scholarly journals Logical Reasoning, Spatial Processing, and Verbal Working Memory: Longitudinal Predictors of Physics Achievement at Age 12–13 Years

2019 ◽  
Vol 10 ◽  
Author(s):  
Ulf Träff ◽  
Linda Olsson ◽  
Kenny Skagerlund ◽  
Mikael Skagenholt ◽  
Rickard Östergren
Keyword(s):  
Working Memory ◽  
Verbal Working Memory ◽  
Logical Reasoning ◽  
Spatial Processing

Order Information in Verbal Working Memory Shifts the Subjective Midpoint in Both the Line Bisection and the Landmark Tasks

2017 ◽  
Vol 70 (10) ◽  
pp. 1973-1983 ◽  
Author(s):  
Sophie Antoine ◽  
Mariagrazia Ranzini ◽  
Titia Gebuis ◽  
Jean-Philippe van Dijck ◽  
Wim Gevers
Keyword(s):  
Working Memory ◽  
Serial Order ◽  
Verbal Working Memory ◽  
Ordinal Position ◽  
Line Bisection ◽  
Spatial Processing ◽  
Continuous Processing ◽  
Left And Right ◽  
The Right ◽  
Line Bisection Task

A largely substantiated view in the domain of working memory is that the maintenance of serial order is achieved by generating associations of each item with an independent representation of its position, so-called position markers. Recent studies reported that the ordinal position of an item in verbal working memory interacts with spatial processing. This suggests that position markers might be spatial in nature. However, these interactions were so far observed in tasks implying a clear binary categorization of space (i.e., with left and right responses or targets). Such binary categorizations leave room for alternative interpretations, such as congruency between non-spatial categorical codes for ordinal position (e.g., begin and end) and spatial categorical codes for response (e.g., left and right). Here we discard this interpretation by providing evidence that this interaction can also be observed in a task that draws upon a continuous processing of space, the line bisection task. Specifically, bisections are modulated by ordinal position in verbal working memory, with lines bisected more towards the right after retrieving items from the end compared to the beginning of the memorized sequence. This supports the idea that position markers are intrinsically spatial in nature.

Grounding Verbal Working Memory: The Case of Serial Order

2017 ◽  
Vol 26 (5) ◽  
pp. 429-433 ◽  
Author(s):  
Elger L. Abrahamse ◽  
Jean-Philippe van Dijck ◽  
Wim Fias
Keyword(s):  
Working Memory ◽  
Cognitive Science ◽  
Spatial Attention ◽  
Serial Order ◽  
Verbal Working Memory ◽  
Spatial Processing ◽  
Future Studies ◽  
Attention System ◽  
Challenges And Opportunities

The maintenance of serial order in verbal working memory (WM) is a major unsolved puzzle in cognitive science. Here we review a series of studies showing that serial order in verbal WM closely interacts with spatial processing. Accordingly, we outline the “mental whiteboard hypothesis,” which postulates that serial order in verbal WM is grounded in the spatial attention system. Specifically, serial context in verbal WM is provided by binding the memoranda to coordinates within an internal, spatially defined system within which (internal) spatial attention is at play to the purpose of searching for and retrieving information. Challenges and opportunities to be considered in future studies are discussed.

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

2016 ◽  
Vol 44 (5) ◽  
pp. 365-375 ◽  
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.


No Decay in Verbal Working Memory

2012 ◽  
Author(s):  
Klaus Oberauer ◽  
Stephan Lewandowsky
Keyword(s):  
Working Memory ◽  
Verbal Working Memory

Inhibitory Control in Verbal Working Memory Across the Lifespan

2007 ◽  
Author(s):  
Christelle Robert ◽  
Delphine Fagot ◽  
Thierry Lecerf ◽  
Anik de Ribaupierre
Keyword(s):  
Working Memory ◽  
Inhibitory Control ◽  
Verbal Working Memory

No evidence for decay in verbal working memory

2009 ◽  
Author(s):  
Klaus Oberauer ◽  
Stephan Lewandowsky
Keyword(s):  
Working Memory ◽  
Verbal Working Memory

How do working memory, general anxiety and math anxiety affect female students’ math performance?

2020 ◽  
Author(s):  
Nachshon Korem ◽  
Orly Rubinsten
Keyword(s):  
Working Memory ◽  
Latent Variables ◽  
Math Anxiety ◽  
Verbal Working Memory ◽  
Math Performance ◽  
Equation Modeling ◽  
Current Evidence ◽  
Unique Contribution ◽  
Shared Variance ◽  
Numeric Information

Current evidence suggests that math anxiety and working memory govern math performance. However, these conclusions are largely based on simple correlations, without considering these variables as a network or examining correlations at the latent variables level. Thus, questions remain regarding the role of the unique and shared variance between math anxiety, working memory and math performance. The purpose of the current study was to (i) uncover the underlying relationships between the variables to understand the unique contribution of each element to the network; (ii) measure the shared variance and identify the interactions between affect and cognition that control math performance. Our analytical approach involved both network analysis approach and structural equation modeling, with a sample of 116 female students.Results show that math anxiety and working memory affect math performance by different mechanisms. Only working memory tests that included numeric information were correlated to math anxiety. Each of the various working memory tasks correlated differently to math performance: working memory as a single latent variable was a better predictor of math performance than visuospatial and verbal working memory as two separate latent variables. Overall, both working memory and math anxiety affect math performance. Working memory tasks that include numeric information can affect performance in math anxious individuals.

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