scholarly journals Locomotion and Topographical Working Memory in Children With Myelomeningocele and Arthrogryposis Multiplex Congenita

2021 ◽  
Vol 12 ◽  
Author(s):  
Åsa Bartonek ◽  
Cecilia Guariglia ◽  
Laura Piccardi
Keyword(s):  
Working Memory ◽  
Motor Development ◽  
Memory Span ◽  
Memory Test ◽  
Arthrogryposis Multiplex Congenita ◽  
Visuospatial Working Memory ◽  
Reasoning Test ◽  
Visuospatial Reasoning ◽  
Community Ambulation ◽  
Low Levels

Background: In children with myelomeningocele (MMC) and arthrogryposis multiplex congenital (AMC), adequate rehabilitation measures are accessible with the goal of attaining the utmost motor development. However, there is a lack of knowledge as to how children develop navigation utilizing their locomotion abilities. The aim of the present study was to explore topographic working memory in children with MMC and AMC.Methods: For this purpose, we assessed 41 children with MMC and AMC, assigned an ambulation group, and 120 typical developing (TD) children, with mean ages of 11.9, 10.6, and 9.9 years, respectively. All groups performed a topographic working memory test while moving in a walking space and a visuospatial working memory test in a reaching space. Children with MMC and AMC also performed a test to measure their ability to reason on visuospatial material, Raven's Coloured Progressive Matrices.Results: The topographic working memory span was shorter in the MMC group than in the TD group. In general, all ambulation groups had a shorter topographic working memory span than the TD group. The visuospatial working memory span was shorter in the non-ambulation group than in the TD group. Scores from the visuospatial reasoning test were lower in the non-ambulation group than in the community ambulation group.Conclusions: Even though a higher cognitive score was found in the community ambulation group than in the non-ambulation group, topographic working memory was affected similarly in both groups. Including children who develop community ambulation in therapy programs containing aspects of navigation may gain even children with low levels of MMC and AMC. These results evidenced the importance of motor development and navigational experience gained through direct exploration of the environment on topographic memory.

scholarly journals A Validation Study of the German Complex-Span Tasks and Some General Considerations on Task Translation Procedures in Cognitive Psychology

2019 ◽  
Vol 35 (5) ◽  
pp. 725-736 ◽  
Author(s):  
Jan Rummel ◽  
Lena Steindorf ◽  
Ivan Marevic ◽  
Daniel Danner
Keyword(s):  
Working Memory ◽  
Cognitive Psychology ◽  
Memory Span ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Complex Span ◽  
Reasoning Test ◽  
Equivalence Tests ◽  
Span Tasks ◽  
Open Question

Abstract. Automated complex-span tasks are widely used to assess working-memory capacity and the English versions show good psychometric properties ( Unsworth, Heitz, Schrock, & Engle, 2005 ). However, it is generally an open question whether translated task versions have the same properties as the original versions and whether results obtained with translated tasks can be interpreted equivalently to those obtained with the original tasks. We translated the complex-span tasks and had a sample of German participants perform these tasks as well as a running-memory-span task and a reasoning test. We assessed the reliabilities of the German complex-span tasks and their construct and criterion-related validities. Extrapolating from cross-cultural literature, we also employed a test of measurement invariance to compare the correlational patterns as well as the construct structure between the German sample and a similar North-American sample. Results show that the German complex-span tasks are reliable and valid indicators of working-memory capacity and that they are metrically and functionally equivalent to the original versions. As measurement equivalence is an important but often neglected topic in basic cognitive psychology, we also highlight the general benefits of using equivalence tests when translating cognitive tasks.

A cross-language study of verbal and visuospatial working memory span

2009 ◽  
Vol 31 (4) ◽  
pp. 385-391 ◽  
Author(s):  
Zen-Yong Chen ◽  
Patricia E. Cowell ◽  
Rosemary Varley ◽  
Yi-Ching Wang
Keyword(s):  
Working Memory ◽  
Memory Span ◽  
Visuospatial Working Memory ◽  
Language Study ◽  
Cross Language

scholarly journals Noncredible cognitive performance at clinical evaluation of adult ADHD: An embedded validity indicator in a visuospatial working memory test.

