scholarly journals The Hebb repetition effect in complex span tasks: Evidence for a shared learning mechanism with simple span tasks

2021 ◽  
Author(s):  
Claudia Araya ◽  
Klaus Oberauer ◽  
Satoru Saito
Keyword(s):  
Recall Performance ◽  
Repetition Effect ◽  
Span Task ◽  
Temporal Position ◽  
Complex Span ◽  
Complex Span Task ◽  
Serial Recall Task ◽  
Span Tasks ◽  
Underlying Mechanisms ◽  
Hebb Repetition Effect

AbstractThe Hebb repetition effect on serial-recall task refers to the improvement in the accuracy of recall of a repeated list (e.g., repeated in every 3 trials) over random non-repeated lists. Previous research has shown that both temporal position and neighboring items need to be the same on each repetition list for the Hebb repetition effect to occur, suggesting chunking as one of its underlying mechanisms. Accordingly, one can expect absence of the Hebb repetition effect in a complex span task, given that the sequence is interrupted by distractors. Nevertheless, one study by Oberauer, Jones, and Lewandowsky (2015, Memory & Cognition, 43[6], 852–865) showed evidence of the Hebb repetition effect in a complex span task. Throughout four experiments, we confirmed the Hebb repetition effect in complex span tasks, even when we included distractors in both encoding and recall phases to avoid any resemblance to a simple span task and minimized the possibility of chunking. Results showed that the Hebb repetition effect was not affected by the distractors during encoding and recall. A transfer cycle analysis showed that the long-term knowledge acquired in the complex span task can be transferred to a simple span task. These findings provide the first insights on the mechanism behind the Hebb repetition effect in complex span tasks; it is at least partially based on the same mechanism that improves recall performance by repetition in simple span tasks.

scholarly journals Are working memory training effects paradigm-specific?

2018 ◽  
Author(s):  
Joni Holmes ◽  
Francesca Woolgar ◽  
Adam Hampshire ◽  
Susan E. Gathercole
Keyword(s):  
Working Memory ◽  
Controlled Trial ◽  
Intervention Group ◽  
Span Task ◽  
Memory Training ◽  
Stimulus Category ◽  
Complex Span ◽  
Complex Span Task ◽  
Span Tasks ◽  
Verbal Complex

AbstractA randomized controlled trial compared complex span and n-back training regimes to investigate the generality of training benefits across materials and paradigms. The memory items and training intensities were equated across programs, providing the first like-with-like comparison of transfer in these two widely-used training paradigms. The stimuli in transfer tests of verbal and visuo-spatial n-back and complex span differed from the trained tasks, but were matched across the untrained paradigms. Pre-to-post changes were observed for untrained n-back tasks following n-back training. Following complex span training there was equivocal evidence for improvements on a verbal complex span task, but no evidence for changes on an untrained visuo-spatial complex span activity. Relative to a no intervention group, the evidence supported no change on an untrained verbal complex span task following either n-back or complex span training. Equivocal evidence was found for improvements on visuo-spatial complex span and verbal and visuo-spatial n-back tasks following both training regimes. Evidence for selective transfer (comparing the two active training groups) was only found for an untrained visuo-spatial n-back task following n-back training. There was no evidence for cross-paradigm transfer. Thus transfer is constrained by working memory paradigm and the nature of individual processes executed within complex span tasks. However, within-paradigm transfer can occur when the change is limited to stimulus category, at least for n-back.

scholarly journals Measuring verbal working memory capacity: A reading span task for laboratory and web-based use

2016 ◽  
Author(s):  
Jana Klaus ◽  
Herbert Schriefers
Keyword(s):  
Working Memory ◽  
Recall Performance ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Span Task ◽  
Reading Span ◽  
Complex Span ◽  
Web Based ◽  
Extreme Groups ◽  
Span Tasks

Typically, working memory (WM) capacity as a source of individual differences is assessed by complex span tasks which combine a processing and a storage task. However, there are no standardized open-source versions, and the tasks that are used are not easily comparable. We introduce a browser-based version of the reading span task, which yielded normally distributed recall performance scores. Next, we provide a within-participant comparison of this task to two other complex span tasks. Finally, we introduce a web-based version of the reading span task. WM scores were comparable to those obtained in the laboratory, but web participants were also faster and made more mistakes in the processing task. We conclude that the task introduced here is an adequate way to measure verbal WM capacity in the laboratory. In addition, it may prove to be a useful, time-efficient online tool, for instance to extract extreme groups from a larger sample.

