scholarly journals Visual spatial attention and spatial working memory do not draw on shared capacity-limited core processes

2020 ◽  
Vol 73 (5) ◽  
pp. 799-818 ◽  
Author(s):  
Christina J Howard ◽  
Rebekah Pole ◽  
Paulina Montgomery ◽  
Amanda Woodward ◽  
Duncan Guest ◽  
...  

The extent to which similar capacity limits in visual attention and visual working memory indicate a common shared underlying mechanism is currently still debated. In the spatial domain, the multiple object tracking (MOT) task has been used to assess the relationship between spatial attention and spatial working memory though existing results have been inconclusive. In three dual task experiments, we examined the extent of interference between attention to spatial positions and memory for spatial positions. When the position monitoring task required keeping track of target identities through colour-location binding, we found a moderate detrimental effect of position monitoring on spatial working memory and an ambiguous interaction effect. However, when this task requirement was removed, load increases in neither task were detrimental to the other. The only very moderate interference effect that remained resided in an interaction between load types but was not consistent with shared capacity between tasks—rather it was consistent with content-related crosstalk between spatial representations. Contrary to propositions that spatial attention and spatial working memory may draw on a common shared set of core processes, these findings indicate that for a purely spatial task, perceptual attention and working memory appear to recruit separate core capacity-limited processes.

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.


2021 ◽  
pp. 108705472110120
Author(s):  
Kelly D. Carrasco ◽  
Chi-Ching Chuang ◽  
Gail Tripp

Objective: To identify common and shared predictors of academic achievement across samples of children with ADHD. Method: Two clinically referred samples from New Zealand (1 n = 88, 82% boys; 2 n = 121, 79% boys) and two community samples from the United States (3 n = 111, 65% boys; 4 n = 114, 69% boys), completed similar diagnostic, cognitive and academic assessments. Hierarchical multiple regression analyses identified significant predictors of word reading, spelling, and math computation performance in each sample. Results: Entered after IQ, semantic language, age at testing, and verbal working memory emerged as consistent predictors of achievement across academic subjects and samples. Visual-spatial working memory contributed to variance in math performance only. Symptom severity explained limited variance. Conclusions: We recommend evaluations of children with ADHD incorporate assessments of working memory and language skills. Classroom/academic interventions should accommodate reduced working memory and address any identified language weaknesses.


2020 ◽  
Vol 136 ◽  
pp. 105402
Author(s):  
Yan Ge ◽  
Biying Sheng ◽  
Weina Qu ◽  
Yuexing Xiong ◽  
Xianghong Sun ◽  
...  

2004 ◽  
Vol 35 (4) ◽  
pp. 185-192 ◽  
Author(s):  
Verner Knott ◽  
Anne Millar ◽  
Louise Dulude ◽  
Lisa Bradford ◽  
Fahad Alwahhabi ◽  
...  

2016 ◽  
Vol 208 (6) ◽  
pp. 539-547 ◽  
Author(s):  
Anna Georgiades ◽  
Fruhling Rijsdijk ◽  
Fergus Kane ◽  
Irene Rebollo-Mesa ◽  
Sridevi Kalidindi ◽  
...  

BackgroundTwin studies have lacked statistical power to apply advanced genetic modelling techniques to the search for cognitive endophenotypes for bipolar disorder.AimsTo quantify the shared genetic variability between bipolar disorder and cognitive measures.MethodStructural equation modelling was performed on cognitive data collected from 331 twins/siblings of varying genetic relatedness, disease status and concordance for bipolar disorder.ResultsUsing a parsimonious AE model, verbal episodic and spatial working memory showed statistically significant genetic correlations with bipolar disorder (rg = |0.23|–|0.27|), which lost statistical significance after covarying for affective symptoms. Using an ACE model, IQ and visual-spatial learning showed statistically significant genetic correlations with bipolar disorder (rg = |0.51|–|1.00|), which remained significant after covarying for affective symptoms.ConclusionsVerbal episodic and spatial working memory capture a modest fraction of the bipolar diathesis. IQ and visual-spatial learning may tap into genetic substrates of non-affective symptomatology in bipolar disorder.


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