Age-Related Decline in Verbal Learning Is Moderated by Demographic Factors, Working Memory Capacity, and Presence of Amnestic Mild Cognitive Impairment

2014 ◽  
Vol 20 (8) ◽  
pp. 822-835 ◽  
Author(s):  
Fofi Constantinidou ◽  
Ioannis Zaganas ◽  
Emmanouil Papastefanakis ◽  
Dimitrios Kasselimis ◽  
Andreas Nidos ◽  
...  
Keyword(s):  
Working Memory ◽  
Episodic Memory ◽  
Working Memory Capacity ◽  
Community Sample ◽  
Verbal Learning ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Auditory Attention ◽  
Age Related ◽  
Verbal Episodic Memory

AbstractAge-related memory changes are highly varied and heterogeneous. The study examined the rate of decline in verbal episodic memory as a function of education level, auditory attention span and verbal working memory capacity, and diagnosis of amnestic mild cognitive impairment (a-MCI). Data were available on a community sample of 653 adults aged 17–86 years and 70 patients with a-MCI recruited from eight broad geographic areas in Greece and Cyprus. Measures of auditory attention span and working memory capacity (digits forward and backward) and verbal episodic memory (Auditory Verbal Learning Test [AVLT]) were used. Moderated mediation regressions on data from the community sample did not reveal significant effects of education level on the rate of age-related decline in AVLT indices. The presence of a-MCI was a significant moderator of the direct effect of Age on both immediate and delayed episodic memory indices. The rate of age-related decline in verbal episodic memory is normally mediated by working memory capacity. Moreover, in persons who display poor episodic memory capacity (a-MCI group), age-related memory decline is expected to advance more rapidly for those who also display relatively poor verbal working memory capacity. (JINS, 2014, 20, 1–14)

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 Age-Related Declines in Visuospatial Working Memory Correlate With Deficits in Explicit Motor Sequence Learning

2009 ◽  
Vol 102 (5) ◽  
pp. 2744-2754 ◽  
Author(s):  
J. Bo ◽  
V. Borza ◽  
R. D. Seidler
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Young Adults ◽  
Sequence Learning ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Visuospatial Working Memory ◽  
Motor Sequence Learning ◽  
Motor Sequence ◽  
Age Related

Numerous studies have shown that older adults exhibit deficits in motor sequence learning, but the mechanisms underlying this effect remain unclear. Our recent work has shown that visuospatial working-memory capacity predicts the rate of motor sequence learning and the length of motor chunks formed during explicit sequence learning in young adults. In the current study, we evaluate whether age-related deficits in working memory explain the reduced rate of motor sequence learning in older adults. We found that older adults exhibited a correlation between visuospatial working-memory capacity and motor sequence chunk length, as we observed previously in young adults. In addition, older adults exhibited an overall reduction in both working-memory capacity and motor chunk length compared with that of young adults. However, individual variations in visuospatial working-memory capacity did not correlate with the rate of learning in older adults. These results indicate that working memory declines with age at least partially explain age-related differences in explicit motor sequence learning.

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

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.

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