scholarly journals Visuospatial Working Memory Mediates the Relationship Between Executive Functioning and Spatial Ability

2018 ◽  
Vol 9 ◽  
Author(s):  
Lu Wang ◽  
Jocelyn Bolin ◽  
Zhenqiu Lu ◽  
Martha Carr
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Spatial Ability ◽  
Visuospatial Working Memory ◽  
The Relationship

scholarly journals The Fear to Move in a Crowded Environment. Poor Spatial Memory Related to Agoraphobic Disorder

2021 ◽  
Vol 11 (6) ◽  
pp. 796
Author(s):  
Micaela Maria Zucchelli ◽  
Laura Piccardi ◽  
Raffaella Nori
Keyword(s):  
Working Memory ◽  
Spatial Information ◽  
Theoretical Background ◽  
Exploratory Activity ◽  
Visuospatial Working Memory ◽  
Spatial Tasks ◽  
And Performance ◽  
The Relationship ◽  
Crowded Environment ◽  
Active Processing

Individuals with agoraphobia exhibit impaired exploratory activity when navigating unfamiliar environments. However, no studies have investigated the contribution of visuospatial working memory (VSWM) in these individuals’ ability to acquire and process spatial information while considering the use of egocentric and allocentric coordinates or environments with or without people. A total of 106 individuals (53 with agoraphobia and 53 controls) navigated in a virtual square to acquire spatial information that included the recognition of landmarks and the relationship between landmarks and themselves (egocentric coordinates) and independent of themselves (allocentric coordinates). Half of the participants in both groups navigated in a square without people, and half navigated in a crowded square. They completed a VSWM test in addition to tasks measuring landmark recognition and egocentric and allocentric judgements concerning the explored square. The results showed that individuals with agoraphobia had reduced working memory only when active processing of spatial elements was required, suggesting that they exhibit spatial difficulties particularly in complex spatial tasks requiring them to process information simultaneously. Specifically, VSWM deficits mediated the relationship between agoraphobia and performance in the allocentric judgements. The results are discussed considering the theoretical background of agoraphobia in order to provide useful elements for the early diagnosis of this disorder.

Shared Neural Circuits for Visuospatial Working Memory and Arithmetic in Children and Adults

2021 ◽  
pp. 1-17
Author(s):  
Anna A. Matejko ◽  
Daniel Ansari
Keyword(s):  
Working Memory ◽  
Brain Activity ◽  
Strong Relationship ◽  
Neural Substrates ◽  
Visuospatial Working Memory ◽  
Age Related ◽  
Arithmetic Networks ◽  
The Right ◽  
The Relationship ◽  
Superior Frontal Sulcus

Abstract Visuospatial working memory (VSWM) plays an important role in arithmetic problem solving, and the relationship between these two skills is thought to change over development. Even though neuroimaging studies have demonstrated that VSWM and arithmetic both recruit frontoparietal networks, inferences about common neural substrates have largely been made by comparisons across studies. Little work has examined how brain activation for VSWM and arithmetic converge within the same participants and whether there are age-related changes in the overlap of these neural networks. In this study, we examined how brain activity for VSWM and arithmetic overlap in 38 children and 26 adults. Although both children and adults recruited the intraparietal sulcus (IPS) for VSWM and arithmetic, children showed more focal activation within the right IPS, whereas adults recruited the bilateral IPS, superior frontal sulcus/middle frontal gyrus, and right insula. A comparison of the two groups revealed that adults recruited a more left-lateralized network of frontoparietal regions for VSWM and arithmetic compared with children. Together, these findings suggest possible neurocognitive mechanisms underlying the strong relationship between VSWM and arithmetic and provide evidence that the association between VSWM and arithmetic networks changes with age.

