The Relationship between visual working memory and visual long-term memory

2008 ◽  
Author(s):  
Adam Trent Niese
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
The Relationship

Manifold Visual Working Memory

2020 ◽  
pp. 311-332
Author(s):  
Nicole Hakim ◽  
Edward Awh ◽  
Edward K. Vogel
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Neural Activity ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Representations ◽  
Latent Representations ◽  
Definition Of ◽  
Spatial Locations

Visual working memory allows us to maintain information in mind for use in ongoing cognition. Research on visual working memory often characterizes it within the context of its interaction with long-term memory (LTM). These embedded-processes models describe memory representations as existing in three potential states: inactivated LTM, including all representations stored in LTM; activated LTM, latent representations that can quickly be brought into an active state due to contextual priming or recency; and the focus of attention, an active but sharply limited state in which only a small number of items can be represented simultaneously. This chapter extends the embedded-processes framework of working memory. It proposes that working memory should be defined operationally based on neural activity. By defining working memory in this way, the important theoretical distinction between working memory and LTM is maintained, while still acknowledging that they operate together. It is additionally proposed that active working memory should be further subdivided into at least two subcomponent processes that index item-based storage and currently prioritized spatial locations. This fractionation of working memory is based on recent research that has found that the maintenance of information distinctly relies on item-based representations as well as prioritization of spatial locations. It is hoped that this updated framework of the definition of working memory within the embedded-processes model provides further traction for understanding how we maintain information in mind.

scholarly journals The relationship between accuracy of numerical magnitude comparisons and children’s arithmetic ability: A study in Iranian primary school children

2016 ◽  
Vol 12 (4) ◽  
pp. 567-583
Author(s):  
Hamdollah Manzari Tavakoli
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Processing Speed ◽  
Primary School Children ◽  
Numerical Magnitude ◽  
Long Term Memory ◽  
Arithmetic Problem ◽  
Term Memory ◽  
The Relationship

The relationship between children’s accuracy during numerical magnitude comparisons and arithmetic ability has been investigated by many researchers. Contradictory results have been reported from these studies due to the use of many different tasks and indices to determine the accuracy of numerical magnitude comparisons. In the light of this inconsistency among measurement techniques, the present study aimed to investigate this relationship among Iranian second grade children (n = 113) using a pre-established test (known as the Numeracy Screener) to measure numerical magnitude comparison accuracy. The results revealed that both the symbolic and non-symbolic items of the Numeracy Screener significantly correlated with arithmetic ability. However, after controlling for the effect of working memory, processing speed, and long-term memory, only performance on symbolic items accounted for the unique variances in children’s arithmetic ability. Furthermore, while working memory uniquely contributed to arithmetic ability in one-and two-digit arithmetic problem solving, processing speed uniquely explained only the variance in single-digit arithmetic skills and long-term memory did not contribute to any significant additional variance for one-digit or two-digit arithmetic problem solving.

scholarly journals Is working memory inherently more ‘precise’ than long-term memory? Extremely high fidelity visual long-term memories for frequently encountered objects

2019 ◽  
Author(s):  
Annalise Miner ◽  
Mark Schurgin ◽  
Timothy F. Brady
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Visual Memory ◽  
Memory Systems ◽  
Long Term Memory ◽  
Continuous Measure ◽  
High Fidelity ◽  
Term Memory ◽  
Naturalistic Setting

Long-term memory is often considered easily corruptible, imprecise and inaccurate, especially in comparison to working memory. However, most research used to support these findings relies on weak long-term memories: those where people have had only one brief exposure to an item. Here we investigated the fidelity of visual long-term memory in more naturalistic setting, with repeated exposures, and ask how it compares to visual working memory fidelity. Using psychophysical methods designed to precisely measure the fidelity of visual memory, we demonstrate that long-term memory for the color of frequently seen objects is as accurate as working memory for the color of a single item seen 1 second ago. In particular, we show that repetition greatly improves long-term memory, including the ability to discriminate an item from a very similar item ('fidelity'), in both a lab setting (Exps. 1-3) and a naturalistic setting (brand logos, Exp. 4). Overall our results demonstrate the impressive nature of visual long-term memory fidelity, which we find is even higher fidelity than previously indicated in situations involving repetitions. Furthermore, our results suggest that there is no distinction between the fidelity of visual working memory and visual long-term memory, but instead both memory systems are capable of storing similar incredibly high fidelity memories under the right circumstances. Our results also provide further evidence that there is no fundamental distinction between the ‘precision’ of memory and the ‘likelihood of retrieving a memory’, instead suggesting a single continuous measure of memory strength best accounts for working and long-term memory.

scholarly journals Working Memory: The What, the Why, and the How

2013 ◽  
Vol 30 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Tracy Packiam Alloway ◽  
Evan Copello
Keyword(s):  
Working Memory ◽  
Learning Outcomes ◽  
Short Term Memory ◽  
Memory Training ◽  
Long Term Memory ◽  
Term Memory ◽  
Reading And Math ◽  
Mother's Educational Level ◽  
The Relationship

Working memory, our ability to work with information, plays an important role in learning from kindergarten to the college years. In this article, we review the what, the why, and the how of working memory. First, we explore the relationship between working memory, short-term memory, and long-term memory. We also investigate research on the link between whether environmental factors, such as financial background and mother's educational level, affect working memory. In the next section — the why of working memory — we compare the predictive nature of working memory and IQ in learning outcomes. While IQ typically measures the knowledge acquired by the student, working memory measures what they do with that knowledge. Working memory skills are linked to key learning outcomes, including reading and math. In the final section, we present classroom strategies to support working memory. We also review current research on the efficacy of working memory training.

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