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
2010 ◽  
Vol 106 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Abdrabo Moghazy Soliman

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.


1993 ◽  
Vol 23 (1) ◽  
pp. 87-91 ◽  
Author(s):  
Shelley Channon ◽  
Jane E. Baker ◽  
Mary M. Robertson

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.


1999 ◽  
Vol 41 (3) ◽  
pp. 345-364 ◽  
Author(s):  
Daniel S. Ruchkin ◽  
Rita S. Berndt ◽  
Ray Johnson ◽  
Jordan Grafman ◽  
Walter Ritter ◽  
...  

2003 ◽  
Vol 26 (4) ◽  
pp. 495-496 ◽  
Author(s):  
Naoyuki Osaka

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.


2008 ◽  
Author(s):  
Jerome Cohen ◽  
Caitlin Siu ◽  
Jouseph Barkho ◽  
Parvati Dadwal ◽  
Natasha Rafo

2012 ◽  
Author(s):  
Kaley Mirabal ◽  
Lisa J. Kasper ◽  
R. Matt Alderson ◽  
Kristen L. Hudec

2014 ◽  
Vol 45 (4) ◽  
pp. 500-510 ◽  
Author(s):  
Adam Putko ◽  
Agata Złotogórska

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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