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.

Predictors and Moderators of Treatment Outcome in Cognitive Training for Children With ADHD

2016 ◽  
Vol 24 (13) ◽  
pp. 1914-1927 ◽  
Author(s):  
Marthe L. A. van der Donk ◽  
Anne-Claire Hiemstra-Beernink ◽  
Ariane C. Tjeenk-Kalff ◽  
Aryan van der Leij ◽  
Ramón J. L. Lindauer
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Cognitive Training ◽  
Cognitive Abilities ◽  
Word Reading ◽  
Spatial Working Memory ◽  
Memory Training ◽  
Children With Adhd ◽  
Visual Spatial ◽  
Visual Spatial Working Memory

Objective: To explore whether clinical variables and initial cognitive abilities predict or moderate (far) transfer treatment outcomes of cognitive training. Method: A total of 98 children (aged 8-12 years) with ADHD were randomly assigned to Cogmed Working Memory Training or a new cognitive training called “Paying Attention in Class.” Outcome measures included neurocognitive assessment, parent and teacher rated questionnaires of executive functioning behavior and academic performance. Predictor/moderator variables included use of medication, comorbidity, subtype of ADHD, and initial verbal and visual working memory skills. Results: Parent and teacher ratings of executive functioning behavior were predicted and moderated by subtype of ADHD. Word reading accuracy was predicted by subtype of ADHD and comorbidity. Use of medication and initial verbal and visual spatial working memory skills only predicted and moderated near transfer measures. Conclusion: Cognitive training can be beneficial for certain subgroups of children with ADHD; individual differences should be taken into account in future trials.

scholarly journals Cognitive Processes Related to Memory Capacity Explain Nearly All of the Variance in Language Test Performance in School-Age Children With and Without Developmental Language Disorder

2021 ◽  
Vol 12 ◽  
Author(s):  
Ronald B. Gillam ◽  
Sarfaraz Serang ◽  
James W. Montgomery ◽  
Julia L. Evans
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Cognitive Abilities ◽  
Language Disorder ◽  
Memory Capacity ◽  
Language Ability ◽  
School Age Children ◽  
School Age ◽  
Developmental Language Disorder ◽  
Structural Regression

The purpose of this study was to investigate the dimensionality of the cognitive processes related to memory capacity and language ability and to assess the magnitude of the relationships among these processes in children developing typically (TD) and children with developmental language disorder (DLD). Participants were 234 children between the ages of 7;0 and 11;11 (117 TD and 117 DLD) who were propensity matched on age, sex, mother education and family income. Latent variables created from cognitive processing tasks and standardized measures of comprehension and production of lexical and sentential aspects of language were tested with confirmatory factor analysis (CFA) and structural regression. A five-factor CFA model that included the constructs of Fluid Intelligence, Controlled Attention, Working Memory, Long-Term Memory for Language Knowledge and Language Ability yielded better fit statistics than two four-factor nested models. The four cognitive abilities accounted for more than 92% of the variance in the language measures. A structural regression model indicated that the relationship between working memory and language ability was significantly greater for the TD group than the DLD group. These results are consistent with a broad conceptualization of the nature of language impairment in older, school-age children as encompassing a dynamic system in which cognitive abilities account for nearly all of the variance in linguistic abilities.

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

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 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.

scholarly journals Effect of verbal working memory load during the oculomotor activity in visual search

2015 ◽  
Vol 8 (2) ◽  
pp. 21-35 ◽  
Author(s):  
B.B. Velichkovsky ◽  
A.I. Izmalkova
Keyword(s):  
Working Memory ◽  
Visual Search ◽  
Spatial Working Memory ◽  
Memory Load ◽  
Mutual Influence ◽  
Verbal Working Memory ◽  
Working Memory Load ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
Oculomotor Activity

The structure of working memory has components responsible for the storage of verbal and visualspatial information; despite the fairly detailed study of the functions and mechanisms of their work, the question of their mutual influence is still open. Studies on the verbal working memory load influence on visual search performance (a task requiring the use of visual-spatial working memory resources) it was found that the load on the verbal working memory leads to increased efficiency of target detection. The results of the analysis of oculomotor activity during visual search also point out that the implementation of such tasks under verbal working memory load is accompanied by an increase in cognitive tension and of the degree of search automaticity. The results may indicate the interaction of verbal and visual-spatial working memory components that share non-specific cognitive resources.

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