scholarly journals Comparing Working Memory for Visual Item versus Relational Information

2010 ◽  
Vol 10 (7) ◽  
pp. 710-710
Author(s):  
C. Ackerman ◽  
S. Courtney
Keyword(s):  
Working Memory ◽  
Relational Information ◽  
Visual Item

scholarly journals The role of working memory for bridging the gap between perception and goal-directed actions: Evidence by mu and beta oscillations in sensorimotor cortex

2019 ◽  
Author(s):  
Daniel Schneider ◽  
Marlene Rösner ◽  
Laura-Isabelle Klatt ◽  
Edmund Wascher
Keyword(s):  
Working Memory ◽  
Sensorimotor Cortex ◽  
Motor Planning ◽  
Selection Processes ◽  
Visual Item ◽  
Oscillatory Power ◽  
Oscillatory Eeg ◽  
Response Alternatives ◽  
Oscillatory Response

AbstractWhat mechanisms are at work when transferring a visual representation in working memory into a higher-level code for guiding future actions? We investigated the underlying attentional and motor selection processes in working memory by means of oscillatory EEG parameters. Participants stored two, three or four objects in working memory and subsequent retroactive cues indicated one or two items as task-relevant. The oscillatory response in mu (10-14 Hz) and beta (15-25 Hz) frequencies with an estimated source in sensorimotor cortex contralateral to response side was used as a correlate of motor planning. There was a stronger suppression of oscillatory power when only one item was cued. Importantly, this effect appeared although the required response could not be anticipated at this point in time. This suggests that working memory can store multiple item-specific motor plans and the selection of a stored visual item leads to an automatic updating of associated response alternatives.

scholarly journals Relational information decays faster than object features in visual working memory.

2015 ◽  
Vol 15 (12) ◽  
pp. 535
Author(s):  
Kyeongyong Kang ◽  
Oakyoon Cha ◽  
Sang Chul Chong
Keyword(s):  
Working Memory ◽  
Visual Working Memory ◽  
Relational Information ◽  
Object Features

Navigating Increasing Levels of Relational Complexity: Perceptual, Analogical, and System Mappings

2020 ◽  
pp. 1-20
Author(s):  
Matthew J. Kmiecik ◽  
Rodolfo Perez ◽  
Daniel C. Krawczyk
Keyword(s):  
Working Memory ◽  
Relational Information ◽  
Match To Sample ◽  
Relational Structures ◽  
Directed Instruction ◽  
Improved Performance ◽  
Four Blocks ◽  
System Mapping ◽  
Directing Attention ◽  
Relational Complexity

Relational thinking involves comparing abstract relationships between mental representations that vary in complexity; however, this complexity is rarely made explicit during everyday comparisons. This study explored how people naturally navigate relational complexity and interference using a novel relational match-to-sample (RMTS) task with both minimal and relationally directed instruction to observe changes in performance across three levels of relational complexity: perceptual, analogy, and system mappings. Individual working memory and relational abilities were examined to understand RMTS performance and susceptibility to interfering relational structures. Trials were presented without practice across four blocks, and participants received feedback after each attempt to guide learning. Experiment 1 instructed participants to select the target that best matched the sample, whereas Experiment 2 additionally directed participants' attention to same and different relations. Participants in Experiment 2 demonstrated improved performance when solving analogical mappings, suggesting that directing attention to relational characteristics affected behavior. Higher performing participants—those with above-chance performance on the final block of system mappings—solved more analogical RMTS problems and had greater visuospatial working memory, abstraction, verbal analogy, and scene analogy scores compared to lower performers. Lower performers were less dynamic in their performance across blocks and demonstrated negative relationships between analogy and system mapping accuracy, suggesting increased interference between these relational structures. Participant performance on RMTS problems did not change monotonically with relational complexity, suggesting that increases in relational complexity places nonlinear demands on working memory. We argue that competing relational information causes additional interference, especially in individuals with lower executive function abilities.

scholarly journals Maintenance of relational information in working memory leads to suppression of the sensory cortex

2014 ◽  
Vol 112 (8) ◽  
pp. 1903-1915 ◽  
Author(s):  
Akiko Ikkai ◽  
Kara J. Blacker ◽  
Balaji M. Lakshmanan ◽  
Joshua B. Ewen ◽  
Susan M. Courtney
Keyword(s):  
Working Memory ◽  
Sensory Information ◽  
Alpha Power ◽  
Relational Information ◽  
Visual Hemifield ◽  
Spatial Coordinates ◽  
Eeg Alpha ◽  
Task Irrelevant ◽  
Electroencephalogram Eeg ◽  
Posterior Electrode

Working memory (WM) for sensory-based information about individual objects and their locations appears to involve interactions between lateral prefrontal and sensory cortexes. The mechanisms and representations for maintenance of more abstract, nonsensory information in WM are unknown, particularly whether such actively maintained information can become independent of the sensory information from which it was derived. Previous studies of WM for individual visual items found increased electroencephalogram (EEG) alpha (8–13 Hz) power over posterior electrode sites, which appears to correspond to the suppression of cortical areas that represent irrelevant sensory information. Here, we recorded EEG while participants performed a visual WM task that involved maintaining either concrete spatial coordinates or abstract relational information. Maintenance of relational information resulted in higher alpha power in posterior electrodes. Furthermore, lateralization of alpha power due to a covert shift of attention to one visual hemifield was marginally weaker during storage of relational information than during storage of concrete information. These results suggest that abstract relational information is maintained in WM differently from concrete, sensory representations and that during maintenance of abstract information, posterior sensory regions become task irrelevant and are thus suppressed.

scholarly journals Intact Working Memory for Relational Information after Medial Temporal Lobe Damage

2010 ◽  
Vol 30 (41) ◽  
pp. 13624-13629 ◽  
Author(s):  
A. Jeneson ◽  
K. N. Mauldin ◽  
L. R. Squire
Keyword(s):  
Working Memory ◽  
Temporal Lobe ◽  
Medial Temporal Lobe ◽  
Relational Information

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.

The bottleneck may be the solution, not the problem

2016 ◽  
Vol 39 ◽  
Author(s):  
Arnon Lotem ◽  
Oren Kolodny ◽  
Joseph Y. Halpern ◽  
Luca Onnis ◽  
Shimon Edelman
Keyword(s):  
Working Memory ◽  
Language Acquisition ◽  
Recent Theory ◽  
Cognitive Mechanisms ◽  
Selection Pressures ◽  
Biological Trait ◽  
Memory Bottleneck

AbstractAs a highly consequential biological trait, a memory “bottleneck” cannot escape selection pressures. It must therefore co-evolve with other cognitive mechanisms rather than act as an independent constraint. Recent theory and an implemented model of language acquisition suggest that a limit on working memory may evolve to help learning. Furthermore, it need not hamper the use of language for communication.

Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

2020 ◽  
Vol 63 (9) ◽  
pp. 3036-3050
Author(s):  
Elma Blom ◽  
Tessel Boerma
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Language Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Visuospatial Working Memory ◽  
Interference Control ◽  
Developmental Patterns ◽  
Search Tasks ◽  
The Impact

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.

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

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