Cognitive Performance in Older Adults with Stable Heart Failure: Longitudinal Evidence for Stability and Improvement

PubMed Central

Alosco, Michael L.; Garcia, Sarah; Spitznagel, Mary Beth; van Dulmen, Manfred; Cohen, Ronald; Sweet, Lawrence H.; Josephson, Richard; Hughes, Joel; Rosneck, Jim; Gunstad, John

2013-01-01

Cognitive impairment is prevalent in heart failure (HF), though substantial variability in the pattern of cognitive impairment is found across studies. To clarify the nature of cognitive impairment in HF, we examined longitudinal trajectories across multiple domains of cognition in HF patients using latent growth class modeling. 115 HF patients completed a neuropsychological battery at baseline, 3-months and 12-months. Participants also completed the Beck Depression Inventory-II (BDI-II). Latent class growth analyses revealed a three-class model for attention/executive function, four-class model for memory, and a three-class model for language. The slope for attention/executive function and language remained stable, while improvements were noted in memory performance. Education and BDI-II significantly predicted the intercept for attention/executive function and language abilities. The BDI-II also predicted baseline memory. The current findings suggest that multiple performance-based classes of neuropsychological test performance exist within cognitive domains, though case-controlled prospective studies with extended follow-ups are needed to fully elucidate changes and predictors of cognitive function in HF. PMID:23906182

Memory Interference as a Determinant of Language Comprehension

PubMed Central

Van Dyke, Julie A.; Johns, Clinton L.

2012-01-01

The parameters of the human memory system constrain the operation of language comprehension processes. In the memory literature, both decay and interference have been proposed as causes of forgetting; however, while there is a long history of research establishing the nature of interference effects in memory, the effects of decay are much more poorly supported. Nevertheless, research investigating the limitations of the human sentence processing mechanism typically focus on decay-based explanations, emphasizing the role of capacity, while the role of interference has received comparatively little attention. This paper reviews both accounts of difficulty in language comprehension by drawing direct connections to research in the memory domain. Capacity-based accounts are found to be untenable, diverging substantially from what is known about the operation of the human memory system. In contrast, recent research investigating comprehension difficulty using a retrieval-interference paradigm is shown to be wholly consistent with both behavioral and neuropsychological memory phenomena. The implications of adopting a retrieval-interference approach to investigating individual variation in language comprehension are discussed. PMID:22773927

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention.

PubMed

Powell, Sarah R; Cirino, Paul T; Malone, Amelia S

2017-07-01

We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.

Language and memory for object location.

PubMed

Gudde, Harmen B; Coventry, Kenny R; Engelhardt, Paul E

2016-08-01

In three experiments, we investigated the influence of two types of language on memory for object location: demonstratives (this, that) and possessives (my, your). Participants first read instructions containing demonstratives/possessives to place objects at different locations, and then had to recall those object locations (following object removal). Experiments 1 and 2 tested contrasting predictions of two possible accounts of language on object location memory: the Expectation Model (Coventry, Griffiths, & Hamilton, 2014) and the congruence account (Bonfiglioli, Finocchiaro, Gesierich, Rositani, & Vescovi, 2009). In Experiment 3, the role of attention allocation as a possible mechanism was investigated. Results across all three experiments show striking effects of language on object location memory, with the pattern of data supporting the Expectation Model. In this model, the expected location cued by language and the actual location are concatenated leading to (mis)memory for object location, consistent with models of predictive coding (Bar, 2009; Friston, 2003). Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence.

PubMed

Berninger, Virginia; Abbott, Robert; Cook, Clayton R; Nagy, William

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 ( N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior attention-deficit/hyperactivity disorder (ADHD) diagnosis was correlated only with impaired handwriting. Parental ratings of inattention, but not hyperactivity, correlated with measures of written language but not oral language. Sustaining switching attention correlated with writing the alphabet from memory in manuscript or by keyboard and fast copying of a sentence with all the letters of the alphabet. Multiple regressions based on a principal component for composites of multiple levels of language (subword, word, and syntax/text) showed that measures of attention and executive function involving language processing rather than ratings of attention and executive function not specifically related to language accounted for more variance and identified more unique predictors in the composite outcomes for oral language, reading, and writing systems. Inhibition related to focused attention uniquely predicted outcomes for the oral language system. Findings are discussed in reference to implications for assessing and teaching students who are still learning to pay attention to heard and written language and self-regulate their language learning during middle childhood and adolescence.

Comorbidity of Auditory Processing, Language, and Reading Disorders

ERIC Educational Resources Information Center

Sharma, Mridula; Purdy, Suzanne C.; Kelly, Andrea S.

2009-01-01

Purpose: The authors assessed comorbidity of auditory processing disorder (APD), language impairment (LI), and reading disorder (RD) in school-age children. Method: Children (N = 68) with suspected APD and nonverbal IQ standard scores of 80 or more were assessed using auditory, language, reading, attention, and memory measures. Auditory processing…

The role of working memory and divided attention in metaphor interpretation.

PubMed

Iskandar, Sam; Baird, Anne D

2014-10-01

Although several types of figurative language exist, neuropsychological tests of non-literal language have focused on proverbs. Metaphors in the form X is (a) Y (e.g., The body's immunological response is a battle against disease.) place a lower demand on language skills and are more easily manipulated for novelty than proverbs. Forty healthy participants completed the Metaphor Interpretation Test (developed by the authors). The task includes 20 items chosen from a list of metaphors that were rated on several scales (e.g. imagery, aptness) in a study by Katz et al. (Metaphor Symb Act 3(4):191-214, 1988). Participants were asked to rate the familiarity and provide an explanation of each metaphor. A scoring system was developed to categorize answers into: abstract complete (AC), abstract partial (AP), concrete (CT), and other/unrelated (OT) types. Participants also completed short-term memory and divided attention tests. Overall, participants produced 56 % AC, 25.38 % AP, 7.88 % CT, and 10.88 % OT responses. It was found that a measure of verbal short-term memory span was the best predictor of performance on this task (adjusted R(2) = .369). It appears that short-term memory span, not working memory or divided attention, contributes most to providing abstract responses in explaining metaphors. This is in line with the idea that when one accesses the semantic network associated with a novel metaphor, one must hold this information in mind long enough to search for and link similar cognitive networks.

The Effects of Stress on Reading: A Comparison of First-Language versus Intermediate Second-Language Reading Comprehension

ERIC Educational Resources Information Center

Rai, Manpreet K.; Loschky, Lester C.; Harris, Richard Jackson

2015-01-01

This study investigated how resource-demanding reading tasks and stressful conditions affect 1st-language (L1) and intermediate 2nd-language (L2) reading comprehension. Using the attentional control theory framework (Eysenck, Derakshan, Santos, & Calvo, 2007), we investigated the roles of central executive working memory (WM) resources,…

Languaging as Agent and Constituent of Cognitive Change in an Older Adult: An Example

ERIC Educational Resources Information Center

Swain, Merrill; Lapkin, Sharon

2011-01-01

Vygotsky's writings have established the critical importance of language in the development of higher mental functions, including memory and attention. One of the processes involved in this development is languaging, the activity of mediating cognitively complex ideas using language (Swain, 2006). The present study of an older adult with mild…

Neurofibromatosis type 1 and attention deficit hyperactivity disorder: a case study and literature review

PubMed Central

Miguel, Carmen Sílvia; Chaim-Avancini, Tiffany M; Silva, Maria Aparecida; Louzã, Mario Rodrigues

2015-01-01

Background The cognitive profile of children with neurofibromatosis type 1 (NF1) and attention deficit hyperactivity disorder (ADHD) has been well characterized, but few studies have evaluated the cognitive abilities of adults with NF1 and ADHD. Objectives We investigated 1) the cognitive profile of an adult patient with NF1 and inattention problems, 2) changes in his cognition after 14 months of follow-up, and 3) whether the patient exhibited comorbid NF1 and ADHD or secondary ADHD-like symptoms. Methods We administered neuropsychological tests of executive function, attention, verbal and visual memory, visuospatial function, and language during two evaluations separated by 14 months. Results We found no changes in sustained attention, language, or verbal memory. Visual memory, verbal learning, selective attention inhibitory control, and problem solving declined over time, whereas visual search, psychomotor speed, visuospatial function, and mental flexibility improved. Conclusion Our patient exhibited a cognitive profile characteristic of both NF1 and ADHD, leading to the hypothesis that the patient had comorbid ADHD instead of secondary ADHD-like symptoms. More studies are necessary to characterize the cognition of patients with NF1 and ADHD. PMID:25848279

Attention and working memory: two basic mechanisms for constructing temporal experiences

PubMed Central

Marchetti, Giorgio

2014-01-01

Various kinds of observations show that the ability of human beings to both consciously relive past events – episodic memory – and conceive future events, entails an active process of construction. This construction process also underpins many other important aspects of conscious human life, such as perceptions, language, and conscious thinking. This article provides an explanation of what makes the constructive process possible and how it works. The process mainly relies on attentional activity, which has a discrete and periodic nature, and working memory, which allows for the combination of discrete attentional operations. An explanation is also provided of how past and future events are constructed. PMID:25177305

The role of verbal labels on flexible memory retrieval at 12-months of age.

PubMed

Taylor, Gemma; Liu, Hao; Herbert, Jane S

2016-11-01

The provision of verbal labels enhances 12-month-old infants' memory flexibility across a form change in a puppet imitation task (Herbert, 2011), although the mechanisms for this effect remain unclear. Here we investigate whether verbal labels can scaffold flexible memory retrieval when task difficulty increases and consider the mechanism responsible for the effect of language cues on early memory flexibility. Twelve-month-old infants were provided with English, Chinese, or empty language cues during a difficult imitation task, a combined change in the puppet's colour and form at the test (Hayne et al., 1997). Imitation performance by infants in the English language condition only exceeded baseline performance after the 10-min delay. Thus, verbal labels facilitated flexible memory retrieval on this task. There were no correlations between infants' language comprehension and imitation performance. Thus, it is likely that verbal labels facilitate both attention and categorisation during encoding and retrieval. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Neuropsychological function and suicidal behavior: attention control, memory and executive dysfunction in suicide attempt.

PubMed

Keilp, J G; Gorlyn, M; Russell, M; Oquendo, M A; Burke, A K; Harkavy-Friedman, J; Mann, J J

2013-03-01

Executive dysfunction, distinct from other cognitive deficits in depression, has been associated with suicidal behavior. However, this dysfunction is not found consistently across samples. Medication-free subjects with DSM-IV major depressive episode (major depressive disorder and bipolar type I disorder) and a past history of suicidal behavior (n = 72) were compared to medication-free depressed subjects with no history of suicidal behavior (n = 80) and healthy volunteers (n = 56) on a battery of tests assessing neuropsychological functions typically affected by depression (motor and psychomotor speed, attention, memory) and executive functions reportedly impaired in suicide attempters (abstract/contingent learning, working memory, language fluency, impulse control). All of the depressed subjects performed worse than healthy volunteers on motor, psychomotor and language fluency tasks. Past suicide attempters, in turn, performed worse than depressed non-attempters on attention and memory/working memory tasks [a computerized Stroop task, the Buschke Selective Reminding Task (SRT), the Benton Visual Retention Test (VRT) and an N-back task] but not on other executive function measures, including a task associated with ventral prefrontal function (Object Alternation). Deficits were not accounted for by current suicidal ideation or the lethality of past attempts. A small subsample of those using a violent method in their most lethal attempt showed a pattern of poor executive performance. Deficits in specific components of attention control, memory and working memory were associated with suicidal behavior in a sample where non-violent attempt predominated. Broader executive dysfunction in depression may be associated with specific forms of suicidal behavior, rather than suicidal behavior per se.

Entrainment to an auditory signal: Is attention involved?

PubMed

Kunert, Richard; Jongman, Suzanne R

2017-01-01

Many natural auditory signals, including music and language, change periodically. The effect of such auditory rhythms on the brain is unclear however. One widely held view, dynamic attending theory, proposes that the attentional system entrains to the rhythm and increases attention at moments of rhythmic salience. In support, 2 experiments reported here show reduced response times to visual letter strings shown at auditory rhythm peaks, compared with rhythm troughs. However, we argue that an account invoking the entrainment of general attention should further predict rhythm entrainment to also influence memory for visual stimuli. In 2 pseudoword memory experiments we find evidence against this prediction. Whether a pseudoword is shown during an auditory rhythm peak or not is irrelevant for its later recognition memory in silence. Other attention manipulations, dividing attention and focusing attention, did result in a memory effect. This raises doubts about the suggested attentional nature of rhythm entrainment. We interpret our findings as support for auditory rhythm perception being based on auditory-motor entrainment, not general attention entrainment. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Language skills and nonverbal cognitive processes associated with reading comprehension in deaf children.

PubMed

Daza, María Teresa; Phillips-Silver, Jessica; Ruiz-Cuadra, María del Mar; López-López, Francisco

2014-12-01

The main aim of this study was to examine the relationship between language skills (vocabulary knowledge and phonological awareness), nonverbal cognitive processes (attention, memory and executive functions) and reading comprehension in deaf children. Participants were thirty prelingually deaf children (10.7 ± 1.6 years old; 18 boys, 12 girls), who were classified as either good readers or poor readers by their scores on two reading comprehension tasks. The children were administered a rhyme judgment task and seven computerized neuropsychological tasks specifically designed and adapted for deaf children to evaluate vocabulary knowledge, attention, memory and executive functions in deaf children. A correlational approach was also used to assess the association between variables. Although the two groups did not show differences in phonological awareness, good readers showed better vocabulary and performed significantly better than poor readers on attention, memory and executive functions measures. Significant correlations were found between better scores in reading comprehension and better scores on tasks of vocabulary and non-verbal cognitive processes. The results suggest that in deaf children, vocabulary knowledge and nonverbal cognitive processes such as selective attention, visuo-spatial memory, abstract reasoning and sequential processing may be especially relevant for the development of reading comprehension. Copyright © 2014 Elsevier Ltd. All rights reserved.

Neural associative memories for the integration of language, vision and action in an autonomous agent.

PubMed

Markert, H; Kaufmann, U; Kara Kayikci, Z; Palm, G

2009-03-01

Language understanding is a long-standing problem in computer science. However, the human brain is capable of processing complex languages with seemingly no difficulties. This paper shows a model for language understanding using biologically plausible neural networks composed of associative memories. The model is able to deal with ambiguities on the single word and grammatical level. The language system is embedded into a robot in order to demonstrate the correct semantical understanding of the input sentences by letting the robot perform corresponding actions. For that purpose, a simple neural action planning system has been combined with neural networks for visual object recognition and visual attention control mechanisms.

Disruptions of network connectivity predict impairment in multiple behavioral domains after stroke

PubMed Central

Ramsey, Lenny E.; Metcalf, Nicholas V.; Chacko, Ravi V.; Weinberger, Kilian; Baldassarre, Antonello; Hacker, Carl D.; Shulman, Gordon L.; Corbetta, Maurizio

2016-01-01

Deficits following stroke are classically attributed to focal damage, but recent evidence suggests a key role of distributed brain network disruption. We measured resting functional connectivity (FC), lesion topography, and behavior in multiple domains (attention, visual memory, verbal memory, language, motor, and visual) in a cohort of 132 stroke patients, and used machine-learning models to predict neurological impairment in individual subjects. We found that visual memory and verbal memory were better predicted by FC, whereas visual and motor impairments were better predicted by lesion topography. Attention and language deficits were well predicted by both. Next, we identified a general pattern of physiological network dysfunction consisting of decrease of interhemispheric integration and intrahemispheric segregation, which strongly related to behavioral impairment in multiple domains. Network-specific patterns of dysfunction predicted specific behavioral deficits, and loss of interhemispheric communication across a set of regions was associated with impairment across multiple behavioral domains. These results link key organizational features of brain networks to brain–behavior relationships in stroke. PMID:27402738

Complex Sentence Comprehension and Working Memory in Children With Specific Language Impairment

PubMed Central

Montgomery, James W.; Evans, Julia L.

2015-01-01

Purpose This study investigated the association of 2 mechanisms of working memory (phonological short-term memory [PSTM], attentional resource capacity/allocation) with the sentence comprehension of school-age children with specific language impairment (SLI) and 2 groups of control children. Method Twenty-four children with SLI, 18 age-matched (CA) children, and 16 language- and memory-matched (LMM) children completed a nonword repetition task (PSTM), the competing language processing task (CLPT; resource capacity/allocation), and a sentence comprehension task comprising complex and simple sentences. Results (1) The SLI group performed worse than the CA group on each memory task; (2) all 3 groups showed comparable simple sentence comprehension, but for complex sentences, the SLI and LMM groups performed worse than the CA group; (3) for the SLI group, (a) CLPT correlated with complex sentence comprehension, and (b) nonword repetition correlated with simple sentence comprehension; (4) for CA children, neither memory variable correlated with either sentence type; and (5) for LMM children, only CLPT correlated with complex sentences. Conclusions Comprehension of both complex and simple grammar by school-age children with SLI is a mentally demanding activity, requiring significant working memory resources. PMID:18723601

Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts.

PubMed

Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; Everaert, Emma

2017-01-01

Many studies have shown that bilingual children outperform monolinguals on tasks testing executive functioning, but other studies have not revealed any effect of bilingualism. In this study we compared three groups of bilingual children in the Netherlands, aged 6-7 years, with a monolingual control group. We were specifically interested in testing whether the bilingual cognitive advantage is modulated by the sociolinguistic context of language use. All three bilingual groups were exposed to a minority language besides the nation's dominant language (Dutch). Two bilingual groups were exposed to a regional language (Frisian, Limburgish), and a third bilingual group was exposed to a migrant language (Polish). All children participated in two working memory tasks (verbal, visuospatial) and two attention tasks (selective attention, interference suppression). Bilingual children outperformed monolinguals on selective attention. The cognitive effect of bilingualism was most clearly present in the Frisian-Dutch group and in a subgroup of migrant children who were relatively proficient in Polish. The effect was less robust in the Limburgish-Dutch sample. Investigation of the response patterns of the flanker test, testing interference suppression, suggested that bilingual children more often show an effect of response competition than the monolingual children, demonstrating that bilingual children attend to different aspects of the task than monolingual children. No bilingualism effects emerged for verbal and visuospatial working memory.

Quantitative Analysis of Language Production in Parkinson's Disease Using a Cued Sentence Generation Task

ERIC Educational Resources Information Center

Vanhoutte, Sarah; De Letter, Miet; Corthals, Paul; Van Borsel, John; Santens, Patrick

2012-01-01

The present study examined language production skills in Parkinson's disease (PD) patients. A unique cued sentence generation task was created in order to reduce demands on memory and attention. Differences in sentence production abilities according to disease severity and cognitive impairments were assessed. Language samples were obtained from 20…

The Role of Working Memory and Divided Attention in Metaphor Interpretation

ERIC Educational Resources Information Center

Iskandar, Sam; Baird, Anne D.

2014-01-01

Although several types of figurative language exist, neuropsychological tests of non-literal language have focused on proverbs. Metaphors in the form X is (a) Y (e.g., "The body's immunological response is a battle against disease.") place a lower demand on language skills and are more easily manipulated for novelty than proverbs.…

Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder.

PubMed

Kornilov, Sergey A; Landi, Nicole; Rakhlin, Natalia; Fang, Shin-Yi; Grigorenko, Elena L; Magnuson, James S

2014-01-01

We examined neural indices of pre-attentive phonological and attentional auditory discrimination in children with developmental language disorder (DLD, n = 23) and typically developing (n = 16) peers from a geographically isolated Russian-speaking population with an elevated prevalence of DLD. Pre-attentive phonological MMN components were robust and did not differ in two groups. Children with DLD showed attenuated P3 and atypically distributed P2 components in the attentional auditory discrimination task; P2 and P3 amplitudes were linked to working memory capacity, development of complex syntax, and vocabulary. The results corroborate findings of reduced processing capacity in DLD and support a multifactorial view of the disorder.

Longitudinal deficits to attention, executive, and working memory in subtypes of mild cognitive impairment.

PubMed

Saunders, Nichole L J; Summers, Mathew J

2011-03-01

Mild cognitive impairment (MCI) has emerged as a classification for a prodromal phase of cognitive decline that may precede the emergence of Alzheimer's disease (AD). Recent research suggests that attention, executive, and working memory deficits may appear much earlier in the progression of AD than traditionally conceptualized, and may be more consistently associated with the later development of AD than memory processing deficits. The present study longitudinally tracked attention, executive and working memory functions in subtypes of MCI. In a longitudinal study, 52 amnestic MCI (a-MCI), 29 nonamnestic MCI (na-MCI), and 25 age- and education-matched controls undertook neuropsychological assessment of visual and verbal memory, attentional processing, executive functioning, working memory capacity, and semantic language at 10 month intervals. Analysis by repeated measures ANOVA indicate that the a-MCI and na-MCI groups displayed a decline in simple sustained attention (ηp² = .054) with a significant decline on a task of divided attention (ηp² = .053) being evident in the a-MCI group. Stable deficits were found on other measures of attention, working memory and executive function in the a-MCI and na-MCI groups. The a-MCI group displayed stable impairments to visual and verbal memory. The results indicate that a-MCI and na-MCI display a stable pattern of deficits to attention, working memory, and executive function. The decline in simple sustained attention in a-MCI and n-MCI groups and to divided attention in a-MCI may be early indicators of possible transition to dementia from MCI. However, further research is required to determine this. (c) 2011 APA, all rights reserved

Attentional and non-attentional systems in the maintenance of verbal information in working memory: the executive and phonological loops

PubMed Central

Camos, Valérie; Barrouillet, Pierre

2014-01-01

Working memory is the structure devoted to the maintenance of information at short term during concurrent processing activities. In this respect, the question regarding the nature of the mechanisms and systems fulfilling this maintenance function is of particular importance and has received various responses in the recent past. In the time-based resource-sharing (TBRS) model, we suggest that only two systems sustain the maintenance of information at the short term, counteracting the deleterious effect of temporal decay and interference. A non-attentional mechanism of verbal rehearsal, similar to the one described by Baddeley in the phonological loop model, uses language processes to reactivate phonological memory traces. Besides this domain-specific mechanism, an executive loop allows the reconstruction of memory traces through an attention-based mechanism of refreshing. The present paper reviews evidence of the involvement of these two independent systems in the maintenance of verbal memory items. PMID:25426049

Does neuropsychological performance impact on real-life functional achievements in obsessive-compulsive disorder? A preliminary study.

PubMed

Perna, Giampaolo; Cavedini, Paolo; Harvey, Philip D; Di Chiaro, Nunzia Valentina; Daccò, Silvia; Caldirola, Daniela

2016-11-01

We investigated the association between neuropsychological performance and real-life functioning in obsessive-compulsive disorder (OCD). As a secondary aim, we investigated the association between neuropsychological performance and self-reported quality of life (QoL). We retrospectively selected 68 of 240 inpatients with OCD, who had been hospitalised for a 4-week psychiatric rehabilitation programme. We used clinical information recorded in the patients' electronic medical records. We considered the following variables: neuropsychological performance (verbal/visual memory, sustained attention, visual-constructive ability, and language fluency; in a sub-sample of 37 subjects, divided attention, working memory, and attentional shifting were also available); real-life functional achievements (social/vocational outcomes and independent living); subjectively reported QoL (WHOQOL-BREF); obsessive-compulsive (OC) symptoms severity (DY-BOCS). We found significant associations between poorer neuropsychological performance and poorer achievements in independent living and vocational outcomes. Among the different neuropsychological tests, we found significant associations between language fluency/executive processing and independent living, and between divided attention, attentional shifting, working memory and vocational outcome. We found no significant associations between neuropsychological performance and subjectively reported QoL. OC symptoms severity was not associated with real-life functional achievements. Our preliminary results suggest that poorer neuropsychological performance may be associated with impaired real-life functioning in subjects with OCD.

Modularity, Working Memory and Language Acquisition

ERIC Educational Resources Information Center

Baddeley, Alan D.

2017-01-01

The concept of modularity is used to contrast the approach to working memory proposed by Truscott with the Baddeley and Hitch multicomponent model. This proposes four sub components comprising the "central executive," an executive control system of limited attentional capacity that utilises storage based on separate but interlinked…

L1 and L2 Spoken Word Processing: Evidence from Divided Attention Paradigm.

PubMed

Shafiee Nahrkhalaji, Saeedeh; Lotfi, Ahmad Reza; Koosha, Mansour

2016-10-01

The present study aims to reveal some facts concerning first language (L 1 ) and second language (L 2 ) spoken-word processing in unbalanced proficient bilinguals using behavioral measures. The intention here is to examine the effects of auditory repetition word priming and semantic priming in first and second languages of these bilinguals. The other goal is to explore the effects of attention manipulation on implicit retrieval of perceptual and conceptual properties of spoken L 1 and L 2 words. In so doing, the participants performed auditory word priming and semantic priming as memory tests in their L 1 and L 2 . In a half of the trials of each experiment, they carried out the memory test while simultaneously performing a secondary task in visual modality. The results revealed that effects of auditory word priming and semantic priming were present when participants processed L 1 and L 2 words in full attention condition. Attention manipulation could reduce priming magnitude in both experiments in L 2 . Moreover, L 2 word retrieval increases the reaction times and reduces accuracy on the simultaneous secondary task to protect its own accuracy and speed.

Effects of language dominance on item and order memory in free recall, serial recall and order reconstruction.

PubMed

Francis, Wendy S; Baca, Yuzeth

2014-01-01

Spanish-English bilinguals (N = 144) performed free recall, serial recall and order reconstruction tasks in both English and Spanish. Long-term memory for both item and order information was worse in the less fluent language (L2) than in the more fluent language (L1). Item scores exhibited a stronger disadvantage for the L2 in serial recall than in free recall. Relative order scores were lower in the L2 for all three tasks, but adjusted scores for free and serial recall were equivalent across languages. Performance of English-speaking monolinguals (N = 72) was comparable to bilingual performance in the L1, except that monolinguals had higher adjusted order scores in free recall. Bilingual performance patterns in the L2 were consistent with the established effects of concurrent task performance on these memory tests, suggesting that the cognitive resources required for processing words in the L2 encroach on resources needed to commit item and order information to memory. These findings are also consistent with a model in which item memory is connected to the language system, order information is processed by separate mechanisms and attention can be allocated differentially to these two systems.

Air Writing as a Technique for the Acquisition of Sino-japanese Characters by Second Language Learners

ERIC Educational Resources Information Center

Thomas, Margaret

2015-01-01

This article calls attention to a facet of the expertise of second language (L2) learners of Japanese at the intersection of language, memory, gesture, and the psycholinguistics of a logographic writing system. Previous research has shown that adult L2 learners of Japanese living in Japan (similarly to native speakers of Japanese) often…

Changes in language white matter tract microarchitecture associated with cognitive deficits in patients with presumed low-grade glioma.

