Relationship of working memory to the effect of listener training on pitch and rhythm perception

2016 ◽  
Vol 139 (4) ◽  
pp. 1991-1991
Author(s):  
Sandra J. Guzman ◽  
Julian Milone ◽  
Kenneth Meinke ◽  
Valeriy Shafiro ◽  
Stanley Sheft
Keyword(s):  
Working Memory ◽  
Rhythm Perception ◽  
Listener Training ◽  
Relationship Of

Dopamine Increases the Gain of the Input-Output Response of Rat Prefrontal Pyramidal Neurons

2008 ◽  
Vol 99 (6) ◽  
pp. 2985-2997 ◽  
Author(s):  
Kay Thurley ◽  
Walter Senn ◽  
Hans-Rudolf Lüscher
Keyword(s):  
Working Memory ◽  
Neuronal Excitability ◽  
Pyramidal Neurons ◽  
D1 Receptors ◽  
Input Output ◽  
Prefrontal Cortical ◽  
Noisy Input ◽  
Relationship Of

Dopaminergic modulation of prefrontal cortical activity is known to affect cognitive functions like working memory. Little consensus on the role of dopamine modulation has been achieved, however, in part because quantities directly relating to the neuronal substrate of working memory are difficult to measure. Here we show that dopamine increases the gain of the frequency-current relationship of layer 5 pyramidal neurons in vitro in response to noisy input currents. The gain increase could be attributed to a reduction of the slow afterhyperpolarization by dopamine. Dopamine also increases neuronal excitability by shifting the input-output functions to lower inputs. The modulation of these response properties is mainly mediated by D1 receptors. Integrate-and-fire neurons were fitted to the experimentally recorded input-output functions and recurrently connected in a model network. The gain increase induced by dopamine application facilitated and stabilized persistent activity in this network. The results support the hypothesis that catecholamines increase the neuronal gain and suggest that dopamine improves working memory via gain modulation.

Relationship of Word- and Sentence-Level Working Memory to Reading and Writing in Second, Fourth, and Sixth Grade

2010 ◽  
Vol 41 (2) ◽  
pp. 179-193 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
H. Lee Swanson ◽  
Dan Lovitt ◽  
Pam Trivedi ◽  
...  
Keyword(s):  
Working Memory ◽  
Sixth Grade ◽  
Reading And Writing ◽  
Sentence Level ◽  
Relationship Of

scholarly journals Spontaneous Eye Blink Rate during the Working Memory Delay Period Predicts Task Performance

2021 ◽  
Author(s):  
Jefferson Ortega ◽  
Chelsea Reichert Plaska ◽  
Bernard A Gomes ◽  
Timothy M Ellmore
Keyword(s):  
Working Memory ◽  
Task Performance ◽  
Memory Task ◽  
Delay Period ◽  
Blink Rate ◽  
Indirect Measure ◽  
Eye Blink ◽  
Non Invasive ◽  
Relationship Of ◽  
The Relationship

Spontaneous eye blink rate (sEBR) has been found to be a non-invasive indirect measure of striatal dopamine activity. Dopamine (DA) neurons project to the prefrontal cortex (PFC) through the mesocortical dopamine pathway and their activity is implicated in a range of cognitive functions, including attention and working memory (WM). The goal of the present study was to understand how fluctuations in sEBR during different phases of a working memory task relate to task performance. Across two experiments, with recordings of sEBR inside and outside of a magnetic resonance imaging bore, we observed sEBR to be positively correlated with WM performance during the WM delay period. Additionally we investigated the non-linear relationship between sEBR and WM performance, and modeled a proposed Inverted-U-shape relationship between DA and WM performance. We also investigated blink duration, which is proposed to be related to sustained attention, and found blink duration to be significantly shorter during the encoding and probe periods of the task. Taken together, these results provide support towards sEBR as an important correlate of working memory task performance. The relationship of sEBR to DA activity and the influence of DA on the PFC during WM maintenance is discussed.

scholarly journals Complex syntax and working memory in children with specific learning difficulties

2019 ◽  
Vol 40 (4) ◽  
pp. 411-436 ◽  
Author(s):  
Emily Stanford ◽  
Hélène Delage
Keyword(s):  
Working Memory ◽  
Processing System ◽  
Learning Disorder ◽  
Complex Syntax ◽  
Specific Learning Disorder ◽  
Wh Questions ◽  
Digit Recall ◽  
Relationship Of ◽  
The Relationship ◽  
Specific Learning

Working memory (WM) limitations are frequently reported for children with specific learning disorder (SLD). However, WM capacity influences more than literacy and numeracy, as research highlights the contribution of WM to language development, in particular syntax. In this article, the authors study the effect of syntactic intervention, i.e. syntactic elements intervening between filler and gap, on comprehension in children with SLD and evaluate the relationship of this effect to WM capacity. Specifically, they assess how these children comprehend wh-questions and relative clauses. Additionally, they examine how comprehension relates to WM, measured by backward digit recall. The authors report that a subgroup of children with SLD struggle to comprehend structures containing intervention, and that WM capacity influences performance in SLD. Their conclusion is that computing a syntactic relation in which a moved object and an intervening subject share a featural specification taxes the processing system of children with SLD who have WM limitations. Thus, syntactic difficulties, although not typically associated with SLD, may form part of the SLD profile, especially when WM capacity is reduced.

scholarly journals The Relationship of Anxiety and Stress With Working Memory Performance in a Large Non-depressed Sample

2019 ◽  
Vol 10 ◽  
Author(s):  
Karolina M. Lukasik ◽  
Otto Waris ◽  
Anna Soveri ◽  
Minna Lehtonen ◽  
Matti Laine
Keyword(s):  
Working Memory ◽  
Memory Performance ◽  
Relationship Of ◽  
The Relationship

scholarly journals The Relationship of Executive Functions and Speech Production in Senior Preschool Children: Working Memory and Storytelling

2019 ◽  
Vol 8 (3) ◽  
pp. 56-84 ◽  
Author(s):  
A.N. Veraksa ◽  
E. Ochepkova ◽  
D.A. Bukhalenkova ◽  
N. Kartushina
Keyword(s):  
Working Memory ◽  
Preschool Children ◽  
Verbal Working Memory ◽  
Speech Development ◽  
Memory Development ◽  
Semantic Completeness ◽  
And Cluster Analysis ◽  
Relationship Of ◽  
The Relationship ◽  
Global Indicators

The article presents the data of the study of working memory and features of oral monologue speech in preschool children. 269 children (133 boys and 136 girls) aged 5-6 years (M=5.6 years; Sd=0.48) attending the senior group of kindergarten in Moscow were examined. Features of oral monologue speech development were studied using methods developed in the Russian neuropsychology: tasks for retelling the text and compiling the story of a series of pictures. General neuropsychological parameters, separate lexical and grammatical (morphology and syntax) indicators, macrostructure of the narrative were analyzed in the evaluation of children's responses. As a result of the correlation and cluster analysis, similar links were obtained: the level of working memory development in preschoolers is correlated with such indicators of the child's speech development as semantic completeness of the text, its adequacy, programming of speech message, the number of words and sentences in the text, the development of macrostructure and the type of narrative. Based on the results, it is concluded that the most general and global indicators of the macrostructure of the text are significantly associated with the development of working memory. At the same time, the development of verbal working memory is more associated with the development of speech in preschool children compared to visual working memory. The authors come to the conclusion that with a well-developed auditory working memory, the child's speech will be more correct lexically and grammatically.

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