Discussion on the Measurement Method of Chinese Reading Span Based on Working Memory Theory

Linguistics ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 327-337
Author(s):  
Wu Yidan ◽  
Han Xiao
Keyword(s):  
Working Memory ◽  
Measurement Method ◽  
Reading Span ◽  
Chinese Reading ◽  
Memory Theory

Systematic spatial patterns of the sense of familiarity: Hierarchical modelling based on eye-tracking experiments

2018 ◽  
Vol 72 (4) ◽  
pp. 832-846
Author(s):  
Kiyofumi Miyoshi ◽  
Hiroshi Ashida
Keyword(s):  
Working Memory ◽  
Visual Field ◽  
Spatial Patterns ◽  
Stimulus Type ◽  
Spatial Configuration ◽  
Long Term Memory ◽  
Lower Visual Field ◽  
Referential Process ◽  
Memory Theory ◽  
Spatial Configurations

Using different types of stimuli, such as pictures, horizontally written Japanese words, and vertically written Japanese words, this study investigated the spatial patterns of the sense of familiarity within the visual field. The perceptual asymmetry theory predicted that stimuli in the lower visual field would be processed more fluently and would therefore be perceived as more familiar. The working memory theory, originally proposed in space–number research, envisaged type-specific spatial patterns for different stimuli. Participants made old/new recognition memory judgements for stimuli, presented at random positions, while their eye movements were recorded. The observed spatial patterns changed according to the stimulus type (e.g., “more left = older” for horizontally written words and “upper = older” for vertically written words), and this flexibility is encapsulated by the working memory theory as follows: (a) stimulus-type-specific spatial configurations are encoded in long-term memory on the basis of one’s experience (e.g., vertically written words are empirically associated with the “upper = older” spatial configuration), (b) the presentation of a stimulus automatically cues the temporal activation of the associated spatial configuration in working memory, and (c) the referential process between the stimulus and configuration unconsciously affects the viewer’s sense of familiarity.

Working Memory, Sleep, and Hearing Problems in Patients with Tinnitus and Hearing Loss Fitted with Hearing Aids

2017 ◽  
Vol 28 (02) ◽  
pp. 141-151 ◽  
Author(s):  
Reza Zarenoe ◽  
Mathias Hällgren ◽  
Gerhard Andersson ◽  
Torbjörn Ledin
Keyword(s):  
Working Memory ◽  
Hearing Loss ◽  
Cognitive Function ◽  
Sleep Quality ◽  
Hearing Aids ◽  
Hearing Aid ◽  
Reading Span ◽  
Full Sample ◽  
Before And After ◽  
Hearing Problems

Background: Tinnitus is a common condition and there is a need to evaluate effects of tinnitus management in relation to moderating factors such as degree of hearing loss. As it is possible that tinnitus influences concentration, and thus is likely to disturb cognitive processing, the role of cognitive functioning also needs to be investigated. Purpose: To compare a group of patients with sensorineural hearing loss and tinnitus to a control group with only sensorineural hearing loss (and no tinnitus). To investigate working memory, sleep, and hearing problems measured before and after hearing rehabilitation. Research Design: A prospective study. Study Sample: The sample consisted of 100 patients, 50 with hearing loss and tinnitus, and 50 controls with hearing loss but no tinnitus. All patients were between 40 and 82 yr old and had a pure-tone average (PTA; average of 0.5, 1, 2, and 4 kHz) <70 dB HL. Intervention: Patients were tested before and after rehabilitation with hearing aids with regard to their working memory capacity, sleep quality, hearing problems, speech recognition, and tinnitus annoyance. Data Collection and Analysis: Eight patients dropped out of the study. Thus, a total of 92 patients were included for analysis, with 46 in each group. As a consequence of unplanned age and PTA differences between the groups, an age-matched subsample (n = 30 + 30) was selected for further analysis. Tests including the Reading Span, Hearing-in-Noise Test (HINT), Tinnitus Handicap Inventory (THI), Hearing Handicap Inventory for the Elderly (HHIE), and Pittsburgh Sleep Quality Index (PSQI) were administered before and after hearing aid rehabilitation. Results: There were no between-group differences at baseline in the full sample (n = 92), with the exception of the THI (p < 0.001) and the PSQI (p < 0.002), on which the hearing loss and tinnitus group had significantly higher scores. Pre/post changes were significant for both groups on the Reading Span, and HHIE. However, these improvements were significantly larger for the patients in the hearing loss and tinnitus group on the Reading Span test (p < 0.001) and the PSQI (p < 0.001). Patients with tinnitus and hearing loss also exhibited significantly improved THI scores at follow-up, compared to baseline (p < 0.001).We conducted the same analyses for the age-matched subsample (n = 30 + 30). For the baseline data, only the THI (p < 0.001) and the PSQI (p < 0.015) difference remained significant. With regard to the pre/post changes, we found the same differences in improvement in Reading Span (p < 0.001) and the PSQI (p < 0.015) as in the full sample. Conclusions: Patients with tinnitus benefited from hearing aid rehabilitation. The observed differences in cognitive function were unexpected, and there were larger score improvements on the Reading Span test in the hearing loss and tinnitus group than in the hearing loss group. Patients with tinnitus and hearing loss may receive extra benefit in terms of cognitive function following hearing aid rehabilitation.

A meta-analysis of the relationship between working memory and second language reading comprehension: Does task type matter?

