Working Memory and Behavioural Problems in Relation to Malay Writing of Primary School Children

2017 ◽  
Vol 6 (3) ◽  
pp. 189
Author(s):  
Sieak Ling-Teo ◽  
Kee Jiar-Yeo
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Primary School Children ◽  
Behavioural Problems ◽  
Visuospatial Working Memory ◽  
School Teachers ◽  
Short Term ◽  
Language Writing ◽  
The Relationship ◽  
Poor Memory

Deficit in working memory is common among young children across multiple abilities. Teachers have pointed to poor memory as one contributing factor to inattentiveness and short attention spans as well as some behavioural problems among students. This study aimed to explore the relationship among working memory, externalizing and internalizing behavioural problems and Malay language (writing). A total of 469 children (aged 8 and 11 year-old) and 17 school teachers were involved in the current study. It was found that working memory, externalizing behavioural problems and internalizing behavioural problems played critical roles in affecting the scores of Malay language (writing) at school. Specifically, there were five predictor variables being found in the regression model namely verbal short-term memory, inattention, somatic complaints, visuospatial working memory and aggression. As a whole, the correlation for the fivefactor model yielded a great result of 0.987.

scholarly journals The relationship between different exercise modes and visuospatial working memory in older adults: a cross-sectional study

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e2254 ◽  
Author(s):  
Wei Guo ◽  
Biye Wang ◽  
Yue Lu ◽  
Qin Zhu ◽  
Zhihao Shi ◽  
...  
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Short Term Memory ◽  
Memory Task ◽  
Visuospatial Working Memory ◽  
Short Term ◽  
Cross Sectional ◽  
Healthy Older Adults ◽  
Sedentary Group ◽  
The Relationship

The purpose of the study was to investigate the relationship between different exercise modes and visuospatial working memory in healthy older adults. A cross-sectional design was adopted. A total of 111 healthy older adults were enrolled in the study. They were classified by the exercise-related questionnaire to be in an open-skill group, closed-skill group or sedentary group. In experiment 1, the participants performed a visuospatial working memory task. The results indicated that both closed-skill (p< 0.05) and open-skill (p< 0.01) groups reached a higher accuracy than the sedentary group. Experiment 2 examined whether the exercise-induced benefit of working memory was manifested in passive maintenance or active manipulation of working memory which was assessed by visuospatial short-term memory task and visuospatial mental rotation task, respectively. The results showed that the open-skill (p< 0.01) group was more accurate than the sedentary group in the visuospatial short-term memory task, whereas the group difference in the visuospatial mental rotation task was not significant. These findings combined to suggest that physical exercise was associated with better visuospatial working memory in older adults. Furthermore, open-skill exercises that demand higher cognitive processing showed selective benefit for passive maintenance of working memory.

scholarly journals Working memory as a factor mediating explicit and implicit knowledge of English grammar

2021 ◽  
pp. 1-8
Author(s):  
Mirosław Pawlak ◽  
Adriana Biedroń
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Target Language ◽  
Short Term ◽  
Passive Voice ◽  
English Grammar ◽  
Explicit And Implicit Knowledge ◽  
The Relationship

Abstract This paper reports the findings of a study that investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and the level of mastery of L2 grammar. Grammatical mastery was operationalized as the ability to produce and comprehend English passive voice with reference to explicit and implicit (or highly automatized) knowledge. Correlational analysis showed that PSTM was related to implicit productive knowledge while WMC was linked to explicit productive knowledge. However, regression analysis showed that those relationships were weak and mediated by overall mastery of target language grammar, operationalized as final grades in a grammar course.

