Internalising symptoms and verbal working memory in school‐age children: A processing efficiency analysis

2018 ◽  
Vol 54 (6) ◽  
pp. 828-838 ◽  
Author(s):  
Alexandra M. Opris ◽  
Lavinia Cheie ◽  
Cristina M. Trifan ◽  
Laura Visu‐Petra
Keyword(s):  
Working Memory ◽  
Verbal Working Memory ◽  
Efficiency Analysis ◽  
School Age Children ◽  
School Age ◽  
Processing Efficiency

scholarly journals Examining the Relative Contribution of Memory Updating, Attention Focus Switching, and Sustained Attention to Children’s Verbal Working Memory Span

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Beula M. Magimairaj ◽  
James W. Montgomery
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Short Term Memory ◽  
Memory Span ◽  
Verbal Working Memory ◽  
School Age Children ◽  
Processing Efficiency ◽  
Switching Speed ◽  
Memory Updating ◽  
Attention Focus

Whereas considerable developmental memory research has examined the contributions of short-term memory, processing efficiency, retention duration, and scope of attention to complex memory span, little is known about the influence of controlled attention. The present study investigated the relative influence of three understudied attention mechanisms on the verbal working memory span of school-age children: memory updating; attention focus switching; and sustained attention. Results of general linear modeling revealed that, after controlling for age, only updating accuracy emerged as a significant predictor of verbal working memory span. Memory updating speed (that subsumed attention focus switching speed) also contributed but was mediated by age. The results extend the developmental memory literature by implicating the mechanism of memory updating and developmental improvement in speed of attention focus switching and updating as critical contributors to children’s verbal working memory. Theoretically, the results provide substantively new information about the role of domain-general executive attention in children’s verbal working memory.

Procedure for Assessing Verbal Working Memory in Normal School-Age Children: Some Preliminary Data

1994 ◽  
Vol 79 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Cynthia A. Gaulin ◽  
Thomas F. Campbell
Keyword(s):  
Working Memory ◽  
Language Processing ◽  
Language Comprehension ◽  
Preliminary Data ◽  
Verbal Working Memory ◽  
School Age Children ◽  
Dynamic Processes ◽  
School Age ◽  
Normal Children ◽  
The Subject

A procedure for assessing children's recall of lexical items in the presence of a competing language task is described. The Competing Language Processing Task was designed to reflect the dynamic processes carried out in working memory during language comprehension and production by requiring that the subject hold words in temporary storage while analyzing and responding as true or false to statements. The development of the procedure is described and results of testing of 68 normal children ages 6, 8, 10, and 12 years are presented.

Working memory and fluid intelligence predict reading comprehension in school‐age children: a one‐year longitudinal study

2021 ◽  
Author(s):  
Santiago Vernucci ◽  
Yesica Aydmune ◽  
María Laura Andrés ◽  
Débora Inés Burin ◽  
Lorena Canet‐Juric
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Longitudinal Study ◽  
Fluid Intelligence ◽  
School Age Children ◽  
School Age ◽  
One Year

Children's Speech Perception in Noise: Evidence for Dissociation From Language and Working Memory

2018 ◽  
Vol 61 (5) ◽  
pp. 1294-1305 ◽  
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Natalie J. Benafield
Keyword(s):  
Working Memory ◽  
Speech Perception ◽  
Large Scale ◽  
Short Term Memory ◽  
School Age Children ◽  
School Age ◽  
Normal Range ◽  
Language Abilities ◽  
Speech Perception In Noise ◽  
Attention Memory

Purpose We examined the association between speech perception in noise (SPIN), language abilities, and working memory (WM) capacity in school-age children. Existing studies supporting the Ease of Language Understanding (ELU) model suggest that WM capacity plays a significant role in adverse listening situations. Method Eighty-three children between the ages of 7 to 11 years participated. The sample represented a continuum of individual differences in attention, memory, and language abilities. All children had normal-range hearing and normal-range nonverbal IQ. Children completed the Bamford–Kowal–Bench Speech-in-Noise Test (BKB-SIN; Etymotic Research, 2005), a selective auditory attention task, and multiple measures of language and WM. Results Partial correlations (controlling for age) showed significant positive associations among attention, memory, and language measures. However, BKB-SIN did not correlate significantly with any of the other measures. Principal component analysis revealed a distinct WM factor and a distinct language factor. BKB-SIN loaded robustly as a distinct 3rd factor with minimal secondary loading from sentence recall and short-term memory. Nonverbal IQ loaded as a 4th factor. Conclusions Results did not support an association between SPIN and WM capacity in children. However, in this study, a single SPIN measure was used. Future studies using multiple SPIN measures are warranted. Evidence from the current study supports the use of BKB-SIN as clinical measure of speech perception ability because it was not influenced by variation in children's language and memory abilities. More large-scale studies in school-age children are needed to replicate the proposed role played by WM in adverse listening situations.

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