Moving Toward Accurate Assessment of Working Memory in Adults With Neurogenically Based Communication Disorders

2021 ◽  
pp. 1-9
Author(s):  
Bijoyaa Mohapatra ◽  
Jacqueline Laures-Gore
Keyword(s):  
Working Memory ◽  
Experimental Testing ◽  
Communication Disorders ◽  
Test Construction ◽  
Task Demands ◽  
Future Research ◽  
Modality Effects ◽  
Memory Assessment ◽  
Response Modality ◽  
And Task

Purpose This article presents a viewpoint highlighting concerns regarding currently available assessments of working memory in adults with neurogenic communication disorders. Additionally, we provide recommendations for improving working memory assessment in this population. Method This viewpoint includes a critique of clinical and experimental working memory tests relevant to speech-language pathologists. We consider the terminology used to describe memory, as well as discuss language demands and test construction. Results Clinical and experimental testing of working memory in adults with neurogenic communication disorders is challenged due to theoretical, methodological, and practical limitations. The major limitations are characterized as linguistic and task demands, presentation and response modality effects, test administration, and scoring parameters. Taking these limitations into consideration, several modifications to working memory testing and their relevance to neurogenic populations are discussed. Conclusions The recommendations provided in this article can better guide clinicians and researchers to advocate for improved tests of working memory in adults with neurogenic communication disorders. Future research should continue to address these concerns and consider our recommendations.

The contribution of cognition to the rehabilitation of language and communication deficits

2020 ◽  
Vol 27 (11) ◽  
pp. 1-16
Author(s):  
Bijoyaa Mohapatra
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Specific Language Impairment ◽  
Cognitive Assessment ◽  
Communication Disorders ◽  
World Health ◽  
International Classification Of Functioning ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Language Functions

Background/Aims There is growing evidence to suggest that cognitive processes, in particular working memory and executive functions, are related to language functions such as syntactic processing, reading comprehension, narration and conversational discourse. This article offers rehabilitation considerations for speech-language pathologists to include cognitive assessment and treatment in their clinical practice. The information presented will also be useful in promoting multidisciplinary rehabilitation. Methods A critical review of the literature on the interaction between cognitive processes and linguistic functions in communication disorders was undertaken. Specific key terms including but not limited to executive functioning, working memory, language, assessment, intervention and communication disorders were searched on the Google Scholar database. Relevant literature from the last three decades pertaining to cognitive behavior, assessment and intervention in communication disorders of all age groups and severities is included in the review. Results The review presents analyses of the multidimensional and dynamic interaction of language and cognition in children (specific language impairment, attention deficit hyperactivity disorder, stuttering) and adults (traumatic brain injury, stroke, dementia) with communication disorders. The article elaborates on the speech-language pathologist's scope of practice in cognitive assessment and intervention that are consistent with the World Health Organization's International Classification of Functioning, Disability and Health framework. Conclusions By documenting cognitive-communication behaviour, speech-language pathologists are able to effectively contribute to the clinical assessment and management of cognitive deficits. However, future research efforts are required to develop clinically reliable tests of cognitive functioning in communication disorders and promote evidence-based cognitive treatment practices.

Effect of Ego Depletion and Expectancy Beliefs on Working Memory, Problem Solving, Task Persistence, and Performance

2019 ◽  
Vol 34 (2) ◽  
pp. 233-253
Author(s):  
Adnan Adil ◽  
Asmara Kanwal ◽  
Saba Ghayas ◽  
Anam Khan
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Ego Depletion ◽  
Self Control ◽  
Future Research ◽  
Task Persistence ◽  
Treatment Conditions ◽  
And Performance ◽  
Will Power ◽  
And Task

The present study was undertaken to examine the influence of ego depletion and expectancy beliefs (EB) about the limited will power of self-control on task performance and task persistence through a 2 (ego depleted vs. non-ego depleted group) x 3 (group with positive EB, group with negative EB, and the group without any EB) between subject experimental design. The participants (N = 210) were undergraduates of University of Sargodha who were randomly distributed to each of the six treatment conditions. Ego Depletion Task (Baumeister, Bratslavsky, Muraven, & Tice, 1998) and Feedback Task (Fried & Aronson, 1995) were adapted for the manipulation of the independent variables. Working memory (WM) was assessed through Digit Symbol Coding subscale of WAIS (Wechsler, 1997) and scores and time taken on an anagram task (Clarkson, Hirt, Jia, & Alexander, 2010) operationalized performance on problem-solving and task persistence, respectively. Multivariate analysis of variance indicated that the participants in the non-depleted group had significantly higher mean scores on problem-solving and WM tasks than those of their counterparts in the ego-depleted group. The group with the positive EB had the highest mean scores on WM and problem-solving tasks as compared to the other groups. The interaction effect of beliefs about limited will power of selfcontrol and ego depletion remained nonsignificant. Limitations and recommendations for future research were reflected upon.

scholarly journals Dynamic Reconfiguration of Functional Topology in Human Brain Networks: From Resting to Task States

2020 ◽  
Vol 2020 ◽  
pp. 1-13
Author(s):  
Wenhai Zhang ◽  
Fanggui Tang ◽  
Xiaolin Zhou ◽  
Hong Li
Keyword(s):  
Working Memory ◽  
Resting State ◽  
Dynamic Reconfiguration ◽  
Distributed Networks ◽  
Task Demands ◽  
Functional Networks ◽  
High Threshold ◽  
Long Distance ◽  
Topological Features ◽  
And Task