When a Reactivated Visual Mask Disrupts Serial Recall

2018 ◽  
Vol 65 (5) ◽  
pp. 263-271 ◽  
Author(s):  
Amandine E. Rey ◽  
Rémy Versace ◽  
Gaën Plancher
Keyword(s):  
Working Memory ◽  
Serial Recall ◽  
Recall Performance ◽  
Indirect Evidence ◽  
Span Task ◽  
Control Stimulus ◽  
Complex Span ◽  
Complex Span Task ◽  
Memory Traces ◽  
Visual Mask

Abstract. To prevent forgetting in working memory, the attentional refreshing is supposed to increase the level of activation of memory traces by focusing attention. However, the involvement of memory traces reactivation in refreshing relies in the majority on indirect evidence. The aim of this study was to show that refreshing relies on the reactivation of memory traces by investigating how the reactivation of an irrelevant trace prevents the attentional refreshing to take place, and (2) the memory traces reactivated are sensorial in nature. We used a reactivated visual mask presented during the encoding (Experiment 1) and the refreshing (Experiment 2) of pictures in a complex span task. Results showed impaired serial recall performance in both experiments when the mask was reactivated compared to a control stimulus. Experiment 3 confirmed the refreshing account of these results. We proposed that refreshing relies on the reactivation of sensory memory traces.

scholarly journals Maintenance Mechanisms in Children’s Verbal Working Memory

2015 ◽  
Vol 6 (1) ◽  
pp. 16 ◽  
Author(s):  
Anne-Laure Oftinger ◽  
Valerie Camos
Keyword(s):  
Working Memory ◽  
Recall Performance ◽  
Age Groups ◽  
Verbal Working Memory ◽  
Concurrent Task ◽  
Verbal Information ◽  
Complex Span ◽  
Span Tasks ◽  
Joint Contribution

<p>Previous research in adults has indicated two maintenance mechanisms of verbal information in working memory, i.e., articulatory rehearsal and attentional refreshing. However, only three studies have examined their joint contribution to children’s verbal working memory. The present study aimed at extending this line of research by investigating the developmental changes occurring from 6 to 9 years old. In two experiments using complex span tasks, children of three different age groups maintained letters or words while performing a concurrent task. The opportunity for attentional refreshing was manipulated by varying the attentional demand of the concurrent task. Moreover, this task was performed either silently by pressing keys or aloud, the latter inducing a concurrent articulation. As expected, recall performance increased strongly with age. More interestingly, concurrent articulation had a detrimental effect on recall even in 6-year-old children. Similarly, introducing a concurrent attention-demanding task impaired recall performance at all ages. Finally, the effect of the availability of rehearsal and of attentional refreshing never interacted at any age. This suggested an independence of the two mechanisms in the maintenance of verbal information in children’s working memory. Implications for the development of rehearsal use and for the role of attention in working memory are discussed.</p>

scholarly journals Are all interferences bad? Bilingual advantages in working memory are modulated by varying demands for controlled processing

2015 ◽  
Vol 20 (1) ◽  
pp. 184-196 ◽  
Author(s):  
HWAJIN YANG ◽  
SUJIN YANG
Keyword(s):  
Working Memory ◽  
Cognitive Control ◽  
Span Task ◽  
General Control ◽  
Baseline Measure ◽  
Complex Span ◽  
Operation Span ◽  
Controlled Processing ◽  
Span Tasks ◽  
Font Color

We investigated bilingual advantages in general control abilities using three complex-span tasks of working memory (WM). An operation-span task served as a baseline measure of WM capacity. Additionally, two modified versions of the Stroop-span task were designed to place varying attentional-control demands during memoranda encoding by asking participants either to read the to-be-remembered item aloud (lower cognitive control; i.e., Stroop-span task) or to name the font color of the to-be-remembered item while still encoding the word for later recall (greater cognitive control; i.e., attention-impeded Stroop-span task). Twenty-six Korean–English bilinguals and 25 English-native monolinguals were tested. We found that bilinguals outperformed monolinguals on the attention-impeded Stroop-span task, but on neither the operation-span nor the Stroop-span task. Our findings demonstrate that bilingualism provides advantages in controlled processing, an important component of WM and other executive functions, suggesting that the demand for controlled processing in WM tasks moderates bilingual effects on WM.

scholarly journals Measuring the development of working memory capacity: 
Example of an adaptive complex span task

2018 ◽  
Author(s):  
Alexandre Aubry ◽  
Corentin Gonthier ◽  
Mathieu Hainselin ◽  
Béatrice Bourdin
Keyword(s):  
Working Memory ◽  
Working Memory Capacity ◽  
Cognitive Activity ◽  
Memory Capacity ◽  
Developmental Trajectory ◽  
Span Task ◽  
Complex Span ◽  
Complex Span Task ◽  
Cognitive Aptitude ◽  
Discriminating Power

