Reexamining the relationship between working memory and comprehension: The role of available long-term memory

2007 ◽  
Vol 56 (1) ◽  
pp. 86-102 ◽  
Author(s):  
Christopher A. Was ◽  
Dan J. Woltz
Keyword(s):  
Working Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
The Relationship

Multimodal constructs – multimodal constructions? The role of constructions in the working memory

2017 ◽  
Vol 3 (s1) ◽  
Author(s):  
Thomas Hoffmann
Keyword(s):  
Working Memory ◽  
Empirical Evidence ◽  
Human Cognition ◽  
Long Term Memory ◽  
Symbolic System ◽  
Term Memory ◽  
The Status ◽  
Precise Role

AbstractLanguage is a symbolic system, whose basic units are arbitrary and conventionalized pairings of form and meaning. In fact, in light of substantive empirical evidence, Construction Grammar approaches advocate the view that not only words but all levels of grammatical description – from morphemes, words, and idioms to abstract phrasal patterns as well as larger discourse patterns – comprise form-meaning pairings, which are collectively referred to as constructions. In this paper, I will discuss the status of multimodal usage-events (multimodal constructs) for the potential entrenchment of multimodal constructions and their implications for human cognition in general. As I will argue, constructionist approaches need to pay more attention to the role of the working memory in assembling and interpreting constructions. Drawing on verbal as well as gesture constructions, I will show that it is essential to distinguish entrenched constructions that are stored in the long-term memory from form-meaning pairings that are assembled in the working memory (online constructions). Once this distinction is made, the precise role of multimodal constructs and the nature of multimodal constructions can finally be disentangled.

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 0119 The Role of Aging and Working Memory in Emotional-Long Term Memory Formation

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A47-A47
Author(s):  
N Sattari ◽  
L Whitehurst ◽  
K Vinces ◽  
S Mednick
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Memory Consolidation ◽  
Memory Formation ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Improvement ◽  
Condition Interaction

Abstract Introduction It is widely accepted that “offline” processes during sleep contributes to memory. Working Memory (WM) capacity, which reflects “online” memory processing, is an important factor influencing cognitive functioning, which declines with age. In younger individuals, a positive association is reported between WM-capacity and declarative memory improvement. Methods We examined the relation between WM and long-term memory consolidation, among younger [N=105, 18-25yr] and older adults (N=119, 60-85yr). Subjects completed an OSPAN WM task, encoded a Word-Paired Association (WPA) task in the morning (Test1), and were tested on the WPA in the afternoon (Test2) after a 90-minute polysomnographically-recorded nap or wake. Half of the subjects were exposed to negatively valenced word-pairs (EWPA) while the other half were exposed to neutral word-pairs (NWPA). Subjects rated valence of the word-pairs at Test1 and Test2. We compared the four groups (young-EWPA, young-NWPA, old-EWPA and old-NWPA) on WM and WPA in both wake and sleep. Results In both wake and sleep, in the WPA, ageXword-condition interaction was found (p=.004). Post-hoc analysis revealed that in wake, younger-EWPA had higher performance (p=.03) than younger-NWPA, however, older-EWPA had lower performance (p=.03) than older-NWPA. Additionally, we found an ageXword-condition interaction whereby youngers showed no change in ratings, while older adults rated word-pairs more positively both in wake (p=.03) and sleep (p=.002) at Test 2. Youngers had higher WM performance (p=.007), also their WM performance was positively associated with WPA both for Neutral (p=.03) and Emotional (p=.01). WM and WPA among older adults was not related. In younger-EWPA, Stage2-sleep-minutes was positively associated to WPA improvement (p=.03) where this association was negative among older-EWPA (p=.02). In older-NWPA, Stage2-sleep-minutes was positively associated with WPA (p=.004). Conclusion Our findings indicate an association between WM and emotionally-salient memory formation that is modulated by age. Older adults, but not younger, showed the emotional bias previously reported. WM was higher in younger adults related to memory improvement. Stage2-sleep was related to memory improvement in both groups, but in opposite directions. In sum, the role of sleep in memory consolidation changes with aging and WM may play a role in this process. Support Fenn et al.,2012

