Problem Solving and Working Memory Updating Difficulties in a Group of Poor Comprehenders

Problem-solving abilities, text comprehension, and working memory updating were investigated in 25 8–year-old children with a specific difficulty at comprehending written texts (i.e., poor comprehenders) and 25 control children matched for gender, age, schooling, and reading decoding ability. Poor comprehenders revealed to be less competent not only in the tasks that required a good text comprehension but also in problem-solving and updating tasks. Results are discussed in terms of their implications for educational settings.

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Problem Solving and Working Memory Updating Difficulties in a Group of Poor Comprehenders

PsycEXTRA Dataset ◽

10.1037/e636952013-066 ◽

2013 ◽

Author(s):

Cesare Cornoldi ◽

Silvia Drusi ◽

Chiara Tencati ◽

David Giofre ◽

Chiara Mirandola

Keyword(s):

Working Memory ◽

Problem Solving ◽

Memory Updating ◽

Poor Comprehenders ◽

Working Memory Updating

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The Effect of Working Memory Updating Ability on Spatial Insight Problem Solving: Evidence From Behavior and Eye Movement Studies

Frontiers in Psychology ◽

10.3389/fpsyg.2019.00927 ◽

2019 ◽

Vol 10 ◽

Author(s):

Qiang Xing ◽

Zheyi Lu ◽

Jing Hu

Keyword(s):

Working Memory ◽

Problem Solving ◽

Eye Movement ◽

Memory Updating ◽

Insight Problem ◽

Insight Problem Solving ◽

Working Memory Updating

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Short-term training on working memory updating and metacognition in primary school: The effect on reading comprehension

School Psychology International ◽

10.1177/0143034319881671 ◽

2019 ◽

Vol 40 (6) ◽

pp. 641-657

Author(s):

Caterina Artuso ◽

Barbara Carretti ◽

Paola Palladino

Keyword(s):

Working Memory ◽

Reading Comprehension ◽

Text Comprehension ◽

Text Processing ◽

Transfer Effects ◽

Memory Updating ◽

Written Text ◽

Effective Strategies ◽

Text Structures ◽

Working Memory Updating

This study analyzed the potential transfer effects on reading comprehension skills of two different training programs administered to 9- to 10-year-old children attending fourth grade classes. One training program was based on a working memory updating paradigm (i.e., words, digits, sentence and text updating working memory tasks). The other program was based on metacomprehension activities focused on text structures, genres, text sensitivity, and text comprehension strategies. Performance was compared pre and post training on running memory, text updating, and reading comprehension tasks. The results showed that significant gains were obtained in both text updating and reading comprehension tasks, with a far transfer effect for both types of training. Limited nearest transfer effects suggest that gains could be due to acquisition of effective strategies in both programs, with training suitable for improving written text processing; however, performance did not differ between programs.

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Working memory updating and emotional intelligence

PsycEXTRA Dataset ◽

10.1037/e512592013-380 ◽

2011 ◽

Author(s):

J. Orzechowski ◽

M. Smieja ◽

D. Asanowicz

Keyword(s):

Working Memory ◽

Emotional Intelligence ◽

Memory Updating ◽

Working Memory Updating

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Working memory updating: Discovering its nature from the study of different materials and task procedures as well as individual differences

PsycEXTRA Dataset ◽

10.1037/e636952013-004 ◽

2013 ◽

Author(s):

Paola Palladino

Keyword(s):

Working Memory ◽

Individual Differences ◽

Memory Updating ◽

Working Memory Updating ◽

And Task

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Working-memory updating training in younger and older adults: Training and transfer effects

PsycEXTRA Dataset ◽

10.1037/e636952013-538 ◽

2013 ◽

Author(s):

Tilo Strobach ◽

Tiina Salminen ◽

Petra Redel ◽

Kathrin Finke ◽

Torsten Schubert

Keyword(s):

Older Adults ◽

Working Memory ◽

Transfer Effects ◽

Memory Updating ◽

Working Memory Updating

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Spontaneous Eye Blinks Predict Executive Functioning in Seniors

Journal of Cognitive Enhancement ◽

10.1007/s41465-021-00217-4 ◽

2021 ◽

Author(s):

Jessika I. V. Buitenweg ◽

Jaap M. J. Murre ◽

K. Richard Ridderinkhof

Keyword(s):

Older Adults ◽

Working Memory ◽

Executive Functioning ◽

Cognitive Training ◽

Functional Decline ◽

Future Research ◽

Blink Rate ◽

Memory Updating ◽

Age Related ◽

Working Memory Updating

AbstractAs the world’s population is aging rapidly, cognitive training is an extensively used approach to attempt improvement of age-related cognitive functioning. With increasing numbers of older adults required to remain in the workforce, it is important to be able to reliably predict future functional decline, as well as the individual advantages of cognitive training. Given the correlation between age-related decline and striatal dopaminergic function, we investigated whether eye blink rate (EBR), a non-invasive, indirect indicator of dopaminergic activity, could predict executive functioning (response inhibition, switching and working memory updating) as well as trainability of executive functioning in older adults. EBR was collected before and after a cognitive flexibility training, cognitive training without flexibility, or a mock training. EBR predicted working memory updating performance on two measures of updating, as well as trainability of working memory updating, whereas performance and trainability in inhibition and switching tasks could not be predicted by EBR. Our findings tentatively indicate that EBR permits prediction of working memory performance in older adults. To fully interpret the relationship with executive functioning, we suggest future research should assess both EBR and dopamine receptor availability among seniors.

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