PubMed

Incekara, Fatih; Satoer, Djaina; Visch-Brink, Evy; Vincent, Arnaud; Smits, Marion

2018-06-08

OBJECTIVE The authors conducted a study to determine whether cognitive functioning of patients with presumed low-grade glioma is associated with white matter (WM) tract changes. METHODS The authors included 77 patients with presumed low-grade glioma who underwent awake surgery between 2005 and 2013. Diffusion tensor imaging with deterministic tractography was performed preoperatively to identify the arcuate, inferior frontooccipital, and uncinate fasciculi and to obtain the mean fractional anisotropy (FA) and mean diffusivity per tract. All patients were evaluated preoperatively using an extensive neuropsychological protocol that included assessments of the language, memory, and attention/executive function domains. Linear regression models were used to analyze each cognitive domain and each diffusion tensor imaging metric of the 3 WM tracts. RESULTS Significant correlations (corrected for multiple testing) were found between FA of the arcuate fasciculus and results of the repetition test for the language domain (β = 0.59, p < 0.0001) and between FA of the inferior frontooccipital fasciculus and results of the imprinting test for the memory domain (β = -0.55, p = 0.002) and the attention test for the attention and executive function domain (β = -0.62, p = 0.006). CONCLUSIONS In patients with glioma, language deficits in repetition of speech, imprinting, and attention deficits are associated with changes in the microarchitecture of the arcuate and inferior frontooccipital fasciculi.

Effects of emotional content on working memory capacity.

PubMed

Garrison, Katie E; Schmeichel, Brandon J

2018-02-13

Emotional events tend to be remembered better than neutral events, but emotional states and stimuli may also interfere with cognitive processes that underlie memory performance. The current study investigated the effects of emotional content on working memory capacity (WMC), which involves both short term storage and executive attention control. We tested competing hypotheses in a preregistered experiment (N = 297). The emotional enhancement hypothesis predicts that emotional stimuli attract attention and additional processing resources relative to neutral stimuli, thereby making it easier to encode and store emotional information in WMC. The emotional impairment hypothesis, by contrast, predicts that emotional stimuli interfere with attention control and the active maintenance of information in working memory. Participants completed a common measure of WMC (the operation span task; Turner, M. L., & Engle, R. W. [1989]. Is working memory capacity task dependent? Journal of Memory and Language, 28, 127-154) that included either emotional or neutral words. Results revealed that WMC was reduced for emotional words relative to neutral words, consistent with the emotional impairment hypothesis.

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.

PubMed

Sanders, Elizabeth A; Berninger, Virginia W; Abbott, Robert D

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 ( N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling (dyslexia, n = 60), or oral and written language (oral and written language learning disabilities, n = 18). That is, SLDs are defined on the basis of cascading level of language impairment (subword, word, and syntax/text). A five-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word-form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block 4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% of variance. Orthographic word-form coding uniquely predicted nearly every measure, whereas attention switching uniquely predicted only reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and oral and written language learning disabilities were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed.

Attentional but not Pre-Attentive Neural Measures of Auditory Discrimination are Atypical in Children with Developmental Language Disorder

PubMed Central

Kornilov, Sergey A.; Landi, Nicole; Rakhlin, Natalia; Fang, Shin-Yi; Grigorenko, Elena L.; Magnuson, James S.

2015-01-01

We examined neural indices of pre-attentive phonological and attentional auditory discrimination in children with developmental language disorder (DLD, n=23) and typically developing (n=16) peers from a geographically isolated Russian-speaking population with an elevated prevalence of DLD. Pre-attentive phonological MMN components were robust and did not differ in two groups. Children with DLD showed attenuated P3 and atypically distributed P2 components in the attentional auditory discrimination task; P2 and P3 amplitudes were linked to working memory capacity, development of complex syntax, and vocabulary. The results corroborate findings of reduced processing capacity in DLD and support a multifactorial view of the disorder. PMID:25350759

Cognitive Advantages of Bilingual Children in Different Sociolinguistic Contexts

PubMed Central

Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; Everaert, Emma

2017-01-01

Many studies have shown that bilingual children outperform monolinguals on tasks testing executive functioning, but other studies have not revealed any effect of bilingualism. In this study we compared three groups of bilingual children in the Netherlands, aged 6–7 years, with a monolingual control group. We were specifically interested in testing whether the bilingual cognitive advantage is modulated by the sociolinguistic context of language use. All three bilingual groups were exposed to a minority language besides the nation’s dominant language (Dutch). Two bilingual groups were exposed to a regional language (Frisian, Limburgish), and a third bilingual group was exposed to a migrant language (Polish). All children participated in two working memory tasks (verbal, visuospatial) and two attention tasks (selective attention, interference suppression). Bilingual children outperformed monolinguals on selective attention. The cognitive effect of bilingualism was most clearly present in the Frisian-Dutch group and in a subgroup of migrant children who were relatively proficient in Polish. The effect was less robust in the Limburgish-Dutch sample. Investigation of the response patterns of the flanker test, testing interference suppression, suggested that bilingual children more often show an effect of response competition than the monolingual children, demonstrating that bilingual children attend to different aspects of the task than monolingual children. No bilingualism effects emerged for verbal and visuospatial working memory. PMID:28484403

Communication skills and thalamic lesion: Strategies of rehabilitation.

PubMed

Amaddii, Luisa; Centorrino, Santi; Cambi, Jacopo; Passali, Desiderio

2014-01-01

To describe the speech rehabilitation history of patients with thalamic lesions. Thalamic lesions can affect speech and language according to diverse thalamic nuclei involved. Because of the strategic functional position of the thalamus within the cognitive networks, its lesion can also interfere with other cognitive processes, such as attention, memory and executive functions. Alterations of these cognitive domains contribute significantly to language deficits, leading to communicative inefficacy. This fact must be considered in the rehabilitation efforts. Whereas evaluation of cognitive functions and communicative efficiency is different from that of aphasic disorder, treatment should also be different. The treatment must be focused on specific cognitive deficits with belief in the regaining of communicative ability, as well as it occurs in therapy of pragmatic disorder in traumatic brain injury: attention process training, mnemotechnics and prospective memory training. According to our experience: (a) there is a close correlation between cognitive processes and communication skills; (b) alterations of attention, memory and executive functions cause a loss of efficiency in the language use; and (c) appropriate cognitive treatment improves pragmatic competence and therefore the linguistic disorder. For planning a speech-therapy it is important to consider the relationship between cognitive functions and communication. The cognitive/behavioral treatment confirms its therapeutic efficiency for thalamic lesions. Copyright © 2014 Polish Otorhinolaryngology - Head and Neck Surgery Society. Published by Elsevier Urban & Partner Sp. z.o.o. All rights reserved.

Examining the Neurocognitive Profile of Dysnomia: A Comparison of School-Aged Children with and without Dyslexia across the Domains of Expressive Language, Attention/Memory, and Academic Achievement

ERIC Educational Resources Information Center

Howarth, Robyn Ann

2010-01-01

Word-retrieval and rapid naming abilities play an important role in language processing and cognitive development. Researchers have demonstrated that early language difficulties may lead to later reading impairments and several decades of research has convincingly demonstrated that rapid automatized naming is a powerful predictor of concurrent and…

A meta-analysis of the effects of antidepressants on cognitive functioning in depressed and non-depressed samples.

PubMed

Prado, Catherine E; Watt, Stephanie; Crowe, Simon F

2018-03-01

A thorough understanding of the cognitive effects of antidepressant medications is essential given their frequency of use. This meta-analysis was conducted to investigate whether antidepressants differentially affect the various domains of cognitive functioning for depressed and non-depressed participants. An electronic search of PsycInfo, Medline and Google Scholar was conducted for all journal articles published between January 1998 and January 2017. Thirty-three studies were included enabling calculation of Hedges' g using a random effects model for the cognitive domains of divided attention, executive function, expressive language, immediate memory, perceptual motor skills, processing speed, recent memory, sustained attention, visuospatial-constructional skills and working memory. Results revealed that overall, antidepressants have a modest, positive effect on divided attention, executive function, immediate memory, processing speed, recent memory and sustained attention for depressed participants. Selective serotonin reuptake inhibitors (SSRI's) were found to have the greatest positive effect on cognition for depressed participants, as compared to the other classes of antidepressants analysed. Antidepressants did not significantly affect cognitive function in non-depressed participants.

Visuo-spatial processing and executive functions in children with specific language impairment

PubMed Central

Marton, Klara

2007-01-01

Background Individual differences in complex working memory tasks reflect simultaneous processing, executive functions, and attention control. Children with specific language impairment (SLI) show a deficit in verbal working memory tasks that involve simultaneous processing of information. Aims The purpose of the study was to examine executive functions and visuo-spatial processing and working memory in children with SLI and in their typically developing peers (TLD). Experiment 1 included 40 children with SLI (age=5;3–6;10) and 40 children with TLD (age=5;3–6;7); Experiment 2 included 25 children with SLI (age=8;2–11;2) and 25 children with TLD (age=8;3–11;0). It was examined whether the difficulties that children with SLI show in verbal working memory tasks are also present in visuo-spatial working memory. Methods & Procedures In Experiment 1, children's performance was measured with three visuo-spatial processing tasks: space visualization, position in space, and design copying. The stimuli in Experiment 2 were two widely used neuropsychological tests: the Wisconsin Card Sorting Test — 64 (WCST-64) and the Tower of London test (TOL). Outcomes & Results In Experiment 1, children with SLI performed more poorly than their age-matched peers in all visuo-spatial working memory tasks. There was a subgroup within the SLI group that included children whose parents and teachers reported a weakness in the child's attention control. These children showed particular difficulties in the tasks of Experiment 1. The results support Engle's attention control theory: individuals need good attention control to perform well in visuo-spatial working memory tasks. In Experiment 2, the children with SLI produced more perseverative errors and more rule violations than their peers. Conclusions Executive functions have a great impact on SLI children's working memory performance, regardless of domain. Tasks that require an increased amount of attention control and executive functions are more difficult for the children with SLI than for their peers. Most children with SLI scored either below average or in the low average range on the neuropsychological tests that measured executive functions. PMID:17852522

Symbiosis of executive and selective attention in working memory

PubMed Central

Vandierendonck, André

2014-01-01

The notion of working memory (WM) was introduced to account for the usage of short-term memory resources by other cognitive tasks such as reasoning, mental arithmetic, language comprehension, and many others. This collaboration between memory and other cognitive tasks can only be achieved by a dedicated WM system that controls task coordination. To that end, WM models include executive control. Nevertheless, other attention control systems may be involved in coordination of memory and cognitive tasks calling on memory resources. The present paper briefly reviews the evidence concerning the role of selective attention in WM activities. A model is proposed in which selective attention control is directly linked to the executive control part of the WM system. The model assumes that apart from storage of declarative information, the system also includes an executive WM module that represents the current task set. Control processes are automatically triggered when particular conditions in these modules are met. As each task set represents the parameter settings and the actions needed to achieve the task goal, it will depend on the specific settings and actions whether selective attention control will have to be shared among the active tasks. Only when such sharing is required, task performance will be affected by the capacity limits of the control system involved. PMID:25152723

Symbiosis of executive and selective attention in working memory.

PubMed

Vandierendonck, André

2014-01-01

The notion of working memory (WM) was introduced to account for the usage of short-term memory resources by other cognitive tasks such as reasoning, mental arithmetic, language comprehension, and many others. This collaboration between memory and other cognitive tasks can only be achieved by a dedicated WM system that controls task coordination. To that end, WM models include executive control. Nevertheless, other attention control systems may be involved in coordination of memory and cognitive tasks calling on memory resources. The present paper briefly reviews the evidence concerning the role of selective attention in WM activities. A model is proposed in which selective attention control is directly linked to the executive control part of the WM system. The model assumes that apart from storage of declarative information, the system also includes an executive WM module that represents the current task set. Control processes are automatically triggered when particular conditions in these modules are met. As each task set represents the parameter settings and the actions needed to achieve the task goal, it will depend on the specific settings and actions whether selective attention control will have to be shared among the active tasks. Only when such sharing is required, task performance will be affected by the capacity limits of the control system involved.

Recognition memory for hue: Prototypical bias and the role of labeling.

PubMed

Kelly, Laura Jane; Heit, Evan

2017-06-01

How does the concurrent use of language affect perception and memory for exemplars? Labels cue more general category information than a specific exemplar. Applying labels can affect the resulting memory for an exemplar. Here 3 alternative hypotheses are proposed for the role of labeling an exemplar at encoding: (a) labels distort memory toward the label prototype, (b) labels guide the level of specificity needed in the current context, and (c) labels direct attention to the label's referent among all possible features within a visual scene. University students were shown hues on object silhouettes that they either labeled with basic color categories, made preference judgments about, or indicated the animacy of its category. Experiments 1 and 2 established that there are response shifts toward the category prototype regardless of labeling, showing a pervasive influence of category knowledge on response bias. They also established an effect of labeling whereby labeling decreases the magnitude of shifts. Experiments 3 and 4 investigated the uniqueness and necessity of language in causing the decreased shift-neither of which proved to be the case. Overall, category-relative bias was pervasive and labeling appears to direct attention to the feature resulting in less biased memory. The results highlight that the context at encoding affects how memory is formed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Narrative Abilities, Memory and Attention in Children with a Specific Language Impairment

ERIC Educational Resources Information Center

Duinmeijer, Iris; de Jong, Jan; Scheper, Annette

2012-01-01

Background: While narrative tasks have proven to be valid measures for detecting language disorders, measuring communicative skills and predicting future academic performance, research into the comparability of different narrative tasks has shown that outcomes are dependent on the type of task used. Although many of the studies detecting task…

The Crosstalk Hypothesis: Why Language Interferes with Driving

ERIC Educational Resources Information Center

Bergen, Benjamin; Medeiros-Ward, Nathan; Wheeler, Kathryn; Drews, Frank; Strayer, David

2013-01-01

Performing two cognitive tasks at the same time can degrade performance for either domain-general reasons (e.g., both tasks require attention) or domain-specific reasons (e.g., both tasks require visual working memory). We tested predictions of these two accounts of interference on the task of driving while using language, a naturally occurring…

Measurement invariance of neuropsychological tests in diverse older persons.

PubMed

Mungas, Dan; Widaman, Keith F; Reed, Bruce R; Tomaszewski Farias, Sarah

2011-03-01

Comparability of meaning of neuropsychological test results across ethnic, linguistic, and cultural groups is important for clinicians challenged with assessing increasing numbers of older ethnic minorities. We examined the dimensional structure of a neuropsychological test battery in linguistically and demographically diverse older adults. The Spanish and English Neuropsychological Assessment Scales (SENAS), developed to provide psychometrically sound measures of cognition for multiethnic and multilingual applications, was administered to a community dwelling sample of 760 Whites, 443 African Americans, 451 English-speaking Hispanics, and 882 Spanish-speaking Hispanics. Cognitive function spanned a broad range from normal to mildly impaired to demented. Multiple group confirmatory factor analysis was used to examine equivalence of the dimensional structure for the SENAS across the groups defined by language and ethnicity. Covariance among 16 SENAS tests was best explained by five cognitive dimensions corresponding to episodic memory, semantic memory/language, spatial ability, attention/working memory, and verbal fluency. Multiple Group confirmatory factor analysis supported a common dimensional structure in the diverse groups. Measures of episodic memory showed the most compelling evidence of measurement equivalence across groups. Measurement equivalence was observed for most but not all measures of semantic memory/language and spatial ability. Measures of attention/working memory defined a common dimension in the different groups, but results suggest that scores are not strictly comparable across groups. These results support the applicability of the SENAS for use with multiethnic and bilingual older adults, and more broadly, provide evidence of similar dimensions of cognition in the groups represented in the study. (c) 2011 APA, all rights reserved

[Neuropsychological profiles associated with the children's oral language disorders].

PubMed

Conde-Guzón, P A; Conde-Guzón, M J; Bartolomé-Albistegui, M T; Quirós-Expósito, P

Oral language disorders constitute a group of syndromes with a high prevalence among the childhood population. They form a heterogeneous group that ranges from simple problems in articulating a phoneme (dyslalias) to severe disorders affecting communication, such as children's dysarthrias and aphasias. In this paper our objective is to review the neuropsychological profiles of children who manifest different oral language disorders. Due to the wide range of clinical pictures and causations covered by children's oral language disorders, very few systematic reviews have been conducted to obtain an overall view of the neuropsychological profiles of these children. Although the linguistic signs and symptoms of these disorders are well understood, the associated neuropsychological signs and symptoms have not been studied. In some cases, these neuropsychological signs cause greater learning problems in children than the actual language problems themselves. Childhood language disorders are associated with different neuropsychological problems. The most commonly associated neuropsychological deficits are problems involving memory, attention, executive functions, motor dysfunctions, temporal perception, tactile recognition, body scheme, spatial orientation and difficulties in visual discrimination. Mnemonic disorders (essentially in short-term and working auditory memory) are usually a common denominator in the different clinical pictures that make up language disorders. The mnemonic impairment associated to dyslalias deserves special attention as this disorder is sometimes similar to that seen in language problems deriving from clinical pictures with important neurological alterations.

The Ease of Language Understanding (ELU) model: theoretical, empirical, and clinical advances

PubMed Central

Rönnberg, Jerker; Lunner, Thomas; Zekveld, Adriana; Sörqvist, Patrik; Danielsson, Henrik; Lyxell, Björn; Dahlström, Örjan; Signoret, Carine; Stenfelt, Stefan; Pichora-Fuller, M. Kathleen; Rudner, Mary

2013-01-01

Working memory is important for online language processing during conversation. We use it to maintain relevant information, to inhibit or ignore irrelevant information, and to attend to conversation selectively. Working memory helps us to keep track of and actively participate in conversation, including taking turns and following the gist. This paper examines the Ease of Language Understanding model (i.e., the ELU model, Rönnberg, 2003; Rönnberg et al., 2008) in light of new behavioral and neural findings concerning the role of working memory capacity (WMC) in uni-modal and bimodal language processing. The new ELU model is a meaning prediction system that depends on phonological and semantic interactions in rapid implicit and slower explicit processing mechanisms that both depend on WMC albeit in different ways. It is based on findings that address the relationship between WMC and (a) early attention processes in listening to speech, (b) signal processing in hearing aids and its effects on short-term memory, (c) inhibition of speech maskers and its effect on episodic long-term memory, (d) the effects of hearing impairment on episodic and semantic long-term memory, and finally, (e) listening effort. New predictions and clinical implications are outlined. Comparisons with other WMC and speech perception models are made. PMID:23874273

Applying an Integrative Framework of Executive Function to Preschoolers With Specific Language Impairment.

PubMed

Kapa, Leah L; Plante, Elena; Doubleday, Kevin

2017-08-16

The first goal of this research was to compare verbal and nonverbal executive function abilities between preschoolers with and without specific language impairment (SLI). The second goal was to assess the group differences on 4 executive function components in order to determine if the components may be hierarchically related as suggested within a developmental integrative framework of executive function. This study included 26 4- and 5-year-olds diagnosed with SLI and 26 typically developing age- and sex-matched peers. Participants were tested on verbal and nonverbal measures of sustained selective attention, working memory, inhibition, and shifting. The SLI group performed worse compared with typically developing children on both verbal and nonverbal measures of sustained selective attention and working memory, the verbal inhibition task, and the nonverbal shifting task. Comparisons of standardized group differences between executive function measures revealed a linear increase with the following order: working memory, inhibition, shifting, and sustained selective attention. The pattern of results suggests that preschoolers with SLI have deficits in executive functioning compared with typical peers, and deficits are not limited to verbal tasks. A significant linear relationship between group differences across executive function components supports the possibility of a hierarchical relationship between executive function skills.

Vigilance, Expectancy, and Noise: Attention in Second Language Lexical Learning and Memory

ERIC Educational Resources Information Center

Nelson, Robert, Jr.

2011-01-01

Talamas et al. (1999), Ferre et al. (2006) and Sunderman and Kroll (2006) exposed participants to first-language/second-language (L1/L2) pairs of words and asked them to decide whether the second word was the correct translation of the first. In the critical condition, the L2 word was either the translation of the L1 word ("man" [right arrow]…

An Eye for Words: Gauging the Role of Attention in Incidental L2 Vocabulary Acquisition by Means of Eye-Tracking

ERIC Educational Resources Information Center

Godfroid, Aline; Boers, Frank; Housen, Alex

2013-01-01

This eye-tracking study tests the hypothesis that more attention leads to more learning, following claims that attention to new language elements in the input results in their initial representation in long-term memory (i.e., intake; Robinson, 2003; Schmidt, 1990, 2001). Twenty-eight advanced learners of English read English texts that contained…

Conceptualizing and Measuring Working Memory and its Relationship to Aphasia

PubMed Central

Wright, Heather Harris; Fergadiotis, Gerasimos

2011-01-01

Background General agreement exists in the literature that individuals with aphasia can exhibit a working memory deficit that contributes to their language processing impairments. Though conceptualized within different working memory frameworks, researchers have suggested that individuals with aphasia have limited working memory capacity, impaired attention-control processes as well as impaired inhibitory mechanisms. However, across studies investigating working memory ability in individuals with aphasia, different measures have been used to quantify their working memory ability and identify the relationship between working memory and language performance. Aims The primary objectives of this article are to (1) review current working memory theoretical frameworks, (2) review tasks used to measure working memory, and (3) discuss findings from studies that have investigated working memory as they relate to language processing in aphasia. Main Contribution Though findings have been consistent across studies investigating working memory ability in individuals with aphasia, discussion of how working memory is conceptualized and defined is often missing, as is discussion of results within a theoretical framework. This is critical, as working memory is conceptualized differently across the different theoretical frameworks. They differ in explaining what limits capacity and the source of individual differences as well as how information is encoded, maintained, and retrieved. When test methods are considered within a theoretical framework, specific hypotheses can be tested and stronger conclusions that are less susceptible to different interpretations can be made. Conclusions Working memory ability has been investigated in numerous studies with individuals with aphasia. To better understand the underlying cognitive constructs that contribute to the language deficits exhibited by individuals with aphasia, future investigations should operationally define the cognitive constructs of interest and discuss findings within theoretical frameworks. PMID:22639480

Both Handwriting Speed and Selective Attention Are Important to Lecture Note-Taking

ERIC Educational Resources Information Center

Peverly, Stephen T.; Garner, Joanna K.; Vekaria, Pooja C.

2014-01-01

The primary purpose of this investigation was to evaluate the relationship of handwriting speed, fine motor fluency, speed of verbal access, language comprehension, working memory, and attention (executive control; selective) to note-taking and all of the aforementioned variables to test performance (written recall). A second purpose was to…

Cortical Thickness Changes Correlate with Cognition Changes after Cognitive Training: Evidence from a Chinese Community Study

PubMed Central

Jiang, Lijuan; Cao, Xinyi; Li, Ting; Tang, Yingying; Li, Wei; Wang, Jijun; Chan, Raymond C.; Li, Chunbo

2016-01-01

The aim of this study was to investigate whether changes in cortical thickness correlated with cognitive function changes in healthy older adults after receiving cognitive training interventions. Moreover, it also aimed to examine the differential impacts of a multi-domain and a single-domain cognitive training interventions. Longitudinal magnetic resonance imaging (MRI) scanning was performed on participants 65–75 years of age using the Siemens 3.0 T Trio Tim with the Magnetization Prepared Rapid Gradient Echo (MPRAGE) sequence. The cortical thickness was determined using FreeSurfer Software. Cognitive functioning was evaluated using the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS). There were significant group × time interaction effects on the left supramarginal, the left frontal pole cortical regions; and a marginal significant group × time interaction effects on visuospatial/constructional and delayed memory scores. In a multi-domain cognitive training group, a number of cortical region changes were significantly positively correlated with changes in attention, delayed memory, and the total score, but significantly negatively correlated with changes in immediate memory and language scores. In the single-domain cognitive training group, some cortical region changes were significantly positively associated with changes in immediate memory, delayed memory, and the total score, while they were significantly negatively associated with changes in visuospatial/constructional, language, and attention scores. Overall, multi-domain cognitive training offered more advantages in visuospatial/constructional, attention, and delayed memory abilities, while single-domain cognitive training benefited immediate memory ability more effectively. These findings suggest that healthy older adults benefit more from the multi-domain cognitive training than single-domain cognitive training. Cognitive training has impacted on cortical thickness changes in healthy elderly. PMID:27252649

Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9

PubMed Central

Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D.

2017-01-01

Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in grades 4–9 (N=103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n=25), word reading and spelling (dyslexia, n=60), or oral and written language (OWL LD, n=18). That is, SLDs are defined on basis of cascading level of language impairment (subword, word, and syntax/text). A 5-block regression model sequentially predicted literacy achievement from cognitive-linguistic translation (Block 1); working memory components for word form coding (Block 2), phonological and orthographic loops (Block 3), and supervisory focused or switching attention (Block4); and SLD groups (Block 5). Results showed that cognitive-linguistic translation explained an average of 27% and 15% of the variance in reading and writing achievement, respectively, but working memory components explained an additional 39% and 27% variance. Orthographic word form coding uniquely predicted nearly every measure, whereas attention switching only uniquely predicted reading. Finally, differences in reading and writing persisted between dyslexia and dysgraphia, with dysgraphia higher, even after controlling for Block 1 to 4 predictors. Differences in literacy achievement between students with dyslexia and OWL LD were largely explained by the Block 1 predictors. Applications to identifying and teaching students with these SLDs are discussed. PMID:28199175

Psycholinguistics: a cross-language perspective.

PubMed

Bates, E; Devescovi, A; Wulfeck, B

2001-01-01

Cross-linguistic studies are essential to the identification of universal processes in language development, language use, and language breakdown. Comparative studies in all three areas are reviewed, demonstrating powerful differences across languages in the order in which specific structures are acquired by children, the sparing and impairment of those structures in aphasic patients, and the structures that normal adults rely upon most heavily in real-time word and sentence processing. It is proposed that these differences reflect a cost-benefit trade-off among universal mechanisms for learning and processing (perception, attention, motor planning, memory) that are critical for language, but are not unique to language.

Specific language impairment in language-minority children from low-income families.

PubMed

Engel de Abreu, Pascale M J; Cruz-Santos, Anabela; Puglisi, Marina L

2014-11-01

Recent evidence suggests that specific language impairment (SLI) might be secondary to general cognitive processing limitations in the domain of executive functioning. Previous research has focused almost exclusively on monolingual children with SLI and offers little evidence-based guidance on executive functioning in bilingual children with SLI. Studying bilinguals with SLI is important, especially in the light of increasing evidence that bilingualism can bring advantages in certain domains of executive functioning. To determine whether executive functioning represents an area of difficulty for bilingual language-minority children with SLI and, if so, which specific executive processes are affected. This cross-cultural research was conducted with bilingual children from Luxembourg and monolingual children from Portugal who all had Portuguese as their first language. The data from 81 eight-year-olds from the following three groups were analysed: (1) 15 Portuguese-Luxembourgish bilinguals from Luxembourg with an SLI diagnosis; (2) 33 typically developing Portuguese-Luxembourgish bilinguals from Luxembourg; and (3) 33 typically developing Portuguese-speaking monolinguals from Portugal. Groups were matched on first language, ethnicity, chronological age and socioeconomic status, and they did not differ in nonverbal intelligence. Children completed a battery of tests tapping: expressive and receptive vocabulary, syntactic comprehension, verbal and visuospatial working memory, selective attention and interference suppression. The bilingual SLI group performed equally well compared with their typically developing peers on measures of visuospatial working memory, but had lower scores than both control groups on tasks of verbal working memory. On measures of selective attention and interference suppression, typically developing children who were bilingual outperformed their monolingual counterparts. For selective attention, performance of the bilingual SLI group did not differ significantly from the controls. For interference suppression the bilingual SLI group performed significantly less well than typically developing bilinguals but not monolinguals. This research provides further support to the position that SLI is not a language-specific disorder. The study indicates that although bilingual children with SLI do not demonstrate the same advantages in selective attention and interference suppression as typically developing bilinguals, they do not lag behind typically developing monolinguals in these domains of executive functioning. This finding raises the possibility that bilingualism might represent a protective factor against some of the cognitive limitations that are associated with SLI in monolinguals. © 2014 The Authors International Journal of Language & Communication Disorders published by John Wiley & Sons Ltd on behalf of Royal College of Speech and Language Therapists.

