Categorization Working Memory Span Task: Validation study of two Brazilian alternate versions

2017 ◽  
Vol 33 (4) ◽  
pp. 652-657 ◽  
Author(s):  
Paula Schimidt Brum ◽  
Erika Borella ◽  
Barbara Carretti ◽  
Elena Guidotti ◽  
Mônica Sanches Yassuda
Keyword(s):  
Working Memory ◽  
Validation Study ◽  
Memory Span ◽  
Span Task

Working Memory Span Task

2013 ◽  
Author(s):  
C. Cybele Raver ◽  
◽  
Clancy Blair ◽  
Michael Willoughby
Keyword(s):  
Working Memory ◽  
Memory Span ◽  
Span Task

Movement and Working Memory: Patterns and Positions in Space

1988 ◽  
Vol 40 (3) ◽  
pp. 497-514 ◽  
Author(s):  
Mary M. Smyth ◽  
Norma A. Pearson ◽  
Lindsay R. Pendleton
Keyword(s):  
Working Memory ◽  
Articulatory Suppression ◽  
Memory Span ◽  
Body Movement ◽  
Movement Patterns ◽  
Span Task ◽  
Whole Body ◽  
Spatial Processes ◽  
Spatial Span ◽  
Whole Body Movement

Five experiments are reported in which subjects were asked to remember short, visually presented sequences of whole body movement patterns, words, and spatial positions. The items were recalled in order in a memory span paradigm. During presentation of the items to be remembered subjects simply watched, or they carried out a concurrent activity involving articulatory suppression, movement to external spatial targets, or body-related movement. When the movement patterns to be remembered were familiar to subjects, movement span was not disrupted by articulatory suppression or movement to spatial targets but was disrupted by body-related movement. This movement suppression task, however, did not interfere with performance on a spatial span task or on verbal span. It is concluded that the memory for patterns of limb movement differs from memory for movement to spatial targets and that accounts of visuo-spatial processes in working memory involve the latter type of movement.

The Influence of Story Context on a Working Memory Span Task

2012 ◽  
Vol 65 (3) ◽  
pp. 488-500 ◽  
Author(s):  
Paul J. Schroeder ◽  
David E. Copeland ◽  
Nicole J. Bies-Hernandez
Keyword(s):  
Working Memory ◽  
Memory Span ◽  
Span Task

scholarly journals A Rasch-Validation Study of a Novel Speaking Span Task

2020 ◽  
Vol 24 (1) ◽  
pp. 1-21
Author(s):  
Bartolo Bazan
Keyword(s):  
Working Memory ◽  
High School Students ◽  
Junior High School ◽  
Latent Variable ◽  
Rasch Analysis ◽  
Memory Span ◽  
Measurement Theory ◽  
Span Task ◽  
Partial Credit Model ◽  
School Students

Working Memory refers to the capacity to temporarily retain a limited amount of information that is available for manipulation by higher-order cognitive processes. Several assessment instruments, such as the speaking span task, have been associated with the measurement of working memory span. However, despite the widespread use of the speaking span task, no study, to the best of my knowledge, has attempted to validate it using Rasch Measurement Theory. Rasch analysis can potentially shed light on the dimensionality of a complex construct such as working memory as well as examine whether a collection of items is working together to construct a coherent and reliable measure of a targeted population. This pilot study reports a Rasch analysis of a novel speaking span task, which was administered individually to 31 Japanese junior high school students and scored using a newly developed scoring system. Two separate analyses were conducted on the task: an analysis of the individual items using the Rasch dichotomous model and an analysis of the super items (sets) using the partial credit model. The results indicate that the task measures a coherent unidimensional latent variable and is thus a useful tool for measuring the construct. Moreover, Rasch analysis was shown to be suitable method for evaluating working memory tests.

Stimulus similarity decrements in children's working memory span

2005 ◽  
Vol 58 (8) ◽  
pp. 1434-1446 ◽  
Author(s):  
Juliet A. Conlin ◽  
Susan E. Gathercole ◽  
John W. Adams
Keyword(s):  
Working Memory ◽  
Memory Span ◽  
Response Competition ◽  
Span Task ◽  
Word Recall ◽  
Stimulus Category ◽  
Processing Task ◽  
Operation Span ◽  
Span Tasks ◽  
The Impact

Two experiments investigated the impact of the relationship between processing and storage stimuli on the working memory span task performance of children aged 7 and 9 years of age. In Experiment 1, two types of span task were administered (sentence span and operation span), and participants were required to recall either the products of the processing task (sentence-final word, arithmetic total) or a word or digit unrelated to the processing task. Experiment 2 contrasted sentence span and operation span combined with storage of either words or digits, in tasks in which the item to be remembered was not a direct product of the processing task in either condition. In both experiments, memory span was significantly greater when the items to be recalled belonged to a different stimulus category from the material that was processed, so that in sentence span tasks, number recall was superior to word recall, and in operation span tasks, word recall was superior to number recall. Explanations of these findings in terms of similarity-based interference and response competition in working memory are discussed.

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