2017 ◽  
Vol 29 (12) ◽  
pp. 1466-1479 ◽  
Author(s):  
Anselm B. M. Fuermaier ◽  
Oliver Tucha ◽  
Janneke Koerts ◽  
Klaus W. Lange ◽  
Matthias Weisbrod ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Performance ◽  
Clinical Evaluation ◽  
Adult Adhd ◽  
Memory Test ◽  
Visuospatial Working Memory

Individual Differences in Visuospatial Working Memory Capacity and Distractor Inhibition

2009 ◽  
Vol 68 (2) ◽  
pp. 67-78 ◽  
Author(s):  
Thierry Lecerf ◽  
Jean-Luc Roulin
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Memory Span ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Visuospatial Working Memory ◽  
Distractor Inhibition ◽  
Inhibitory Mechanisms ◽  
Intrusion Errors ◽  
Span Tasks

Studies examining individual differences in working memory capacity (WMC) show differences between individuals with low-WMC and individuals with high-WMC. This extreme-group design was used to address relationships between individual differences in visuospatial WMC and distractor inhibition. We examined the patterns of errors made on two visuospatial working-memory span tasks (selective matrix task, visual matrix task). We recorded intrusion errors as indicators of inefficient inhibitory mechanisms, and spatial errors as indicators of degraded memory traces. Results indicate that on both tasks, low-span participants make more intrusion errors and spatial errors than high-span participants. Results are discussed in terms of the ability to inhibit distractors, to control the focus of attention, and to guide search from memory.

Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

2020 ◽  
Vol 63 (9) ◽  
pp. 3036-3050
Author(s):  
Elma Blom ◽  
Tessel Boerma
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Language Disorder ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Visuospatial Working Memory ◽  
Interference Control ◽  
Developmental Patterns ◽  
Search Tasks ◽  
The Impact

Purpose Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention. This study aimed to address these gaps. Method Data from 78 children with DLD and 39 typically developing (TD) children were collected at three times with 1-year intervals. At Time 1, the children were 5 or 6 years old. Flanker, Dot Matrix, and Sky Search tasks tested interference control, visuospatial working memory, and selective attention, respectively. DLD severity was based on children's language ability. DLD persistence was based on stability of the DLD diagnosis. Results Performance on all tasks improved in both groups. TD children outperformed children with DLD on interference control. No differences were found for visuospatial working memory and selective attention. An interference control gap between the DLD and TD groups emerged between Time 1 and Time 2. Severity and persistence of DLD were related to interference control and working memory; the impact on working memory was stronger. Selective attention was unrelated to DLD severity and persistence. Conclusions Age and DLD severity and persistence determine whether or not children with DLD show EF weaknesses. Interference control is most clearly impaired in children with DLD who are 6 years and older. Visuospatial working memory is impaired in children with severe and persistent DLD. Selective attention is spared.

Visual Search Facilitation in Repeated Displays Depends on Visuospatial Working Memory

2012 ◽  
Vol 59 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Angela A. Manginelli ◽  
Franziska Geringswald ◽  
Stefan Pollmann
Keyword(s):  
Working Memory ◽  
Visual Search ◽  
Control Experiment ◽  
Memory Load ◽  
Contextual Cueing ◽  
Long Term Memory ◽  
Visuospatial Working Memory ◽  
Working Memory Load ◽  
Memory Resources

When distractor configurations are repeated over time, visual search becomes more efficient, even if participants are unaware of the repetition. This contextual cueing is a form of incidental, implicit learning. One might therefore expect that contextual cueing does not (or only minimally) rely on working memory resources. This, however, is debated in the literature. We investigated contextual cueing under either a visuospatial or a nonspatial (color) visual working memory load. We found that contextual cueing was disrupted by the concurrent visuospatial, but not by the color working memory load. A control experiment ruled out that unspecific attentional factors of the dual-task situation disrupted contextual cueing. Visuospatial working memory may be needed to match current display items with long-term memory traces of previously learned displays.

The Modality Effect on False Recall as a Function of Working Memory Span

2000 ◽  
Author(s):  
Rebekah E. Smith ◽  
Tabitha Payne ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Memory Span ◽  
False Recall ◽  
Modality Effect
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