The Intersection of Task-Based Interaction, Task Complexity, and Working Memory: L2 Question Development through Recasts in a Laboratory Setting

ERIC Educational Resources Information Center

Kim, YouJin; Payant, Caroline; Pearson, Pamela

2015-01-01

The extent to which individual differences in cognitive abilities affect the relationship among task complexity, attention to form, and second language development has been addressed only minimally in the cognition hypothesis literature. The present study explores how reasoning demands in tasks and working memory (WM) capacity predict learners'…

Understanding Writing Problems in Young Children: Contributions of Cognitive Skills to the Development of Written Expression

ERIC Educational Resources Information Center

Childress, Amy

2011-01-01

While several models of adult writing have been proposed and studied, the development of writing skills in young children has only recently garnered attention. Using measures of fine-motor, language, working memory, and attention/executive functions, the current study explored motor and cognitive skills that may contribute to writing skill in…

Does language guide event perception? Evidence from eye movements

PubMed Central

Papafragou, Anna; Hulbert, Justin; Trueswell, John

2008-01-01

Languages differ in how they encode motion. When describing bounded motion, English speakers typically use verbs that convey information about manner (e.g., slide, skip, walk) rather than path (e.g., approach, ascend), whereas Greek speakers do the opposite. We investigated whether this strong cross-language difference influences how people allocate attention during motion perception. We compared eye movements from Greek and English speakers as they viewed motion events while (a) preparing verbal descriptions, or (b) memorizing the events. During the verbal description task, speakers’ eyes rapidly focused on the event components typically encoded in their native language, generating significant cross-language differences even during the first second of motion onset. However, when freely inspecting ongoing events, as in the memorization task, people allocated attention similarly regardless of the language they speak. Differences between language groups arose only after the motion stopped, such that participants spontaneously studied those aspects of the scene that their language does not routinely encode in verbs. These findings offer a novel perspective on the relation between language and perceptual/cognitive processes. They indicate that attention allocation during event perception is not affected by the perceiver’s native language; effects of language arise only when linguistic forms are recruited to achieve the task, such as when committing facts to memory. PMID:18395705

Memory skills of deaf learners: implications and applications.

PubMed

Hamilton, Harley

2011-01-01

The author reviews research on working memory and short-term memory abilities of deaf individuals, delineating strengths and weaknesses. Among the areas of weakness that are reviewed are sequential recall, processing speed, attention, and memory load. Areas of strengths include free recall, visuospatial recall, imagery, and dual encoding. Phonological encoding and rehearsal appear to be strengths when these strategies are employed. The implications of the strengths and weaknesses for language learning and educational achievement are discussed. Research questions are posed, and remedial and compensatory classroom applications are suggested.

Speech, Language, and Cognition in Preschool Children with Epilepsy

ERIC Educational Resources Information Center

Selassie, G. Rejno-Habte; Viggedal, G.; Olsson, I.; Jennische, M.

2008-01-01

We studied expressive and receptive language, oral motor ability, attention, memory, and intelligence in 20 6-year-old children with epilepsy (14 females, six males; mean age 6y 5mo, range 6y-6y 11mo) without learning disability, cerebral palsy (CP), and/or autism, and in 30 reference children without epilepsy (18 females, 12 males; mean age 6y…

Applying an Integrative Framework of Executive Function to Preschoolers With Specific Language Impairment

PubMed Central

Plante, Elena; Doubleday, Kevin

2017-01-01

Purpose The first goal of this research was to compare verbal and nonverbal executive function abilities between preschoolers with and without specific language impairment (SLI). The second goal was to assess the group differences on 4 executive function components in order to determine if the components may be hierarchically related as suggested within a developmental integrative framework of executive function. Method This study included 26 4- and 5-year-olds diagnosed with SLI and 26 typically developing age- and sex-matched peers. Participants were tested on verbal and nonverbal measures of sustained selective attention, working memory, inhibition, and shifting. Results The SLI group performed worse compared with typically developing children on both verbal and nonverbal measures of sustained selective attention and working memory, the verbal inhibition task, and the nonverbal shifting task. Comparisons of standardized group differences between executive function measures revealed a linear increase with the following order: working memory, inhibition, shifting, and sustained selective attention. Conclusion The pattern of results suggests that preschoolers with SLI have deficits in executive functioning compared with typical peers, and deficits are not limited to verbal tasks. A significant linear relationship between group differences across executive function components supports the possibility of a hierarchical relationship between executive function skills. PMID:28724132

First Grade Math Skills Set Foundation for Later Math Ability

MedlinePlus

... cognitive skills as memory, attention span, and general intelligence. The researchers found that by seventh grade, children ... between the two groups were not related to intelligence, language skills or the method students used to ...

On the Role of Cognitive Abilities in Second Language Vowel Learning.

PubMed

Ghaffarvand Mokari, Payam; Werner, Stefan

2018-03-01

This study investigated the role of different cognitive abilities-inhibitory control, attention control, phonological short-term memory (PSTM), and acoustic short-term memory (AM)-in second language (L2) vowel learning. The participants were 40 Azerbaijani learners of Standard Southern British English. Their perception of L2 vowels was tested through a perceptual discrimination task before and after five sessions of high-variability phonetic training. Inhibitory control was significantly correlated with gains from training in the discrimination of L2 vowel pairs. However, there were no significant correlations between attention control, AM, PSTM, and gains from training. These findings suggest the potential role of inhibitory control in L2 phonological learning. We suggest that inhibitory control facilitates the processing of L2 sounds by allowing learners to ignore the interfering information from L1 during training, leading to better L2 segmental learning.

Narrative production in children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD): Similarities and differences.

PubMed

Kuijper, Sanne J M; Hartman, Catharina A; Bogaerds-Hazenberg, Suzanne T M; Hendriks, Petra

2017-01-01

The present study focuses on the similarities and differences in language production between children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD). In addition, we investigated whether Theory of Mind (ToM), working memory, and response inhibition are associated with language production. Narratives, produced by 106 Dutch-speaking children (36 with ASD, 34 with ADHD, and 36 typically developing) aged 6 to 12 during ADOS assessment, were examined on several linguistic measures: verbal productivity, speech fluency, syntactic complexity, lexical semantics, and discourse pragmatics. Children were tested on ToM, working memory, and response inhibition and parents filled in the Children's Communication Checklist (CCC-2). Gold-standard diagnostic measures (Autism Diagnostic Observation Schema [ADOS], Autism Diagnostic Interview Revised [ADI-R], and the Parent Interview for Child Symptoms [PICS]) were administered to all children to confirm diagnosis. Regarding similarities, both clinical groups showed impairments in narrative performance relative to typically developing children. These were confirmed by the CCC-2. These impairments were not only present on pragmatic measures, such as the inability to produce a narrative in a coherent and cohesive way, but also on syntactic complexity and their production of repetitions. As for differences, children with ADHD but not children with ASD showed problems in their choice of referring expressions and speech fluency. ToM and working memory performance but not response inhibition were associated with many narrative skills, suggesting that these cognitive mechanisms explain some of the impairments in language production. We conclude that children with ASD and children with ADHD manifest multiple and diverse language production problems, which may partly relate to their problems in ToM and working memory. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Cognition, academic achievement, and epilepsy in school-age children: a case-control study in a developing country.

PubMed

Melbourne Chambers, R; Morrison-Levy, N; Chang, S; Tapper, J; Walker, S; Tulloch-Reid, M

2014-04-01

We conducted a case-control study of 33 Jamaican children 7 to 12years old with uncomplicated epilepsy and 33 of their classroom peers matched for age and gender to determine whether epilepsy resulted in differences in cognitive ability and school achievement and if socioeconomic status or the environment had a moderating effect on any differences. Intelligence, language, memory, attention, executive function, and mathematics ability were assessed using selected tests from NEPSY, WISCR, TeaCh, WRAT3 - expanded, and Raven's Coloured Progressive Matrices. The child's environment at home was measured using the Middle Childhood HOME inventory. Socioeconomic status was determined from a combination of household, crowding, possessions, and sanitation. We compared the characteristics of the cases and controls and used random effects regression models (using the matched pair as the cluster) to examine the relationship between cognition and epilepsy. We found that there was no significant difference in IQ, but children with epilepsy had lower scores on tests of memory (p<0.05), language (p<0.05), and attention (p<0.01) compared with their controls. In random effects models, epilepsy status had a significant effect on memory (coefficient=-0.14, CI: -0.23, -0.05), language (coefficient=-0.13, CI: -0.23, -0.04), and mathematics ability (coefficient=-0.01, CI: -0.02, -0.00). Adjustment for the home environment and socioeconomic status and inclusion of interaction terms for these variables did not alter these effects. In conclusion, we found that epilepsy status in Jamaican children has a significant effect on performance on tests of memory, language, and mathematics and that this effect is not modified or explained by socioeconomic status or the child's home environment. Copyright © 2014 Elsevier Inc. All rights reserved.

Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different?

PubMed Central

Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.

2015-01-01

Children (n=747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of 1st grade); addition retrieval (end of 2nd grade); and calculations and word reading (end of 3rd grade). Attentive behavior, reasoning, visuospatial memory, and rapid automatized naming (RAN) indirectly contributed to both outcomes, via retrieval. However, there was no overlap in domain-general direct effects on calculations (attentive behavior, reasoning, working memory) versus word reading (language, phonological memory, RAN). Results suggest ease of forming associative relations and abilities engaged during the formation of these long-term memories are common to both outcomes and can be indexed by addition fact retrieval, but further growth in calculations and word reading is driven by different constellations of domain-general abilities. PMID:26700885

Reference Production in Young Speakers with and without Autism: Effects of Discourse Status and Processing Constraints

PubMed Central

Arnold, Jennifer E.; Bennetto, Loisa; Diehl, Joshua J.

2008-01-01

We examine the referential choices (pronouns/zeros vs. names/descriptions) made during a narrative by high-functioning children and adolescents with autism and a well-matched typically developing control group. The process of choosing appropriate referring expressions has been proposed to depend on two areas of cognitive functioning: a) judging the attention and knowledge of one’s interlocutor, and b) the use of memory and attention mechanisms to represent the discourse situation. We predicted possible group differences, since autism is often associated with deficits in a) mentalizing and b) memory and attention, as well as a more general tendency to have difficulty with the pragmatic aspects of language use. Results revealed that some of the participants with autism were significantly less likely to produce pronouns or zeros in some discourse contexts. However, the difference was only one of degree. Overall, all participants in our analysis exhibited fine-grained sensitivity to the discourse context. Furthermore, referential choices for all participants were modulated by factors related to the cognitive effort of language production. PMID:19111285

Interactions between working memory and language in young children with specific language impairment (SLI).

PubMed

Vugs, Brigitte; Knoors, Harry; Cuperus, Juliane; Hendriks, Marc; Verhoeven, Ludo

2016-01-01

The underlying structure of working memory (WM) in young children with and without specific language impairment (SLI) was examined. The associations between the components of WM and the language abilities of young children with SLI were then analyzed. The Automated Working Memory Assessment and four linguistic tasks were administered to 58 children with SLI and 58 children without SLI, aged 4-5 years. The WM of the children was best represented by a model with four separate but interacting components of verbal storage, visuospatial storage, verbal central executive (CE), and visuospatial CE. The associations between the four components of WM did not differ significantly for the two groups of children. However, the individual components of WM showed varying associations with the language abilities of the children with SLI. The verbal CE component of WM was moderately to strongly associated with all the language abilities in children with SLI: receptive vocabulary, expressive vocabulary, verbal comprehension, and syntactic development. These results show verbal CE to be involved in a wide range of linguistic skills; the limited ability of young children with SLI to simultaneously store and process verbal information may constrain their acquisition of linguistic skills. Attention should thus be paid to the language problems of children with SLI, but also to the WM impairments that can contribute to their language problems.

Impact of auditory selective attention on verbal short-term memory and vocabulary development.

PubMed

Majerus, Steve; Heiligenstein, Lucie; Gautherot, Nathalie; Poncelet, Martine; Van der Linden, Martial

2009-05-01

This study investigated the role of auditory selective attention capacities as a possible mediator of the well-established association between verbal short-term memory (STM) and vocabulary development. A total of 47 6- and 7-year-olds were administered verbal immediate serial recall and auditory attention tasks. Both task types probed processing of item and serial order information because recent studies have shown this distinction to be critical when exploring relations between STM and lexical development. Multiple regression and variance partitioning analyses highlighted two variables as determinants of vocabulary development: (a) a serial order processing variable shared by STM order recall and a selective attention task for sequence information and (b) an attentional variable shared by selective attention measures targeting item or sequence information. The current study highlights the need for integrative STM models, accounting for conjoined influences of attentional capacities and serial order processing capacities on STM performance and the establishment of the lexical language network.

Neuropsychological findings in childhood neglect and their relationships to pediatric PTSD.

PubMed

DE Bellis, Michael D; Hooper, Stephen R; Spratt, Eve G; Woolley, Donald P

2009-11-01

Although child neglect is the most prevalent form of child maltreatment, the neurocognitive effects of neglect are understudied. We examined IQ, reading, mathematics, and neurocognitive domains of fine-motor skills, language, visual-spatial, memory/learning, and attention/executive functions in two groups of nonsexually abused medically healthy neglected children, one with DSM-IV posttraumatic stress disorder (PTSD) and one without, and a demographically similar healthy nonmaltreated control group. Significantly lower IQ, reading, mathematics, and selected differences in complex visual attention, visual memory, language, verbal memory and learning, planning, problem solving, and speeded naming were seen in Neglect Groups. The Neglect with PTSD Group performed worse than controls on NEPSY Design Copying, NEPSY Tower, and Mathematics; and performed worse than controls and Neglect without PTSD on NEPSY Memory for Faces-Delayed. Negative correlations were seen between PTSD symptoms, PTSD severity, and maltreatment variables, and IQ, Academic Achievement, and neurocognitive domains. Neglected children demonstrated significantly lower neurocognitive outcomes and academic achievement than controls. Lower IQ, neurocognitive functions, and achievement may be associated with more PTSD symptoms (particularly re-experiencing symptoms), greater PTSD severity, and a greater number of maltreatment experiences. Trauma experiences may additionally contribute to subsequent neurodevelopmental risk in neglected children. (JINS, 2009, 15, 868-878.).

Neuropsychological Findings in Childhood Neglect and their Relationships to Pediatric PTSD

PubMed Central

De Bellis, Michael D.; Hooper, Stephen R.; Spratt, Eve G.; Woolley, Donald P.

2011-01-01

Statement of the problem Although child neglect is the most prevalent form of child maltreatment, the neurocognitive effects of neglect is understudied. Methods We examined IQ, reading, mathematics, and neurocognitive domains of fine-motor skills, language, visual-spatial, memory/learning, and attention/executive functions in two groups of non-sexually abused medically healthy neglected children, one with DSM-IV posttraumatic stress disorder (PTSD) and one without, and a demographically similar healthy non-maltreated control group. Key findings Significantly lower IQ, reading, mathematics, and selected differences in complex visual attention, visual memory, language, verbal memory and learning, planning, problem solving, and speeded naming were seen in Neglect Groups. The Neglect with PTSD Group performed worse than controls on NEPSY Design Copying, NEPSY Tower, and Mathematics; and performed worse than controls and Neglect without PTSD on NEPSY Memory for Faces-Delayed. Negative correlations were seen between PTSD symptoms, PTSD severity, and maltreatment variables, and IQ, Academic Achievement, and neurocognitive domains. Conclusions Neglected children demonstrated significantly lower neurocognitive outcomes and academic achievement than controls. Lower IQ, neurocognitive functions, and achievement may be associated with more PTSD symptoms (particularly re-experiencing symptoms), greater PTSD severity, and a greater number of maltreatment experiences. Trauma experiences may additionally contribute to subsequent neurodevelopmental risk in neglected children. PMID:19703321

Operator Performance Measures for Assessing Voice Communication Effectiveness

DTIC Science & Technology

1989-07-01

performance and work- load assessment techniques have been based.I Broadbent (1958) described a limited capacity filter model of human information...INFORMATION PROCESSING 20 3.1.1. Auditory Attention 20 3.1.2. Auditory Memory 24 3.2. MODELS OF INFORMATION PROCESSING 24 3.2.1. Capacity Theories 25...Learning 0 Attention * Language Specialization • Decision Making• Problem Solving Auditory Information Processing Models of Processing Ooemtor

Cognitive aging and hearing acuity: modeling spoken language comprehension.

PubMed

Wingfield, Arthur; Amichetti, Nicole M; Lash, Amanda

2015-01-01

The comprehension of spoken language has been characterized by a number of "local" theories that have focused on specific aspects of the task: models of word recognition, models of selective attention, accounts of thematic role assignment at the sentence level, and so forth. The ease of language understanding (ELU) model (Rönnberg et al., 2013) stands as one of the few attempts to offer a fully encompassing framework for language understanding. In this paper we discuss interactions between perceptual, linguistic, and cognitive factors in spoken language understanding. Central to our presentation is an examination of aspects of the ELU model that apply especially to spoken language comprehension in adult aging, where speed of processing, working memory capacity, and hearing acuity are often compromised. We discuss, in relation to the ELU model, conceptions of working memory and its capacity limitations, the use of linguistic context to aid in speech recognition and the importance of inhibitory control, and language comprehension at the sentence level. Throughout this paper we offer a constructive look at the ELU model; where it is strong and where there are gaps to be filled.

Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?

PubMed

Fuchs, Lynn S; Geary, David C; Fuchs, Douglas; Compton, Donald L; Hamlett, Carol L

2016-01-01

Children (n = 747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of first grade), addition retrieval (end of second grade), and calculations and word reading (end of third grade). Attentive behavior, reasoning, visuospatial memory, and rapid automatized naming (RAN) indirectly contributed to both outcomes, via retrieval. However, there was no overlap in domain-general direct effects on calculations (attentive behavior, reasoning, working memory) versus word reading (language, phonological memory, RAN). Results suggest ease of forming associative relations and abilities engaged during the formation of these long-term memories are common to both outcomes and can be indexed by addition-fact retrieval, but further growth in calculations and word reading is driven by different constellations of domain-general abilities. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

Psychology and the Handicapped Child.

ERIC Educational Resources Information Center

Sherrick, Carl E., Ed.; And Others

Reviewed in seven author contributed chapters are findings of experimental psychology relevant to the education of handicapped children in the areas of sensory processes, visual perception, memory, cognition and language development, sustained attention and impulse control, and personality and social development. Noted in an introductory chapter…

What Are the Signs of Alzheimer's Disease? | NIH MedlinePlus the Magazine

MedlinePlus

... in behavior and personality Conduct tests of memory, problem solving, attention, counting, and language Carry out standard medical ... over and over having trouble paying bills or solving simple math problems getting lost losing things or putting them in ...

Cognitive deficits and predictors 3 years after diagnosis of a pilocytic astrocytoma in childhood.

PubMed

Aarsen, Femke K; Paquier, Philippe F; Arts, Willem-Frans; Van Veelen, Marie-Lise; Michiels, Erna; Lequin, Maarten; Catsman-Berrevoets, Coriene E

2009-07-20

PURPOSE To prospectively study cognitive deficits and predictors 3 years after diagnosis in a large series of pediatric patients treated for pilocytic astrocytoma (PA). PATIENTS AND METHODS Sixty-one of 67 children were grouped according to infratentorial, supratentorial midline, and supratentorial hemispheric site. Intelligence, memory, attention, language, visual-spatial, and executive functions were assessed. Included predictors were sex, age, relapse, diagnosis-assessment interval, hydrocephalus, kind of treatment, and tumor variables. Results All children with PA had problems with sustained attention and speed. In the infratentorial group, there also were deficits in verbal intelligence, visual-spatial memory, executive functioning, and naming. Verbal intelligence and verbal memory problems occurred in the brainstem tumor group. The supratentorial hemispheric tumor group had additional problems with selective attention and executive functioning, and the supratentorial midline tumor group displayed no extra impairments. More specifically, the dorsal supratentorial midline tumor group displayed problems with language and verbal memory. Predictors for lower cognitive functioning were hydrocephalus, radiotherapy, residual tumor size, and age; predictors for better functioning were chemotherapy or treatment of hydrocephalus. Almost 60% of children had problems with academic achievement, for which risk factors were relapse and younger age at diagnosis. CONCLUSION Despite normal intelligence at long-term follow-up, children treated for PA display invalidating cognitive impairments. Adequate treatment of hydrocephalus is important for a more favorable long-term cognitive outcome. Even children without initial severe deficits may develop cognitive impairments years after diagnosis, partly because of the phenomenon of growing into deficit, which has devastating implications for academic achievement and quality of life (QOL).

Developing brain networks of attention.

PubMed

Posner, Michael I; Rothbart, Mary K; Voelker, Pascale

2016-12-01

Attention is a primary cognitive function critical for perception, language, and memory. We provide an update on brain networks related to attention, their development, training, and pathologies. An executive attention network, also called the cingulo-opercular network, allows voluntary control of behavior in accordance with goals. Individual differences among children in self-regulation have been measured by a higher order factor called effortful control, which is related to the executive network and to the size of the anterior cingulate cortex. Brain networks of attention arise in infancy and are related to individual differences, including pathology during childhood. Methods of training attention may improve performance and ameliorate pathology.

Comparison of Neurocognitive Outcomes after Carotid Endarterectomy and Carotid Artery Stenting.

PubMed

Kim, Jerry J; Schwartz, Samuel; Wen, Johnny; deVirgilio, Christian; Lobue, Abeline; Walot, Irwin; Koopmann, Matthew; Donayre, Carlos; White, Rodney A

2015-10-01

Cognitive and emotional outcomes after carotid endarterectomy (CEA) and carotid artery stenting with embolic protection device (CAS + EPD) are not clear. Patients were entered prospectively into a United States Food and Drug Administration-approved single-center physician-sponsored investigational device exemption between 2004 and 2010 and received either CEA or CAS + EPD. Patients underwent cognitive testing preprocedure and at 6, 12, and 60 months postprocedure. Cognitive domains assessed included attention, memory, executive, motor function, visual spatial functioning, language, and processing speed. Beck Depression and anxiety scales were also compared. There were a total of 38 patients that met conventional indications for carotid surgery (symptomatic with ≥50% stenosis or asymptomatic with ≥70% stenosis)-12 patients underwent CEA, whereas 26 patients underwent CAS + EPD. Both CEA and CAS + EPD patients showed postprocedure improvement in memory and executive function. No differences were seen at follow-up in regards to emotional dysfunction (depression and anxiety), attention, visual spatial functioning, language, motor function, and processing speed. Only two patients underwent neuropsychiatric testing at 60 months-these CAS + EPD patients showed sustained improvement in memory, visual spatial, and executive functions. In conclusion, cognitive and emotional outcomes were similar between CEA and CAS + EPD patients.

A Customized Attention-Based Long Short-Term Memory Network for Distant Supervised Relation Extraction.

PubMed

He, Dengchao; Zhang, Hongjun; Hao, Wenning; Zhang, Rui; Cheng, Kai

2017-07-01

Distant supervision, a widely applied approach in the field of relation extraction can automatically generate large amounts of labeled training corpus with minimal manual effort. However, the labeled training corpus may have many false-positive data, which would hurt the performance of relation extraction. Moreover, in traditional feature-based distant supervised approaches, extraction models adopt human design features with natural language processing. It may also cause poor performance. To address these two shortcomings, we propose a customized attention-based long short-term memory network. Our approach adopts word-level attention to achieve better data representation for relation extraction without manually designed features to perform distant supervision instead of fully supervised relation extraction, and it utilizes instance-level attention to tackle the problem of false-positive data. Experimental results demonstrate that our proposed approach is effective and achieves better performance than traditional methods.

Relationship between individual differences in speech processing and cognitive functions.

PubMed

Ou, Jinghua; Law, Sam-Po; Fung, Roxana

2015-12-01

A growing body of research has suggested that cognitive abilities may play a role in individual differences in speech processing. The present study took advantage of a widespread linguistic phenomenon of sound change to systematically assess the relationships between speech processing and various components of attention and working memory in the auditory and visual modalities among typically developed Cantonese-speaking individuals. The individual variations in speech processing are captured in an ongoing sound change-tone merging in Hong Kong Cantonese, in which typically developed native speakers are reported to lose the distinctions between some tonal contrasts in perception and/or production. Three groups of participants were recruited, with a first group of good perception and production, a second group of good perception but poor production, and a third group of good production but poor perception. Our findings revealed that modality-independent abilities of attentional switching/control and working memory might contribute to individual differences in patterns of speech perception and production as well as discrimination latencies among typically developed speakers. The findings not only have the potential to generalize to speech processing in other languages, but also broaden our understanding of the omnipresent phenomenon of language change in all languages.

Effects of Real-Time Cochlear Implant Simulation on Speech Perception and Production

ERIC Educational Resources Information Center

Casserly, Elizabeth D.

2013-01-01

Real-time use of spoken language is a fundamentally interactive process involving speech perception, speech production, linguistic competence, motor control, neurocognitive abilities such as working memory, attention, and executive function, environmental noise, conversational context, and--critically--the communicative interaction between…

Cognitive Rehabilitation for Children with Acquired Brain Injury

ERIC Educational Resources Information Center

Slomine, Beth; Locascio, Gianna

2009-01-01

Cognitive deficits are frequent consequences of acquired brain injury (ABI) and often require intervention. We review the theoretical and empirical literature on cognitive rehabilitation in a variety of treatment domains including attention, memory, unilateral neglect, speech and language, executive functioning, and family involvement/education.…

Exploring Neuropsychology: Seeking Evidence of Added Worth to School Psychology Practice

ERIC Educational Resources Information Center

Sassu, Kari A.; Gelbar, Nicholas W.; Bray, Melissa A.; Kehle, Thomas J.; Patwa, Shamim

2015-01-01

Historically, school psychological assessment has included the core elements of cognitive, academic, and behavioral indices. Neuropsychological assessment has included these and the additional elements of attention, memory, language, visual-spatial, motor, sensory, and executive functioning (American Psychological Association, 2006). With the…

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

ERIC Educational Resources Information Center

Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan C.; Lovett, Maureen W.; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark

2017-01-01

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching).…

Cognitive deficits in individuals with methamphetamine use disorder: A meta-analysis.

