Components of working memory and visual selective attention.

Both verbal and visuospatial working memory adding to selective attention, have been examined in two groups (Mean age = 12.59 years old). One of the two groups displaying math learning disabilities (n=36), this group acts as an experimental group, and the other group without learning disabilities acts as a control group (n=36), the two groups were matched for age and IQ. The two groups presented with complex span tasks to assess working memory capacity (WMC), operation span task (OSPAN) used to assess verbal working memory capacity, symmetry span task used to assess visuospatial working memory capacity; the two previous tasks administrated automatically by using computers. Selective attention assessed in the two groups by using a colored square task (CST) that used for assessing visual selective attention and it administrated automatically. Results revealed that the performance of children with MLD was lower than the control group (typically achieving children) in both verbal and visuospatial working memory, moreover, the two groups differed in the number of correct responses (accuracy) in visual selective attention for typically achieved children, but there is no significant difference between them in response time (speed).

Download Full-text

Visual selective attention is equally functional for individuals with low and high working memory capacity: Evidence from accuracy and eye movements

Attention Perception & Psychophysics ◽

10.3758/s13414-013-0610-2 ◽

2014 ◽

Vol 76 (7) ◽

pp. 1998-2014 ◽

Cited By ~ 9

Author(s):

Jonathan T. Mall ◽

Candice C. Morey ◽

Michael J. Wolff ◽

Franziska Lehnert

Keyword(s):

Working Memory ◽

Eye Movements ◽

Selective Attention ◽

Working Memory Capacity ◽

Memory Capacity ◽

Visual Selective Attention

Download Full-text

The Role of Working Memory in Visual Selective Attention

Science ◽

10.1126/science.1056496 ◽

2001 ◽

Vol 291 (5509) ◽

pp. 1803-1806 ◽

Cited By ~ 551

Author(s):

J. W. de Fockert

Keyword(s):

Working Memory ◽

Selective Attention ◽

Visual Selective Attention

Download Full-text

A concurrent working memory load task does not impair visual selective attention: A meta-analysis

Journal of Vision ◽

10.1167/17.10.967 ◽

2017 ◽

Vol 17 (10) ◽

pp. 967

Author(s):

María Quirós-Godoy ◽

Juan Botella ◽

Beatriz Gil-Gómez de Liaño

Keyword(s):

Working Memory ◽

Selective Attention ◽

Memory Load ◽

Meta Analysis ◽

Visual Selective Attention ◽

Working Memory Load

Download Full-text

Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00012 ◽

2020 ◽

Vol 63 (9) ◽

pp. 3036-3050

Author(s):

Elma Blom ◽

Tessel Boerma

Keyword(s):

Working Memory ◽

Selective Attention ◽

Language Disorder ◽

Typically Developing ◽

Developmental Language Disorder ◽

Visuospatial Working Memory ◽

Interference Control ◽

Developmental Patterns ◽

Search Tasks ◽

The Impact

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.

Download Full-text