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 The Crucial Role of Working Memory in Intellectual Functioning

2014 ◽  
Vol 19 (4) ◽  
pp. 260-268 ◽  
Author(s):  
Cesare Cornoldi ◽  
David Giofrè
Keyword(s):  
Working Memory ◽  
Active Component ◽  
Short Term Memory ◽  
Explanatory Power ◽  
Memory Training ◽  
Cognitive Mechanisms ◽  
Short Term ◽  
Intellectual Performance ◽  
The Relationship

Cognitive psychology offers an important contribution to the understanding of the mechanisms underlying intelligence. In this paper, we synthesize the research showing that, among the different cognitive mechanisms associated with intelligence, working memory has a particularly high explanatory power, especially when considered in its active component involving not only the maintenance (as in short-term memory) but also the manipulation of information. The paper considers two main implications of this finding for the applied and clinical fields. For a start, we examine how intelligence tests take into consideration working memory. Secondly, we consider the highly debated literature on the effects of working memory training on intellectual performance. Theoretical and applied implications for the relationship between working memory and intelligence are discussed.

scholarly journals Contribution of underlying processes to improved visuospatial working memory associated with physical activity

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3430
Author(s):  
Qingchun Ji ◽  
Yingying Wang ◽  
Wei Guo ◽  
Chenglin Zhou
Keyword(s):  
Physical Activity ◽  
Working Memory ◽  
Cognitive Processing ◽  
Undergraduate Students ◽  
Short Term Memory ◽  
Memory Task ◽  
Memory Storage ◽  
Visuospatial Working Memory ◽  
Short Term ◽  
Term Memory

Background Working memory is critical for various cognitive processes and can be separated into two stages: short-term memory storage and manipulation processing. Although previous studies have demonstrated that increased physical activity (PA) improves working memory and that males outperform females on visuospatial working memory tasks, few studies have determined the contribution of the two underlying stages to the visuospatial working memory improvement associated with PA. Thus, the aims of the present study were to verify the relationship between physical activity and visuospatial working memory, determine whether one or both stages were affected by PA, and investigate any sex differences. Methods A total of 56 undergraduate students were recruited for this study. Their scores on the International Physical Activity Questionnaire (IPAQ) were used to separate them into either a lower PA (n = 26; IPAQ score ≤3,000 metabolic equivalent [MET]-min/week) or higher PA (n = 30; IPAQ score >3,000 MET-min/week) group. Participants were required to complete three tasks: a visuospatial working memory task, a task that examines the short-term memory storage stage, and a mental rotation task that examines the active manipulation stage. Results Participants in the higher PA group maintained similar accuracy but displayed significantly faster reaction times (RT) than those in the lower PA group on the visuospatial working memory and manipulation tasks. By contrast, no difference was observed between groups on the short-term memory storage task. In addition, no effects of sex were detected. Discussion Our results confirm that PA was positively to visuospatial working memory and that this positive relationship was associated with more rapid cognitive processing during the manipulation stage, with little or no relationship between PA and the memory storage stage of visuospatial working memory.

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.

scholarly journals Selective interference with image retention and generation: Evidence for the workspace model

2009 ◽  
Vol 62 (8) ◽  
pp. 1568-1580 ◽  
Author(s):  
Marian van der Meulen ◽  
Robert H. Logie ◽  
Sergio Della Sala
Keyword(s):  
Working Memory ◽  
Long Term Memory ◽  
Image Generation ◽  
Visuospatial Working Memory ◽  
Short Term ◽  
Generation Task ◽  
Selective Interference ◽  
Unitary Model ◽  
The Relationship

We address three types of model of the relationship between working memory (WM) and long-term memory (LTM): (a) the gateway model, in which WM acts as a gateway between perceptual input and LTM; (b) the unitary model, in which WM is seen as the currently activated areas of LTM; and (c) the workspace model, in which perceptual input activates LTM, and WM acts as a separate workspace for processing and temporary retention of these activated traces. Predictions of these models were tested, focusing on visuospatial working memory and using dual-task methodology to combine two main tasks (visual short-term retention and image generation) with two interference tasks (irrelevant pictures and spatial tapping). The pictures selectively disrupted performance on the generation task, whereas the tapping selectively interfered with the retention task. Results are consistent with the predictions of the workspace model.

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.

Sign in / Sign up

Export Citation Format

Share Document