PubMed

Potvin, Stéphane; Pelletier, Julie; Grot, Stéphanie; Hébert, Catherine; Barr, Alasdair M; Lecomte, Tania

2018-05-01

Methamphetamine has long been considered as a neurotoxic substance causing cognitive deficits. Recently, however, the magnitude and the clinical significance of the cognitive effects associated with methamphetamine use disorder (MUD) have been debated. To help clarify this controversy, we performed a meta-analysis of the cognitive deficits associated with MUD. A literature search yielded 44 studies that assessed cognitive dysfunction in 1592 subjects with MUD and 1820 healthy controls. Effect size estimates were calculated using the Comprehensive Meta-Analysis, for the following 12 cognitive domains: attention, executive functions, impulsivity/reward processing, social cognition, speed of processing, verbal fluency/language, verbal learning and memory, visual learning and memory, visuo-spatial abilities and working memory. Findings revealed moderate impairment across most cognitive domains, including attention, executive functions, language/verbal fluency, verbal learning and memory, visual memory and working memory. Deficits in impulsivity/reward processing and social cognition were more prominent, whereas visual learning and visuo-spatial abilities were relatively spared cognitive domains. A publication bias was observed. These results show that MUD is associated with broad cognitive deficits that are in the same range as those associated with alcohol and cocaine use disorder, as recently shown by way of meta-analysis. The prominent effects of MUD on social cognition and impulsivity/reward processing are based on a small number of studies, and as such, these results will need to be replicated. The functional consequences (social and occupational) of the cognitive deficits of methamphetamine will also need to be determined. Copyright © 2018 Elsevier Ltd. All rights reserved.

Reading comprehension in Parkinson's disease.

PubMed

Murray, Laura L; Rutledge, Stefanie

2014-05-01

Although individuals with Parkinson's disease (PD) self-report reading problems and experience difficulties in cognitive-linguistic functions that support discourse-level reading, prior research has primarily focused on sentence-level processing and auditory comprehension. Accordingly, the authors investigated the presence and nature of reading comprehension in PD, hypothesizing that (a) individuals with PD would display impaired accuracy and/or speed on reading comprehension tests and (b) reading performances would be correlated with cognitive test results. Eleven adults with PD and 9 age- and education-matched control participants completed tests that evaluated reading comprehension; general language and cognitive abilities; and aspects of attention, memory, and executive functioning. The PD group obtained significantly lower scores on several, but not all, reading comprehension, language, and cognitive measures. Memory, language, and disease severity were significantly correlated with reading comprehension for the PD group. Individuals in the early stages of PD without dementia or broad cognitive deficits can display reading comprehension difficulties, particularly for high- versus basic-level reading tasks. These reading difficulties are most closely related to memory, high-level language, and PD symptom severity status. The findings warrant additional research to delineate further the types and nature of reading comprehension impairments experienced by individuals with PD.

[Language and executive functioning skills of students with attention deficit/hyperactivity disorder (ADHD), and in reading comprehension difficulties (RCD)].

PubMed

Miranda Casas, Ana; Fernández Andrés, María Inmaculada; García Castellar, Rosa; Roselló Miranda, Belén; Colomer Diago, Carla

2011-11-01

The aim of this work was to study the specificity of deficits in linguistic and executive functioning of students with ADHD and with RCD and to determine the profile of deficits in the comorbid group (ADHD+RCD). Participants in the study were 84 students, ages 12-16 years divided into four groups with an equal number of subjects (N= 21): ADHD, RCD, ADHD+RCD and comparison group (without ADHD and without RCD). We measured vocabulary, oral comprehension, lexical access, verbal and visual working memory, inhibition and attention. The results show that the ADHD+RCD group presents the most important linguistic deficits, followed by the RCD group. On the other hand, the three clinical groups (ADHD, RCD and ADHD+RCD) display greater performance problems in working memory than the comparison group, whereas the two groups with ADHD had more problems in attention and inhibition. These results suggest the dissociation of linguistic and executive deficits that affect the RCD group and ADHD group to a greater extent, respectively. Lastly, the comorbid group showed deficits both in language and in executive skills. We discuss the implications of these findings for designing interventions.

Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties

PubMed Central

Horowitz-Kraus, Tzipi; DiFrancesco, Mark; Kay, Benjamin; Wang, Yingying; Holland, Scott K.

2015-01-01

The Reading Acceleration Program, a computerized reading-training program, increases activation in neural circuits related to reading. We examined the effect of the training on the functional connectivity between independent components related to visual processing, executive functions, attention, memory, and language during rest after the training. Children 8–12 years old with reading difficulties and typical readers participated in the study. Behavioral testing and functional magnetic resonance imaging were performed before and after the training. Imaging data were analyzed using an independent component analysis approach. After training, both reading groups showed increased single-word contextual reading and reading comprehension scores. Greater positive correlations between the visual-processing component and the executive functions, attention, memory, or language components were found after training in children with reading difficulties. Training-related increases in connectivity between the visual and attention components and between the visual and executive function components were positively correlated with increased word reading and reading comprehension, respectively. Our findings suggest that the effect of the Reading Acceleration Program on basic cognitive domains can be detected even in the absence of an ongoing reading task. PMID:26199874

Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties.

PubMed

Horowitz-Kraus, Tzipi; DiFrancesco, Mark; Kay, Benjamin; Wang, Yingying; Holland, Scott K

2015-01-01

The Reading Acceleration Program, a computerized reading-training program, increases activation in neural circuits related to reading. We examined the effect of the training on the functional connectivity between independent components related to visual processing, executive functions, attention, memory, and language during rest after the training. Children 8-12 years old with reading difficulties and typical readers participated in the study. Behavioral testing and functional magnetic resonance imaging were performed before and after the training. Imaging data were analyzed using an independent component analysis approach. After training, both reading groups showed increased single-word contextual reading and reading comprehension scores. Greater positive correlations between the visual-processing component and the executive functions, attention, memory, or language components were found after training in children with reading difficulties. Training-related increases in connectivity between the visual and attention components and between the visual and executive function components were positively correlated with increased word reading and reading comprehension, respectively. Our findings suggest that the effect of the Reading Acceleration Program on basic cognitive domains can be detected even in the absence of an ongoing reading task.

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth.

PubMed

Jacobson, Lisa A; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan C; Lovett, Maureen W; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R; Mahone, E Mark

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing "higher-level" or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty.

Language Ability Predicts the Development of Behavior Problems in Children

PubMed Central

Petersen, Isaac T.; Bates, John E.; D’Onofrio, Brian M.; Coyne, Claire A.; Lansford, Jennifer E.; Dodge, Kenneth A.; Pettit, Gregory S.; Van Hulle, Carol A.

2013-01-01

Prior studies have suggested, but not fully established, that language ability is important for regulating attention and behavior. Language ability may have implications for understanding attention-deficit hyperactivity disorder (ADHD) and conduct disorders, as well as subclinical problems. This article reports findings from two longitudinal studies to test (a) whether language ability has an independent effect on behavior problems, and (b) the direction of effect between language ability and behavior problems. In Study 1 (N = 585), language ability was measured annually from ages 7 to 13 years by language subtests of standardized academic achievement tests administered at the children’s schools. Inattentive-hyperactive (I-H) and externalizing (EXT) problems were reported annually by teachers and mothers. In Study 2 (N = 11,506), language ability (receptive vocabulary) and mother-rated I-H and EXT problems were measured biannually from ages 4 to 12 years. Analyses in both studies showed that language ability predicted within-individual variability in the development of I-H and EXT problems over and above the effects of sex, ethnicity, socioeconomic status (SES), and performance in other academic and intellectual domains (e.g., math, reading comprehension, reading recognition, and short-term memory [STM]). Even after controls for prior levels of behavior problems, language ability predicted later behavior problems more strongly than behavior problems predicted later language ability, suggesting that the direction of effect may be from language ability to behavior problems. The findings suggest that language ability may be a useful target for the prevention or even treatment of attention deficits and EXT problems in children. PMID:23713507

Visual question answering using hierarchical dynamic memory networks

NASA Astrophysics Data System (ADS)

Shang, Jiayu; Li, Shiren; Duan, Zhikui; Huang, Junwei

2018-04-01

Visual Question Answering (VQA) is one of the most popular research fields in machine learning which aims to let the computer learn to answer natural language questions with images. In this paper, we propose a new method called hierarchical dynamic memory networks (HDMN), which takes both question attention and visual attention into consideration impressed by Co-Attention method, which is the best (or among the best) algorithm for now. Additionally, we use bi-directional LSTMs, which have a better capability to remain more information from the question and image, to replace the old unit so that we can capture information from both past and future sentences to be used. Then we rebuild the hierarchical architecture for not only question attention but also visual attention. What's more, we accelerate the algorithm via a new technic called Batch Normalization which helps the network converge more quickly than other algorithms. The experimental result shows that our model improves the state of the art on the large COCO-QA dataset, compared with other methods.

Functional Impairments in Attention Deficit Hyperactivity Disorder: The Mediating Role of Neuropsychological Functioning

PubMed Central

Sjöwall, Douglas; Thorell, Lisa B.

2014-01-01

Attention deficit hyperactivity disorder (ADHD) is associated with multiple neuropsychological deficits and the present study aimed to investigate to what extent these deficits are related to the functional impairments associated with the disorder. The results showed that all executive functioning deficits and reaction time variability acted as mediators in the relation between ADHD and academic achievement. However, only the effect of working memory for language skills, and the effects of reaction time variability and working memory for mathematics, remained significant when studying independent effects. Regulation of anger was a significant mediator for peer problems. Gender or symptoms of oppositional defiant disorder (ODD) or conduct disorder (CD) did not moderate these findings. PMID:24742310

A Nexus Model of the Temporal-Parietal Junction

PubMed Central

Carter, R. McKell; Huettel, Scott A.

2013-01-01

The temporal-parietal junction (TPJ) has been proposed to support either specifically social functions or non-specific processes of cognition like memory and attention. To account for diverse prior findings, we propose a Nexus Model for TPJ function: overlap of basic processes produces novel secondary functions at their convergence. We present meta-analytic evidence that is consistent with the anatomical convergence of attention, memory, language, and social processing in the TPJ – leading to a higher-order role in the creation of a social context for behavior. The Nexus Model accounts for recent examples of TPJ contributions specifically to decision making in a social context, and it provides a potential reconciliation for competing claims about TPJ function. PMID:23790322

The Primacy of Cognition in Schizophrenia

ERIC Educational Resources Information Center

Heinrichs, R. Walter

2005-01-01

Cognitive tasks and concepts are used increasingly in schizophrenia science and treatment. Recent meta-analyses show that across a spectrum of research domains only cognitive measures distinguish a majority of schizophrenia patients from healthy people. Average effect sizes derived from common clinical tests of attention, memory, language, and…

Temporal information processing as a basis for auditory comprehension: clinical evidence from aphasic patients.

PubMed

Oron, Anna; Szymaszek, Aneta; Szelag, Elzbieta

2015-01-01

Temporal information processing (TIP) underlies many aspects of cognitive functions like language, motor control, learning, memory, attention, etc. Millisecond timing may be assessed by sequencing abilities, e.g. the perception of event order. It may be measured with auditory temporal-order-threshold (TOT), i.e. a minimum time gap separating two successive stimuli necessary for a subject to report their temporal order correctly, thus the relation 'before-after'. Neuropsychological evidence has indicated elevated TOT values (corresponding to deteriorated time perception) in different clinical groups, such as aphasic patients, dyslexic subjects or children with specific language impairment. To test relationships between elevated TOT and declined cognitive functions in brain-injured patients suffering from post-stroke aphasia. We tested 30 aphasic patients (13 male, 17 female), aged between 50 and 81 years. TIP comprised assessment of TOT. Auditory comprehension was assessed with the selected language tests, i.e. Token Test, Phoneme Discrimination Test (PDT) and Voice-Onset-Time Test (VOT), while two aspects of attentional resources (i.e. alertness and vigilance) were measured using the Test of Attentional Performance (TAP) battery. Significant correlations were indicated between elevated values of TOT and deteriorated performance on all applied language tests. Moreover, significant correlations were evidenced between elevated TOT and alertness. Finally, positive correlations were found between particular language tests, i.e. (1) Token Test and PDT; (2) Token Test and VOT Test; and (3) PDT and VOT Test, as well as between PDT and both attentional tasks. These results provide further clinical evidence supporting the thesis that TIP constitutes the core process incorporated in both language and attentional resources. The novel value of the present study is the indication for the first time in Slavic language users a clear coexistence of the 'timing-auditory comprehension-attention' relationships. © 2015 Royal College of Speech and Language Therapists.

Virtual Reality and Special Needs

ERIC Educational Resources Information Center

Jeffs, Tara L.

2009-01-01

The use of virtual environments for special needs is as diverse as the field of Special Education itself and the individuals it serves. Individuals with special needs often face challenges with attention, language, spatial abilities, memory, higher reasoning and knowledge acquisition. Research in the use of Virtual Learning Environments (VLE)…

Processing Trade-Offs in Non-Native Learners' Performance of Narrative Tasks

ERIC Educational Resources Information Center

Ben Maad, Mohamed Ridha

2011-01-01

Exploring learners' processes of memory and analysis has captivated considerable attention among language-learning researchers due to the recent prevalence of key concepts from feeder disciplines such as cognitive psychology and phraseology. However, there has been little empirical effort to describe the nature of interaction between these two…

Cognitive abilities underlying second-language vocabulary acquisition in an early second-language immersion education context: a longitudinal study.

PubMed

Nicolay, Anne-Catherine; Poncelet, Martine

2013-08-01

First-language (L1) and second-language (L2) lexical development has been found to be strongly associated with phonological processing abilities such as phonological short-term memory (STM), phonological awareness, and speech perception. Lexical development also seems to be linked to attentional and executive skills such as auditory attention, flexibility, and response inhibition. The aim of this four-wave longitudinal study was to determine to what extent L2 vocabulary acquired through the particular school context of early L2 immersion education is linked to the same cognitive abilities. A total of 61 French-speaking 5-year-old kindergartners who had just been enrolled in English immersion classes were administered a battery of tasks assessing these three phonological processing abilities and three attentional/executive skills. Their English vocabulary knowledge was measured 1, 2, and 3 school years later. Multiple regression analyses showed that, among the assessed phonological processing abilities, phonological STM and speech perception, but not phonological awareness, appeared to underlie L2 vocabulary acquisition in this context of an early L2 immersion school program, at least during the first steps of acquisition. Similarly, among the assessed attentional/executive skills, auditory attention and flexibility, but not response inhibition, appeared to be involved during the first steps of L2 vocabulary acquisition in such an immersion school context. Copyright © 2013 Elsevier Inc. All rights reserved.

Adjunctive raloxifene treatment improves attention and memory in men and women with schizophrenia.

PubMed

Weickert, T W; Weinberg, D; Lenroot, R; Catts, S V; Wells, R; Vercammen, A; O'Donnell, M; Galletly, C; Liu, D; Balzan, R; Short, B; Pellen, D; Curtis, J; Carr, V J; Kulkarni, J; Schofield, P R; Weickert, C S

2015-06-01

There is increasing clinical and molecular evidence for the role of hormones and specifically estrogen and its receptor in schizophrenia. A selective estrogen receptor modulator, raloxifene, stimulates estrogen-like activity in brain and can improve cognition in older adults. The present study tested the extent to which adjunctive raloxifene treatment improved cognition and reduced symptoms in young to middle-age men and women with schizophrenia. Ninety-eight patients with a diagnosis of schizophrenia or schizoaffective disorder were recruited into a dual-site, thirteen-week, randomized, double-blind, placebo-controlled, crossover trial of adjunctive raloxifene treatment in addition to their usual antipsychotic medications. Symptom severity and cognition in the domains of working memory, attention/processing speed, language and verbal memory were assessed at baseline, 6 and 13 weeks. Analyses of the initial 6-week phase of the study using a parallel groups design (with 39 patients receiving placebo and 40 receiving raloxifene) revealed that participants receiving adjunctive raloxifene treatment showed significant improvement relative to placebo in memory and attention/processing speed. There was no reduction in symptom severity with treatment compared with placebo. There were significant carryover effects, suggesting some cognitive benefits are sustained even after raloxifene withdrawal. Analysis of the 13-week crossover data revealed significant improvement with raloxifene only in attention/processing speed. This is the first study to show that daily, oral adjunctive raloxifene treatment at 120 mg per day has beneficial effects on attention/processing speed and memory for both men and women with schizophrenia. Thus, raloxifene may be useful as an adjunctive treatment for cognitive deficits associated with schizophrenia.

Quantifying precision and availability of location memory in everyday pictures and some implications for picture database design.

PubMed

Lansdale, Mark W; Oliff, Lynda; Baguley, Thom S

2005-06-01

The authors investigated whether memory for object locations in pictures could be exploited to address known difficulties of designing query languages for picture databases. M. W. Lansdale's (1998) model of location memory was adapted to 4 experiments observing memory for everyday pictures. These experiments showed that location memory is quantified by 2 parameters: a probability that memory is available and a measure of its precision. Availability is determined by controlled attentional processes, whereas precision is mostly governed by picture composition beyond the viewer's control. Additionally, participants' confidence judgments were good predictors of availability but were insensitive to precision. This research suggests that databases using location memory are feasible. The implications of these findings for database design and for further research and development are discussed. (c) 2005 APA

Sensitivity to Referential Ambiguity in Discourse: The Role of Attention, Working Memory, and Verbal Ability

PubMed Central

Boudewyn, Megan A.; Long, Debra L.; Traxler, Matthew J.; Lesh, Tyler A.; Dave, Shruti; Mangun, George R.; Carter, Cameron S.; Swaab, Tamara Y.

2016-01-01

The establishment of reference is essential to language comprehension. The goal of this study was to examine listeners’ sensitivity to referential ambiguity as a function of individual variation in attention, working memory capacity, and verbal ability. Participants listened to stories in which two entities were introduced that were either very similar (e.g., two oaks) or less similar (e.g., one oak and one elm). The manipulation rendered an anaphor in a subsequent sentence (e.g., oak) ambiguous or unambiguous. EEG was recorded as listeners comprehended the story, after which participants completed tasks to assess working memory, verbal ability, and the ability to use context in task performance. Power in the alpha and theta frequency bands when listeners received critical information about the discourse entities (e.g., oaks) was used to index attention and the involvement of the working memory system in processing the entities. These measures were then used to predict an ERP component that is sensitive to referential ambiguity, the Nref, which was recorded when listeners received the anaphor. Nref amplitude at the anaphor was predicted by alpha power during the earlier critical sentence: Individuals with increased alpha power in ambiguous compared with unambiguous stories were less sensitive to the anaphor's ambiguity. Verbal ability was also predictive of greater sensitivity to referential ambiguity. Finally, increased theta power in the ambiguous compared with unambiguous condition was associated with higher working-memory span. These results highlight the role of attention and working memory in referential processing during listening comprehension. PMID:26401815

Sensitivity to Referential Ambiguity in Discourse: The Role of Attention, Working Memory, and Verbal Ability.

PubMed

Boudewyn, Megan A; Long, Debra L; Traxler, Matthew J; Lesh, Tyler A; Dave, Shruti; Mangun, George R; Carter, Cameron S; Swaab, Tamara Y

2015-12-01

The establishment of reference is essential to language comprehension. The goal of this study was to examine listeners' sensitivity to referential ambiguity as a function of individual variation in attention, working memory capacity, and verbal ability. Participants listened to stories in which two entities were introduced that were either very similar (e.g., two oaks) or less similar (e.g., one oak and one elm). The manipulation rendered an anaphor in a subsequent sentence (e.g., oak) ambiguous or unambiguous. EEG was recorded as listeners comprehended the story, after which participants completed tasks to assess working memory, verbal ability, and the ability to use context in task performance. Power in the alpha and theta frequency bands when listeners received critical information about the discourse entities (e.g., oaks) was used to index attention and the involvement of the working memory system in processing the entities. These measures were then used to predict an ERP component that is sensitive to referential ambiguity, the Nref, which was recorded when listeners received the anaphor. Nref amplitude at the anaphor was predicted by alpha power during the earlier critical sentence: Individuals with increased alpha power in ambiguous compared with unambiguous stories were less sensitive to the anaphor's ambiguity. Verbal ability was also predictive of greater sensitivity to referential ambiguity. Finally, increased theta power in the ambiguous compared with unambiguous condition was associated with higher working-memory span. These results highlight the role of attention and working memory in referential processing during listening comprehension.

Number development and developmental dyscalculia.

PubMed

von Aster, Michael G; Shalev, Ruth S

2007-11-01

There is a growing consensus that the neuropsychological underpinnings of developmental dyscalculia (DD) are a genetically determined disorder of 'number sense', a term denoting the ability to represent and manipulate numerical magnitude nonverbally on an internal number line. However, this spatially-oriented number line develops during elementary school and requires additional cognitive components including working memory and number symbolization (language). Thus, there may be children with familial-genetic DD with deficits limited to number sense and others with DD and comorbidities such as language delay, dyslexia, or attention-deficit-hyperactivity disorder. This duality is supported by epidemiological data indicating that two-thirds of children with DD have comorbid conditions while one-third have pure DD. Clinically, they differ according to their profile of arithmetic difficulties. fMRI studies indicate that parietal areas (important for number functions), and frontal regions (dominant for executive working memory and attention functions), are under-activated in children with DD. A four-step developmental model that allows prediction of different pathways for DD is presented. The core-system representation of numerical magnitude (cardinality; step 1) provides the meaning of 'number', a precondition to acquiring linguistic (step 2), and Arabic (step 3) number symbols, while a growing working memory enables neuroplastic development of an expanding mental number line during school years (step 4). Therapeutic and educational interventions can be drawn from this model.

Evaluation of cognitive characteristics of patients developing manifestations of parkinsonism secondary to long-term ephedrone use.

PubMed

Koksal, Ayhan; Keskinkılıc, Cahit; Sozmen, Mehmet Vedat; Dirican, Ayten Ceyhan; Aysal, Fikret; Altunkaynak, Yavuz; Baybas, Sevim

2014-01-01

In this study, cognitive functions of 9 patients developing parkinsonism due to chronic manganese intoxication by intravenous methcathinone solution were investigated using detailed neuropsychometric tests. Attention deficit, verbal and nonverbal memory, visuospatial function, constructive ability, language, and executive (frontal) functions of 9 patients who were admitted to our clinic with manifestations of chronic manganese intoxication and 9 control subjects were assessed using neuropsychometric tests. Two years later, detailed repeat neuropsychometric tests were performed in the patient group. The results were evaluated using the χ(2) test, Fisher's exact probability test, Student's t test and the Mann-Whitney U test. While there was no statistically significant difference between the two groups in language functions, visuospatial functions and constructive ability, a statistically significant difference was noted between both groups regarding attention (p = 0.032), calculation (p = 0.004), recall and recognition domains of verbal memory, nonverbal memory (p = 0.021) and some domains of frontal functions (Stroop-5 and spontaneous recovery) (p = 0.022 and 0.012). Repeat neuropsychometric test results of the patients were not statistically significant 2 years later. It has been observed that cognitive dysfunction seen in parkinsonism secondary to chronic manganese intoxication may be long-lasting and may not recover as observed in motor dysfunction. © 2014 S. Karger AG, Basel.

[Formula: see text]Attention and executive functioning profiles in children following perinatal arterial ischemic stroke.

PubMed

Bosenbark, Danielle D; Krivitzky, Lauren; Ichord, Rebecca; Jastrzab, Laura; Billinghurst, Lori

2018-01-01

Perinatal arterial ischemic stroke (PAIS) is a form of childhood stroke; the majority of those affected experience neurologic sequelae, including motor, language and neurocognitive impairments. This study examines the attention and executive functioning (EF) profiles of children following PAIS, as well as the impact of age and sex. In this single-center cross-sectional study, 40 children aged 3 to 16 years (median age 7.2 years; 58% male) who have suffered a PAIS underwent a comprehensive neuropsychological battery to assess attention and EF. Parents completed behavioral questionnaires regarding real-world functioning. Composite scores were calculated for seven attention and EF domains (Attention, Working Memory, Verbal Retrieval, Inhibitory Control, Flexibility/Shifting, Planning/Organization, and Processing Speed). The results for all measured domains of attention and EF are significantly lower in the participants compared to the normative samples (p < .001), with the exception of Working Memory. However, increasing difficulty with Working Memory is associated with developing age. Older age at time of testing is also associated with a higher incidence of clinically-elevated attention deficit hyperactivity disorder (ADHD) symptoms. Sex is not associated with performance measures or parental report of functioning. The participants demonstrate mild-to-moderate attention and EF impairment compared to the normative population. Clinicians, families, and educators should be informed about the neurocognitive sequelae of PAIS and the need for close developmental surveillance in this population to identify vulnerable children and initiate appropriate therapeutic interventions in a timely fashion.

Psychosocial Outcomes in Long-Term Cochlear Implant Users.

PubMed

Castellanos, Irina; Kronenberger, William G; Pisoni, David B

The objectives of this study were to investigate psychosocial outcomes in a sample of prelingually deaf, early-implanted children, adolescents, and young adults who are long-term cochlear implant (CI) users and to examine the extent to which language and executive functioning predict psychosocial outcomes. Psychosocial outcomes were measured using two well-validated, parent-completed checklists: the Behavior Assessment System for Children and the Conduct Hyperactive Attention Problem Oppositional Symptom. Neurocognitive skills were measured using gold standard, performance-based assessments of language and executive functioning. CI users were at greater risk for clinically significant deficits in areas related to attention, oppositional behavior, hyperactivity-impulsivity, and social-adaptive skills compared with their normal-hearing peers, although the majority of CI users scored within average ranges relative to Behavior Assessment System for Children norms. Regression analyses revealed that language, visual-spatial working memory, and inhibition-concentration skills predicted psychosocial outcomes. Findings suggest that underlying delays and deficits in language and executive functioning may place some CI users at a risk for difficulties in psychosocial adjustment.