Working Memory and Behavioural Problems in Relation to Malay Writing of Primary School Children

2017 ◽  
Vol 6 (3) ◽  
pp. 189
Author(s):  
Sieak Ling-Teo ◽  
Kee Jiar-Yeo
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Primary School Children ◽  
Behavioural Problems ◽  
Visuospatial Working Memory ◽  
School Teachers ◽  
Short Term ◽  
Language Writing ◽  
The Relationship ◽  
Poor Memory

Deficit in working memory is common among young children across multiple abilities. Teachers have pointed to poor memory as one contributing factor to inattentiveness and short attention spans as well as some behavioural problems among students. This study aimed to explore the relationship among working memory, externalizing and internalizing behavioural problems and Malay language (writing). A total of 469 children (aged 8 and 11 year-old) and 17 school teachers were involved in the current study. It was found that working memory, externalizing behavioural problems and internalizing behavioural problems played critical roles in affecting the scores of Malay language (writing) at school. Specifically, there were five predictor variables being found in the regression model namely verbal short-term memory, inattention, somatic complaints, visuospatial working memory and aggression. As a whole, the correlation for the fivefactor model yielded a great result of 0.987.

scholarly journals Benefits of being bilingual? The relationship between pupils’ perceptions of teachers’ appreciation of their home language and executive functioning

2016 ◽  
Vol 20 (6) ◽  
pp. 700-713 ◽  
Author(s):  
Claire Goriot ◽  
Eddie Denessen ◽  
Joep Bakker ◽  
Mienke Droop
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Culturally Responsive ◽  
Verbal Working Memory ◽  
Home Language ◽  
Responsive Teaching ◽  
Primary School Pupils ◽  
Computer Tasks ◽  
The Relationship ◽  
Perceptions Of Teachers

Aims: We aimed to investigate whether bilingual pupil’s perceptions of teachers’ appreciation of their home language were of influence on bilingual cognitive advantages. Design: We examined whether Dutch bilingual primary school pupils who speak either German or Turkish at home differed in perceptions of their teacher’s appreciation of their HL, and whether these differences could explain differences between the two groups in executive functioning. Data and analysis: Executive functioning was measured through computer tasks, and perceived home language appreciation through orally administered questionnaires. The relationship between the two was assessed with regression analyses. Findings: German-Dutch pupils perceived there to be more appreciation of their home language from their teacher than Turkish-Dutch pupils. This difference did partly explain differences in executive functioning. Besides, we replicated bilingual advantages in nonverbal working memory and switching, but not in verbal working memory or inhibition. Originality and significance: This study demonstrates that bilingual advantages cannot be dissociated from the influence of the sociolinguistic context of the classroom. Thereby, it stresses the importance of culturally responsive teaching.

Visuospatial Working Memory, Executive Functioning, Language Comprehension and Aging

NeuroImage ◽  
2009 ◽  
Vol 47 ◽  
pp. S109 ◽  
Author(s):  
G Sammer ◽  
C Brück ◽  
A Haberkamp ◽  
M Bischoff ◽  
CR Blecker
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Language Comprehension ◽  
Visuospatial Working Memory

scholarly journals Math Skills and Executive Functioning in Preschool: Clinical and Ecological Evaluation // Competencias matemáticas y funcionamiento ejecutivo en preescolar: Evaluación clínica y ecológica

2014 ◽  
Vol 20 (1) ◽  
pp. 65-82 ◽  
Author(s):  
María-Jesús Presentación ◽  
Rebeca Siegenthaler ◽  
Vicente Pinto ◽  
Jessica Mercader ◽  
Ana Miranda
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Neuropsychological Tests ◽  
Predictive Power ◽  
Math Skills ◽  
Predictive Capacity ◽  
Mathematical Skills ◽  
Ecological Evaluation ◽  
Neuropsychological Measures ◽  
The Relationship

<p>This study compares the relationship between executive functioning, analyzed with clinical and ecological tests, and math skills in preschoolers. The children (255 children 5 to 6 years old) were evaluated using neuropsychological tests of inhibition, and working memory and the TEDI-MATH to estimate basic mathematical skills. The ecological evaluation of the executive functioning by the parents and teachers was carried out with the Behavioral Rating Inventory of Executive Function (BRIEF). Compared to the ecological ratings, the neuropsychological measures show more correlations with math skills and a greater predictive capacity. The teachers’ BRIEF results were superior to those of the parents. In all cases, working memory is the process that shows the greatest predictive power.</p>

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