Measuring Visual, Spatial, and Visual Spatial Short-Term Memory in Schoolchildren: Studying the Influence of Demographic Factors and Regression-Based Normative Data

Abstract The study aims to establish demographically corrected norms for three computerized tasks measuring different aspects of visual short-term memory (VSTM) in Ukrainian schoolchildren. These tasks measure respectively visual STM (the Pattern Recognition Memory (PRM) test), spatial STM (the Spatial Span (SSP) task), and visual spatial STM (the Paired Associates Learning (PAL) task). All tasks were administered to n = 186 children aged 5.10 years to 14.5 years old to evaluate the influence of demographic variables. Relevant demographic factors that influence task scores (VSTM), i.e., age and level of parental education, are identified and in keeping with the current literature. No sex differences were found. Based on these data, regression-based, demographically corrected norms were established per task. This approach to constructing norms differs from how (worldwide) PRM, SSP, and/or PAL norms have been constructed traditionally. In the latter approach, norms are calculated for each age group separately and without correcting for level of parental education, whereas in the regression-based normative method, multiple regression models are used to compute the expected test scores of an individual (rather than the subgroup means that are used in the traditional approach). Consequently, the regression-based norms for the PRM, SSP, and PAL presented in this paper are individualized, taking into account the unique characteristics of the individual that is tested on these tasks. Last, the confidence intervals of the PRM scores of the Ukrainian schoolchildren and the western norm group largely overlapped, except for the youngest age group, which adds to the literature about cultural effects on cognition.

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Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00135 ◽

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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Role of affect in short-term memory for paired associates.

Journal of Experimental Psychology ◽

10.1037/h0026465 ◽

1968 ◽

Vol 78 (3, Pt.1) ◽

pp. 494-501 ◽

Cited By ~ 2

Author(s):

Calvin F. Nodine ◽

James H. Korn

Keyword(s):

Short Term Memory ◽

Short Term ◽

Term Memory ◽

Paired Associates

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Distinction between Visuo-Spatial Short-Term-Memory and Working Memory Span Tasks

Swiss Journal of Psychology ◽

10.1024/1421-0185.65.1.37 ◽

2006 ◽

Vol 65 (1) ◽

pp. 37-55 ◽

Cited By ~ 6

Author(s):

Thierry Lecerf ◽

Jean-Luc Roulin

Keyword(s):

Working Memory ◽

Fluid Intelligence ◽

Short Term Memory ◽

Memory Span ◽

Item Difficulty ◽

Short Term ◽

Term Memory ◽

Spatial Span ◽

Span Test ◽

Span Tasks

Six experiments are presented that examined the constraints underlying performance in two visuo-spatial span tasks. In the Location Span Test (LST), participants have to memorize the cells of a 5×5 matrix containing arrows, while in the Direction Span Test (DST) they have to memorize the cells pointed at by arrows. The main objective was to assess whether both tasks were similarly influenced by experimental factors. Results showed that performance improved with longer encoding time (1-s. vs. 3-s) only for the DST. Maintenance interval (0-s vs. 5-s) and order of item difficulty (ascending vs. descending) have no effect either on the LST or on the DST. Another experiment indicated that the DST is a better predictor of fluid intelligence. These results seem to provide evidence that the LST and the DST relate to different constructs. Implications of these findings for the distinction between short-term and working memory span tasks are discussed.

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