The Working Memory as Predictor of Performance in Arithmetic of Brazilian Students

Abstract Working memory (WM) is a predictor of school learning. This study aimed to investigate the predictive power of verbal and non-verbal working memory (WM) on students’ performance in arithmetic. 126 children between 6 and 11 years old participated in the research. The instruments were: School Performance Test, Raven’s Colored Progressive Matrices, Corsi Block-tapping Test, and Digits Subtest. The results showed strong and positive correlations of school performance with fluid intelligence r = 0.64, with verbal WM and non-verbal WM, both with r = 0.51 (p < 0.001). After multiple linear regression, it was found that the performance in visuospatial WM was a strong predictor for arithmetic, an effect not found for reading. The regression showed that WM explains 38% of the variance for arithmetic. It is concluded that WM has an expressive contribution to school performance, being more specific the contributions of visuospatial WM for arithmetic.

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Selective updating of sentences: Introducing a new measure of verbal working memory

Applied Psycholinguistics ◽

10.1017/s0142716417000182 ◽

2017 ◽

Vol 39 (2) ◽

pp. 275-301 ◽

Cited By ~ 3

Author(s):

DANIEL FELLMAN ◽

ANNA SOVERI ◽

CHARLOTTE VIKTORSSON ◽

SARAH HAGA ◽

JOHANNES NYLUND ◽

...

Keyword(s):

Working Memory ◽

Language Processing ◽

Internal Consistency ◽

Concurrent Validity ◽

Human Performance ◽

Verbal Working Memory ◽

Reading Span ◽

Sentence Level ◽

Positive Correlations ◽

Adequate Internal Consistency

ABSTRACTWorking memory (WM) is one of the most studied cognitive constructs in psychology, because of its relevance to human performance, including language processing. When measuring verbal WM for sentences, the reading span task is the most widely used WM measure for this purpose. However, comparable sentence-level updating tasks are missing. Hence, we sought to develop a WM updating task, which we termed the selective updating of sentences (SUS) task, which taps the ability to constantly update sentences. In two experiments with Finnish-speaking young adults, we examined the internal consistency and concurrent validity of the SUS task. It exhibited adequate internal consistency and correlated positively with well-established working memory measures. Moreover, the SUS task also showed positive correlations with verbal episodic memory tasks employing sentences and paragraphs. These results indicate that the SUS task is a promising new task for psycholinguistic studies addressing verbal WM updating.

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Hippocampal subfields' volumes are more relevant to fluid intelligence than verbal working memory

Intelligence ◽

10.1016/j.intell.2017.02.003 ◽

2017 ◽

Vol 61 ◽

pp. 169-175 ◽

Cited By ~ 8

Author(s):

Bi Zhu ◽

Chuansheng Chen ◽

Xixi Dang ◽

Qi Dong ◽

Chongde Lin

Keyword(s):

Working Memory ◽

Fluid Intelligence ◽

Verbal Working Memory ◽

Hippocampal Subfields

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Impaired working memory and normal sustained attention in borderline personality disorder

Acta Neuropsychiatrica ◽

10.1111/j.1601-5215.2011.00630.x ◽

2012 ◽

Vol 24 (6) ◽

pp. 349-355 ◽

Cited By ~ 6

Author(s):

Matteo Lazzaretti ◽

Niccolò Morandotti ◽

Michela Sala ◽

Miriam Isola ◽

Sophia Frangou ◽

...

Keyword(s):

Working Memory ◽

Borderline Personality Disorder ◽

Personality Disorder ◽

Sustained Attention ◽

Performance Test ◽

Continuous Performance Test ◽

Verbal Working Memory ◽

Borderline Personality ◽

Healthy Controls ◽

Dorsolateral Prefrontal

Lazzaretti M, Morandotti N, Sala M, Isola M, Frangou S, De Vidovich G, Marraffini E, Gambini F, Barale F, Zappoli F, Caverzasi E, Brambilla P. Impaired working memory and normal sustained attention in borderline personality disorder.Objective: Although reports in the literature describe deficits in working memory in borderline personality disorder (BPD), the evidence is limited and inconsistent. The aim of this study was to evaluate further this cognitive dimension and its clinical correlates in BPD.Method: We compared the performance of 15 BPD patients to 1:1 matched healthy controls on verbal working memory as determined by the sequential letter N-back test and sustained attention as measured using the continuous performance test (CPT).Results: BPD patients performed significantly worse on the N-back test compared to healthy controls (p < 0.05), but not on the CPT. The N-back deficit was more pronounced and significant in the 3-back condition and inversely correlated with impulsivity.Conclusions: These results suggest the presence of working memory deficits in BPD that may be linked to greater impulsivity and sustained by impairment in the dorsolateral prefrontal cortex.

