scholarly journals The Effects of Pediatric Traumatic Brain Injury on Verbal and Visual-Spatial Working Memory

2011 ◽  
Vol 18 (1) ◽  
pp. 29-38 ◽  
Author(s):  
Stephanie Gorman ◽  
Marcia A. Barnes ◽  
Paul R. Swank ◽  
Mary Prasad ◽  
Linda Ewing-Cobbs
Keyword(s):  
Traumatic Brain Injury ◽  
Working Memory ◽  
Brain Injury ◽  
Inhibitory Control ◽  
Dual Task ◽  
Spatial Working Memory ◽  
Pediatric Traumatic Brain Injury ◽  
Visual Spatial ◽  
Intrusion Errors ◽  
Visual Spatial Working Memory

AbstractThe purpose of this study was to investigate the effects of pediatric traumatic brain injury (TBI) on verbal and visual-spatial working memory (WM). WM tasks examined memory span through recall of the last item of a series of stimuli. Additionally, both verbal and visual-spatial tests had a dual-task condition assessing the effect of increasing demands on the central executive (CE). Inhibitory control processes in verbal WM were examined through intrusion errors. The TBI group (n= 73) performed more poorly on verbal and visual-spatial WM tasks than orthopedic-injured children (n= 30) and non-injured children (n= 40). All groups performed more poorly on the dual-task conditions, reflecting an effect of increasing CE load. This effect was not greater for the TBI group. There were no group differences in intrusion errors on the verbal WM task, suggesting that problems in WM experienced by children with TBI were not primarily due to difficulties in inhibitory control. Finally, injury-related characteristics, namely days to follow commands, accounted for significant variance in WM performance, after controlling for relevant demographic variables. Findings suggest that WM impairments in TBI are general rather than modality-specific and that severity indices measured over time are better predictors of WM performance than those taken at a single time point. (JINS, 2012,18, 29–38)

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

Shared Predictors of Academic Achievement in Children with ADHD: A Multi-Sample Study

2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
The United States ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Predictors Of Academic Achievement

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.

Differences in visual-spatial working memory and driving behavior between morning-type and evening-type drivers

2020 ◽  
Vol 136 ◽  
pp. 105402
Author(s):  
Yan Ge ◽  
Biying Sheng ◽  
Weina Qu ◽  
Yuexing Xiong ◽  
Xianghong Sun ◽  
...  
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Driving Behavior ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Morning Type

Working Memory and New Learning Following Pediatric Traumatic Brain Injury

2007 ◽  
Vol 32 (2) ◽  
pp. 683-701 ◽  
Author(s):  
Anna Mandalis ◽  
Glynda Kinsella ◽  
Ben Ong ◽  
Vicki Anderson
Keyword(s):  
Traumatic Brain Injury ◽  
Working Memory ◽  
Brain Injury ◽  
Pediatric Traumatic Brain Injury ◽  
New Learning

Event-Related Potentials in Young and Elderly Adults during a Visual Spatial Working Memory Task

2004 ◽  
Vol 35 (4) ◽  
pp. 185-192 ◽  
Author(s):  
Verner Knott ◽  
Anne Millar ◽  
Louise Dulude ◽  
Lisa Bradford ◽  
Fahad Alwahhabi ◽  
...  
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Memory Task ◽  
Event Related Potentials ◽  
Elderly Adults ◽  
Visual Spatial ◽  
Related Potentials ◽  
Visual Spatial Working Memory

Rats’ visual–spatial working memory: New object choice accuracy as a function of number of objects in the study array

2010 ◽  
Vol 41 (2) ◽  
pp. 125-140 ◽  
Author(s):  
Jerome Cohen ◽  
Xue Han ◽  
Anca Matei ◽  
Varakini Parameswaran ◽  
Robert Zuniga ◽  
...  
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Choice Accuracy ◽  
Object Choice ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

scholarly journals Recovery of Working Memory Following Pediatric Traumatic Brain Injury: A Longitudinal Analysis

2017 ◽  
Vol 42 (3) ◽  
pp. 127-145 ◽  
Author(s):  
Stephanie Gorman ◽  
Marcia A. Barnes ◽  
Paul R. Swank ◽  
Linda Ewing-Cobbs
Keyword(s):  
Traumatic Brain Injury ◽  
Working Memory ◽  
Brain Injury ◽  
Longitudinal Analysis ◽  
Pediatric Traumatic Brain Injury

scholarly journals Sustained Attention in Developmental Language Disorder and Its Relation to Working Memory and Language

2020 ◽  
Vol 63 (12) ◽  
pp. 4096-4108
Author(s):  
Erin Smolak ◽  
Karla K. McGregor ◽  
Tim Arbisi-Kelm ◽  
Nichole Eden
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Cognitive Abilities ◽  
Spatial Working Memory ◽  
Language Disorder ◽  
Language Ability ◽  
Developmental Language Disorder ◽  
Language Abilities ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

Purpose Based on evidence of deficits in domain-general cognitive abilities associated with developmental language disorder (DLD), the current study examined sustained attention performance in children with DLD compared to children with typical language development (TLD) and the interrelations between visual–spatial sustained attention, visual–spatial working memory, and language abilities across groups. Method Participants included 67 children at 7 years of age: 25 children with DLD (13 girls and 12 boys) and 42 children with TLD (23 girls and 19 boys). We assessed children's visual–spatial sustained attention, visual–spatial working memory, and language ability on a test of narrative language. Result Children with DLD scored significantly below their peers on a measure of visual–spatial sustained attention. Significant intercorrelations were observed between sustained attention, working memory, and language ability within the DLD group, but no correlations were observed between these measures in the TLD group. Conclusion Children with DLD have domain-general deficits in sustained attention, and correlational results have implications for whether and how language abilities are supported by domain-general cognition in both typical and disordered development.

scholarly journals Visual vs. Spatial Contributions to Microsaccades and Visual-Spatial Working Memory

2014 ◽  
Vol 7 (2) ◽  
Author(s):  
Joshua T. Gaunt ◽  
Bruce Bridgeman
Keyword(s):  
Working Memory ◽  
Spatial Working Memory ◽  
Memory Task ◽  
Dynamic Visual Noise ◽  
Visual Component ◽  
Fixation Cross ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Choice Tasks ◽  
Oculomotor Activity

Microsaccade rates and directions were monitored while observers performed a visual working memory task at varying retinal eccentricities. We show that microsaccades generate no interference in a working memory task, indicating that spatial working memory is at least partially insulated from oculomotor activity. Intervening tasks during the memory interval affected microsaccade patterns; microsaccade frequency was consistently higher during concurrent spatial tapping (no visual component) than during exposure to dynamic visual noise (no task). Average microsaccade rate peaked after appearance of a fixation cross at the start of a trial, and dipped at cue onset and offset, consistent with previous results. Direction of stimuli in choice tasks did not influence microsaccade direction,however.

Sign in / Sign up

Export Citation Format

Share Document