Attention for speaking: domain-general control from the anterior cingulate cortex in spoken word production

PubMed Central

Piai, Vitória; Roelofs, Ardi; Acheson, Daniel J.; Takashima, Atsuko

2013-01-01

Accumulating evidence suggests that some degree of attentional control is required to regulate and monitor processes underlying speaking. Although progress has been made in delineating the neural substrates of the core language processes involved in speaking, substrates associated with regulatory and monitoring processes have remained relatively underspecified. We report the results of an fMRI study examining the neural substrates related to performance in three attention-demanding tasks varying in the amount of linguistic processing: vocal picture naming while ignoring distractors (picture-word interference, PWI); vocal color naming while ignoring distractors (Stroop); and manual object discrimination while ignoring spatial position (Simon task). All three tasks had congruent and incongruent stimuli, while PWI and Stroop also had neutral stimuli. Analyses focusing on common activation across tasks identified a portion of the dorsal anterior cingulate cortex (ACC) that was active in incongruent trials for all three tasks, suggesting that this region subserves a domain-general attentional control function. In the language tasks, this area showed increased activity for incongruent relative to congruent stimuli, consistent with the involvement of domain-general mechanisms of attentional control in word production. The two language tasks also showed activity in anterior-superior temporal gyrus (STG). Activity increased for neutral PWI stimuli (picture and word did not share the same semantic category) relative to incongruent (categorically related) and congruent stimuli. This finding is consistent with the involvement of language-specific areas in word production, possibly related to retrieval of lexical-semantic information from memory. The current results thus suggest that in addition to engaging language-specific areas for core linguistic processes, speaking also engages the ACC, a region that is likely implementing domain-general attentional control. PMID:24368899

"Call for Papers." International Correctional Education Conference (40th, Atlanta, Georgia, July 14-17, 1985).

ERIC Educational Resources Information Center

Littlefield, John F., Ed.

These proceedings contain four papers. In "Identifying Learning Disabilities in Correctional Facilities," Ronald E. Fritsch and Donna D. Tynan discuss two types of learning disabilities that may affect incarcerated youth: developmental (problems in attention, memory, perception, thinking, and oral language) and academic (problems in reading,…

Weight loss is associated with improvements in cognitive function among overweight and obese people: A systematic review and meta-analysis.

PubMed

Veronese, Nicola; Facchini, Silvia; Stubbs, Brendon; Luchini, Claudio; Solmi, Marco; Manzato, Enzo; Sergi, Giuseppe; Maggi, Stefania; Cosco, Theodore; Fontana, Luigi

2017-01-01

Whilst obesity is associated with a higher risk of cognitive impairment, the influence of weight loss on cognitive function in obese/overweight people is equivocal. We conducted a meta-analysis of randomized controlled trials (RCTs) and longitudinal studies evaluating the influence of voluntary weight loss on cognitive function in obese/overweight individuals. Articles were acquired from a systematic search of major databases from inception till 01/2016. A random effect meta-analysis of weight loss interventions (diet, physical activity, bariatric surgery) on different cognitive domains (memory, attention, executive functions, language and motor speed) was conducted. Twenty studies (13 longitudinal studies=551 participants; 7 RCTs=328 treated vs. 140 controls) were included. Weight loss was associated with a significant improvement in attention and memory in both longitudinal studies and RCTs, whereas executive function and language improved in longitudinal and RCT studies, respectively. In conclusion, intentional weight loss in obese/overweight people is associated with improvements in performance across various cognitive domains. Future adequately powered RCTs are required to confirm/refute these findings. Copyright © 2016 Elsevier Ltd. All rights reserved.

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

PubMed Central

Jacobson, Lisa A.; Koriakin, Taylor; Lipkin, Paul; Boada, Richard; Frijters, Jan; Lovett, Maureen; Hill, Dina; Willcutt, Erik; Gottwald, Stephanie; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.; Mahone, E. Mark

2018-01-01

Competent reading requires various skills beyond those for basic word reading (i.e., core language skills, rapid naming, phonological processing). Contributing “higher-level” or domain-general processes include information processing speed and executive functions (working memory, strategic problem solving, attentional switching). Research in this area has relied on largely Caucasian samples, with limited representation of children from racial or ethnic minority groups. This study examined contributions of executive skills to reading competence in 761 children of minority backgrounds. Hierarchical linear regressions examined unique contributions of executive functions (EF) to word reading, fluency, and comprehension. EF contributed uniquely to reading performance, over and above reading-related language skills; working memory contributed uniquely to all components of reading; while attentional switching, but not problem solving, contributed to isolated and contextual word reading and reading fluency. Problem solving uniquely predicted comprehension, suggesting that this skill may be especially important for reading comprehension in minority youth. Attentional switching may play a unique role in development of reading fluency in minority youth, perhaps as a result of the increased demand for switching between spoken versus written dialects. Findings have implications for educational and clinical practice with regard to reading instruction, remedial reading intervention, and assessment of individuals with reading difficulty. PMID:26755569

Computational principles of working memory in sentence comprehension.

PubMed

Lewis, Richard L; Vasishth, Shravan; Van Dyke, Julie A

2006-10-01

Understanding a sentence requires a working memory of the partial products of comprehension, so that linguistic relations between temporally distal parts of the sentence can be rapidly computed. We describe an emerging theoretical framework for this working memory system that incorporates several independently motivated principles of memory: a sharply limited attentional focus, rapid retrieval of item (but not order) information subject to interference from similar items, and activation decay (forgetting over time). A computational model embodying these principles provides an explanation of the functional capacities and severe limitations of human processing, as well as accounts of reading times. The broad implication is that the detailed nature of cross-linguistic sentence processing emerges from the interaction of general principles of human memory with the specialized task of language comprehension.

Memory as Perception of the Past: Compressed Time inMind and Brain.

PubMed

Howard, Marc W

2018-02-01

In the visual system retinal space is compressed such that acuity decreases further from the fovea. Different forms of memory may rely on a compressed representation of time, manifested as decreased accuracy for events that happened further in the past. Neurophysiologically, "time cells" show receptive fields in time. Analogous to the compression of visual space, time cells show less acuity for events further in the past. Behavioral evidence suggests memory can be accessed by scanning a compressed temporal representation, analogous to visual search. This suggests a common computational language for visual attention and memory retrieval. In this view, time functions like a scaffolding that organizes memories in much the same way that retinal space functions like a scaffolding for visual perception. Copyright © 2017 Elsevier Ltd. All rights reserved.

A quantitative meta-analysis of neurocognitive functioning in posttraumatic stress disorder

PubMed Central

Scott, J. Cobb; Matt, Georg E.; Wrocklage, Kristen M.; Crnich, Cassandra; Jordan, Jessica; Southwick, Steven M.; Krystal, John H.; Schweinsburg, Brian C.

2014-01-01

Posttraumatic stress disorder (PTSD) is associated with regional alterations in brain structure and function that are hypothesized to contribute to symptoms and cognitive deficits associated with the disorder. We present here the first systematic meta-analysis of neurocognitive outcomes associated with PTSD to examine a broad range of cognitive domains and describe the profile of cognitive deficits, as well as modifying clinical factors and study characteristics. This report is based on data from 60 studies totaling 4,108 participants, including 1,779with PTSD, 1,446 trauma-exposed comparison participants, and 895 healthy comparison participants without trauma exposure. Effect size estimates were calculated using a mixed-effects meta-analysis for nine cognitive domains: attention/working memory, executive functions, verbal learning, verbal memory, visual learning, visual memory, language, speed of information processing, and visuospatial abilities. Analyses revealed significant neurocognitive effects associated with PTSD, although these ranged widely in magnitude, with the largest effect sizes in verbal learning (d =−.62), speed of information processing (d =−.59), attention/working memory (d =−.50), and verbal memory (d =−.46). Effect size estimates were significantly larger in treatment-seeking than community samples and in studies that did not exclude participants with attention-deficit hyperactivity disorder, and effect sizes were affected by between-group IQ discrepancies and the gender composition of the PTSD groups. Our findings indicate that consideration of neuropsychological functioning in attention, verbal memory, and speed of information processing may have important implications for the effective clinical management of persons with PTSD. Results are further discussed in the context of cognitive models of PTSD and the limitations of this literature. PMID:25365762

Evidenced-Based Cognitive Rehabilitation for Persons With Multiple Sclerosis: An Updated Review of the Literature From 2007 to 2016.

PubMed

Goverover, Yael; Chiaravalloti, Nancy D; O'Brien, Amanda R; DeLuca, John

2018-02-01

To update the clinical recommendations for cognitive rehabilitation of people with multiple sclerosis (MS), based on a systematic review of the literature from 2007 through 2016. Searches of MEDLINE, PsycINFO, and CINAHL were conducted with a combination of the following terms: attention, awareness, cognition, cognitive, communication, executive, executive function, language, learning, memory, perception, problem solving, reasoning, rehabilitation, remediation, training, processing speed, and working memory. One hundred twenty-nine articles were identified and underwent initial screening. Fifty-nine articles were selected for inclusion after initial screening. Nineteen studies were excluded after further detailed review. Forty studies were fully reviewed and evaluated. Articles were assigned to 1 of 6 categories: attention, learning and memory, processing speed and working memory, executive functioning, metacognition, or nonspecified/combined cognitive domains. Articles were abstracted and levels of evidence were decided using specific criteria. The current review yielded 6 class I studies, 10 class II studies, and 24 class III studies. One intervention in the area of verbal learning and memory received support for a practice standard, 2 computer programs received support as practice guidelines (in the area of attention and multicognitive domains), and several studies provided support for 5 practice options in the domains of attention and learning and memory. Substantial progress has been made since our previous review regarding the identification of effective treatments for cognitive impairments in persons with MS. However, much work remains to be done to optimize rehabilitation potential by applying the most methodologically rigorous research designs to provide class I evidence in support of a given treatment strategy. Copyright © 2017 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Relations among Language Exposure, Phonological Memory, and Language Development in Spanish-English Bilingually-Developing Two-Year-Olds

PubMed Central

Parra, Marisol; Hoff, Erika; Core, Cynthia

2010-01-01

The relation of phonological memory to language experience and development was investigated in 41 Spanish-English bilingual first language learners. The children’s relative exposure to English and Spanish and phonological memory for English-like and Spanish-like nonwords were assessed at 22 months; their productive vocabulary and grammar in both languages were assessed at 25 months. Phonological memory for English- and Spanish-like nonwords were highly correlated, and each was related to vocabulary and grammar in both languages, suggesting a language-general component to phonological memory skill. In addition, there was evidence of language-specific benefits of language exposure to phonological memory skill and of language-specific benefits of phonological memory skill to language development. PMID:20828710

[Cognitive performance in schizophrenia (paranoid vs residual subtype)].

PubMed

Dillon, Carol; Taragano, Fernando; Sarasola, Diego; Iturry, Mónica; Serrano, Cecilia; Raczkowski, Amalia; Allegri, Ricardo

2007-01-01

Several studies refer to the relationship between schizophrenia and cognitive dysfunctions. The most frequent disturbances accepted are the deficits in the executive, memory and verbal tests. However, there are few comparative data about the cognitive functioning of the different subtypes of schizophrenia. Analyze and compare the neuropsychological disturbances present in patients with paranoid and residual schizophrenia. Eleven patients with paranoid schizophrenia, eleven patients with residual schizophrenia (DSM-IV criteria), and thirty one normal subjects matched by age, educational level, and general cognitive level (Mini Mental State Examination (Folstein, 1975), were assessed with a semistructured psychiatric examination and an extensive neuropsychological battery. Significant differences were found in memory, language, and executive functions when schizophrenics were compared with normal subjects. Differences in similarities were found between paranoid and residual schizophrenics. Residual schizophrenics had more disturbances in neuropsychological tests in comparison with paranoid schizophrenics. Schizophrenics demonstrated disturbances in memory, language, executive functions and attention. Residual schizophrenics had more impairment in neuropsychological tests than paranoid schizophrenics.

Cognitive correlates of pragmatic language comprehension in adult traumatic brain injury: A systematic review and meta-analyses.

PubMed

Rowley, Dane A; Rogish, Miles; Alexander, Timothy; Riggs, Kevin J

2017-01-01

Effective pragmatic comprehension of language is critical for successful communication and interaction, but this ability is routinely impaired following Traumatic Brain Injury (TBI) (1,2). Individual studies have investigated the cognitive domains associated with impaired pragmatic comprehension, but there remains little understanding of the relative importance of these domains in contributing to pragmatic comprehension impairment following TBI. This paper presents a systematic meta-analytic review of the observed correlations between pragmatic comprehension and cognitive processes following TBI. Five meta-analyses were computed, which quantified the relationship between pragmatic comprehension and five key cognitive constructs (declarative memory; working memory; attention; executive functions; social cognition). Significant moderate-to-strong correlations were found between all cognitive measures and pragmatic comprehension, where declarative memory was the strongest correlate. Thus, our findings indicate that pragmatic comprehension in TBI is associated with an array of domain general cognitive processes, and as such deficits in these cognitive domains may underlie pragmatic comprehension difficulties following TBI. The clinical implications of these findings are discussed.

Retrieval of bilingual autobiographical memories: effects of cue language and cue imageability.

PubMed

Mortensen, Linda; Berntsen, Dorthe; Bohn, Ocke-Schwen

2015-01-01

An important issue in theories of bilingual autobiographical memory is whether linguistically encoded memories are represented in language-specific stores or in a common language-independent store. Previous research has found that autobiographical memory retrieval is facilitated when the language of the cue is the same as the language of encoding, consistent with language-specific memory stores. The present study examined whether this language congruency effect is influenced by cue imageability. Danish-English bilinguals retrieved autobiographical memories in response to Danish and English high- or low-imageability cues. Retrieval latencies were shorter to Danish than English cues and shorter to high- than low-imageability cues. Importantly, the cue language effect was stronger for low-than high-imageability cues. To examine the relationship between cue language and the language of internal retrieval, participants identified the language in which the memories were internally retrieved. More memories were retrieved when the cue language was the same as the internal language than when the cue was in the other language, and more memories were identified as being internally retrieved in Danish than English, regardless of the cue language. These results provide further evidence for language congruency effects in bilingual memory and suggest that this effect is influenced by cue imageability.

Rapid and automatic speech-specific learning mechanism in human neocortex.

PubMed

Kimppa, Lilli; Kujala, Teija; Leminen, Alina; Vainio, Martti; Shtyrov, Yury

2015-09-01

A unique feature of human communication system is our ability to rapidly acquire new words and build large vocabularies. However, its neurobiological foundations remain largely unknown. In an electrophysiological study optimally designed to probe this rapid formation of new word memory circuits, we employed acoustically controlled novel word-forms incorporating native and non-native speech sounds, while manipulating the subjects' attention on the input. We found a robust index of neurolexical memory-trace formation: a rapid enhancement of the brain's activation elicited by novel words during a short (~30min) perceptual exposure, underpinned by fronto-temporal cortical networks, and, importantly, correlated with behavioural learning outcomes. Crucially, this neural memory trace build-up took place regardless of focused attention on the input or any pre-existing or learnt semantics. Furthermore, it was found only for stimuli with native-language phonology, but not for acoustically closely matching non-native words. These findings demonstrate a specialised cortical mechanism for rapid, automatic and phonology-dependent formation of neural word memory circuits. Copyright © 2015. Published by Elsevier Inc.

Corpus callosal atrophy and associations with cognitive impairment in Parkinson disease

PubMed Central

Bledsoe, Ian O.; Merkitch, Doug; Dinh, Vy; Bernard, Bryan; Stebbins, Glenn T.

2017-01-01

Objective: To investigate atrophy of the corpus callosum on MRI in Parkinson disease (PD) and its relationship to cognitive impairment. Methods: One hundred patients with PD and 24 healthy control participants underwent clinical and neuropsychological evaluations and structural MRI brain scans. Participants with PD were classified as cognitively normal (PD-NC; n = 28), having mild cognitive impairment (PD-MCI; n = 47), or having dementia (PDD; n = 25) by Movement Disorder Society criteria. Cognitive domain (attention/working memory, executive function, memory, language, visuospatial function) z scores were calculated. With the use of FreeSurfer image processing, volumes for total corpus callosum and its subsections (anterior, midanterior, central, midposterior, posterior) were computed and normalized by total intracranial volume. Callosal volumes were compared between participants with PD and controls and among PD cognitive groups, covarying for age, sex, and PD duration and with multiple comparison corrections. Regression analyses were performed to evaluate relationships between callosal volumes and performance in cognitive domains. Results: Participants with PD had reduced corpus callosum volumes in midanterior and central regions compared to healthy controls. Participants with PDD demonstrated decreased callosal volumes involving multiple subsections spanning anterior to posterior compared to participants with PD-MCI and PD-NC. Regional callosal atrophy predicted cognitive domain performance such that central volumes were associated with the attention/working memory domain; midposterior volumes with executive function, language, and memory domains; and posterior volumes with memory and visuospatial domains. Conclusions: Notable volume loss occurs in the corpus callosum in PD, with specific neuroanatomic distributions in PDD and relationships of regional atrophy to different cognitive domains. Callosal volume loss may contribute to clinical manifestations of PD cognitive impairment. PMID:28235816

Slow perceptual processing at the core of developmental dyslexia: a parameter-based assessment of visual attention.

PubMed

Stenneken, Prisca; Egetemeir, Johanna; Schulte-Körne, Gerd; Müller, Hermann J; Schneider, Werner X; Finke, Kathrin

2011-10-01

The cognitive causes as well as the neurological and genetic basis of developmental dyslexia, a complex disorder of written language acquisition, are intensely discussed with regard to multiple-deficit models. Accumulating evidence has revealed dyslexics' impairments in a variety of tasks requiring visual attention. The heterogeneity of these experimental results, however, points to the need for measures that are sufficiently sensitive to differentiate between impaired and preserved attentional components within a unified framework. This first parameter-based group study of attentional components in developmental dyslexia addresses potentially altered attentional components that have recently been associated with parietal dysfunctions in dyslexia. We aimed to isolate the general attentional resources that might underlie reduced span performance, i.e., either a deficient working memory storage capacity, or a slowing in visual perceptual processing speed, or both. Furthermore, by analysing attentional selectivity in dyslexia, we addressed a potential lateralized abnormality of visual attention, i.e., a previously suggested rightward spatial deviation compared to normal readers. We investigated a group of high-achieving young adults with persisting dyslexia and matched normal readers in an experimental whole report and a partial report of briefly presented letter arrays. Possible deviations in the parametric values of the dyslexic compared to the control group were taken as markers for the underlying deficit. The dyslexic group showed a striking reduction in perceptual processing speed (by 26% compared to controls) while their working memory storage capacity was in the normal range. In addition, a spatial deviation of attentional weighting compared to the control group was confirmed in dyslexic readers, which was larger in participants with a more severe dyslexic disorder. In general, the present study supports the relevance of perceptual processing speed in disorders of written language acquisition and demonstrates that the parametric assessment provides a suitable tool for specifying the underlying deficit within a unitary framework. Copyright © 2011 Elsevier Ltd. All rights reserved.

Temporal Information Processing as a Basis for Auditory Comprehension: Clinical Evidence from Aphasic Patients

ERIC Educational Resources Information Center

Oron, Anna; Szymaszek, Aneta; Szelag, Elzbieta

2015-01-01

Background: Temporal information processing (TIP) underlies many aspects of cognitive functions like language, motor control, learning, memory, attention, etc. Millisecond timing may be assessed by sequencing abilities, e.g. the perception of event order. It may be measured with auditory temporal-order-threshold (TOT), i.e. a minimum time gap…

The Gap Between Spanish-speakers' Word Reading and Word Knowledge: A Longitudinal Study

PubMed Central

Mancilla-Martinez, Jeannette; Lesaux, Nonie K.

2011-01-01

This longitudinal study modeled growth rates, from age 4.5 to 11, in English and Spanish oral language and word reading skills among 173 Spanish-speaking children from low-income households. Individual growth modeling was employed using scores from standardized measures of word reading, expressive vocabulary, and verbal short-term language memory. The trajectories demonstrate that students' rates of growth and overall ability in word reading were on par with national norms. In contrast, students' oral language skills started out below national norms and their rates of growth, although surpassing the national rates, were not sufficient to reach age-appropriate levels. The results underscore the need for increased and sustained attention to promoting this population's language development. PMID:21848955

Modeling Coevolution between Language and Memory Capacity during Language Origin

PubMed Central

Gong, Tao; Shuai, Lan

2015-01-01

Memory is essential to many cognitive tasks including language. Apart from empirical studies of memory effects on language acquisition and use, there lack sufficient evolutionary explorations on whether a high level of memory capacity is prerequisite for language and whether language origin could influence memory capacity. In line with evolutionary theories that natural selection refined language-related cognitive abilities, we advocated a coevolution scenario between language and memory capacity, which incorporated the genetic transmission of individual memory capacity, cultural transmission of idiolects, and natural and cultural selections on individual reproduction and language teaching. To illustrate the coevolution dynamics, we adopted a multi-agent computational model simulating the emergence of lexical items and simple syntax through iterated communications. Simulations showed that: along with the origin of a communal language, an initially-low memory capacity for acquired linguistic knowledge was boosted; and such coherent increase in linguistic understandability and memory capacities reflected a language-memory coevolution; and such coevolution stopped till memory capacities became sufficient for language communications. Statistical analyses revealed that the coevolution was realized mainly by natural selection based on individual communicative success in cultural transmissions. This work elaborated the biology-culture parallelism of language evolution, demonstrated the driving force of culturally-constituted factors for natural selection of individual cognitive abilities, and suggested that the degree difference in language-related cognitive abilities between humans and nonhuman animals could result from a coevolution with language. PMID:26544876

Modeling Coevolution between Language and Memory Capacity during Language Origin.

PubMed

Gong, Tao; Shuai, Lan

2015-01-01

Memory is essential to many cognitive tasks including language. Apart from empirical studies of memory effects on language acquisition and use, there lack sufficient evolutionary explorations on whether a high level of memory capacity is prerequisite for language and whether language origin could influence memory capacity. In line with evolutionary theories that natural selection refined language-related cognitive abilities, we advocated a coevolution scenario between language and memory capacity, which incorporated the genetic transmission of individual memory capacity, cultural transmission of idiolects, and natural and cultural selections on individual reproduction and language teaching. To illustrate the coevolution dynamics, we adopted a multi-agent computational model simulating the emergence of lexical items and simple syntax through iterated communications. Simulations showed that: along with the origin of a communal language, an initially-low memory capacity for acquired linguistic knowledge was boosted; and such coherent increase in linguistic understandability and memory capacities reflected a language-memory coevolution; and such coevolution stopped till memory capacities became sufficient for language communications. Statistical analyses revealed that the coevolution was realized mainly by natural selection based on individual communicative success in cultural transmissions. This work elaborated the biology-culture parallelism of language evolution, demonstrated the driving force of culturally-constituted factors for natural selection of individual cognitive abilities, and suggested that the degree difference in language-related cognitive abilities between humans and nonhuman animals could result from a coevolution with language.

Executive function predicts artificial language learning

PubMed Central

Kapa, Leah L.; Colombo, John

2017-01-01

Previous research suggests executive function (EF) advantages among bilinguals compared to monolingual peers, and these advantages are generally attributed to experience controlling two linguistic systems. However, the possibility that the relationship between bilingualism and EF might be bidirectional has not been widely considered; while experience with two languages might improve EF, better EF skills might also facilitate language learning. In the current studies, we tested whether adults’ and preschool children’s EF abilities predicted success in learning a novel artificial language. After controlling for working memory and English receptive vocabulary, adults’ artificial language performance was predicted by their inhibitory control ability (Study 1) and children’s performance was predicted by their attentional monitoring and shifting ability (Study 2). These findings provide preliminary evidence suggesting that EF processes may be employed during initial stages of language learning, particularly vocabulary acquisition, and support the possibility of a bidirectional relationship between EF and language acquisition. PMID:29129958

Sleep Disorders as a Risk to Language Learning and Use.

PubMed

McGregor, Karla K; Alper, Rebecca M

2015-05-01

Are people with sleep disorders at higher risk for language learning deficits than healthy sleepers? Scoping Review. PubMed, Google Scholar, Trip Database, ClinicalTrials.gov. sleep disorders AND language AND learning; sleep disorders language learning -deprivation -epilepsy; sleep disorders AND verbal learning. 36. Children and adults with sleep disorders were at a higher risk for language problems than healthy sleepers. The language problems typically co-occurred with problems of attention and executive function (in children and adults), behavior (in children), and visual-spatial processing (in adults). Effects were typically small. Language problems seldom rose to a level of clinical concern but there were exceptions involving phonological deficits in children with sleep-disordered breathing and verbal memory deficits among adults with sleep-disordered breathing or idiopathic REM sleep behavior disorder. Case history interviews should include questions about limited sleep, poor-quality sleep, snoring, and excessive daytime sleepiness. Medical referrals for clients with suspected sleep disorders are prudent.

Sleep quality and communication aspects in children.

PubMed

de Castro Corrêa, Camila; José, Maria Renata; Andrade, Eduardo Carvalho; Feniman, Mariza Ribeiro; Fukushiro, Ana Paula; Berretin-Felix, Giédre; Maximino, Luciana Paula

2017-09-01

To correlate quality of life of children in terms of sleep, with their oral language skills, auditory processing and orofacial myofunctional aspects. Nineteen children (12 males and seven females, in the mean age 9.26) undergoing otorhinolaryngological and speech evaluations participated in this study. The OSA-18 questionnaire was applied, followed by verbal and nonverbal sequential memory tests, dichotic digit test, nonverbal dichotic test and Sustained Auditory Attention Ability Test, related to auditory processing. The Phonological Awareness Profile test, Rapid Automatized Naming and Phonological Working Memory were used for assessment of the phonological processing. Language was assessed by the ABFW Child Language Test, analyzing the phonological and lexical levels. Orofacial myofunctional aspects were evaluated through the MBGR Protocol. Statistical tests used: the Mann-Whitney Test, Fisher's exact test and Spearman Correlation. Relating the performance of children in all evaluations to the results obtained in the OSA-18, there was a statistically significant correlation in the phonological working memory for backward digits (p = 0.04); as well as in the breathing item (p = 0.03), posture of the mandible (p = 0.03) and mobility of lips (p = 0.04). A correlation was seen between the sleep quality of life and the skills related to the phonological processing, specifically in the phonological working memory in backward digits, and related to orofacial myofunctional aspects. Copyright © 2017 Elsevier B.V. All rights reserved.

Cognitive performance and engagement in physical, social and intellectual activities in older adults: The FIBRA study

PubMed Central

Sposito, Giovana; Neri, Anita Liberalesso; Yassuda, Mônica Sanches

2015-01-01

Cognitive decline in aging can negatively impact quality of life in the elderly. However, studies have shown that elderly engaged in advanced activities of daily living (AADLs) can maintain or enhance global cognitive function or specific domains. Objective To investigate the relationship between engagement in AADLs and domains of cognition in elderly from seven different locations in Brazil. Methods A cross-sectional study involving 2,549 elderly without cognitive deficits suggestive of dementia was conducted. Data were collected on sociodemographic characteristics, health status, the Mini-Mental State Exam (MMSE) by subdomain (orientation, memory, attention/calculus, language and constructional praxis), and engagement in AADL grouped under physical, social and intellectual activities. Results Multivariate linear regression analysis revealed an association, albeit modest, between intellectual AADLs and the domains orientation, attention/calculus, language and constructional praxis (R2=0.005, 0.008, 0.021, and 0.021 respectively). Social AADLs were correlated with memory (R2=0.002) and language (R2=0.004) domains. No association was found between physical AADLs and MMSE domains. Schooling and family income were the sociodemographic variables exhibiting the strongest relationship with cognitive domains. Conclusion The study found associations between intellectual and social AADLs with higher cognitive performance, suggesting that active aging can provide opportunities to attenuate cognitive decline in aging. PMID:29213972

Unique and shared validity of the "Wechsler logical memory test", the "California verbal learning test", and the "verbal learning and memory test" in patients with epilepsy.

