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.

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.

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.

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

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