The production of subject-verb agreement and verbal working memory

2001 ◽  
Author(s):  
Robert J. Hartsuiker ◽  
Pashiera N. Barkhuysen
Keyword(s):  
Working Memory ◽  
Verbal Working Memory ◽  
Verb Agreement

scholarly journals Morphosyntactic Production and Verbal Working Memory: Evidence From Greek Aphasia and Healthy Aging

2018 ◽  
Vol 61 (5) ◽  
pp. 1171-1187 ◽  
Author(s):  
Valantis Fyndanis ◽  
Giorgio Arcara ◽  
Paraskevi Christidou ◽  
David Caplan
Keyword(s):  
Working Memory ◽  
Healthy Aging ◽  
Nonlocal Conditions ◽  
Verbal Working Memory ◽  
Sentence Completion ◽  
Individual Level ◽  
Tense And Aspect ◽  
Verb Agreement ◽  
Agrammatic Aphasia ◽  
The Individual

Purpose The present work investigated whether verbal working memory (WM) affects morphosyntactic production in configurations that do not involve or favor similarity-based interference and whether WM interacts with verb-related morphosyntactic categories and/or cue–target distance (locality). It also explored whether the findings related to the questions above lend support to a recent account of agrammatic morphosyntactic production: Interpretable Features' Impairment Hypothesis (Fyndanis, Varlokosta, & Tsapkini, 2012). Method A sentence completion task testing production of subject–verb agreement, tense/time reference, and aspect in local and nonlocal conditions and two verbal WM tasks were administered to 8 Greek-speaking persons with agrammatic aphasia (PWA) and 103 healthy participants. Results The 3 morphosyntactic categories dissociated in both groups (agreement > tense > aspect). A significant interaction emerged in both groups between the 3 morphosyntactic categories and WM. There was no main effect of locality in either of the 2 groups. At the individual level, all 8 PWA exhibited dissociations between agreement, tense, and aspect, and effects of locality were contradictory. Conclusions Results suggest that individuals with WM limitations (both PWA and healthy older speakers) show dissociations between the production of verb-related morphosyntactic categories. WM affects performance shaping the pattern of morphosyntactic production (in Greek: subject–verb agreement > tense > aspect). The absence of an effect of locality suggests that executive capacities tapped by WM tasks are involved in morphosyntactic processing of demanding categories even when the cue is adjacent to the target. Results are consistent with the Interpretable Features' Impairment Hypothesis (Fyndanis et al., 2012). Supplemental Material https://doi.org/10.23641/asha.6024428

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

2016 ◽  
Vol 44 (5) ◽  
pp. 365-375 ◽  
Author(s):  
Jörg-Tobias Kuhn ◽  
Elena Ise ◽  
Julia Raddatz ◽  
Christin Schwenk ◽  
Christian Dobel
Keyword(s):  
Working Memory ◽  
Processing Speed ◽  
Verbal Working Memory ◽  
Typically Developing ◽  
Cognitive Profiles ◽  
Adhd Symptoms ◽  
Memory Processing ◽  
Numerical Processing ◽  
Hyperactivity Disorder ◽  
Neurocognitive Measures

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.


No Decay in Verbal Working Memory

2012 ◽  
Author(s):  
Klaus Oberauer ◽  
Stephan Lewandowsky
Keyword(s):  
Working Memory ◽  
Verbal Working Memory

Inhibitory Control in Verbal Working Memory Across the Lifespan

2007 ◽  
Author(s):  
Christelle Robert ◽  
Delphine Fagot ◽  
Thierry Lecerf ◽  
Anik de Ribaupierre
Keyword(s):  
Working Memory ◽  
Inhibitory Control ◽  
Verbal Working Memory

No evidence for decay in verbal working memory

2009 ◽  
Author(s):  
Klaus Oberauer ◽  
Stephan Lewandowsky
Keyword(s):  
Working Memory ◽  
Verbal Working Memory

How do working memory, general anxiety and math anxiety affect female students’ math performance?

2020 ◽  
Author(s):  
Nachshon Korem ◽  
Orly Rubinsten
Keyword(s):  
Working Memory ◽  
Latent Variables ◽  
Math Anxiety ◽  
Verbal Working Memory ◽  
Math Performance ◽  
Equation Modeling ◽  
Current Evidence ◽  
Unique Contribution ◽  
Shared Variance ◽  
Numeric Information

Current evidence suggests that math anxiety and working memory govern math performance. However, these conclusions are largely based on simple correlations, without considering these variables as a network or examining correlations at the latent variables level. Thus, questions remain regarding the role of the unique and shared variance between math anxiety, working memory and math performance. The purpose of the current study was to (i) uncover the underlying relationships between the variables to understand the unique contribution of each element to the network; (ii) measure the shared variance and identify the interactions between affect and cognition that control math performance. Our analytical approach involved both network analysis approach and structural equation modeling, with a sample of 116 female students.Results show that math anxiety and working memory affect math performance by different mechanisms. Only working memory tests that included numeric information were correlated to math anxiety. Each of the various working memory tasks correlated differently to math performance: working memory as a single latent variable was a better predictor of math performance than visuospatial and verbal working memory as two separate latent variables. Overall, both working memory and math anxiety affect math performance. Working memory tasks that include numeric information can affect performance in math anxious individuals.

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