Incidental Encoding of the Serial Order of Visual-Spatial Events in Working Memory

2013 ◽  
Vol 16 ◽  
Author(s):  
Jeanny Joana Rodrigues Alves de Santana ◽  
César Galera
Keyword(s):  
Working Memory ◽  
Serial Order ◽  
Spatial Location ◽  
Relevant Information ◽  
Order Effect ◽  
Relevant Dimension ◽  
Visual Appearance ◽  
Visual Spatial ◽  
Visual Characteristic ◽  
Incidental Encoding

AbstractWe investigated the incidental encoding in working memory of event serial order in tasks in which the relevant dimension was visual appearance, spatial location, or visual-spatial conjunction. The participants (n = 60) were asked whether two sequences were identical based on the relevant dimension, and to ignore changes in the irrelevant dimension, that is the order of events. Changes in serial order impaired the performance when sequences were identical; this effect was more pronounced in spatial sequences. It is suggested that the order was incidentally encoded with the relevant information to the task in an earlier stage in the information processing, which explains a different pattern of serial order effect according to the relevant dimension. Although encoded, the serial order may not have affected the visual storage in working memory because it might have been kept in a distinct subcomponent rather than the one that stores the visual characteristic. Moreover, the order may have affected spatial storage because the maintenance of this dimension might be related to a rehearsal mechanism based on serial order of sequence. This conclusion qualifies models that admit the architecture of working memory based on the specificity of encoding and functional interaction between subcomponents of storage.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

Slow Wave Activity Related to Working Memory Maintenance in the N-Back Task

2016 ◽  
Vol 30 (4) ◽  
pp. 141-154 ◽  
Author(s):  
Kira Bailey ◽  
Gregory Mlynarczyk ◽  
Robert West
Keyword(s):  
Working Memory ◽  
Slow Wave ◽  
Time Course ◽  
Relevant Information ◽  
Wave Activity ◽  
Slow Wave Activity ◽  
Response Accuracy ◽  
Functional Neuroanatomy ◽  
Stimulus Interval ◽  
Back Task

Abstract. Working memory supports our ability to maintain goal-relevant information that guides cognition in the face of distraction or competing tasks. The N-back task has been widely used in cognitive neuroscience to examine the functional neuroanatomy of working memory. Fewer studies have capitalized on the temporal resolution of event-related brain potentials (ERPs) to examine the time course of neural activity in the N-back task. The primary goal of the current study was to characterize slow wave activity observed in the response-to-stimulus interval in the N-back task that may be related to maintenance of information between trials in the task. In three experiments, we examined the effects of N-back load, interference, and response accuracy on the amplitude of the P3b following stimulus onset and slow wave activity elicited in the response-to-stimulus interval. Consistent with previous research, the amplitude of the P3b decreased as N-back load increased. Slow wave activity over the frontal and posterior regions of the scalp was sensitive to N-back load and was insensitive to interference or response accuracy. Together these findings lead to the suggestion that slow wave activity observed in the response-to-stimulus interval is related to the maintenance of information between trials in the 1-back task.

The Prediction of Problem-Solving Assessed Via Microworlds

2016 ◽  
Vol 32 (4) ◽  
pp. 298-306 ◽  
Author(s):  
Samuel Greiff ◽  
Katarina Krkovic ◽  
Jarkko Hautamäki
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Complex Problem ◽  
Two Dimensions ◽  
Assessment Instruments ◽  
Complex Problem Solving ◽  
Visual Spatial ◽  
Rule Knowledge ◽  
Rule Application ◽  
Fluid Reasoning

Abstract. In this study, we explored the network of relations between fluid reasoning, working memory, and the two dimensions of complex problem solving, rule knowledge and rule application. In doing so, we replicated the recent study by Bühner, Kröner, and Ziegler (2008) and the structural relations investigated therein [ Bühner, Kröner, & Ziegler, (2008) . Working memory, visual-spatial intelligence and their relationship to problem-solving. Intelligence, 36, 672–680]. However, in the present study, we used different assessment instruments by employing assessments of figural, numerical, and verbal fluid reasoning, an assessment of numerical working memory, and a complex problem solving assessment using the MicroDYN approach. In a sample of N = 2,029 Finnish sixth-grade students of which 328 students took the numerical working memory assessment, the findings diverged substantially from the results reported by Bühner et al. Importantly, in the present study, fluid reasoning was the main source of variation for rule knowledge and rule application, and working memory contributed only a little added value. Albeit generally in line with previously conducted research on the relation between complex problem solving and other cognitive abilities, these findings directly contrast the results of Bühner et al. (2008) who reported that only working memory was a source of variation in complex problem solving, whereas fluid reasoning was not. Explanations for the different patterns of results are sought, and implications for the use of assessment instruments and for research on interindividual differences in complex problem solving are discussed.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

Working memory for serial order: A spatial/verbal dissociation

2010 ◽  
Author(s):  
Leon Gmeindl ◽  
Megan Walsh ◽  
Susan M. Courtney
Keyword(s):  
Working Memory ◽  
Serial Order

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
The United States ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

scholarly journals Cognitive Control of Working Memory: A Model-Based Approach

2021 ◽  
Vol 11 (6) ◽  
pp. 721
Author(s):  
Russell J. Boag ◽  
Niek Stevenson ◽  
Roel van Dooren ◽  
Anne C. Trutti ◽  
Zsuzsika Sjoerds ◽  
...  
Keyword(s):  
Decision Making ◽  
Working Memory ◽  
Cognitive Control ◽  
Relevant Information ◽  
Decision Time ◽  
Control Processes ◽  
Prepotent Response ◽  
New Information ◽  
Empirical Performance ◽  
Flow Of Information

Working memory (WM)-based decision making depends on a number of cognitive control processes that control the flow of information into and out of WM and ensure that only relevant information is held active in WM’s limited-capacity store. Although necessary for successful decision making, recent work has shown that these control processes impose performance costs on both the speed and accuracy of WM-based decisions. Using the reference-back task as a benchmark measure of WM control, we conducted evidence accumulation modeling to test several competing explanations for six benchmark empirical performance costs. Costs were driven by a combination of processes, running outside of the decision stage (longer non-decision time) and showing the inhibition of the prepotent response (lower drift rates) in trials requiring WM control. Individuals also set more cautious response thresholds when expecting to update WM with new information versus maintain existing information. We discuss the promise of this approach for understanding cognitive control in WM-based decision making.

Impaired Processing of Serial Order Determines Working Memory Impairments in Alzheimer’s Disease

2017 ◽  
Vol 59 (4) ◽  
pp. 1171-1186 ◽  
Author(s):  
Maya De Belder ◽  
Patrick Santens ◽  
Anne Sieben ◽  
Wim Fias
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Working Memory ◽  
Serial Order ◽  
Memory Impairments
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