PubMed

Helmstaedter, Christoph; Wietzke, Jennifer; Lutz, Martin T

2009-12-01

This study was set-up to evaluate the construct validity of three verbal memory tests in epilepsy patients. Sixty-one consecutively evaluated patients with temporal lobe epilepsy (TLE) or extra-temporal epilepsy (E-TLE) underwent testing with the verbal learning and memory test (VLMT, the German equivalent of the Rey auditory verbal learning test, RAVLT); the California verbal learning test (CVLT); the logical memory and digit span subtests of the Wechsler memory scale, revised (WMS-R); and testing of intelligence, attention, speech and executive functions. Factor analysis of the memory tests resulted in test-specific rather than test over-spanning factors. Parameters of the CVLT and WMS-R, and to a much lesser degree of the VLMT, were highly correlated with attention, language function and vocabulary. Delayed recall measures of logical memory and the VLMT differentiated TLE from E-TLE. Learning and memory scores off all three tests differentiated mesial temporal sclerosis from other pathologies. A lateralization of the epilepsy was possible only for a subsample of 15 patients with mesial TLE. Although the three tests provide overlapping indicators for a temporal lobe epilepsy or a mesial pathology, they can hardly be taken in exchange. The tests have different demands on semantic processing and memory organization, and they appear differentially sensitive to performance in non-memory domains. The tests capability to lateralize appears to be poor. The findings encourage the further discussion of the dependency of memory outcomes on test selection.

Differential relationships between language skills and working memory in Turkish-Dutch and native-Dutch first-graders from low-income families.

PubMed

Bosman, Anna M T; Janssen, Marije

2017-01-01

In the Netherlands, Turkish-Dutch children constitute a substantial group of children who learn to speak Dutch at the age of four after they learned to speak Turkish. These children are generally academically less successful. Academic success appears to be affected by both language proficiency and working memory skill. The goal of this study was to investigate the relationship between language skills and working memory in Turkish-Dutch and native-Dutch children from low-income families. The findings revealed reduced Dutch language and Dutch working-memory skills for Turkish-Dutch children compared to native-Dutch children. Working memory in native-Dutch children was unrelated to their language skills, whereas in Turkish-Dutch children strong correlations were found both between Turkish language skills and Turkish working-memory performance and between Dutch language skills and Dutch working-memory performance. Reduced language proficiencies and reduced working-memory skills appear to manifest itself in strong relationships between working memory and language skills in Turkish-Dutch children. The findings seem to indicate that limited verbal working-memory and language deficiencies in bilingual children may have reciprocal effects that strongly warrants adequate language education.

The Relation between Event Apprehension and Utterance Formulation in Children: Evidence from Linguistic Omissions

PubMed Central

Bunger, Ann; Trueswell, John C.; Papafragou, Anna

2011-01-01

The relation between event apprehension and utterance formulation was examined in children and adults. English-speaking adults and 4-year-olds viewed motion events while their eye movements were monitored. Half of the participants in each age group described each event (Linguistic task), whereas the other half studied the events for an upcoming memory test (Nonlinguistic task). All participants then completed a memory test in which they identified changes to manners of motion and path endpoints in target events. In the Nonlinguistic task, eye movements and memory responses revealed striking similarities across age groups. Adults and preschoolers attended to manner and path endpoints with similar timing, and in the memory test both successfully detected manner and path changes at similar rates. Substantial differences in production emerged between age groups in the Linguistic task: whereas adults usually mentioned both manners and paths in their event descriptions, preschoolers tended to omit one event component or the other. However, eyegaze patterns remained equivalent across the two age groups, with both children and adults allocating more attention to event components that they planned to talk about. Children in the Linguistic task were at chance in the memory test, whereas adults actually showed a memory benefit as compared to the Nonlinguistic task. We conclude that developmental differences in the description of motion events are not due to pure attentional differences between adults and children, but leave open the possibility that they stem from limitations that are solely linguistic in nature or that arise at the interface of attention and language production. PMID:22055989

Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students

ERIC Educational Resources Information Center

Namkung, Jessica M.; Fuchs, Lynn S.

2015-01-01

The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…

Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students

ERIC Educational Resources Information Center

Namkung, Jessica M.; Fuchs, Lynn S.

2016-01-01

The purpose of this study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 6 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and…

Examining the Association between Patient-Reported Symptoms of Attention and Memory Dysfunction with Objective Cognitive Performance: A Latent Regression Rasch Model Approach.

PubMed

Li, Yuelin; Root, James C; Atkinson, Thomas M; Ahles, Tim A

2016-06-01

Patient-reported cognition generally exhibits poor concordance with objectively assessed cognitive performance. In this article, we introduce latent regression Rasch modeling and provide a step-by-step tutorial for applying Rasch methods as an alternative to traditional correlation to better clarify the relationship of self-report and objective cognitive performance. An example analysis using these methods is also included. Introduction to latent regression Rasch modeling is provided together with a tutorial on implementing it using the JAGS programming language for the Bayesian posterior parameter estimates. In an example analysis, data from a longitudinal neurocognitive outcomes study of 132 breast cancer patients and 45 non-cancer matched controls that included self-report and objective performance measures pre- and post-treatment were analyzed using both conventional and latent regression Rasch model approaches. Consistent with previous research, conventional analysis and correlations between neurocognitive decline and self-reported problems were generally near zero. In contrast, application of latent regression Rasch modeling found statistically reliable associations between objective attention and processing speed measures with self-reported Attention and Memory scores. Latent regression Rasch modeling, together with correlation of specific self-reported cognitive domains with neurocognitive measures, helps to clarify the relationship of self-report with objective performance. While the majority of patients attribute their cognitive difficulties to memory decline, the Rash modeling suggests the importance of processing speed and initial learning. To encourage the use of this method, a step-by-step guide and programming language for implementation is provided. Implications of this method in cognitive outcomes research are discussed. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Evidence-based Assessment of Cognitive Functioning in Pediatric Psychology

PubMed Central

Brown, Ronald T.; Cavanagh, Sarah E.; Vess, Sarah F.; Segall, Mathew J.

2008-01-01

Objective To review the evidence base for measures of cognitive functioning frequently used within the field of pediatric psychology. Methods From a list of 47 measures identified by the Society of Pediatric Psychology (Division 54) Evidence-Based Assessment Task Force Workgroup, 27 measures were included in the review. Measures were organized, reviewed, and evaluated according to general domains of functioning (e.g., attention/executive functioning, memory). Results Twenty-two of 27 measures reviewed demonstrated psychometric properties that met “Well-established” criteria as set forth by the Assessment Task Force. Psychometric properties were strongest for measures of general cognitive ability and weakest for measures of visual-motor functioning and attention. Conclusions We report use of “Well-established” measures of overall cognitive functioning, nonverbal intelligence, academic achievement, language, and memory and learning. For several specific tests in the domains of visual-motor functioning and attention, additional psychometric data are needed for measures to meet criteria as “Well established.” PMID:18194973

Striatal degeneration impairs language learning: evidence from Huntington's disease.

PubMed

De Diego-Balaguer, R; Couette, M; Dolbeau, G; Dürr, A; Youssov, K; Bachoud-Lévi, A-C

2008-11-01

Although the role of the striatum in language processing is still largely unclear, a number of recent proposals have outlined its specific contribution. Different studies report evidence converging to a picture where the striatum may be involved in those aspects of rule-application requiring non-automatized behaviour. This is the main characteristic of the earliest phases of language acquisition that require the online detection of distant dependencies and the creation of syntactic categories by means of rule learning. Learning of sequences and categorization processes in non-language domains has been known to require striatal recruitment. Thus, we hypothesized that the striatum should play a prominent role in the extraction of rules in learning a language. We studied 13 pre-symptomatic gene-carriers and 22 early stage patients of Huntington's disease (pre-HD), both characterized by a progressive degeneration of the striatum and 21 late stage patients Huntington's disease (18 stage II, two stage III and one stage IV) where cortical degeneration accompanies striatal degeneration. When presented with a simplified artificial language where words and rules could be extracted, early stage Huntington's disease patients (stage I) were impaired in the learning test, demonstrating a greater impairment in rule than word learning compared to the 20 age- and education-matched controls. Huntington's disease patients at later stages were impaired both on word and rule learning. While spared in their overall performance, gene-carriers having learned a set of abstract artificial language rules were then impaired in the transfer of those rules to similar artificial language structures. The correlation analyses among several neuropsychological tests assessing executive function showed that rule learning correlated with tests requiring working memory and attentional control, while word learning correlated with a test involving episodic memory. These learning impairments significantly correlated with the bicaudate ratio. The overall results support striatal involvement in rule extraction from speech and suggest that language acquisition requires several aspects of memory and executive functions for word and rule learning.

Contributions of Language and Memory Demands to Verbal Memory Performance in Language-Learning Disabilities

ERIC Educational Resources Information Center

Isaki, Emi; Spaulding, Tammie J.; Plante, Elena

2008-01-01

The purpose of this study is to investigate the performance of adults with language-based learning disorders (L/LD) and normal language controls on verbal short-term and verbal working memory tasks. Eighteen adults with L/LD and 18 normal language controls were compared on verbal short-term memory and verbal working memory tasks under low,…

Acetylcholinesterase Activity and Neurodevelopment in Boys and Girls

PubMed Central

Himes, John H.; Jacobs, David R.; Alexander, Bruce H.; Gunnar, Megan R.

2013-01-01

BACKGROUND: Organophosphate exposures can affect children’s neurodevelopment, possibly due to neurotoxicity induced by acetylcholinesterase (AChE) inhibition, and may affect boys more than girls. We tested the hypothesis that lower AChE activity is associated with lower neurobehavioral development among children living in Ecuadorian floricultural communities. METHODS: In 2008, we examined 307 children (age: 4–9 years; 52% male) and quantified AChE activity and neurodevelopment in 5 domains: attention/executive functioning, language, memory/learning, visuospatial processing, and sensorimotor (NEPSY-II test). Associations were adjusted for demographic and socioeconomic characteristics and height-for-age, flower worker cohabitation, and hemoglobin concentration. RESULTS: Mean ± standard deviation AChE activity was 3.14 ± 0.49 U/mL (similar for both genders). The range of scores among neurodevelopment subtests was 5.9 to 10.7 U (standard deviation: 2.6–4.9 U). Girls had a greater mean attention/executive functioning domain score than boys. In boys only, there were increased odds ratios of low (<9th percentile) neurodevelopment among those in the lowest tertile versus the highest tertile of AChE activity (odds ratios: total neurodevelopment: 5.14 [95% confidence interval (CI): 0.84 to 31.48]; attention/executive functioning domain: 4.55 [95% CI: 1.19 to 17.38], memory/learning domain: 6.03 [95% CI: 1.17 to 31.05]) after adjustment for socioeconomic and demographic factors, height-for-age, and hemoglobin. Within these domains, attention, inhibition and long-term memory subtests were most affected. CONCLUSIONS: Low AChE activity was associated with deficits in neurodevelopment, particularly in attention, inhibition, and memory in boys but not in girls. These critical cognitive skills affect learning and academic performance. Added precautions regarding secondary occupational pesticide exposure would be prudent. PMID:24249815

Attention Contributes to Arithmetic Deficits in New-Onset Childhood Absence Epilepsy.

PubMed

Cheng, Dazhi; Yan, Xiuxian; Gao, Zhijie; Xu, Keming; Chen, Qian

2017-01-01

Neuropsychological studies indicate that new-onset childhood absence epilepsy (CAE) is associated with deficits in attention and executive functioning. However, the contribution of these deficits to impaired academic performance remains unclear. We aimed to examine whether attention and executive functioning deficits account for the academic difficulties prevalent in patients with new-onset CAE. We analyzed cognitive performance in several domains, including language, mathematics, psychomotor speed, spatial ability, memory, general intelligence, attention, and executive functioning, in 35 children with new-onset CAE and 33 control participants. Patients with new-onset CAE exhibited deficits in mathematics, general intelligence, attention, and executive functioning. Furthermore, attention deficits, as measured by a visual tracing task, accounted for impaired arithmetic performance in the new-onset CAE group. Therefore, attention deficits, rather than impaired general intelligence or executive functioning, may be responsible for arithmetic performance deficits in patients with new-onset CAE.

Video Captions Benefit Everyone.

PubMed

Gernsbacher, Morton Ann

2015-10-01

Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions.

Establishing a learning foundation in a dynamically changing world: Insights from artificial language work

NASA Astrophysics Data System (ADS)

Gonzales, Kalim

It is argued that infants build a foundation for learning about the world through their incidental acquisition of the spatial and temporal regularities surrounding them. A challenge is that learning occurs across multiple contexts whose statistics can greatly differ. Two artificial language studies with 12-month-olds demonstrate that infants come prepared to parse statistics across contexts using the temporal and perceptual features that distinguish one context from another. These results suggest that infants can organize their statistical input with a wider range of features that typically considered. Possible attention, decision making, and memory mechanisms are discussed.

Generalization of Auditory Sensory and Cognitive Learning in Typically Developing Children.

PubMed

Murphy, Cristina F B; Moore, David R; Schochat, Eliane

2015-01-01

Despite the well-established involvement of both sensory ("bottom-up") and cognitive ("top-down") processes in literacy, the extent to which auditory or cognitive (memory or attention) learning transfers to phonological and reading skills remains unclear. Most research has demonstrated learning of the trained task or even learning transfer to a closely related task. However, few studies have reported "far-transfer" to a different domain, such as the improvement of phonological and reading skills following auditory or cognitive training. This study assessed the effectiveness of auditory, memory or attention training on far-transfer measures involving phonological and reading skills in typically developing children. Mid-transfer was also assessed through untrained auditory, attention and memory tasks. Sixty 5- to 8-year-old children with normal hearing were quasi-randomly assigned to one of five training groups: attention group (AG), memory group (MG), auditory sensory group (SG), placebo group (PG; drawing, painting), and a control, untrained group (CG). Compliance, mid-transfer and far-transfer measures were evaluated before and after training. All trained groups received 12 x 45-min training sessions over 12 weeks. The CG did not receive any intervention. All trained groups, especially older children, exhibited significant learning of the trained task. On pre- to post-training measures (test-retest), most groups exhibited improvements on most tasks. There was significant mid-transfer for a visual digit span task, with highest span in the MG, relative to other groups. These results show that both sensory and cognitive (memory or attention) training can lead to learning in the trained task and to mid-transfer learning on a task (visual digit span) within the same domain as the trained tasks. However, learning did not transfer to measures of language (reading and phonological awareness), as the PG and CG improved as much as the other trained groups. Further research is required to investigate the effects of various stimuli and lengths of training on the generalization of sensory and cognitive learning to literacy skills.

Executive functions deficit in mild cognitive impairment.

PubMed

Traykov, Latchezar; Raoux, Nadine; Latour, Florence; Gallo, Livia; Hanon, Olivier; Baudic, Sophie; Bayle, Catherine; Wenisch, Emilie; Remy, Philippe; Rigaud, Anne-Sophie

2007-12-01

To investigate whether patients diagnosed with amnestic mild cognitive impairment (MCI) have also impairment in attention/executive functions, and therefore to clarify whether all subcomponents of executive control are equally affected in MCI. MCI refers to the transitional state between normal aging and dementia. Amnestic MCI is characterized by impaired episodic memory, although subtle impairment of executive functions has been noted on neuropsychologic tests. We investigated 20 MCI patients and 20 normal controls using episodic memory, attention/executive functions, language, and praxis tests. MCI patients had significantly lower scores on all measures of the Free and Cued Selective Reminding Test (P<0.05 to 0.01) than controls. Furthermore, MCI had a greater number of perseverations (P<0.01) on Modified Card Sorting Test and the lowest performance on the Stroop Test (P<0.02). Our findings showed impairment in episodic memory performance in MCI as compared with that of controls. In addition, MCI patients had problems with response inhibition, switching, and cognitive flexibility, which encompass various aspects of executive functions. This suggests that MCI may be identified by using a more detailed procedure for the assessment of cognitive decline than the evaluation of memory alone.

Cognitive performance in hypotensive persons with spinal cord injury.

PubMed

Jegede, Adejoke B; Rosado-Rivera, Dwindally; Bauman, William A; Cardozo, Christopher P; Sano, Mary; Moyer, Jeremy M; Brooks, Monifa; Wecht, Jill Maria

2010-02-01

Due to sympathetic de-centralization, individuals with spinal cord injury (SCI), especially those with tetraplegia, often present with hypotension, worsened with upright posture. Several investigations in the non-SCI population have noted a relationship between chronic hypotension and deficits in memory, attention and processing speed and delayed reaction times. To determine cognitive function in persons with SCI who were normotensive or hypotensive over a 24-h observation period while maintaining their routine activities. Subjects included 20 individuals with chronic SCI (2-39 years), 13 with tetraplegia (C4-8) and 7 with paraplegia (T2-11). Individuals with hypotension were defined as having a mean 24-h systolic blood pressure (SBP) below 110 mmHg for males and 100 mmHg for females, and having spent >or=50% of the total time below these gender-specific thresholds. The cognitive battery used included assessment of memory (CVLT), attention and processing speed (Digit Span, Stroop word and color and Oral Trails A), language (COWAT) and executive function (Oral Trails B and Stroop color-word). Demographic parameters did not differ among the hypotensive and normotensive groups; the proportion of individuals with tetraplegia (82%) was higher in the hypotensive group. Memory was significantly impaired (P < 0.05) and there was a trend toward slowed attention and processing speed (P < 0.06) in the hypotensive compared to the normotensive group. These preliminary data suggest that chronic hypotension in persons with SCI is associated with deficits in memory and possibly attention and processing speed, as previously reported in the non-SCI population.

Neurocognitive function in obstructive sleep apnoea: a meta-review.

PubMed

Bucks, Romola S; Olaithe, Michelle; Eastwood, Peter

2013-01-01

Adult obstructive sleep apnoea (OSA) is associated with cognitive dysfunction. While many review articles have attempted to summarize the evidence for this association, it remains difficult to determine which domains of cognition are affected by OSA. This is because of marked differences in the nature of these reviews (e.g. many are unsystematic) and the many different tasks and domains assessed. This paper addresses this issue by comparing the results of only systematic reviews or meta-analyses assessing the effects of OSA on cognition, the relationship between OSA severity and cognition, and/or the effects of treatment on cognition in OSA. Electronic databases and hand-searching were undertaken to select reviews that reported on these areas. We found 33 reviews; five reviews met predetermined, stringent selection criteria. The majority of reviews supported deficits in attention/vigilance, delayed long-term visual and verbal memory, visuospatial/constructional abilities, and executive function in individuals with OSA. There is also general agreement that language ability and psychomotor function are unaffected by OSA. Data are equivocal for the effects of OSA on working memory, short-term memory and global cognitive functioning. Attention/vigilance dysfunction appears to be associated with sleep fragmentation and global cognitive function with hypoxaemia. Continuous positive airway pressure treatment of OSA appears to improve executive dysfunction, delayed long-term verbal and visual memory, attention/vigilance and global cognitive functioning. In order to improve our understanding of cognitive dysfunction in OSA, future research should pay particular attention to participant characteristics, measures of disease severity and choice of neuropsychological tests. © 2012 The Authors. Respirology © 2012 Asian Pacific Society of Respirology.

The Relation between Time Spent on the Written Recall Task and the Memory of L2 Text

ERIC Educational Resources Information Center

Chang, Yuh-Fang

2011-01-01

The free recall task has gained popularity among researchers in the field of second language reading research recently. Because of its prevalent use in L2 reading research, increased attention is being given to an examination of the use of the recall task as a measure of L2 reading comprehension. An examination of the existing literature revealed…

Integrated Cognitive Architectures For Robust Decision Making

DTIC Science & Technology

2010-09-20

groups differed significantly from the other three [W(5) > 5, p > 0.13, uncorrected]. Performance by Condition It is useful to look at the average...the research that pursues integrated theories of human cognition, two approaches have become particularly influencial : ACT-R and Leabra. ACT-R...a wide range of tasks involving attention, learning, memory, problem solving, decision making, and language processing. Under the pressure of

Online Reading: A Preliminary Study of the Impact of Integrated and Split-Attention Formats on L2 Students' Cognitive Load

ERIC Educational Resources Information Center

Al-Shehri, Saleh; Gitsaki, Christina

2010-01-01

Cognitive load theory has been utilized by second language acquisition (SLA) researchers to account for differences in learner performance with regards to different learning tasks. Certain instructional designs were shown to have an impact on cognitive load and working memory, and this impact was found to be accentuated in a multimedia environment…

What can atypical language hemispheric specialization tell us about cognitive functions?

PubMed

Cai, Qing; Van der Haegen, Lise

2015-04-01

Recent studies have made substantial progress in understanding the interactions between cognitive functions, from language to cognitive control, attention, and memory. However, dissociating these functions has been hampered by the close proximity of regions involved, as in the case in the prefrontal and parietal cortex. In this article, we review a series of studies that investigated the relationship between language and other cognitive functions in an alternative way - by examining their functional (co-)lateralization. We argue that research on the hemispheric lateralization of language and its link with handedness can offer an appropriate starting-point to shed light on the relationships between different functions. Besides functional interactions, anatomical asymmetries in non-human primates and those underlying language in humans can provide unique information about cortical organization. Finally, some open questions and criteria are raised for an ideal theoretical model of the cortex based on hemispheric specialization.

[Procedural learning disorder: neuropsychological characteristics].

PubMed

Crespo-Eguílaz, N; Narbona, J

This research aims at neurocognitive delineation of the core features of procedural learning disorder (PLD), otherwise labeled as motor coordination disorder or non-verbal learning disorder. A sample of 209 correlative outpatients (73% males), aged 6-12 years, all of them having QI ranging from 81 to 120, was clustered into the following neurobehavioural groups: PLD (n = 16), PLD plus attention deficit hyperactivity disorder (ADHD) (n = 37), ADHD combined type (n = 47), ADHD predominantly inattentive type (n = 23), specific language impairment (n = 68), and semantic-pragmatic language impairment (n = 18). Two additional groups of patients were included for some comparisons: children with periventricular leukomalacia (PVL) without learning disability (n = 8) or associating PLD (n = 17). A set of behavioural scales and neurocognitive tests was used to evaluate verbal and non-verbal IQ, attention, impulsivity control, visuo-motor coordination, declarative memory, procedural memory and learning, formal and functional dimensions of language, peer relationships and academic achievement. Parametric analysis were used to test the differences and similarities of neurobehavioural variables between groups. Our results allow us to conclude that PLD implies a difficult acquisition of automatized motor, cognitive and communicative abilities required in school work and peer social relationships. PLD is different from autistic spectrum disorders. It is frequently associated to inattentive ADHD. Operational criteria for diagnosis of PLD are proposed, according to our results. A bilateral posterior parietal dysfunction is a plausible explanation of its physiopathology. Preserved general intelligence and formal linguistic abilities are the clues for intervention designs.

Hearing loss is negatively related to episodic and semantic long-term memory but not to short-term memory.

PubMed

Rönnberg, Jerker; Danielsson, Henrik; Rudner, Mary; Arlinger, Stig; Sternäng, Ola; Wahlin, Ake; Nilsson, Lars-Göran

2011-04-01

To test the relationship between degree of hearing loss and different memory systems in hearing aid users. Structural equation modeling (SEM) was used to study the relationship between auditory and visual acuity and different cognitive and memory functions in an age-hetereogenous subsample of 160 hearing aid users without dementia, drawn from the Swedish prospective cohort aging study known as Betula (L.-G. Nilsson et al., 1997). Hearing loss was selectively and negatively related to episodic and semantic long-term memory (LTM) but not short-term memory (STM) performance. This held true for both ears, even when age was accounted for. Visual acuity alone, or in combination with auditory acuity, did not contribute to any acceptable SEM solution. The overall relationships between hearing loss and memory systems were predicted by the ease of language understanding model (J. Rönnberg, 2003), but the exact mechanisms of episodic memory decline in hearing aid users (i.e., mismatch/disuse, attentional resources, or information degradation) remain open for further experiments. The hearing aid industry should strive to design signal processing algorithms that are cognition friendly.

Working-memory performance is related to spatial breadth of attention.

PubMed

Kreitz, Carina; Furley, Philip; Memmert, Daniel; Simons, Daniel J

2015-11-01

Working memory and attention are closely related constructs. Models of working memory often incorporate an attention component, and some even equate working memory and attentional control. Although some attention-related processes, including inhibitory control of response conflict and interference resolution, are strongly associated with working memory, for other aspects of attention the link is less clear. We examined the association between working-memory performance and attentional breadth, the ability to spread attention spatially. If the link between attention and working memory is broader than inhibitory and interference resolution processes, then working-memory performance might also be associated with other attentional abilities, including attentional breadth. We tested 123 participants on a variety of working-memory and attentional-breadth measures, finding a strong correlation between performances on these two types of tasks. This finding demonstrates that the link between working memory and attention extends beyond inhibitory processes.

The gap between Spanish speakers' word reading and word knowledge: a longitudinal study.

PubMed

Mancilla-Martinez, Jeannette; Lesaux, Nonie K

2011-01-01

This longitudinal study modeled growth rates, from ages 4.5 to 11, in English and Spanish oral language and word reading skills among 173 Spanish-speaking children from low-income households. Individual growth modeling was employed using scores from standardized measures of word reading, expressive vocabulary, and verbal short-term language memory. The trajectories demonstrate that students' rates of growth and overall ability in word reading were on par with national norms. In contrast, students' oral language skills started out below national norms and their rates of growth, although surpassing the national rates, were not sufficient to reach age-appropriate levels. The results underscore the need for increased and sustained attention to promoting this population's language development. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Extrapyramidal Signs and Cognitive Subdomains in Alzheimer Disease.

PubMed

Park, Jin Hong; Myung, Woojae; Choi, Junbae; Kim, Sangha; Chung, Jae Won; Kang, Hyo Shin; Na, Duk L; Kim, Seong Yoon; Lee, Jae-Hong; Han, Seol-Heui; Choi, Seong Hye; Kim, Sang Yun; Kim, Doh Kwan

2016-07-01

Extrapyramidal signs (EPS), commonly observed in Alzheimer disease (AD), predict cognitive impairment and functional decline. This study investigated the association between EPS and five cognitive subdomains in a large number of participants with AD. Cross-sectional analyses of the nationwide Clinical Research of Dementia of South Korea (CREDOS) study, 2005-2012. Multicenter clinical settings. 1,737 participants with AD drawn from the CREDOS study. The EPS group was defined by the presence of at least one EPS based on neurologic examination. We assessed five cognitive subdomains: attention, language, visuospatial function, memory, and frontal/executive function using the Seoul Neuropsychological Screening Battery-Dementia version. The associations of EPS with each cognitive subdomain were analyzed with a multiple linear regression model after controlling for confounding factors: sex, age, years of education, severity of dementia (Clinical Dementia Rating Sum of Boxes), and white matter hyperintensities. 164 AD participants (9.4%) had EPS. AD participants with EPS showed lower performance compared with those without EPS in two cognitive subdomains: attention and visuospatial function. The language, memory, and frontal/executive subdomains did not differ between the EPS-positive and the EPS-negative groups. In addition, we found a significant moderating relationship between EPS and deep white matter hyperintensities on visuospatial function score. EPS in AD are associated with severe cognitive impairment in attention and visuospatial function. Careful screening for EPS in patients with AD may assist in prediction of cognitive profile. Copyright © 2016 American Association for Geriatric Psychiatry. Published by Elsevier Inc. All rights reserved.