The role of working memory and long-term memory in visual search

2006 ◽  
Vol 14 (4-8) ◽  
pp. 808-830 ◽  
Author(s):  
Geoffrey F. Woodman ◽  
Marvin M. Chun
Keyword(s):  
Working Memory ◽  
Visual Search ◽  
Long Term Memory ◽  
Term Memory

The contribution of long-term memory and the role of frontal-lobe systems in on-line processing

2003 ◽  
Vol 26 (6) ◽  
pp. 756-756 ◽  
Author(s):  
Jennifer D. Ryan ◽  
Neal J. Cohen
Keyword(s):  
Working Memory ◽  
Frontal Lobe ◽  
Pivotal Role ◽  
Long Term Memory ◽  
Term Memory ◽  
Memory Binding ◽  
Memory Representations ◽  
On Line

Ruchkin et al. ascribe a pivotal role to long-term memory representations and binding within working memory. Here we focus on the interaction of working memory and long-term memory in supporting on-line representations of experience available to guide on-going processing, and we distinguish the role of frontal-lobe systems from what the hippocampus contributes to relational long-term memory binding.

scholarly journals An Interactive Layers Model of Self-Regulated Learning and Cognitive Load

2020 ◽  
Vol 32 (4) ◽  
pp. 1127-1149
Author(s):  
Joachim Wirth ◽  
Ferdinand Stebner ◽  
Melanie Trypke ◽  
Corinna Schuster ◽  
Detlev Leutner
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Self Regulation ◽  
Sensory Memory ◽  
Long Term Memory ◽  
Term Memory ◽  
Self Regulated Learning ◽  
Regulated Learning

Abstract Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review paper, we propose an interactive layers model on self-regulated learning and cognitive load that considers sensory memory, working memory, and long-term memory. The model distinguishes between (a) unconscious self-regulated learning initiated by so-called resonant states in sensory memory and (b) conscious self-regulated learning of scheme construction in working memory. In contrast with conscious self-regulation, unconscious self-regulation induces no cognitive load. The model describes conscious and unconscious self-regulation in three different layers: a content layer, a learning strategy layer, and a metacognitive layer. Interactions of the three layers reflect processes of monitoring and control. We first substantiate the model based on a narrative review. Afterwards, we illustrate how the model contributes to re-interpretation of inconsistent empirical findings reported in the existing literature.

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.

Working Memory Mediates the Relationship between Intellectual Enrichment and Long-Term Memory in Multiple Sclerosis: An Exploratory Analysis of Cognitive Reserve

2014 ◽  
Vol 20 (8) ◽  
pp. 868-872 ◽  
Author(s):  
Joshua Sandry ◽  
James F. Sumowski
Keyword(s):  
Multiple Sclerosis ◽  
Working Memory ◽  
Cognitive Reserve ◽  
Digit Span ◽  
Verbal Learning ◽  
Underlying Mechanism ◽  
Long Term Memory ◽  
Term Memory ◽  
The Relationship

AbstractSome individuals with multiple sclerosis (MS) show decrements in long-term memory (LTM) while other individuals do not. The theory of cognitive reserve suggests that individuals with greater pre-morbid intellectual enrichment are protected from disease-related cognitive decline. How intellectual enrichment affords this benefit remains poorly understood. The present study tested an exploratory meditational hypothesis whereby working memory (WM) capacity may mediate the relationship between intellectual enrichment and verbal LTM decline in MS. Intellectual enrichment, verbal LTM, and WM capacity were estimated with the Wechsler Test of Adult Reading and Peabody Picture Vocabulary Test, delayed recall of the Hopkins Verbal Learning Test-Revised and Logical Memory of the Wechsler Memory Scale, and Digit Span Total, respectively. Intellectual enrichment predicted LTM (B=.54;p=.003) and predicted WM capacity (B=.91;p<.001). WM capacity predicted LTM, (B=.44;p<.001) and fully mediated the relationship between intellectual enrichment (B=.24;p=.27) and LTM (B=.33,p=.03), Sobel test,Z=3.31,p<.001. These findings implicate WM capacity as an underlying mechanism of cognitive reserve and are an initial first step in understanding the relationship between intellectual enrichment, WM, and LTM in MS. (JINS, 2014,20, 1–5)

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