The relationship between short‐term memory and working memory: Complex span made simple?

Memory ◽  
2005 ◽  
Vol 13 (3-4) ◽  
pp. 414-421 ◽  
Author(s):  
Donna M. Bayliss ◽  
Christopher Jarrold ◽  
Alan D. Baddeley ◽  
Deborah M. Gunn
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Short Term ◽  
Complex Span ◽  
Term Memory ◽  
The Relationship

scholarly journals Relationship between Arterial Hypertension with Cognitive Performance in Elderly. Systematic Review and Meta-Analysis

2021 ◽  
Vol 11 (11) ◽  
pp. 1445
Author(s):  
José Miguel Sánchez-Nieto ◽  
Uriel Dagoberto Rivera-Sánchez ◽  
Víctor Manuel Mendoza-Núñez
Keyword(s):  
Blood Pressure ◽  
Working Memory ◽  
Cognitive Performance ◽  
Processing Speed ◽  
Short Term Memory ◽  
The Elderly ◽  
Short Term ◽  
Delayed Recall ◽  
Term Memory ◽  
The Relationship

Background: Previous systematic reviews report that arterial hypertension (AHT) is associated with lower performance in cognition in the elderly. However, some studies show that with higher blood pressure, a better cognitive performance is obtained. Objective: The aim of this study was to determine the relationship between AHT with cognitive performance in the elderly. Methods: the review involved a search on PubMed, Scopus and PsycINFO databases from January 1990 to March, 2020 to identify the relationship among AHT and cognitive performance in older people. Results: 1170 articles were identified, 136 complete papers were reviewed, a qualitative analysis of 26 studies and a quantitative analysis of eight studies were carried out. It was found that people with AHT have a lower performance in processing speed SMD = 0.40 (95% CI: 0.25, 0.54), working memory SMD = 0.28 (95% CI: 0.15, 0.41) in short-term memory and learning SMD = −0.27 (95% CI: −0.37, −0.17) and delayed recall SMD = −0.20 (95% CI: −0.35, −0.05). Only one study found that higher blood pressure was associated with better memory performance. Conclusion: Our results suggest that high blood pressure primarily affects processing speed, working memory, short-term memory and learning and delayed recall.

scholarly journals Successful Learning: Relationship Between Fluid Intelligence and Working Memory

2020 ◽  
Vol 25 (1) ◽  
pp. 63-74
Author(s):  
I.E. Rzhanova ◽  
O.S. Alekseeva ◽  
Yu.A. Burdukova
Keyword(s):  
Working Memory ◽  
Executive Control ◽  
Fluid Intelligence ◽  
Short Term Memory ◽  
Memory Training ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
The Relationship

The article provides an overview of modern works devoted to the study of the relationship between fluid intelligence and working memory. Recently, the world of psychological science has been actively discussing the topic of fluid intelligence and its impact on the academic achievements in childhood. One of the main cognitive characteristics most clearly associated with fluid intelligence is working memory. Working memory is a complex integrative function, in the implementation of which short-term and long-term memory, as well as executive control of attention, are involved. Until now, the debatable question remains, which of the components of working memory is most closely related to fluid intelligence. A number of studies conclude that the role of short-term memory is predominant, while in others executive control is called the most important component. A special place in the study of the relationship between working memory and fluid intelligence is occupied by scientific works which raise the question of the possibilities of improvement of fluid intelligence using working memory training series. In a number of training experiments, it was possible to obtain an improvement in the participants' fluid intelligence indicators after a series of working memory trainings.

The Relationship Between Acquisition Rate for Words and Working Memory, Short-Term Memory, and Reading Skills: Aptitude-by-Treatment or Skill-by-Treatment Interaction?

2017 ◽  
Vol 43 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Matthew K. Burns ◽  
Katherine Davidson ◽  
Anne F. Zaslofsky ◽  
David C. Parker ◽  
Kathrin E. Maki
Keyword(s):  
Working Memory ◽  
Reading Skills ◽  
Short Term Memory ◽  
Word Reading ◽  
Future Research ◽  
Short Term ◽  
Acquisition Rate ◽  
Term Memory ◽  
Treatment Interaction ◽  
The Relationship

The amount of information that students successfully learn and later recall from each intervention session is limited and is called the acquisition rate (AR). Research has consistently supported the effects of modifying intervention set sizes with AR data, but research with AR is in its infancy. The current study compared the relationship between AR while learning words with working memory, short-term memory, and reading skills. Participants were 52 fourth- and fifth-grade students with and without learning disabilities (LDs). Working memory ( r = .34), short-term memory ( r = .41), and word reading skills ( r = .57) all moderately correlated with AR, but word reading skills accounted for 32% of the variance and the other two scores added little unique variance. The corrected correlation coefficients were higher for the word reading with AR than with any other variable and were essentially equal for both groups ( r = .73 for average readers and r = .75 for students with an LD in reading). Thus, the data not only support the validity of making decisions with AR data but also suggest that AR is more consistent with a skill-by-treatment interaction framework than an aptitude-by-treatment interaction approach. Potential applications, directions for future research, and limitations are discussed.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

The constructs of short-term memory and working memory

1997 ◽  
Author(s):  
Randall W. Engle ◽  
Stephen Tuholski ◽  
James Laughlin ◽  
Andrew Conway
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Short Term ◽  
Term Memory

A Randomized Controlled Trial of Working Memory Training in Pediatric Sickle Cell Disease

2021 ◽  
Author(s):  
Steven J Hardy ◽  
Sarah E Bills ◽  
Emily R Meier ◽  
Jeffrey C Schatz ◽  
Katie J Keridan ◽  
...  
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Controlled Trial ◽  
Working Memory Training ◽  
Memory Training ◽  
Cell Disease ◽  
Math Fluency ◽  
Short Term ◽  
Term Memory ◽  
Randomized Controlled

Abstract Objective Youth with sickle cell disease (SCD) are at risk for neurocognitive deficits including problems with working memory (WM), but few interventions to improve functioning exist. This study sought to determine the feasibility and efficacy of home-based, digital WM training on short-term memory and WM, behavioral outcomes, and academic fluency using a parallel group randomized controlled trial design. Methods 47 children (7–16 years) with SCD and short-term memory or WM difficulties were randomized to Cogmed Working Memory Training at home on a tablet device (N = 24) or to a standard care Waitlist group (N = 23) that used Cogmed after the waiting period. Primary outcomes assessed in clinic included performance on verbal and nonverbal short-term memory and WM tasks. Secondary outcomes included parent-rated executive functioning and tests of math and reading fluency. Results In the evaluable sample, the Cogmed group (N = 21) showed greater improvement in visual WM compared with the Waitlist group (N = 22; p = .03, d = 0.70 [CI95 = 0.08, 1.31]). When examining a combined sample of participants, those who completed ≥10 training sessions exhibited significant improvements in verbal short-term memory, visual WM, and math fluency. Adherence to Cogmed was lower than expected (M = 9.07 sessions, SD = 7.77), with 19 participants (41%) completing at least 10 sessions. Conclusions: Visual WM, an ability commonly affected by SCD, is modifiable with cognitive training. Benefits extended to verbal short-term memory and math fluency when patients completed a sufficient training dose. Additional research is needed to identify ideal candidates for training and determine whether training gains are sustainable and generalize to real-world outcomes.

Sign in / Sign up

Export Citation Format

Share Document