scholarly journals Tailoring explicit and implicit instruction methods to the verbal working memory capacity of students with special needs can benefit motor learning outcomes in physical education

2021 ◽  
Vol 89 ◽  
pp. 102019
Author(s):  
Marjan Kok ◽  
Elmar Kal ◽  
Corina van Doodewaard ◽  
Geert Savelsbergh ◽  
John van der Kamp
Keyword(s):  
Working Memory ◽  
Physical Education ◽  
Motor Learning ◽  
Special Needs ◽  
Learning Outcomes ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Students With Special Needs ◽  
Implicit Instruction

Proceedings #22: Frontoparietal Theta tACS Enhances Verbal Working Memory in Healthy Humans with High Working Memory Capacity

2019 ◽  
Vol 12 (2) ◽  
pp. e86-e87
Author(s):  
Zhenhong Hu ◽  
Adam J. Woods ◽  
Immanuel B.H. Samuel ◽  
Sreenivasan Meyyappan ◽  
Mingzhou Ding
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Healthy Humans

scholarly journals The Relationship between Executive Functions and Language Production in 5–6-Year-Old Children: Insights from Working Memory and Storytelling

2020 ◽  
Vol 10 (2) ◽  
pp. 52
Author(s):  
Aleksander Veraksa ◽  
Daria Bukhalenkova ◽  
Natalia Kartushina ◽  
Ekaterina Oshchepkova
Keyword(s):  
Working Memory ◽  
Language Production ◽  
Working Memory Capacity ◽  
Narrative Structure ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Story Retelling ◽  
Grammatical Accuracy ◽  
The Relationship ◽  
Global Indicators

This study examined the relationship between working memory capacity and narrative abilities in 5–6-year-old children. 269 children were assessed on their visual and verbal working memory and performed in a story retelling and a story creation (based on a single picture and on a series of pictures) tasks. The stories were evaluated on their macrostructure and microstructure. The results revealed a significant relationship between both components (verbal and visual) of working memory and the global indicators of a story’s macrostructure—such as semantic completeness, semantic adequacy, programming and narrative structure—and with the indicators of a story’s microstructure, such as grammatical accuracy and number of syntagmas. Yet, this relationship was systematically stronger for verbal working memory, as compared to visual working memory, suggesting that a well-developed verbal working memory leads to lexically and grammatically more accurate language production in preschool children.

scholarly journals Effects of brooding on verbal working memory capacity

2017 ◽  
Vol 30 (1) ◽  
pp. 19-25
Author(s):  
Hideki Sato ◽  
Yui Takebayashi ◽  
Haruna Suyama ◽  
Risa Ito ◽  
Shin-ichi Suzuki
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity

scholarly journals Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role?

2018 ◽  
Vol 24 (2) ◽  
pp. 163-188
Author(s):  
Mohammad Javad Ahmadian
Keyword(s):  
Working Memory ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Corrective Feedback ◽  
Memory Capacity ◽  
Implicit Instruction ◽  
Post Test ◽  
Implicit And Explicit ◽  
And Control ◽  
Refusal Strategies

This study investigated the differential effects of implicit and explicit instruction of refusal strategies in English and whether and how the impacts of instruction methods interact with learners’ working memory capacity (WMC). 78 learners of English were assigned to three groups (explicit, implicit, and control). Implicit instruction was operationalized through input enhancement and provision of recast. In the explicit instruction group, participants received description and exemplification of refusal strategies and were provided with explicit corrective feedback. Prior to the treatment, all participants took WMC test, Discourse Completion Test (DCT) and completed a pragmatics comprehension questionnaire (CQ). Results revealed that explicit instruction was more effective than implicit instruction for both production and comprehension of refusals and that both implicit and explicit groups maintained the improvement in the delayed post-test administered two months later. In addition, whilst WMC scores were positively and strongly correlated with gains in the immediate and delayed post-test for both DCT and CQ in the implicit group, no meaningful relationship was found for explicit and control groups. The unique feature of this research is demonstrating that explicit instruction of refusal strategies equalizes learning opportunities for all learners with differential levels of WMC.

An Examination of Verbal Working Memory Capacity in Children With Specific Language Impairment

1999 ◽  
Vol 42 (5) ◽  
pp. 1249-1260 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Julia Evans ◽  
Linda J. Hesketh
Keyword(s):  
Working Memory ◽  
Language Processing ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Word Recall ◽  
School Age Children ◽  
Specific Language

This study investigated verbal working memory capacity in children with specific language impairment (SLI). The task employed in this study was the Competing Language Processing Task (CLPT) developed by Gaulin and Campbell (1994). A total of 40 school-age children participated in this investigation, including 20 with SLI and 20 normal language (NL) age-matched controls. Results indicated that the SLI and NL groups performed similarly in terms of true/false comprehension items, but that the children with SLI evidenced significantly poorer word recall than the NL controls, even when differences in nonverbal cognitive scores were statistically controlled. Distinct patterns of word-recall errors were observed for the SLI and NL groups, as well as different patterns of associations between CLPT word recall and performance on nonverbal cognitive and language measures. The findings are interpreted within the framework of a limited-capacity model of language processing.

"Models of verbal working memory capacity: What does it take to make them work?": Correction to Cowan et al. (2012).

2012 ◽  
Vol 119 (3) ◽  
pp. 499-499
Author(s):  
Nelson Cowan ◽  
Jeffrey N. Rouder ◽  
Christopher L. Blume ◽  
J. Scott Saults
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity

scholarly journals Working Memory Capacity Is Negatively Associated with Memory Load Modulation of Alpha Oscillations in Retention of Verbal Working Memory

2019 ◽  
Vol 31 (12) ◽  
pp. 1933-1945 ◽  
Author(s):  
Zhenhong Hu ◽  
Christopher M. Barkley ◽  
Susan E. Marino ◽  
Chao Wang ◽  
Abhijit Rajan ◽  
...  
Keyword(s):  
Working Memory ◽  
Memory Load ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Alpha Power ◽  
Alpha Oscillations ◽  
Load Modulation ◽  
Task Irrelevant ◽  
With Memory

Working memory capacity (WMC) measures the amount of information that can be maintained online in the face of distraction. Past work has shown that the efficiency with which the frontostriatal circuit filters out task-irrelevant distracting information is positively correlated with WMC. Recent work has demonstrated a role of posterior alpha oscillations (8–13 Hz) in providing a sensory gating mechanism. We investigated the relationship between memory load modulation of alpha power and WMC in two verbal working memory experiments. In both experiments, we found that posterior alpha power increased with memory load during memory, in agreement with previous reports. Across individuals, the degree of alpha power modulation by memory load was negatively associated with WMC, namely, the higher the WMC, the less alpha power was modulated by memory load. After the administration of topiramate, a drug known to affect alpha oscillations and have a negative impact on working memory function, the negative correlation between memory load modulation of alpha power and WMC was no longer statistically significant but still somewhat detectable. These results suggest that (1) individuals with low WMC demonstrate stronger alpha power modulation by memory load, reflecting possibly an increased reliance on sensory gating to suppress task-irrelevant information in these individuals, in contrast to their high WMC counterparts who rely more on frontal areas to perform this function and (2) this negative association between memory load modulation of alpha oscillations and WMC is vulnerable to drug-related cognitive disruption.

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