Phonological working memory and central executive function differ in children with typical development and dyslexia

Dyslexia ◽  
2021 ◽  
Author(s):  
Mary Alt ◽  
Annie Fox ◽  
Roy Levy ◽  
Tiffany P. Hogan ◽  
Nelson Cowan ◽  
...  
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Central Executive ◽  
Typical Development ◽  
Phonological Working Memory

Exploring the Central Executive in Situation Awareness

2010 ◽  
Vol 106 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Abdrabo Moghazy Soliman
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Situation Awareness ◽  
Executive Control ◽  
Global Assessment ◽  
Real Life ◽  
Central Executive ◽  
Driving Simulation ◽  
Assessment Technique

Despite its significance, the central executive is the least explored component of working memory, particularly in complicated contexts. Exp. 1 investigated the role of executive control of working memory in situation awareness in a real-life driving simulation. Exp. 2 examined the extent to which taxing the central executive might affect situation awareness. High, Medium, and Low Situation Awareness groups were formed as assessed using the Situation Awareness Global Assessment Technique. Executive function was measured using several tests. Results from Exp. 1 demonstrated that the Low Situation Awareness group performed significantly worse on all executive function tasks compared to High and Medium Situation Awareness groups. Findings from Exp. 2 suggested that concurrent load on the central executive dramatically affected the Low Situation Awareness group but not the High Situation Awareness group: the former had significantly more driving violations under central executive load.

scholarly journals Executive functions in children with dyslexia

2019 ◽  
Vol 77 (4) ◽  
pp. 254-259
Author(s):  
Thais Barbosa ◽  
Camila Cruz Rodrigues ◽  
Claudia Berlim de Mello ◽  
Mariana Cristina de Souza e Silva ◽  
Orlando Francisco Amodeo Bueno
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Selective Attention ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Neuropsychological Tests ◽  
Memory Deficits ◽  
Typical Development ◽  
Phonological Skill ◽  
Memory Inhibition

ABSTRACT This study aimed to verify whether children with dyslexia have difficulties in executive functions (shifting, working memory, inhibition). Methods: A sample of 47 children (ages 8-13 years) participated in the study: 24 who were dyslexic and 23 controls with typical development. A battery of neuropsychological tests was used. Results: Results revealed executive function difficulties among the dyslexic children when compared with controls, encompassing selective attention modulation processes, shifting, and inhibitory control. These difficulties appeared to be affected by phonological working memory deficits, typically associated with dyslexia. Conclusion: Our findings support the consensus among scholars regarding the central involvement of phonological skill dysfunctions in dyslexia.

Working memory in clinical depression: an experimental study

1993 ◽  
Vol 23 (1) ◽  
pp. 87-91 ◽  
Author(s):  
Shelley Channon ◽  
Jane E. Baker ◽  
Mary M. Robertson
Keyword(s):  
Experimental Study ◽  
Working Memory ◽  
Executive Function ◽  
Central Executive ◽  
Clinical Depression ◽  
Clinically Depressed ◽  
Normal Controls

SynopsisThis study compared clinically depressed subjects with normal controls on a range of working memory tasks. The findings suggested the articulatory loop and visuospatial sketch pad components of working memory to be unimpaired in depression. On a range of clinical tasks likely to involve central executive function, depressed subjects showed impairment only on some tasks.

Central executive function in working memory: event-related brain potential studies

1998 ◽  
Vol 6 (4) ◽  
pp. 235-247 ◽  
Author(s):  
Ivan Kiss ◽  
Charlene Pisio ◽  
Andre Francois ◽  
Donald Schopflocher
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Central Executive ◽  
Brain Potential ◽  
Memory Event

On the perceptual and neural correlates of reading models

2003 ◽  
Vol 26 (4) ◽  
pp. 495-496 ◽  
Author(s):  
Naoyuki Osaka
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Current Model ◽  
Neural Correlates ◽  
Central Executive ◽  
Size Difference ◽  
Writing System ◽  
Attentional Processing ◽  
Low Level ◽  
High Level

The current model appears comprehensive but is probably not applicable to a writing system like Japanese, which has unspaced text, because the model is mainly based on English. The span size difference (smaller for Japanese than for English) may be a result of high-level working memory-based attentional processing and not of low-level processing. Further, neural correlates of the model are discussed in terms of central executive function.

The Role of a Central Executive Function in Rats' New Object Recognition Working Memory Task

2008 ◽  
Author(s):  
Jerome Cohen ◽  
Caitlin Siu ◽  
Jouseph Barkho ◽  
Parvati Dadwal ◽  
Natasha Rafo
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Object Recognition ◽  
Memory Task ◽  
Central Executive

Working Memory in ADHD and Depression: An Examination of Common Executive Function Deficits

2012 ◽  
Author(s):  
Kaley Mirabal ◽  
Lisa J. Kasper ◽  
R. Matt Alderson ◽  
Kristen L. Hudec
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Executive Function Deficits

Predictions of Actions and Their Justifications in False-Belief Tasks: The Role of Executive Function

2014 ◽  
Vol 45 (4) ◽  
pp. 500-510 ◽  
Author(s):  
Adam Putko ◽  
Agata Złotogórska
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Language Development ◽  
Executive Control ◽  
Working Memory Capacity ◽  
Mental States ◽  
False Belief ◽  
Current Location ◽  
False Belief Tasks ◽  
Development Of Language

Abstract The main objective of this study was to examine whether children’s ability to justify their action predictions in terms of mental states is related, in a similar way as the ability to predict actions, to such aspects of executive function (EF) as executive control and working memory. An additional objective was to check whether the frequency of different types of justifications made by children in false-belief tasks is associated with aforementioned aspects of EF, as well as language. The study included 59 children aged 3-4 years. The ability to predict actions and to justify these predictions was measured with false-belief tasks. Luria’s hand-game was used to assess executive control, and the Counting and Labelling dual-task was used to assess working memory capacity. Language development was controlled using an embedded syntax test. It was found that executive control was a significant predictor of the children’s ability to justify their action predictions in terms of mental states, even when age and language were taken into account. Results also indicated a relationship between the type of justification in the false-belief task and language development. With the development of language children gradually cease to justify their action predictions in terms of current location, and they tend to construct irrelevant justifications before they begin to refer to beliefs. Data suggest that executive control, in contrast to language, is a factor which affects the development of the children’s ability to justify their action predictions only in its later phase, during a shift from irrelevant to correct justifications.

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