Language influences music harmony perception: effects of shared syntactic integration resources beyond attention

PubMed Central

Willems, Roel M.; Hagoort, Peter

2016-01-01

Many studies have revealed shared music–language processing resources by finding an influence of music harmony manipulations on concurrent language processing. However, the nature of the shared resources has remained ambiguous. They have been argued to be syntax specific and thus due to shared syntactic integration resources. An alternative view regards them as related to general attention and, thus, not specific to syntax. The present experiments evaluated these accounts by investigating the influence of language on music. Participants were asked to provide closure judgements on harmonic sequences in order to assess the appropriateness of sequence endings. At the same time participants read syntactic garden-path sentences. Closure judgements revealed a change in harmonic processing as the result of reading a syntactically challenging word. We found no influence of an arithmetic control manipulation (experiment 1) or semantic garden-path sentences (experiment 2). Our results provide behavioural evidence for a specific influence of linguistic syntax processing on musical harmony judgements. A closer look reveals that the shared resources appear to be needed to hold a harmonic key online in some form of syntactic working memory or unification workspace related to the integration of chords and words. Overall, our results support the syntax specificity of shared music–language processing resources. PMID:26998339

The Minimal and Short-Lived Effects of Minority Language Exposure on the Executive Functions of Frisian-Dutch Bilingual Children

PubMed Central

Bosma, Evelyn; Hoekstra, Eric; Versloot, Arjen; Blom, Elma

2017-01-01

Various studies have shown that bilingual children need a certain degree of proficiency in both languages before their bilingual experiences enhance their executive functioning (EF). In the current study, we investigated if degree of bilingualism in Frisian-Dutch children influenced EF and if this effect was sustained over a 3-year period. To this end, longitudinal data were analyzed from 120 Frisian-Dutch bilingual children who were 5- or 6-years-old at the first time of testing. EF was measured with two attention and two working memory tasks. Degree of bilingualism was defined as language balance based on receptive vocabulary and expressive morphology scores in both languages. In a context with a minority and a majority language, such as the Frisian-Dutch context, chances for becoming proficient in both languages are best for children who speak the minority language at home. Therefore, in a subsequent analysis, we examined whether minority language exposure predicted language balance and whether there was a relationship between minority language exposure and EF, mediated by language balance. The results showed that intensity of exposure to Frisian at home, mediated by language balance, had an impact on one of the attention tasks only. It predicted performance on this task at time 1, but not at time 2 and 3. This partially confirms previous evidence that the cognitive effects of bilingualism are moderated by degree of bilingualism and furthermore reveals that substantial minority language exposure at home indirectly affects bilingual children’s cognitive development, namely through mediation with degree of bilingualism. However, the findings also demonstrate that the effect of bilingualism on EF is limited and unstable. PMID:28900405

The Minimal and Short-Lived Effects of Minority Language Exposure on the Executive Functions of Frisian-Dutch Bilingual Children.

PubMed

Bosma, Evelyn; Hoekstra, Eric; Versloot, Arjen; Blom, Elma

2017-01-01

Various studies have shown that bilingual children need a certain degree of proficiency in both languages before their bilingual experiences enhance their executive functioning (EF). In the current study, we investigated if degree of bilingualism in Frisian-Dutch children influenced EF and if this effect was sustained over a 3-year period. To this end, longitudinal data were analyzed from 120 Frisian-Dutch bilingual children who were 5- or 6-years-old at the first time of testing. EF was measured with two attention and two working memory tasks. Degree of bilingualism was defined as language balance based on receptive vocabulary and expressive morphology scores in both languages. In a context with a minority and a majority language, such as the Frisian-Dutch context, chances for becoming proficient in both languages are best for children who speak the minority language at home. Therefore, in a subsequent analysis, we examined whether minority language exposure predicted language balance and whether there was a relationship between minority language exposure and EF, mediated by language balance. The results showed that intensity of exposure to Frisian at home, mediated by language balance, had an impact on one of the attention tasks only. It predicted performance on this task at time 1, but not at time 2 and 3. This partially confirms previous evidence that the cognitive effects of bilingualism are moderated by degree of bilingualism and furthermore reveals that substantial minority language exposure at home indirectly affects bilingual children's cognitive development, namely through mediation with degree of bilingualism. However, the findings also demonstrate that the effect of bilingualism on EF is limited and unstable.

Two measures of bilingualism in the memories of immigrants and indigenous minorities: crossover memories and codeswitching.

PubMed

Altman, Carmit

2015-04-01

Two indices of bilingualism, crossover memories and codeswitching (CS), were explored in five groups of immigrant (English-Hebrew, Georgian-Hebrew Russian-Hebrew) and indigenous bilinguals (Arabic-Hebrew, Hebrew-English). Participants recalled memories in response to cue words and then were asked to report the language of retrieval and provide a more elaborate narrative. More memories were 'same language' memories, recalled in the language of the experimental session/cue word, but as many as 48 % of the memories were crossovers, i.e. memories reported in a language other than the language of the session/cue word. In an effort to examine the ecological validity of the self-reported language of the memories, the frequency of CS in the elaborated narratives was investigated. For the entire sample, more CS was found for self-reported crossover memories in L2 sessions. In a further analysis of CS in crossover memories, collapsed across L1 and L2 sessions, significant differences emerged between immigrants and indigenous bilinguals. Differences between immigrant and non-immigrant bilinguals are discussed in terms of the role of activation in crossover memories.

Attention and executive deficits in Alzheimer's disease. A critical review.

PubMed

Perry, R J; Hodges, J R

1999-03-01

In this review we summarize the progress that has been made in the research on attentional and executive deficits in Alzheimer's disease. Like memory, attention is now recognized as consisting of subtypes that differ in their function and anatomical basis. We base our review upon a classification of three subtypes of attention: selective, sustained and divided. This model derives from lesion studies, animal electrophysiological recordings and functional imaging. We examine how these subcomponents of attention can be reconciled with neuropsychological models of attentional control, particularly the Supervisory Attentional System and the Central Executive System of Shallice and Baddeley, respectively. We also discuss the relationship of attention to the concept of executive function. Current evidence suggests that after an initial amnesic stage in Alzheimer's disease, attention is the first non-memory domain to be affected, before deficits in language and visuospatial functions. This is consistent with the possibility that difficulties with activities of daily living, which occur in even mildly demented patients, may be related to attentional deficits. It appears that divided attention and aspects of selective attention, such as set-shifting and response selection, are particularly vulnerable while sustained attention is relatively preserved in the early stages. The phenomenon of cognitive slowing in Alzheimer's disease and normal ageing emphasizes the need to discriminate quantitative changes in attention dysfunction from qualitative changes which may be specifically related to the disease process. The neuropathological basis of these attentional deficits remains unsettled, with two competing hypotheses: spread of pathology from the medial temporal to basal forebrain structures versus corticocortical tract disconnection. Finally we discuss the difficulties of comparing evidence across studies and look at the implications for the design of future studies and future directions that may be fruitful in the research on attention in Alzheimer's disease.

Language and memory abilities of internationally adopted children from China: evidence for early age effects.

PubMed

Delcenserie, Audrey; Genesee, Fred

2014-11-01

The goal of the present study was to examine if internationally adopted (IA) children from China (M = 10;8) adopted by French-speaking families exhibit lags in verbal memory in addition to lags in verbal abilities documented in previous studies (Gauthier & Genesee, 2011). Tests assessing verbal and non-verbal memory, language, non-verbal cognitive ability, and socio-emotional development were administered to thirty adoptees. Their results were compared to those of thirty non-adopted monolingual French-speaking children matched on age, gender, and socioeconomic status. The IA children scored significantly lower than the controls on language, verbal short-term memory, verbal working memory, and verbal long-term memory. No group differences were found on non-verbal memory, non-verbal cognitive ability, and socio-emotional development, suggesting language-specific difficulties. Despite extended exposure to French, adoptees may experience language difficulties due to limitations in verbal memory, possibly as a result of their delayed exposure to that language and/or attrition of the birth language.

Inefficient Or Insufficient Encoding As Potential Primary Deficit In Neurodevelopmental Performance Among Children with OSA

PubMed Central

Spruyt, Karen; Capdevila, Oscar Sans; Kheirandish-Gozal, Leila; Gozal, David

2010-01-01

Memory (M) impairments have been suggested in pediatric Obstructive Sleep Apnea along with attention and executive (AE), language (L) and visuospatial (V) dysfunctions. NEPSY assessment of children aged 5–9-years who were either healthy (n= 43), or who had OSA without L, V, AE (OSA−, n= 22) or with L (n=6), V (n=1), AE (n=3) (OSA+, n=10) dysfunctions revealed no gross memory problems in OSA; however, over the 3 learning trials of cross-modal association learning of name with face, the OSA− progressively improved performance, whereas the OSA+ failed to progress. No within-group differences between immediate and delayed memory tasks were apparent. The data suggest the presence of slower information processing, and/or secondary memory problems, in the absence of retrieval or recall impairments among a subset of children with OSA. We hypothesize that inefficient/insufficient encoding may account for the primary deficit. PMID:20183722

Improving Memory Span in Children with Down Syndrome

ERIC Educational Resources Information Center

Conners, F. A.; Rosenquist, C. J.; Arnett, L.; Moore, M. S.; Hume, L. E.

2008-01-01

Background: Down syndrome (DS) is characterized by impaired memory span, particularly auditory verbal memory span. Memory span is linked developmentally to several language capabilities, and may be a basic capacity that enables language learning. If children with DS had better memory span, they might benefit more from language intervention. The…

Dissociation of working memory processing associated with native and second languages: PET investigation.

PubMed

Kim, Jae-Jin; Kim, Myung Sun; Lee, Jae Sung; Lee, Dong Soo; Lee, Myung Chul; Kwon, Jun Soo

2002-04-01

Verbal working memory plays a significant role in language comprehension and problem-solving. The prefrontal cortex has been suggested as a critical area in working memory. Given that domain-specific dissociations of working memory may exist within the prefrontal cortex, it is possible that there may also be further functional divisions within the verbal working memory processing. While differences in the areas of the brain engaged in native and second languages have been demonstrated, little is known about the dissociation of verbal working memory associated with native and second languages. We have used H2(15)O positron emission tomography in 14 normal subjects in order to identify the neural correlates selectively involved in working memory of native (Korean) and second (English) languages. All subjects were highly proficient in the native language but poorly proficient in the second language. Cognitive tasks were a two-back task for three kinds of visually presented objects: simple pictures, English words, and Korean words. The anterior portion of the right dorsolateral prefrontal cortex and the left superior temporal gyrus were activated in working memory for the native language, whereas the posterior portion of the right dorsolateral prefrontal cortex and the left inferior temporal gyrus were activated in working memory for the second language. The results suggest that the right dorsolateral prefrontal cortex and left temporal lobe may be organized into two discrete, language-related functional systems. Internal phonological processing seems to play a predominant role in working memory processing for the native language with a high proficiency, whereas visual higher order control does so for the second language with a low proficiency. (C)2002 Elsevier Science (USA).

Immigration, Language Proficiency, and Autobiographical Memories: Lifespan Distribution and Second-Language Access

PubMed Central

Esposito, Alena G.; Baker-Ward, Lynne

2015-01-01

This investigation examined two controversies in the autobiographical literature: how cross-language immigration affects the distribution of autobiographical memories across the lifespan and under what circumstances language-dependent recall is observed. Both Spanish/English bilingual immigrants and English monolingual non-immigrants participated in a cue word study, with the bilingual sample taking part in a within-subject language manipulation. The expected bump in the number of memories from early life was observed for non-immigrants but not immigrants, who reported more memories for events surrounding immigration. Aspects of the methodology addressed possible reasons for past discrepant findings. Language-dependent recall was influenced by second-language proficiency. Results were interpreted as evidence that bilinguals with high second-language proficiency, in contrast to those with lower second-language proficiency, access a single conceptual store through either language. The final multi-level model predicting language-dependent recall, including second-language proficiency, age of immigration, internal language, and cue word language, explained ¾ of the between-person variance and ⅕ of the within-person variance. We arrive at two conclusions. First, major life transitions influence the distribution of memories. Second, concept representation across multiple languages follows a developmental model. In addition, the results underscore the importance of considering language experience in research involving memory reports. PMID:26274061

Immigration, language proficiency, and autobiographical memories: Lifespan distribution and second-language access.

PubMed

Esposito, Alena G; Baker-Ward, Lynne

2016-08-01

This investigation examined two controversies in the autobiographical literature: how cross-language immigration affects the distribution of autobiographical memories across the lifespan and under what circumstances language-dependent recall is observed. Both Spanish/English bilingual immigrants and English monolingual non-immigrants participated in a cue word study, with the bilingual sample taking part in a within-subject language manipulation. The expected bump in the number of memories from early life was observed for non-immigrants but not immigrants, who reported more memories for events surrounding immigration. Aspects of the methodology addressed possible reasons for past discrepant findings. Language-dependent recall was influenced by second-language proficiency. Results were interpreted as evidence that bilinguals with high second-language proficiency, in contrast to those with lower second-language proficiency, access a single conceptual store through either language. The final multi-level model predicting language-dependent recall, including second-language proficiency, age of immigration, internal language, and cue word language, explained ¾ of the between-person variance and (1)/5 of the within-person variance. We arrive at two conclusions. First, major life transitions influence the distribution of memories. Second, concept representation across multiple languages follows a developmental model. In addition, the results underscore the importance of considering language experience in research involving memory reports.

Speech, language, and cognitive dysfunction in children with focal epileptiform activity: A follow-up study.

PubMed

Rejnö-Habte Selassie, Gunilla; Hedström, Anders; Viggedal, Gerd; Jennische, Margareta; Kyllerman, Mårten

2010-07-01

We reviewed the medical history, EEG recordings, and developmental milestones of 19 children with speech and language dysfunction and focal epileptiform activity. Speech, language, and neuropsychological assessments and EEG recordings were performed at follow-up, and prognostic indicators were analyzed. Three patterns of language development were observed: late start and slow development, late start and deterioration/regression, and normal start and later regression/deterioration. No differences in test results among these groups were seen, indicating a spectrum of related conditions including Landau-Kleffner syndrome and epileptic language disorder. More than half of the participants had speech and language dysfunction at follow-up. IQ levels, working memory, and processing speed were also affected. Dysfunction of auditory perception in noise was found in more than half of the participants, and dysfunction of auditory attention in all. Dysfunction of communication, oral motor ability, and stuttering were noted in a few. Family history of seizures and abundant epileptiform activity indicated a worse prognosis. Copyright 2010 Elsevier Inc. All rights reserved.

Working memory contents revive the neglected, but suppress the inhibited.

PubMed

Han, Suk Won

2015-12-01

It is well known that attention is biased toward a stimulus matching working memory contents. However, it remains unknown whether the maintenance of information in working memory by itself is sufficient to create memory-driven attentional capture. Notably, in many previous studies showing the memory-driven attentional capture, the task settings might have explicitly or implicitly incentivized participants to strategically attend to a memory-matching stimulus. By innovating an experimental paradigm, the present study overcame this challenge and directly tested whether working memory contents capture attention in the absence of task-level attentional bias toward a memory-matching stimulus. I found that a stimulus that is usually outside the focus of attention, powerfully captured attention when it matched working memory contents, whereas a match between working memory and an inhibited stimulus suppressed attentional allocation toward the memory-matching stimulus. These findings suggest that in the absence of any task-level attentional bias toward memory-matching stimuli, attention is biased toward a memory-matching stimulus, but this memory-driven attentional capture is diminished when top-down inhibition is imposed on the stimulus. Copyright © 2015 Elsevier B.V. All rights reserved.

Reliability and validity of neurobehavioral function on the Psychology Experimental Building Language test battery in young adults

PubMed Central

Mueller, Shane T.; Geerken, Alexander R.; Dixon, Kyle L.; Kroliczak, Gregory; Olsen, Reid H.J.; Miller, Jeremy K.

2015-01-01

Background. The Psychology Experiment Building Language (PEBL) software consists of over one-hundred computerized tests based on classic and novel cognitive neuropsychology and behavioral neurology measures. Although the PEBL tests are becoming more widely utilized, there is currently very limited information about the psychometric properties of these measures. Methods. Study I examined inter-relationships among nine PEBL tests including indices of motor-function (Pursuit Rotor and Dexterity), attention (Test of Attentional Vigilance and Time-Wall), working memory (Digit Span Forward), and executive-function (PEBL Trail Making Test, Berg/Wisconsin Card Sorting Test, Iowa Gambling Test, and Mental Rotation) in a normative sample (N = 189, ages 18–22). Study II evaluated test–retest reliability with a two-week interest interval between administrations in a separate sample (N = 79, ages 18–22). Results. Moderate intra-test, but low inter-test, correlations were observed and ceiling/floor effects were uncommon. Sex differences were identified on the Pursuit Rotor (Cohen’s d = 0.89) and Mental Rotation (d = 0.31) tests. The correlation between the test and retest was high for tests of motor learning (Pursuit Rotor time on target r = .86) and attention (Test of Attentional Vigilance response time r = .79), intermediate for memory (digit span r = .63) but lower for the executive function indices (Wisconsin/Berg Card Sorting Test perseverative errors = .45, Tower of London moves = .15). Significant practice effects were identified on several indices of executive function. Conclusions. These results are broadly supportive of the reliability and validity of individual PEBL tests in this sample. These findings indicate that the freely downloadable, open-source PEBL battery (http://pebl.sourceforge.net) is a versatile research tool to study individual differences in neurocognitive performance. PMID:26713233

Reliability and validity of neurobehavioral function on the Psychology Experimental Building Language test battery in young adults.

PubMed

Piper, Brian J; Mueller, Shane T; Geerken, Alexander R; Dixon, Kyle L; Kroliczak, Gregory; Olsen, Reid H J; Miller, Jeremy K

2015-01-01

Background. The Psychology Experiment Building Language (PEBL) software consists of over one-hundred computerized tests based on classic and novel cognitive neuropsychology and behavioral neurology measures. Although the PEBL tests are becoming more widely utilized, there is currently very limited information about the psychometric properties of these measures. Methods. Study I examined inter-relationships among nine PEBL tests including indices of motor-function (Pursuit Rotor and Dexterity), attention (Test of Attentional Vigilance and Time-Wall), working memory (Digit Span Forward), and executive-function (PEBL Trail Making Test, Berg/Wisconsin Card Sorting Test, Iowa Gambling Test, and Mental Rotation) in a normative sample (N = 189, ages 18-22). Study II evaluated test-retest reliability with a two-week interest interval between administrations in a separate sample (N = 79, ages 18-22). Results. Moderate intra-test, but low inter-test, correlations were observed and ceiling/floor effects were uncommon. Sex differences were identified on the Pursuit Rotor (Cohen's d = 0.89) and Mental Rotation (d = 0.31) tests. The correlation between the test and retest was high for tests of motor learning (Pursuit Rotor time on target r = .86) and attention (Test of Attentional Vigilance response time r = .79), intermediate for memory (digit span r = .63) but lower for the executive function indices (Wisconsin/Berg Card Sorting Test perseverative errors = .45, Tower of London moves = .15). Significant practice effects were identified on several indices of executive function. Conclusions. These results are broadly supportive of the reliability and validity of individual PEBL tests in this sample. These findings indicate that the freely downloadable, open-source PEBL battery (http://pebl.sourceforge.net) is a versatile research tool to study individual differences in neurocognitive performance.

Cognitive consequences of coexisting temporal lobe developmental malformations and hippocampal sclerosis.

PubMed

Martin, R; Dowler, R; Gilliam, F; Faught, E; Morawetz, R; Kuzniecky, R

1999-09-11

To characterize patterns of cognitive functioning in a well-defined group of patients with MRI-identified coexisting left temporal lobe developmental malformations (TLDM) and mesial temporal sclerosis (MTS), and to examine neuropsychological outcome in this dual-pathology group following epilepsy surgery. Cognitive functioning in patients with left TLDM and MTS (n = 15) was compared with patients with isolated left MTS (n = 40). TLDM and MTS were identified by high-quality MRI protocol. Patients were administered a battery of neuropsychology tests as part of their presurgical workup for possible epilepsy surgery. Unilateral temporal lobe resection was performed on 10 of the dual-pathology patients and 34 of the isolated MTS patients. Postoperative cognitive performance was also assessed. Both groups displayed impairments in verbal and visual memory, language, and academic achievement. Performance on measures of psychometric intelligence, executive function, and attention were not impaired and were similar between groups. Presence of dual pathology was associated with a significantly less efficient verbal encoding strategy on the word list learning task. Postoperatively, declines were noted for both groups across tasks of verbal memory and language. Groups were not different significantly in terms of neuropsychological outcome after surgery. Patients with coexisting TLDM and MTS have impaired cognitive functioning similar to MTS patients-in particular, with regard to episodic memory and language deficits. Temporal lobe resection produces similar cognitive changes in both groups.

Domain-Specific Treatment Effects in Children with Language and/or Working Memory Impairments: A Pilot Study

ERIC Educational Resources Information Center

Wener, Sarah E; Archibald, Lisa MD

2011-01-01

This pilot study with an n-of-1 design examined whether children with a specific language impairment without working memory impairment (SLI), a specific working memory impairment without language impairment (SWMI), or mixed language and working memory impairments (L&WMI) may respond differently to treatment targeting verbal or visuospatial…

Video Captions Benefit Everyone

PubMed Central

Gernsbacher, Morton Ann

2016-01-01

Video captions, also known as same-language subtitles, benefit everyone who watches videos (children, adolescents, college students, and adults). More than 100 empirical studies document that captioning a video improves comprehension of, attention to, and memory for the video. Captions are particularly beneficial for persons watching videos in their non-native language, for children and adults learning to read, and for persons who are D/deaf or hard of hearing. However, despite U.S. laws, which require captioning in most workplace and educational contexts, many video audiences and video creators are naïve about the legal mandate to caption, much less the empirical benefit of captions. PMID:28066803

Emotional language processing in autism spectrum disorders: a systematic review.

PubMed

Lartseva, Alina; Dijkstra, Ton; Buitelaar, Jan K

2014-01-01

In his first description of Autism Spectrum Disorders (ASD), Kanner emphasized emotional impairments by characterizing children with ASD as indifferent to other people, self-absorbed, emotionally cold, distanced, and retracted. Thereafter, emotional impairments became regarded as part of the social impairments of ASD, and research mostly focused on understanding how individuals with ASD recognize visual expressions of emotions from faces and body postures. However, it still remains unclear how emotions are processed outside of the visual domain. This systematic review aims to fill this gap by focusing on impairments of emotional language processing in ASD. We systematically searched PubMed for papers published between 1990 and 2013 using standardized search terms. Studies show that people with ASD are able to correctly classify emotional language stimuli as emotionally positive or negative. However, processing of emotional language stimuli in ASD is associated with atypical patterns of attention and memory performance, as well as abnormal physiological and neural activity. Particularly, younger children with ASD have difficulties in acquiring and developing emotional concepts, and avoid using these in discourse. These emotional language impairments were not consistently associated with age, IQ, or level of development of language skills. We discuss how emotional language impairments fit with existing cognitive theories of ASD, such as central coherence, executive dysfunction, and weak Theory of Mind. We conclude that emotional impairments in ASD may be broader than just a mere consequence of social impairments, and should receive more attention in future research.

Emotional language processing in autism spectrum disorders: a systematic review

PubMed Central

Lartseva, Alina; Dijkstra, Ton; Buitelaar, Jan K.

2015-01-01

In his first description of Autism Spectrum Disorders (ASD), Kanner emphasized emotional impairments by characterizing children with ASD as indifferent to other people, self-absorbed, emotionally cold, distanced, and retracted. Thereafter, emotional impairments became regarded as part of the social impairments of ASD, and research mostly focused on understanding how individuals with ASD recognize visual expressions of emotions from faces and body postures. However, it still remains unclear how emotions are processed outside of the visual domain. This systematic review aims to fill this gap by focusing on impairments of emotional language processing in ASD. We systematically searched PubMed for papers published between 1990 and 2013 using standardized search terms. Studies show that people with ASD are able to correctly classify emotional language stimuli as emotionally positive or negative. However, processing of emotional language stimuli in ASD is associated with atypical patterns of attention and memory performance, as well as abnormal physiological and neural activity. Particularly, younger children with ASD have difficulties in acquiring and developing emotional concepts, and avoid using these in discourse. These emotional language impairments were not consistently associated with age, IQ, or level of development of language skills. We discuss how emotional language impairments fit with existing cognitive theories of ASD, such as central coherence, executive dysfunction, and weak Theory of Mind. We conclude that emotional impairments in ASD may be broader than just a mere consequence of social impairments, and should receive more attention in future research. PMID:25610383

Different demographic, genetic, and longitudinal traits in language versus memory Alzheimer's subgroups.

PubMed

Mez, Jesse; Cosentino, Stephanie; Brickman, Adam M; Huey, Edward D; Mayeux, Richard

2013-01-01

The study's objective was to compare demographics, APOE genotypes, and rate of rise over time in functional impairment in neuropsychologically defined language, typical, and memory subgroups of clinical Alzheimer's disease (AD). 1,368 participants from the National Alzheimer's Coordinating Center database with a diagnosis of probable AD (CDR 0.5-1.0) were included. A language subgroup (n = 229) was defined as having language performance >1 SD worse than memory performance. A memory subgroup (n = 213) was defined as having memory performance >1 SD worse than language performance. A typical subgroup (n = 926) was defined as having a difference in language and memory performance of <1 SD. Compared with the memory subgroup, the language subgroup was 3.7 years older and more frequently self-identified as African American (OR = 3.69). Under a dominant genetic model, the language subgroup had smaller odds of carrying at least one APOEε4 allele relative to the memory subgroup. While this difference was present for all ages, it was more striking at a younger age (OR = 0.19 for youngest tertile; OR = 0.52 for oldest tertile). Compared with the memory subgroup, the language subgroup rose 35% faster on the Functional Assessment Questionnaire and 44% faster on CDR sum of boxes over time. Among a subset of participants who underwent autopsy (n = 98), the language, memory, and typical subgroups were equally likely to have an AD pathologic diagnosis, suggesting that variation in non-AD pathologies across subtypes did not lead to the observed differences. The study demonstrates that a language subgroup of AD has different demographics, genetic profile, and disease course in addition to cognitive phenotype.

The relationship between education level and Mini Mental State Examination domains among older Mexican Americans

PubMed Central

Matallana, Diana; de Santacruz, Cecilia; Cano, Carlos; Reyes, Pablo; Samper-Ternent, Rafael; Markides, Kyriakos S.; Ottenbacher, Kenneth J.; Reyes-Ortiz, Carlos A.