Task demands evoke an intrinsic functional network and flexibly engage multiple distributed networks. However, it is unclear how functional topologies dynamically reconfigure during task performance. Here, we selected the resting- and task-state (emotion and working-memory) functional connectivity data of 81 health subjects from the high-quality HCP data. We used the network-based statistic (NBS) toolbox and the Brain Connectivity Toolbox (BCT) to compute the topological features of functional networks for the resting and task states. Graph-theoretic analysis indicated that under high threshold, a small number of long-distance connections dominated functional networks of emotion and working memory that exhibit distinct long connectivity patterns. Correspondently, task-relevant functional nodes shifted their roles from within-module to between-module: the number of connector hubs (mainly in emotional networks) and kinless hubs (mainly in working-memory networks) increased while provincial hubs disappeared. Moreover, the global properties of assortativity, global efficiency, and transitivity decreased, suggesting that task demands break the intrinsic balance between local and global couplings among brain regions and cause functional networks which tend to be more separated than the resting state. These results characterize dynamic reconfiguration of large-scale distributed networks from resting state to task state and provide evidence for the understanding of the organization principle behind the functional architecture of task-state networks.

scholarly journals The Motivation–Cognition Interface in Learning and Decision Making

2010 ◽  
Vol 19 (2) ◽  
pp. 106-110 ◽  
Author(s):  
W. Todd Maddox ◽  
Arthur B. Markman
Keyword(s):  
Stereotype Threat ◽  
Task Performance ◽  
Task Demands ◽  
Future Research ◽  
Psychological Processes ◽  
Performance Pressure ◽  
And Performance ◽  
Local Incentives ◽  
Three Factor ◽  
And Task

In this article we discuss how incentive motivations and task demands affect performance. We present a three-factor framework that suggests that performance is determined from the interaction of global incentives, local incentives, and the psychological processes needed to achieve optimal task performance. We review work that examines the implications of the motivation–cognition interface in classification and choice and on phenomena such as stereotype threat and performance pressure. We show that, under some conditions, stereotype threat and pressure accentuate performance. We discuss the implications of this work for neuropsychological assessment and outline a number of challenges for future research.

scholarly journals Fifteen to Twenty Seconds of Eye Movements Have No Effect on Believability of Positive Personal Verbal Statements: Results From a Working Memory Study

2016 ◽  
Vol 10 (2) ◽  
pp. 82-90
Author(s):  
Suzy Matthijssen ◽  
Marcel van den Hout
Keyword(s):  
Working Memory ◽  
Eye Movements ◽  
Verbal Memory ◽  
Visual Memory ◽  
Future Research ◽  
Modality Effects ◽  
Visual Tasks ◽  
Auditory Tasks ◽  
Positive Memories

According to working memory theory, a task that taxes working memory during simultaneous focus on a memory will tend to reduce memory vividness and emotional intensity. Results have been found for both negative and positive memories. Some studies have shown the necessity of modality-specific tasks, with visual tasks producing greater deterioration of a visual memory, and auditory tasks reducing the quality of an auditory or verbal memory; other studies have reported cross-modality effects. Research has confirmed that eye movements similar to those in eye movement desensitization and reprocessing (EMDR) therapy produce these effects on visual imagery. However, the effects of eye movements on positive verbal imagery remain unclear. This study tested the effects of eye movements on positive verbal statements. In two experiments, undergraduates performed 15–20 seconds of eye movements or 15–20 seconds of keeping eyes stationary while focusing on a statement of a positive relevant personality trait (e.g., “I’m persistent”). Results showed that 15–20 seconds of eye movements did not enhance or diminish participant’s belief in possessing the trait. Discussion focuses on methodological factors and calls for future research on the effect of eye movements on verbal material.

Speech-Language Pathologists' Comfort Level With Use of Term “Stuttering” During Evaluations

2020 ◽  
Vol 29 (2) ◽  
pp. 841-850 ◽  
Author(s):  
Courtney T. Byrd ◽  
Danielle Werle ◽  
Kenneth O. St. Louis
Keyword(s):  
Communication Disorders ◽  
Academic Experiences ◽  
Comfort Level ◽  
Future Research ◽  
Clinical Experiences ◽  
Speech Language Pathologists ◽  
Comfort Levels ◽  
Parents And Children ◽  
Evaluation Feedback ◽  
Study Participants

Purpose Speech-language pathologists (SLPs) anecdotally report concern that their interactions with a child who stutters, including even the use of the term “stuttering,” might contribute to negative affective, behavioral, and cognitive consequences. This study investigated SLPs' comfort in providing a diagnosis of “stuttering” to children's parents/caregivers, as compared to other commonly diagnosed developmental communication disorders. Method One hundred forty-one school-based SLPs participated in this study. Participants were randomly assigned to one of two vignettes detailing an evaluation feedback session. Then, participants rated their level of comfort disclosing diagnostic terms to parents/caregivers. Participants provided rationale for their ratings and answered various questions regarding academic and clinical experiences to identify factors that may have influenced ratings. Results SLPs were significantly less likely to feel comfortable using the term “stuttering” compared to other communication disorders. Thematic responses revealed increased experience with a specific speech-language population was related to higher comfort levels with using its diagnostic term. Additionally, knowing a person who stutters predicted greater comfort levels as compared to other clinical and academic experiences. Conclusions SLPs were significantly less comfortable relaying the diagnosis “stuttering” to families compared to other speech-language diagnoses. Given the potential deleterious effects of avoidance of this term for both parents and children who stutter, future research should explore whether increased exposure to persons who stutter of all ages systematically improves comfort level with the use of this term.

How Effective Feedback for Training Depends on Learner Resources and Task Demands

2006 ◽  
Author(s):  
Anne Collins McLaughlin ◽  
Wendy A. Rogers ◽  
Arthur D. Fisk
Keyword(s):  
Task Demands ◽  
Effective Feedback ◽  
And Task
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