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The role of verbal working memory in L2 sentence comprehension

Journal of Second Language Studies ◽

10.1075/jsls.18022.ker ◽

2020 ◽

Vol 3 (1) ◽

pp. 1-30

Author(s):

Elma Kerz ◽

Daniel Wiechmann

Keyword(s):

Working Memory ◽

Sentence Comprehension ◽

Native Speakers ◽

Sentence Type ◽

Verbal Working Memory ◽

Language Experience ◽

Advanced Learners ◽

Mixed Effects Modeling ◽

Positive Correlations

Abstract Considerable variability has been observed in sentence comprehension abilities in both native speakers and second language (L2) learner populations. While it has long been established that, in native speakers, this variability is closely linked to individual differences (IDs) in verbal working memory (vWM), previous research on the role of vWM in L2 sentence comprehension has produced mixed results. Moreover, there is an accumulating body of evidence demonstrating that the relationship between vWM and native language comprehension abilities is mediated by language experience. However, to our knowledge, until now, no attempt has been made to integrate language experience measures into the vWM-L2 sentence comprehension relationship. The goal of the present study is twofold: (1) to determine whether and to what extent vWM – as gauged by a reading span (RSPAN) task – correlates with IDs in two proxy estimates of L2 experience and (2) to investigate the effects of vWM on L2 comprehension of three different types of complex sentences. Thirty-four German advanced learners of English participated in this study. Significant positive correlations were found between the RSPAN scores and both proxy estimates of L2 experience. Mixed-effects modeling revealed that vWM exerted a significant effect on L2 sentence comprehension that was not modulated by sentence type. Taken together, these results provide additional evidence in support of the involvement of vWM in L2 sentence comprehension and, to our knowledge, first evidence for the contribution of L2 experience to RSPAN task performance.

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Working Memory and Down Syndrome

The Oxford Handbook of Down Syndrome and Development ◽

10.1093/oxfordhb/9780190645441.013.16 ◽

2020 ◽

Author(s):

Elizabeth A. Smith ◽

Christopher Jarrold

Keyword(s):

Working Memory ◽

Down Syndrome ◽

Cognitive Abilities ◽

Strong Predictor ◽

Working Memory Capacity ◽

Memory Function ◽

Verbal Working Memory ◽

Long Term Memory ◽

Full Picture ◽

And Control

A considerable body of research has explored working memory function in individuals with Down syndrome, given the fact that working memory is a strong predictor of numerous cognitive abilities over the course of development. Understanding working memory among individuals with Down syndrome is therefore key to providing a full picture of their overall cognitive profile. A pattern of poorer verbal working memory relative to less impaired visuospatial working memory has been well documented among individuals with Down syndrome, typically in the context of the Baddeley and Hitch (1974) working memory model. Here the review is extended to explore the nature of working memory capacity in terms of the maintenance of item versus order information in working memory. Deficits in both storage and control are explored, and explanations from different models of memory are considered. The relationship between long-term memory and working memory among persons with Down syndrome is subsequently outlined, and the role of working memory is considered in relation to learning among individuals Down syndrome.

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Can Behavioral Speech-In-Noise Tests Improve the Quality of Hearing Aid Fittings?

Perspectives on Audiology ◽

10.1044/poa7.1.8 ◽

2011 ◽

Vol 7 (1) ◽

pp. 8-14

Author(s):

Robert Moore ◽

Susan Gordon-Hickey

Keyword(s):

Working Memory ◽

Speech Perception ◽

Performance Test ◽

Hearing Aid ◽

Speech Perception In Noise ◽

Speech In Noise ◽

Acceptable Noise Level ◽

Perceptual Performance ◽

Noise Test

The purpose of this article is to propose 4 dimensions for consideration in hearing aid fittings and 4 tests to evaluate those dimensions. The 4 dimensions and tests are (a) working memory, evaluated by the Revised Speech Perception in Noise test (Bilger, Nuetzel, & Rabinowitz, 1984); (b) performance in noise, evaluated by the Quick Speech in Noise test (QSIN; Killion, Niquette, Gudmundsen, Revit, & Banerjee, 2004); (c) acceptance of noise, evaluated by the Acceptable Noise Level test (ANL; Nabelek, Tucker, & Letowski, 1991); and (d) performance versus perception, evaluated by the Perceptual–Performance test (PPT; Saunders & Cienkowski, 2002). The authors discuss the 4 dimensions and tests in the context of improving the quality of hearing aid fittings.

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Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917/a000450 ◽

2016 ◽

Vol 44 (5) ◽

pp. 365-375 ◽

Cited By ~ 9

Author(s):

Jörg-Tobias Kuhn ◽

Elena Ise ◽

Julia Raddatz ◽

Christin Schwenk ◽

Christian Dobel

Keyword(s):

Working Memory ◽

Processing Speed ◽

Verbal Working Memory ◽

Typically Developing ◽

Cognitive Profiles ◽

Adhd Symptoms ◽

Memory Processing ◽

Numerical Processing ◽

Hyperactivity Disorder ◽

Neurocognitive Measures

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. 

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