that the formation of ideas may continue after the total loss of word-memory, as in the remarkable and much-talked-of case of Lordat.”

  The Mind of the Child, Part II The Development of the Intellect, International Education Series Edited By William T. Harris, Volume IX.

• “That the word-memory is becoming firm is indicated particularly by the circumstance that now the separate parts of the face and body are pointed out, even after pretty long intervals, quickly and upon request, on his own person and that of others.”

  The Mind of the Child, Part II The Development of the Intellect, International Education Series Edited By William T. Harris, Volume IX.

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