The aim of this current article is to provide a reflection on how to estimate working memory capacity (WMC), and to investigate its developmental trajectory from eight to twenty-three years-old with a single adaptive and multimodal task. WMC is defined as both storage and manipulation of the information during a cognitive activity. This cognitive aptitude is crucial for the learning and play an important role in the intellectual functioning. WMC is strongly related to some cognitives activities such as the language comprehension, the problems solving or the mathematics. The assessment of WMC therefore seems to be essential throughout lifespan. Although WMC is domain-general, most assessments WMC are based on verbal tasks only. Furthermore, WMC measurement in the developmental studies is limited by the need to preserve discriminating power at all possible ages. The use of a short and composite complex span task adapting itself to the individual’s performance seems meet both requirements. Thus, we created a computerized task that is both multimodal (with verbal and nonverbal subtests) and adaptive to the individual’s abilities: the Adaptive Composite Complex Span (ACCES). With a sample of 724 participants aged between 8 and 23 years-old, our findings show ACCES retains high discriminating power at all chronological ages with no ceiling effect or floor effect. Theoretical and clinical implication are discussed.

scholarly journals The Digit Span Backwards Task

2015 ◽  
Vol 31 (3) ◽  
pp. 174-180 ◽  
Author(s):  
Sven Hilbert ◽  
Tristan T. Nakagawa ◽  
Patricia Puci ◽  
Alexandra Zech ◽  
Markus Bühner
Keyword(s):  
Working Memory ◽  
Digit Span ◽  
Working Memory Capacity ◽  
Cognitive Strategies ◽  
Span Task ◽  
Presentation Modality ◽  
Clinical Neuropsychology ◽  
Complex Span ◽  
Dual Task Condition ◽  
Complex Span Task

Abstract. The “digit span backwards” (DSB) is the most commonly used test in clinical neuropsychology to assess working memory capacity. Yet, it remains unclear how the task is solved cognitively. The present study was conducted to examine the use of visual and verbal cognitive strategies in the DSB. Further, the relationship between the DSB and a complex span task, based on the Simultaneous Storage and Processing task ( Oberauer et al., 2003 ), was investigated. Visualizers performed better than verbalizers in the dual task condition (rPB = .23) only when the relevant digits were presented optically. Performance in the DSB correlated only weakly with the complex span task in all conditions (all τ ≤ .21). The results indicate that the processing modality is determined by the preference for a cognitive strategy rather than the presentation modality and suggest that the DSB measures different working aspects than commonly used experimental working memory tasks.

On the sources of forgetting in working memory: The test of competing hypotheses

2018 ◽  
Vol 71 (8) ◽  
pp. 1714-1733 ◽  
Author(s):  
Pierre Barrouillet ◽  
Kim Uittenhove ◽  
Annalisa Lucidi ◽  
Naomi Langerock
Keyword(s):  
Working Memory ◽  
Detrimental Effect ◽  
Recall Performance ◽  
Free Time ◽  
Complex Span ◽  
Temporal Decay ◽  
Concurrent Processing ◽  
Memory Traces ◽  
Span Tasks ◽  
Unique Source

Whether forgetting from working memory (WM) is only due to interference or is also caused by temporal decay is still a matter of debate. In the present study, this question was examined using complex span tasks in which each memory item was followed by a series of processing episodes, the duration and number of which were varied. It is known that recall performance in these tasks depends on the cognitive load ( CL) of concurrent processing conceived as the ratio between processing time and free time, higher CL resulting in lower spans. The decay-and-refresh hypothesis accounts for this effect by assuming that memory traces decay during processing but are refreshed during free time. This hypothesis predicts lower recall performance with longer processing episodes, but no effect of their number as long as CL remains constant. The interference-only hypothesis supposes that free time is used to alleviate the interference created by processing distractors. This hypothesis is potentially compatible with an effect of the duration of processing episodes through increased interference, but predicts a detrimental effect of their number. In three experiments, the recall pattern fitted the predictions of the decay-and-refresh hypothesis for verbal WM, but that of the interference-only hypothesis for visuospatial WM. Although the entire pattern of data is more easily accommodated by the decay-and-refresh hypothesis than by its interference-only contender, our results suggest that it is unwise to aim at identifying a unique source to a complex phenomenon like WM forgetting.

scholarly journals A test of interference versus decay in working memory: Varying distraction within lists in a complex span task

2016 ◽  
Vol 90 ◽  
pp. 66-87 ◽  
Author(s):  
Simon Farrell ◽  
Klaus Oberauer ◽  
Martin Greaves ◽  
Kazimir Pasiecznik ◽  
Stephan Lewandowsky ◽  
...  
Keyword(s):  
Working Memory ◽  
Span Task ◽  
Complex Span ◽  
Complex Span Task
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