Specialized Verbal Working Memory for Language Comprehension

Author(s):  
David Caplan ◽  
Gloria Waters ◽  
Gayle Dede
2004 ◽  
Vol 19 (4) ◽  
pp. 601-616 ◽  
Author(s):  
Gayle DeDe ◽  
David Caplan ◽  
Karen Kemtes ◽  
Gloria Waters

1994 ◽  
Vol 79 (1) ◽  
pp. 55-64 ◽  
Author(s):  
Cynthia A. Gaulin ◽  
Thomas F. Campbell

A procedure for assessing children's recall of lexical items in the presence of a competing language task is described. The Competing Language Processing Task was designed to reflect the dynamic processes carried out in working memory during language comprehension and production by requiring that the subject hold words in temporary storage while analyzing and responding as true or false to statements. The development of the procedure is described and results of testing of 68 normal children ages 6, 8, 10, and 12 years are presented.


2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter

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.


Author(s):  
Jörg-Tobias Kuhn ◽  
Elena Ise ◽  
Julia Raddatz ◽  
Christin Schwenk ◽  
Christian Dobel

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.



2012 ◽  
Author(s):  
Klaus Oberauer ◽  
Stephan Lewandowsky

Sign in / Sign up

Export Citation Format

Share Document