scholarly journals Strengthened Effective Connectivity Underlies Transfer of Working Memory Training to Tests of Short-Term Memory and Attention

2013 ◽  
Vol 33 (20) ◽  
pp. 8705-8715 ◽  
Author(s):  
B. Kundu ◽  
D. W. Sutterer ◽  
S. M. Emrich ◽  
B. R. Postle
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Effective Connectivity ◽  
Working Memory Training ◽  
Memory Training ◽  
Short Term ◽  
Term Memory ◽  
Memory And Attention

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.

Working memory training improves visual short-term memory capacity

2015 ◽  
Vol 80 (1) ◽  
pp. 128-148 ◽  
Author(s):  
Hillary Schwarb ◽  
Jayde Nail ◽  
Eric H. Schumacher
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Memory Capacity ◽  
Working Memory Training ◽  
Memory Training ◽  
Short Term ◽  
Term Memory ◽  
Visual Short Term Memory

scholarly journals Working Memory Training in Patients with Chronic Schizophrenia: A Pilot Study

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Martina Hubacher ◽  
Marcus Weiland ◽  
Pasquale Calabrese ◽  
Gabriela Stoppe ◽  
Markus Stöcklin ◽  
...  
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Intervention Group ◽  
Chronic Schizophrenia ◽  
Working Memory Training ◽  
Memory Training ◽  
Control Group ◽  
Short Term ◽  
Term Memory ◽  
Training Tool

Background. There is evidence that patients with schizophrenia suffer from decline in working memory performance with consequences for psychosocial outcome.Objective. To evaluate the efficacy of a computerized working memory training program (BrainStim) in patients with chronic schizophrenia.Methods. Twenty-nine inpatients with chronic schizophrenia were assigned to either the intervention group receiving working memory training (N=15) or the control group without intervention (N=14). Training was performed four times a week for 45 minutes during four weeks under neuropsychological supervision. At baseline and followup all participants underwent neuropsychological testing.Results. Pre-post comparisons of neuropsychological measures showed improvements in visual and verbal working memories and visual short-term memory with small and large effect sizes in the intervention group. In contrast, the control group showed decreased performance in verbal working memory and only slight changes in visual working memory and visual and verbal short-term memories after 4 weeks. Analyses of training profiles during application ofBrainStimrevealed increased performance over the 4-week training period.Conclusions. The applied training toolBrainStimimproved working memory and short-term memory in patients with chronic schizophrenia. The present study implies that chronic schizophrenic patients can benefit from computerized cognitive remediation training of working memory in a clinical setting.

Working Memory and Attention

2018 ◽  
Author(s):  
Jonardon Ganeri
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Short Term Memory ◽  
Empirical Literature ◽  
Short Term ◽  
Term Memory ◽  
Functional Roles ◽  
Memory And Attention

Increasingly it is recognized that selection is not the only function of attention; rather, ‘attention gates what comes to be encoded into short-term memory, helps maintain information in short-term memory, and dynamically modulates the information being maintained’ (Nobre and Kastner 2014: 1215; my italics). Recent empirical literature affirms the existence of early and late selective attention as distinct attentional phenomena but points to a dissociation between selective attention of either sort and maintenance of information in working memory. This chapter will demonstrate that the Buddhist concept of javana ‘running’ is a concept of working memory and that all the processes in Buddhaghosa’s pathway to consciousness are associated with functional roles that are actually realized by recognized entities in psychology and neuroscience.

scholarly journals Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School

2021 ◽  
Vol 9 (11) ◽  
Author(s):  
Linda Fälth ◽  
Irma Brkovic
Keyword(s):  
Working Memory ◽  
Struggling Readers ◽  
Short Term Memory ◽  
Word Reading ◽  
Intervention Group ◽  
Memory Training ◽  
Control Group ◽  
Specific Information ◽  
Short Term ◽  
Term Memory

Working memory is one of our core cognitive functions. It allows us to keep information in mind for shorter periods of time, allowing us to process and work with that specific information. In this randomized control trial, the effects of a training program that combine reading training and working memory training among struggling readers aged 8-9 were investigated. 30 pupils were included in the intervention group and 17 were assigned to the control group. The intervention group received a total of 60 training sessions divided into two eight-week training periods with a four-week pause in between. The results show that children in the intervention group improved significantly better than children in the control group on eight tests: Reading comprehension, Word decoding, Nonsense-word reading, Short-term memory, Working memory, Visuospatial short-term memory, Visuospatial working memory and Working memory for words. The effect was not confirmed for Sight word seeing.

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.

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

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

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