scholarly journals Functional neuroanatomical double dissociation of mnemonic and executive control processes contributing to working memory performance

1999 ◽  
Vol 96 (22) ◽  
pp. 12959-12964 ◽  
Author(s):  
B. R. Postle ◽  
J. S. Berger ◽  
M. D'Esposito
2005 ◽  
Vol 76 (3) ◽  
pp. 697-712 ◽  
Author(s):  
Monica Luciana ◽  
Heather M. Conklin ◽  
Catalina J. Hooper ◽  
Rebecca S. Yarger

2019 ◽  
Vol 30 (8) ◽  
pp. 1174-1185 ◽  
Author(s):  
Poppy Watson ◽  
Daniel Pearson ◽  
Michelle Chow ◽  
Jan Theeuwes ◽  
Reinout W. Wiers ◽  
...  

Physically salient but task-irrelevant distractors can capture attention in visual search, but resource-dependent, executive-control processes can help reduce this distraction. However, it is not only physically salient stimuli that grab our attention: Recent research has shown that reward history also influences the likelihood that stimuli will capture attention. Here, we investigated whether resource-dependent control processes modulate the effect of reward on attentional capture, much as for the effect of physical salience. To this end, we used eye tracking with a rewarded visual search task and compared performance under conditions of high and low working memory load. In two experiments, we demonstrated that oculomotor capture by high-reward distractor stimuli is enhanced under high memory load. These results highlight the role of executive-control processes in modulating distraction by reward-related stimuli. Our findings have implications for understanding the neurocognitive processes involved in real-life conditions in which reward-related stimuli may influence behavior, such as addiction.


2016 ◽  
Vol 6 (1-2) ◽  
pp. 147-170 ◽  
Author(s):  
Margot D. Sullivan ◽  
Yolanda Prescott ◽  
Devora Goldberg ◽  
Ellen Bialystok

Abstract Studies across the lifespan have revealed modifications in executive control (EC) from bilingualism, but studies of working memory (WM), a key aspect of EC, have produced varied results. Healthy older (M = 71.0 years) and younger participants (M = 21.1 years) who were monolingual or bilingual, performed working memory tasks that varied in their demands for EC. Tasks included a star counting task, a flanker task, and a nonverbal recent probe memory task. Bilinguals performed similarly to monolinguals on the star counting task after controlling for differences in vocabulary. Monolinguals were faster than bilinguals on the flanker task with only age group differences significant for the WM manipulation. Bilinguals were faster than monolinguals on the nonverbal recent probe memory task, particularly for the condition that included proactive interference. The interpretation is that better bilingual performance in nonverbal working memory tasks is linked to the need for executive control.


Author(s):  
Margot D. Sullivan ◽  
Yolanda Prescott ◽  
Devora Goldberg ◽  
Ellen Bialystok

2021 ◽  
Author(s):  
Lea Maria Bartsch ◽  
Klaus Oberauer

The Binding Hypothesis of working memory (WM) is that WM capacity is limited by interference between bindings but not items. It implies the prediction that with increasing set size, memory for bindings should decline, whereas memory for items should be (largely) unimpaired. Here we test the binding hypothesis for bindings between words and pictures. The first experiment supported the binding hypothesis, yet also revealed a strong hint that episodic LTM contributed substantially to binding memory, especially at larger set sizes. Therefore, our second goal was to investigate this contribution, and to isolate it from the contribution of WM to binding memory. Across three additional experiments we showed a double dissociation of contributions of WM and episodic LTM to binding memory: Performance at set sizes larger than 3 were specifically affected by proactive interference – but were immune to influences from a distractor filled delay. In contrast, performance at set size 2 was unaffected by proactive interference but harmed by a distractor filled delay.


2018 ◽  
Author(s):  
Alexandre Aubry ◽  
Corentin Gonthier ◽  
Béatrice Bourdin

Intellectually gifted children tend to demonstrate especially high working memory capacity, an ability that holds a critical role in intellectual functioning. What could explain the differences in working memory performance between intellectually gifted and non-gifted children? We investigated this issue by measuring working memory capacity with complex spans in a sample of 55 gifted and 55 nongifted children. Based on prior studies, we expected the higher working memory capacity of intellectually gifted children to be driven by more effective executive control, as measured with the Attention Network Test. The findings confirmed that intellectually gifted children had higher working memory capacity than typical children, as well as more effective executive attention. Surprisingly, however, working memory differences between groups were not mediated by differences in executive attention. Instead, differences in processing time in the working memory task contributed to the high working memory capacity of gifted children.


2000 ◽  
Author(s):  
Paul Whitney ◽  
Tina Jameson ◽  
John M. Hinson ◽  
Miguel Cortes

2014 ◽  
Vol 17 (6) ◽  
pp. 876-883 ◽  
Author(s):  
Antonio H Lara ◽  
Jonathan D Wallis

Sign in / Sign up

Export Citation Format

Share Document