A new test for the assessment of working memory in clinical settings: Validation and norming of a month ordering task.

2018 ◽  
Vol 30 (10) ◽  
pp. 1367-1381
Author(s):  
Imke Buekenhout ◽  
José Leitão ◽  
Ana A. Gomes
Keyword(s):  
Working Memory ◽  
Clinical Settings

Assessment of information processing in working memory in applied settings: the paper & pencil memory scanning test

2007 ◽  
Vol 37 (9) ◽  
pp. 1335-1344 ◽  
Author(s):  
WIM VAN DER ELST ◽  
MARTIN P. J. VAN BOXTEL ◽  
GERARD J. P. VAN BREUKELEN ◽  
JELLE JOLLES
Keyword(s):  
Working Memory ◽  
Information Processing ◽  
Cognitive Disorders ◽  
Differential Diagnostics ◽  
Clinical Settings ◽  
Memory Scanning ◽  
Extrinsic Factors ◽  
Memory Processing ◽  
Administration Time ◽  
Cognitively Intact

ABSTRACTBackgroundSternberg's Memory Scanning Test (MST) is a useful paradigm for evaluating the speed and efficiency of information processing in working memory. Unfortunately, the classical MST has major drawbacks for use in applied settings such as the clinic. For example, its administration time is long and the test is too difficult for older people or people with cognitive disorders. It would be advantageous to have a test for the assessment of information processing in working memory for use in applied settings, for example in differential diagnostics in clinical settings.MethodThe MST was modified into a format that makes it more appropriate for use in the clinic, the Paper & Pencil MST (P&P MST). The influence of age and age-extrinsic factors on the P&P MST was evaluated in a large sample (n=1839) of healthy and cognitively intact adults (24–81 years) to establish the normal range of performance.ResultsAge and education affected all components of information processing in working memory. Gender did not affect the non-memory processing stages in the P&P MST, but affected the speed of memory scanning. An Age×Gender interaction was observed, which suggested that females who were aged below 55 scanned working memory faster than males, and vice versa for people aged above 55.ConclusionsThe established P&P MST norms provide a useful tool in applied settings when a person's memory scanning and non-memory processes in working memory are to be evaluated.

scholarly journals Transfer Effects of Working Memory Intervention on Linguistic Abilities in Patients with Dementia

2020 ◽  
Vol 16 (1) ◽  
pp. 58-69 ◽  
Author(s):  
Mi Sook Lee ◽  
Bo Seon Kim
Keyword(s):  
Working Memory ◽  
Figurative Language ◽  
Strategy Training ◽  
Memory Training ◽  
Clinical Settings ◽  
Transfer Effects ◽  
Word Fluency ◽  
Discourse Production ◽  
Memory Intervention ◽  
Multiple Domains

Purpose: Working memory training for Alzheimer’s disease (AD) patients may yield everyday cognitive- linguistic benefits by facilitating transfer effects in multiple domains. The purpose of this study was to investigate the effects of working memory intervention and differences on transfer effects in type of intervention paradigm like core training (CT) and strategy training (ST).Methods: A total of 24 patients with mild and moderate AD were divided into CT and ST group (n = 12, respectively). After CT and ST interventions, we assessed their transfer effects on linguistic abilities including reading comprehension, figurative language, word fluency, and discourse production. Results: There were three main findings. Firstly, CT group improved significantly in figurative language, word fluency, and discourse production. Secondly, ST group showed the significant intervention gains in figurative language and discourse production. Thirdly, CT group had higher transfer effects in figurative language and discourse production than ST group, while both were similar in other transfer effects.Conclusion: This study proves that effects of working memory intervention for AD patients are different in type of paradigm, and thereby presents a roadmap for increasing the efficacy and utilization of working memory intervention in clinical settings.

Working memory deficits in multiple sclerosis: Comparison between then-back task and the Paced Auditory Serial Addition Test

2006 ◽  
Vol 12 (5) ◽  
pp. 677-687 ◽  
Author(s):  
BRETT A. PARMENTER ◽  
JANET L. SHUCARD ◽  
RALPH H.B. BENEDICT ◽  
DAVID W. SHUCARD
Keyword(s):  
Multiple Sclerosis ◽  
Working Memory ◽  
Performance Measures ◽  
Processing Speed ◽  
Experimental Studies ◽  
Clinical Settings ◽  
Neuropsychological Measures ◽  
Advantages And Disadvantages ◽  
Serial Addition ◽  
Back Task

Working memory (WM) deficits are common in multiple sclerosis (MS). The Paced Auditory Serial Addition Test (PASAT) is used frequently to measure WM in clinical settings. Then-back paradigm is used often in experimental studies of WM. One unique component of then-back task is that it provides a measure of reaction time (RT), an additional behavioral index of processing speed and task difficulty. Despite the use of both tasks to measure WM, their common variance has not been documented. We tested 32 MS patients and 20 controls; performance measures were obtained for both tasks. Compared with controls, MS patients generally had poorer performance on both the PASAT andn-back task. MS patients also had slower RTs on then-back than controls and showed more slowing than controls as a function of WM load. Correlational analyses showed a high correspondence between performance measures on the PASAT andn-back. Principal components analysis pointed to a common feature of the PASAT,n-back, and specific other neuropsychological measures, that is, processing speed. Although the PASAT andn-back were shown to have a significant amount of shared variance, each test has specific advantages and disadvantages for use in clinical populations (JINS, 2006,12, 677–687.)

Conditions in Which Math Anxiety Decrements Performance on Working Memory Capacity Measures

2021 ◽  
Author(s):  
Jacob Lee
Keyword(s):  
Working Memory ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Rating Scale ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Clinical Settings ◽  
Female Undergraduate ◽  
Math Task ◽  
Anxiety Treatment

Experiencing math anxiety comes with cognitive costs. The purpose of this study was to test the conditions under which math anxiety decrements working memory capacity. Half the sample of female undergraduate participants received a warning that the study would involve a difficult math task. All participants then completed two working memory assessments, one math-related task and one non-math-related task. Math anxiety was assessed with a short Mathematics Anxiety Rating Scale. Results suggest that math-anxious individuals given a warning performed worse than both those without the warning and non-math-anxious individuals. The decrements from math anxiety appeared to specifically harm performance on tasks that overtly involve math as it seems that people struggle most when they plan to struggle. This could provide insight for anxiety treatment in educational and clinical settings.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

The bottleneck may be the solution, not the problem

2016 ◽  
Vol 39 ◽  
Author(s):  
Arnon Lotem ◽  
Oren Kolodny ◽  
Joseph Y. Halpern ◽  
Luca Onnis ◽  
Shimon Edelman
Keyword(s):  
Working Memory ◽  
Language Acquisition ◽  
Recent Theory ◽  
Cognitive Mechanisms ◽  
Selection Pressures ◽  
Biological Trait ◽  
Memory Bottleneck

AbstractAs a highly consequential biological trait, a memory “bottleneck” cannot escape selection pressures. It must therefore co-evolve with other cognitive mechanisms rather than act as an independent constraint. Recent theory and an implemented model of language acquisition suggest that a limit on working memory may evolve to help learning. Furthermore, it need not hamper the use of language for communication.

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

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.

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

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