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

The 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.

Glioma of The Temporal Lobe That Impair Working Memory

Background: Working memory refers to the temporary storage and manipulation of information. Although working memory is generally considered to rely primarily on a fronto-parietal network, there is recent evidence that the temporal lobe has an important role in specific aspects of working memory. Methods: In this study, we assessed 30 patients with temporal tumor and 30 healthy controls using a method that combined memory tests with working memory tasks ( Digital span task, Spatial capacity N-back task and Emotional N-back task ). Results: The results revealed that there are no significant difference between the groups with regard to the neuropsychological functionings. For working memory tasks, statistically significant differences were not found on the 1-back tasks and forward versions of simple span tasks between the temporal patients group (TP) and the healthy controls group (HC). Analysis of correct responses of the experimental tasks suggested that the TP group was significantly different from the HC group in the 2-back tasks and backward versions of simple span tasks. For reaction times, spatial capacity 2-back task and emotional 2-back task showed the TP group were significantly different from the HC group. Conclusion: These findings revealed that working memory capacity was impaired in patients with a temporal tumour and that the temporal lobe may be a certain neuroanatomical structure in the working memory network.

Charting the functional form of working memory in two nationally representative samples

We leveraged nationally representative data from the Panel Study of Income Dynamics-Child Development Supplement (N = 3,562) and the Early Childhood Longitudinal Study (N = 18,174), to chart the functional form of working memory (WM) from 3 to 19 years of age. Results from this preregistered study (https://osf.io/4pvwk) revealed non-linear growth patterns for both forward and backward digit span tasks, with the most rapid growth occurring during early childhood and early adolescence. We also found that males and females develop WM at similar rates across the U.S. population. Together, this study highlights the relative importance of the early childhood and early adolescent periods for WM development. These benchmarks of normative WM development can also provide researchers with a reference against which to compare the developmental changes of WM in individual studies and allow clinicians and educators to track individual progress and evaluate educational programs using national trends of WM development.

Individual Differences in Cognitive Constructs: A Comparison Between American and Chinese Culture Groups

Previous studies on human cognition show that people with different cultural backgrounds may differ in various ways. However, there are other unexplored possibilities for cultural differences including degree of handedness thought to reflect hemispheric coordination, reliance on verbal versus visual representation in problem solving, and working memory capacity both spatial and operational. We assessed each of these using the Edinburgh scale, a validated scale of style of processing, and two automatic working memory span tasks. Participants were either native Chinese students (who spoke Mandarin) or American students. Data showed that culture impacted the set of measures but gender did not and these factors did not interact. Chinese and American students showed the largest difference in their operational working memory. We also examined the pattern of correlations among the measures across the two groups and found differences due to cultural group as well.

The role of working memory capacityin interpreting performance

This study aims to examine the relationship between working memory (WM) capacity and the performance of student interpreters defined as the quality of their interpreting output. To measure WM capacity, we administered Korean and English reading span tasks, and an operation span task. The WM scores were analysed for correlation with simultaneous interpreting (SI) and consecutive interpreting (CI) scores. The results were mixed: (1) the CI score showed no correlation with any of the WM span tasks and (2) the SI score correlated with only one WM span task, the operation span task. Given that the participants received shorter training in SI than in CI, we can tentatively conclude that interpreting performance is influenced more by WM capacity when the interpreter performs a less familiar type of interpreting. Further research is needed to find out why the reading span tasks and the operation span task showed different relationships with SI.

Ultra-brief Ambulatory Assessment of Working Memory Capacity via Smart Phones

The development of mobile technology with substantial computing power (i.e. smart phones) has enabled the adaptation of performance-based cognitive assessments to remote administration and novel intensive longitudinal study designs (e.g. measurement burst designs). While an “ambulatory” cognitive assessment paradigm provides new opportunities to extend current psychological theories, the adaptation of conventional measures to a mobile format conducive to intensive repeated measurement involves balancing measurement precision, administration time, and procedural consistency. Across 3 studies, we developed mobile adaptations of computerized ‘complex span’ tasks to assess working memory capacity (WMC) and examined their validity, reliability, and sufficiency. Study 1 examined the convergent and criterion validity of a single administration of 3 ultra-brief complex span tasks on smart phones in a laboratory setting (ambulatory Operation Span, Symmetry Span, and Rotation Span tasks). Study 2 adapted the ultra-brief tasks to a 4-day measurement burst design where between- and within-person reliability was assessed over 16 repeated administrations (4 assessments/day). Study 3 involved the implementation of a single ultra-brief complex span task into a 7-day measurement burst design field study involving college students (5 assessments/day). Results of these 3 studies suggest that valid and highly reliable estimates of WMC can be obtained via smart phones, in the absence of intensive onboarding/training, in 3-6 minutes of total testing time (2 ultra-brief, mobile administrations). Considerations for future mobile cognitive assessment design and parameterization are discussed.

Towards a Theory of Working Memory

Working memory provides a medium for building and manipulating new representations that control our thoughts and actions. To fulfil this function, a working memory system needs to meet six requirements: (1) it must have a mechanism for rapidly forming temporary bindings to combine elements into new structures; (2) it needs a focus of attention for selectively accessing individual elements for processing; (3) it must hold both declarative representations of what is the case, and procedural representations of how to act on the current situation; (4) it needs a process for rapid updating, including rapid removal of outdated contents. Moreover, contents of working memory (5) need to be shielded from interference from long-term memory, while (6) working memory should be able to use information in long-term memory when it is useful. This chapter summarizes evidence in support of these mechanisms and processes. It presents three computational models that each implement some of these mechanisms, and explains different subsets of empirical findings about working memory: the SOB-CS model accounts for behaviour in tests of immediate serial recall, including complex-span tasks. The interference model explains data from a common test of visual working memory, the continuous-reproduction task. The set-selection model explains how people learn memory sets and task sets, how these sets are retrieved from long-term memory, and how these mechanisms enable switching between memory sets and task sets.