2020 ◽  
Vol 41 (4) ◽  
pp. 873-900
Author(s):  
Jihye Shin
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Reading Comprehension ◽  
Meta Analysis ◽  
Quantitative Description ◽  
Span Task ◽  
Word Recall ◽  
Reading Span ◽  
L2 Reading ◽  
L2 Reading Comprehension

AbstractDespite the increasing attention paid to the role of working memory in reading, findings and measurement of working memory have been inconsistent. The current meta-analysis aims to provide a quantitative description of the overall relationship between second language (L2) reading comprehension and working memory measured through reading span task and identify methodological features that moderate this relationship. Following a comprehensive search, 25 primary studies (23 peer-reviewed studies and 2 dissertations) were included comprising 37 unique samples (N = 2,682), all of which were coded for substantive and methodological features. The results showed that (a) there is a moderate relationship between L2 reading comprehension and working memory (r = .30), (b) reading span task features such as the scoring procedure, task language, and final word recall order moderate this relationship, and (c) the degree to which working memory’s involvement in L2 reading comprehension may vary depending on the type of reading tasks at hand. Implications are discussed in terms of conceptualization and measurement of working memory. Future directions are also offered in relation to measurement practices to encourage consistency and to improve our understanding of the link between working memory and L2 reading comprehension.

Effects of recasts and form-focused instruction on the acquisition of novel vocabulary

2019 ◽  
Vol 10 (4) ◽  
pp. 603-624
Author(s):  
Yingli Yang ◽  
Lawrence Jun Zhang ◽  
Ling Chen
Keyword(s):  
Working Memory ◽  
Treatment Group ◽  
University Students ◽  
Vocabulary Development ◽  
Mediating Effect ◽  
Effect Sizes ◽  
Superior Performance ◽  
Control Group ◽  
Reading Span ◽  
Group A

AbstractThe present study explores the effects of recast plus form-focused instruction and form-focused instruction on vocabulary development and the mediating effect of working memory. Sixty-six university students were assigned to a recast plus form-focused instruction (FFI) group, a FFI group, and a control group. The instructor provided recasts on non-target vocabulary items in the recast plus FFI group, whereas the FFI group completed two form-focused vocabulary tasks only. Pretests, posttests, and delayed posttests were administered to examine learners’ development of target vocabulary items. A reading span test was employed to examine learners’ complex working memory capacities. Results show that the recast plus FFI group exhibited superior performance over the control group on both posttests and delayed posttests with large effect sizes. Working memory did not significantly correlate with vocabulary development in either treatment group.

Working memory theory of hippocampal function needs qualification

1984 ◽  
Vol 42 (2) ◽  
pp. 140-157 ◽  
Author(s):  
Timothy Leis ◽  
Viviane Pallage ◽  
Guy Toniolo ◽  
Bruno Will
Keyword(s):  
Working Memory ◽  
Hippocampal Function ◽  
Memory Theory

Measuring Working Memory Capacity With Automated Complex Span Tasks

2012 ◽  
Vol 28 (3) ◽  
pp. 164-171 ◽  
Author(s):  
Thomas S. Redick ◽  
James M. Broadway ◽  
Matt E. Meier ◽  
Princy S. Kuriakose ◽  
Nash Unsworth ◽  
...  
Keyword(s):  
Working Memory ◽  
Young Adult ◽  
Normative Data ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Reading Span ◽  
Validity And Reliability ◽  
Complex Span ◽  
Adult Participants ◽  
Span Tasks

Individual differences in working memory capacity are related to a variety of behaviors both within and outside of the lab. Recently developed automated complex span tasks have contributed to increasing our knowledge concerning working memory capacity by making valid and reliable assessments freely available for use by researchers. Combining the samples from three testing locations yielded data from over 6,000 young adult participants who performed at least one of three such tasks (Operation, Symmetry, and Reading Span). Normative data are presented here for researchers interested in applying cutoffs for their own applications, and information on the validity and reliability of the tasks is also reported. In addition, the data were analyzed as a function of sex and college status. While automated complex span tasks are just one way to measure working memory capacity, the use of a standardized procedure for administration and scoring greatly facilitates comparison across studies.

Working Memory Capacity and Individual Differences in the Making of Reinstatement and Elaborative Inferences

2012 ◽  
Vol 15 (2) ◽  
pp. 471-479 ◽  
Author(s):  
Juan Pablo Barreyro ◽  
Jazmín Cevasco ◽  
Débora Burín ◽  
Carlos Molinari Marotto
Keyword(s):  
Working Memory ◽  
Lexical Decision ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Decision Task ◽  
Reading Span ◽  
Causal Inferences ◽  
Decision Times ◽  
Target Words

This study investigated the role of working memory capacity on the making of reinstatement and causal elaborative inferences during the reading of natural texts. In order to determine participants' working memory capacity, they were asked to take the reading span task before they took part in the study. Those participants that were identified as high or low working memory capacity readers were asked to perform a lexical decision task in two conditions: pre-inference and inference. In the pre-inference condition, target words representing reinstatement or causal elaborative inferences were presented immediately before the sentences that were predicted to prompt them. In the inference condition, the target words were presented immediately after the sentences that were predicted to prompt the inferences. Results indicated that, for the high working memory capacity readers, lexical decision times were faster at the inference compared to the pre-inference locations for both types of inferences. In the case of low working capacity readers, lexical decision times were faster at the inference compared to the pre-inference locations only for reinstatement inferences. These findings suggest that working memory capacity plays a role in the making of causal inferences during the comprehension of natural texts.

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