2011-01-01

To study the effect of education on the performance in the Mini-Mental State Examination (MMSE) domains, we included 2,861 Mexican Americans aged 65 and older from the Hispanic Established Populations for Epidemiologic Studies of the Elderly (EPESE) followed from 1993–1994 until 2004–2005. The MMSE was examined as total score (0–30) or divided in two global domains: 1) no-memory (score 0–24): Orientation, attention, and language; and 2) memory (score 0–6): working and delayed memory. Mean age and total MMSE were 72.7 and 24.6 at wave 1, and 81.7 and 20.5 at wave 5. Spanish speaking subjects had lower years of education (4.1 vs. 7.4, p<.0001), they had significantly higher adjusted (by age, education, and gender) mean scores for memory, no-memory and the total MMSE compared with English speaking subjects across the five waves of follow-up. In multivariate longitudinal analyses over 11 years of follow-up, subjects with more years of education performed better than those less educated, especially in no-memory and the total MMSE. Spanish speaking subjects with 4–6 years of education had higher memory scores than those speaking English (estimate 0.40, standard error [SE] = 0.14, p<.001), 7–11 (estimate 0.27, SE= 0.13, p<.01) or 12+ (estimate 0.44, SE= 0.13, p<.001). This suggests that cultural factors and factors related to preferred language use may determine variations in MMSE performance. Since the memory domain of the MMSE is less affected by education, it may be used along with other cognitive tests in older populations with low education. PMID:20538969

Attending to auditory memory.

PubMed

Zimmermann, Jacqueline F; Moscovitch, Morris; Alain, Claude

2016-06-01

Attention to memory describes the process of attending to memory traces when the object is no longer present. It has been studied primarily for representations of visual stimuli with only few studies examining attention to sound object representations in short-term memory. Here, we review the interplay of attention and auditory memory with an emphasis on 1) attending to auditory memory in the absence of related external stimuli (i.e., reflective attention) and 2) effects of existing memory on guiding attention. Attention to auditory memory is discussed in the context of change deafness, and we argue that failures to detect changes in our auditory environments are most likely the result of a faulty comparison system of incoming and stored information. Also, objects are the primary building blocks of auditory attention, but attention can also be directed to individual features (e.g., pitch). We review short-term and long-term memory guided modulation of attention based on characteristic features, location, and/or semantic properties of auditory objects, and propose that auditory attention to memory pathways emerge after sensory memory. A neural model for auditory attention to memory is developed, which comprises two separate pathways in the parietal cortex, one involved in attention to higher-order features and the other involved in attention to sensory information. This article is part of a Special Issue entitled SI: Auditory working memory. Copyright © 2015 Elsevier B.V. All rights reserved.

Memory-Guided Attention: Independent Contributions of the Hippocampus and Striatum.

PubMed

Goldfarb, Elizabeth V; Chun, Marvin M; Phelps, Elizabeth A

2016-01-20

Memory can strongly influence how attention is deployed in future encounters. Though memory dependent on the medial temporal lobes has been shown to drive attention, how other memory systems could concurrently and comparably enhance attention is less clear. Here, we demonstrate that both reinforcement learning and context memory facilitate attention in a visual search task. Using functional magnetic resonance imaging, we dissociate the mechanisms by which these memories guide attention: trial by trial, the hippocampus (not the striatum) predicted attention benefits from context memory, while the striatum (not the hippocampus) predicted facilitation from rewarded stimulus-response associations. Responses in these regions were also distinctly correlated with individual differences in each type of memory-guided attention. This study provides novel evidence for the role of the striatum in guiding attention, dissociable from hippocampus-dependent context memory.

Memory-Guided Attention: Independent Contributions of the Hippocampus and Striatum

PubMed Central

Goldfarb, Elizabeth V.; Chun, Marvin M.; Phelps, Elizabeth A.

2015-01-01

SUMMARY Memory can strongly influence how attention is deployed in future encounters. Though memory dependent on the medial temporal lobes has been shown to drive attention, how other memory systems could concurrently and comparably enhance attention is less clear. Here, we demonstrate that both reinforcement learning and context memory facilitate attention in a visual search task. Using functional magnetic resonance imaging, we dissociate the mechanisms by which these memories guide attention: trial by trial, the hippocampus (not the striatum) predicted attention benefits from context memory, while the striatum (not the hippocampus) predicted facilitation from rewarded stimulus-response associations. Responses in these regions were also distinctly correlated with individual differences in each type of memory-guided attention. This study provides novel evidence for the role of the striatum in guiding attention, dissociable from hippocampus-dependent context memory. PMID:26777274

An extra X or Y chromosome: contrasting the cognitive and motor phenotypes in childhood in boys with 47,XYY syndrome or 47,XXY Klinefelter syndrome

PubMed Central

Ross, Judith L.; Zeger, Martha P.D.; Kushner, Harvey; Zinn, Andrew R.; Roeltgen, David P.

2010-01-01

Objective The goal of this study was to contrast the cognitive phenotypes in boys with 47,XYY (XYY) karyotype and boys with 47,XXY karyotype (Klinefelter syndrome, KS), who share an extra copy of the X-Y pseudoautosomal region but differ in their dosage of strictly sex-linked genes. Methods Neuropsychological evaluation of general cognitive ability, language, memory, attention, visual-spatial abilities, visual-motor skills, and motor function. Results Study cohort: 21 boys with 47,XYY and 93 boys with 47,XXY (KS), ages 4-17 years, and 36 age-matched control boys. Both the XYY and KS groups performed less well, on average, than the controls on tests of general cognitive ability, achievement, language, verbal memory, some aspects of attention and executive function, and motor function. The boys with XYY on average had more severe and pervasive language impairment, at both simple and complex levels, and the boys with KS on average had greater motor impairment in gross motor function and coordination, especially in running speed and agility. Conclusions The results from these large XYY and KS cohorts have important neurocognitive and educational implications. From the neurocognitive standpoint, the presenting findings afford an opportunity to gain insights into brain development in boys with XYY and those with KS. From the educational standpoint, it is critical that boys with XYY or KS receive appropriate educational interventions that target their specific learning challenges. These findings also provide important information for counseling clinicians and families about these disorders. PMID:20014371

Therapies for Cognitive Deficits Associated With Chemotherapy for Breast Cancer: A Systematic Review of Objective Outcomes.

PubMed

Morean, Diane F; O'Dwyer, Linda; Cherney, Leora R

2015-10-01

To systematically review evidence of treatments for cognitive impairments experienced by at least 20% of all women who undergo chemotherapy for breast cancer. Searches of 5 databases (PubMed, Embase, Cochrane CENTRAL, PsycINFO, CINAHL), with no date or language restrictions, identified 1701 unique results. Search terms included breast cancer, chemotherapy, chemobrain, chemofog, and terms on cognition and language deficits. Included only peer-reviewed journal articles that described therapies for cognitive dysfunction in women undergoing (or who had undergone) chemotherapy for breast cancer and provided objective measurements of cognition or language. Data were extracted according to Cochrane recommendations, including characteristics of participants, interventions, outcomes, and studies. Quality assessment of all 12 eligible studies was performed using the Physiotherapy Evidence Database scale and treatment fidelity criteria. Screening, data extraction, and quality assessment reliability were performed. Six articles described interventions for cognition that took place during cancer treatment; 6, afterward. Five interventions were medical (including a strength-training program), 2 were restorative, and 5 were cognitive. Medicinal treatments were ineffective; restorative and exercise treatments had mixed results; cognitive therapy had success in varying cognitive domains. The domains most tested and most successfully treated were verbal memory, attention, and processing speed. Cognitive therapy protocols delivered after chemotherapy and aimed at improving verbal memory, attention, and processing speed hold the most promise. Future research is needed to clarify whether computerized cognitive training can be effective in treating this population, and to identify objective assessment tools that are sensitive to this disorder. Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

The relationship between information carrying words, memory and language skills in school age children with specific language impairment.

PubMed

Frizelle, Pauline; Harte, Jennifer; O'Sullivan, Kathleen; Fletcher, Paul; Gibbon, Fiona

2017-01-01

The receptive language measure information-carrying word (ICW) level, is used extensively by speech and language therapists in the UK and Ireland. Despite this it has never been validated via its relationship to any other relevant measures. This study aims to validate the ICW measure by investigating the relationship between the receptive ICW score of children with specific language impairment (SLI) and their performance on standardized memory and language assessments. Twenty-seven children with SLI, aged between 5;07 and 8;11, completed a sentence comprehension task in which the instructions gradually increased in number of ICWs. The children also completed subtests from The Working Memory Test Battery for children and The Clinical Evaluation of Language Fundamentals- 4. Results showed that there was a significant positive relationship between both language and memory measures and children's ICW score. While both receptive and expressive language were significant in their contribution to children's ICW score, the contribution of memory was solely determined by children's working memory ability. ICW score is in fact a valid measure of the language ability of children with SLI. However therapists should also be cognisant of its strong association with working memory when using this construct in assessment or intervention methods.

Language and the pain experience.

PubMed

Wilson, Dianne; Williams, Marie; Butler, David

2009-03-01

People in persistent pain have been reported to pay increased attention to specific words or descriptors of pain. The amount of attention paid to pain or cues for pain (such as pain descriptors), has been shown to be a major factor in the modulation of persistent pain. This relationship suggests the possibility that language may have a role both in understanding and managing the persistent pain experience. The aim of this paper is to describe current models of neuromatrices for pain and language, consider the role of attention in persistent pain states and highlight discrepancies, in previous studies based on the McGill Pain Questionnaire (MPQ), of the role of attention on pain descriptors. The existence of a pain neuromatrix originally proposed by Melzack (1990) has been supported by emerging technologies. Similar technologies have recently allowed identification of multiple areas of involvement for the processing of auditory input and the construction of language. As with the construction of pain, this neuromatrix for speech and language may intersect with neural systems for broader cognitive functions such as attention, memory and emotion. A systematic search was undertaken to identify experimental or review studies, which specifically investigated the role of attention on pain descriptors (as cues for pain) in persistent pain patients. A total of 99 articles were retrieved from six databases, with 66 articles meeting the inclusion criteria. After duplicated articles were eliminated, the remaining 41 articles were reviewed in order to support a link between persistent pain, pain descriptors and attention. This review revealed a diverse range of specific pain descriptors, the majority of which were derived from the MPQ. Increased attention to pain descriptors was consistently reported to be associated with emotional state as well as being a significant factor in maintaining persistent pain. However, attempts to investigate the attentional bias of specific pain descriptors highlighted discrepancies between the studies. As well as the diversity of pain descriptors used in studies, they were inconsistently categorized into domains of pain. A lack of consistent bias towards certain pain descriptors was observed, and may be explained simply by the fact that the words provided are not those which subjects themselves would use. These findings suggest that the multidimensional and individual nature of the persistent pain experience may not be adequately explained by pain questionnaires such as the MPQ. Personalized pain descriptors may communicate the pain experience more appropriately, but may also contribute to an increased sensitivity of cortical pain processing areas by capturing increased attention for that individual. The language used as part of communication between therapists and people with persistent pain may provide an, as yet, unexplored adjunct strategy in management. Copyright (c) 2008 John Wiley & Sons, Ltd.

Role of attentional tags in working memory-driven attentional capture.

PubMed

Kuo, Chun-Yu; Chao, Hsuan-Fu

2014-08-01

Recent studies have demonstrated that the contents of working memory capture attention when performing a visual search task. However, it remains an intriguing and unresolved question whether all kinds of items stored in working memory capture attention. The present study investigated this issue by manipulating the attentional tags (target or distractor) associated with information maintained in working memory. The results showed that working memory-driven attentional capture is a flexible process, and that attentional tags associated with items stored in working memory do modulate attentional capture. When items were tagged as a target, they automatically captured attention; however, when items were tagged as a distractor, attentional capture was reduced.

Human intelligence and brain networks

PubMed Central

Colom, Roberto; Karama, Sherif; Jung, Rex E.; Haier, Richard J.

2010-01-01

Intelligence can be defined as a general mental ability for reasoning, problem solving, and learning. Because of its general nature, intelligence integrates cognitive functions such as perception, attention, memory, language, or planning. On the basis of this definition, intelligence can be reliably measured by standardized tests with obtained scores predicting several broad social outcomes such as educational achievement, job performance, health, and longevity. A detailed understanding of the brain mechanisms underlying this general mental ability could provide significant individual and societal benefits. Structural and functional neuroimaging studies have generally supported a frontoparietal network relevant for intelligence. This same network has also been found to underlie cognitive functions related to perception, short-term memory storage, and language. The distributed nature of this network and its involvement in a wide range of cognitive functions fits well with the integrative nature of intelligence. A new key phase of research is beginning to investigate how functional networks relate to structural networks, with emphasis on how distributed brain areas communicate with each other. PMID:21319494

Implications of the Declarative/Procedural Model for Improving Second Language Learning: The Role of Memory Enhancement Techniques

ERIC Educational Resources Information Center

Ullman, Michael T.; Lovelett, Jarrett T.

2018-01-01

The declarative/procedural (DP) model posits that the learning, storage, and use of language critically depend on two learning and memory systems in the brain: declarative memory and procedural memory. Thus, on the basis of independent research on the memory systems, the model can generate specific and often novel predictions for language. Till…

Rethinking the Connection between Working Memory and Language Impairment

ERIC Educational Resources Information Center

Archibald, Lisa M. D.; Harder Griebeling, Katherine

2016-01-01

Background: Working memory deficits have been found for children with specific language impairment (SLI) on tasks imposing increasing short-term memory load with or without additional, consistent (and simple) processing load. Aims: To examine the processing function of working memory in children with low language (LL) by employing tasks imposing…

Memory and Language Impairment in Children and Adults: New Perspectives.

ERIC Educational Resources Information Center

Gillam, Ronald B.

This book contains articles from two issues of "Topics in Language Disorders" that focus on recent developments in the understanding of short-term memory, working memory, and long-term memory systems and their relationship to language comprehension, lexical development, early academic development, later academic development, and communication…

Language-specific memory for everyday arithmetic facts in Chinese-English bilinguals.

PubMed

Chen, Yalin; Yanke, Jill; Campbell, Jamie I D

2016-04-01

The role of language in memory for arithmetic facts remains controversial. Here, we examined transfer of memory training for evidence that bilinguals may acquire language-specific memory stores for everyday arithmetic facts. Chinese-English bilingual adults (n = 32) were trained on different subsets of simple addition and multiplication problems. Each operation was trained in one language or the other. The subsequent test phase included all problems with addition and multiplication alternating across trials in two blocks, one in each language. Averaging over training language, the response time (RT) gains for trained problems relative to untrained problems were greater in the trained language than in the untrained language. Subsequent analysis showed that English training produced larger RT gains for trained problems relative to untrained problems in English at test relative to the untrained Chinese language. In contrast, there was no evidence with Chinese training that problem-specific RT gains differed between Chinese and the untrained English language. We propose that training in Chinese promoted a translation strategy for English arithmetic (particularly multiplication) that produced strong cross-language generalization of practice, whereas training in English strengthened relatively weak, English-language arithmetic memories and produced little generalization to Chinese (i.e., English training did not induce an English translation strategy for Chinese language trials). The results support the existence of language-specific strengthening of memory for everyday arithmetic facts.

Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish-Catalan children with Specific Language Impairment (SLI).

PubMed

Aguilar-Mediavilla, Eva; Buil-Legaz, Lucía; Pérez-Castelló, Josep A; Rigo-Carratalà, Eduard; Adrover-Roig, Daniel

2014-01-01

Children with Specific Language Impairment (SLI) have severe language difficulties without showing hearing impairments, cognitive deficits, neurological damage or socio-emotional deprivation. However, previous studies have shown that children with SLI show some cognitive and literacy problems. Our study analyses the relationship between preschool cognitive and linguistic abilities and the later development of reading abilities in Spanish-Catalan bilingual children with SLI. The sample consisted of 17 bilingual Spanish-Catalan children with SLI and 17 age-matched controls. We tested eight distinct processes related to phonological, attention, and language processing at the age of 6 years and reading at 8 years of age. Results show that bilingual Spanish-Catalan children with SLI show significantly lower scores, as compared to typically developing peers, in phonological awareness, phonological memory, and rapid automatized naming (RAN), together with a lower outcome in tasks measuring sentence repetition and verbal fluency. Regarding attentional processes, bilingual Spanish-Catalan children with SLI obtained lower scores in auditory attention, but not in visual attention. At the age of 8 years Spanish-Catalan children with SLI had lower scores than their age-matched controls in total reading score, letter identification (decoding), and in semantic task (comprehension). Regression analyses identified both phonological awareness and verbal fluency at the age of 6 years to be the best predictors of subsequent reading performance at the age of 8 years. Our data suggest that language acquisition problems and difficulties in reading acquisition in bilingual children with SLI might be related to the close interdependence between a limitation in cognitive processing and a deficit at the linguistic level. After reading this article, readers will be able to: identify their understanding of the relation between language difficulties and reading outcomes; explain how processing abilities influence reading performance in bilingual Spanish-Catalan children with SLI; and recognize the relation between language and reading via a developmental model in which the phonological system is considered central for the development of decoding abilities and comprehension. Copyright © 2014 Elsevier Inc. All rights reserved.

Linguistic transfer in bilingual children with specific language impairment.

PubMed

Verhoeven, Ludo; Steenge, Judit; van Balkom, Hans

2012-01-01

In the literature so far the limited research on specific language impairment (SLI) in bilingual children has concentrated on linguistic skills in the first language (L1) and/or the second language (L2) without paying attention to the relations between the two types of skills and to the issue of linguistic transfer. To examine the first and second language proficiency of 75 Turkish-Dutch bilingual children with SLI in the age range between 7 and 11 years living in the Netherlands. A multidimensional perspective on language proficiency was taken in order to assess children's Turkish and Dutch proficiency levels, whereas equivalent tests were used in order to determine language dominance. A second aim was to find out to what extent the children's proficiency in L2 can be predicted from their L1 proficiency, while taking into account their general cognitive abilities. The children's performance on a battery of equivalent language ability tests in Turkish and Dutch was compared at three age levels. By means of analyses of variance, it was explored to what extent the factors of language and grade level as well as their interactions were significant. Bivariate correlations and partial correlations with age level partialled out were computed to examine the relationships between L1 and L2 proficiency levels. Moreover, regression analysis was conducted to find out to what extent the variance in general L2 proficiency levels could be explained by children's L1 proficiency, short-term memory and non-verbal intelligence. Repeated measures analyses showed that the children had generally higher scores on L1 as compared with L2 and that with progression of age the children's scores in L1 and L2 improved. Medium to high correlations were found between phonological memory, phonological awareness, grammatical skills and story comprehension in the two languages. Regression analysis revealed that children's L2 proficiency levels could be explained by their proficiency levels in L1, even after controlling for children's non-verbal intelligence and working memory. It is concluded that children's formal linguistic skills in L1 and L2 tend to be related and that their level of L1 proficiency may help to develop linguistic skills in L2. © 2011 Royal College of Speech & Language Therapists.

Differential Contributions of Language Skills to Children's Episodic Recall

ERIC Educational Resources Information Center

Klemfuss, J. Zoe

2015-01-01

Theorists have identified language as a critical contributor to children's episodic memory development, yet studies linking language and memory have had mixed results. The present study aimed to clarify the mechanisms linking language and memory and to explain the previous mixed results. Sixty-four preschool children's receptive and productive…

The role of the supplementary motor area for speech and language processing.

PubMed

Hertrich, Ingo; Dietrich, Susanne; Ackermann, Hermann

2016-09-01

Apart from its function in speech motor control, the supplementary motor area (SMA) has largely been neglected in models of speech and language processing in the brain. The aim of this review paper is to summarize more recent work, suggesting that the SMA has various superordinate control functions during speech communication and language reception, which is particularly relevant in case of increased task demands. The SMA is subdivided into a posterior region serving predominantly motor-related functions (SMA proper) whereas the anterior part (pre-SMA) is involved in higher-order cognitive control mechanisms. In analogy to motor triggering functions of the SMA proper, the pre-SMA seems to manage procedural aspects of cognitive processing. These latter functions, among others, comprise attentional switching, ambiguity resolution, context integration, and coordination between procedural and declarative memory structures. Regarding language processing, this refers, for example, to the use of inner speech mechanisms during language encoding, but also to lexical disambiguation, syntax and prosody integration, and context-tracking. Copyright © 2016 Elsevier Ltd. All rights reserved.

A sparse matrix algorithm on the Boolean vector machine

NASA Technical Reports Server (NTRS)

Wagner, Robert A.; Patrick, Merrell L.

1988-01-01

VLSI technology is being used to implement a prototype Boolean Vector Machine (BVM), which is a large network of very small processors with equally small memories that operate in SIMD mode; these use bit-serial arithmetic, and communicate via cube-connected cycles network. The BVM's bit-serial arithmetic and the small memories of individual processors are noted to compromise the system's effectiveness in large numerical problem applications. Attention is presently given to the implementation of a basic matrix-vector iteration algorithm for space matrices of the BVM, in order to generate over 1 billion useful floating-point operations/sec for this iteration algorithm. The algorithm is expressed in a novel language designated 'BVM'.

A Comparison of Two FMRI Methods for Predicting Verbal Memory Decline After Left Temporal Lobectomy: Language Lateralization vs. Hippocampal Activation Asymmetry

PubMed Central

Binder, Jeffrey R.; Swanson, Sara J.; Sabsevitz, David S.; Hammeke, Thomas A.; Raghavan, Manoj; Mueller, Wade M.

2010-01-01

Purpose Language lateralization measured by preoperative fMRI was shown recently to be predictive of verbal memory outcome in patients undergoing left anterior temporal lobe (L-ATL) resection. The aim of this study was to determine whether language lateralization or hippocampal activation asymmetry is a better predictor of memory outcome in this setting. Methods Thirty L-ATL patients underwent preoperative language fMRI, preoperative hippocampal fMRI using a scene encoding task, and pre- and postoperative neuropsychological testing. A group of 37 right ATL surgery patients who underwent the same testing procedures was included for comparison. Results Verbal memory decline occurred in roughly half of the L-ATL patients. Preoperative language lateralization was correlated with postoperative verbal memory change. Hippocampal activation asymmetry was strongly related to side of seizure focus and to Wada memory asymmetry but was unrelated to verbal memory outcome. Discussion Preoperative hippocampal activation asymmetry elicited by a scene encoding task is not predictive of verbal memory outcome. Risk of verbal memory decline is likely to be related to lateralization of material-specific verbal memory networks, which are more closely correlated with language lateralization than with overall asymmetry of episodic memory processes. PMID:19817807

The lasting memory enhancements of retrospective attention

PubMed Central

Reaves, Sarah; Strunk, Jonathan; Phillips, Shekinah; Verhaeghen, Paul; Duarte, Audrey

2016-01-01

Behavioral research has shown that spatial cues that orient attention toward task relevant items being maintained in visual short-term memory (VSTM) enhance item memory accuracy. However, it is unknown if these retrospective attentional cues (“retro-cues”) enhance memory beyond typical short-term memory delays. It is also unknown whether retro-cues affect the spatial information associated with VSTM representations. Emerging evidence suggests that processes that affect short-term memory maintenance may also affect long-term memory (LTM) but little work has investigated the role of attention in LTM. In the current event-related potential (ERP) study, we investigated the duration of retrospective attention effects and the impact of retrospective attention manipulations on VSTM representations. Results revealed that retro-cueing improved both VSTM and LTM memory accuracy and that posterior maximal ERPs observed during VSTM maintenance predicted subsequent LTM performance. N2pc ERPs associated with attentional selection were attenuated by retro-cueing suggesting that retrospective attention may disrupt maintenance of spatial configural information in VSTM. Collectively, these findings suggest that retrospective attention can alter the structure of memory representations, which impacts memory performance beyond short-term memory delays. PMID:27038756

Declarative and Procedural Memory in Danish Speaking Children with Specific Language Impairment

ERIC Educational Resources Information Center

Lum, Jarrad A. G.; Bleses, Dorthe

2012-01-01

It has been proposed that the language problems in specific language impairment (SLI) arise from basal ganglia abnormalities that lead to impairments with procedural and working memory but not declarative memory. In SLI, this profile of memory functioning has been hypothesized to underlie grammatical impairment but leave lexical knowledge…

Foreign Language Methods and an Information Processing Model of Memory.

ERIC Educational Resources Information Center

Willebrand, Julia

The major approaches to language teaching (audiolingual method, generative grammar, Community Language Learning and Silent Way) are investigated to discover whether or not they are compatible in structure with an information-processing model of memory (IPM). The model of memory used was described by Roberta Klatzky in "Human Memory:…

Memory functioning and mental verbs acquisition in children with specific language impairment.

PubMed

Spanoudis, George C; Natsopoulos, Demetrios

2011-01-01

Memory and language operate in synergy. Recent literature stresses the importance of memory functioning in interpreting language deficits. Two groups of 50 children each, ages 8-12 were studied. The first group included children with specific language impairment, while the participants in the second group were typically developing children. The two groups, which were matched on age, nonverbal intelligence and varied significantly in verbal ability were examined, using a test battery of four memory functioning (phonological, working and long-term memory) and five mental verb measures. The statistical analyses indicated that the two groups differed significantly in all language and memory measures; a logistic regression analysis revealed that within each main group existed nested subgroups of different developmental patterns with working and long-term memory measures as the most robust discriminate markers of classification. Language impaired children had more difficulties in the acquisition of mental verbs because they are less able to process and store phonological information in working memory and long-term lexicon. Copyright © 2011 Elsevier Ltd. All rights reserved.

Signed language working memory capacity of signed language interpreters and deaf signers.

PubMed

Wang, Jihong; Napier, Jemina

2013-04-01

This study investigated the effects of hearing status and age of signed language acquisition on signed language working memory capacity. Professional Auslan (Australian sign language)/English interpreters (hearing native signers and hearing nonnative signers) and deaf Auslan signers (deaf native signers and deaf nonnative signers) completed an Auslan working memory (WM) span task. The results revealed that the hearing signers (i.e., the professional interpreters) significantly outperformed the deaf signers on the Auslan WM span task. However, the results showed no significant differences between the native signers and the nonnative signers in their Auslan working memory capacity. Furthermore, there was no significant interaction between hearing status and age of signed language acquisition. Additionally, the study found no significant differences between the deaf native signers (adults) and the deaf nonnative signers (adults) in their Auslan working memory capacity. The findings are discussed in relation to the participants' memory strategies and their early language experience. The findings present challenges for WM theories.

Auditory sensory memory and language abilities in former late talkers: a mismatch negativity study.

PubMed

Grossheinrich, Nicola; Kademann, Stefanie; Bruder, Jennifer; Bartling, Juergen; Von Suchodoletz, Waldemar

2010-09-01

The present study investigated whether (a) a reduced duration of auditory sensory memory is found in late talking children and (b) whether deficits of sensory memory are linked to persistent difficulties in language acquisition. Former late talkers and children without delayed language development were examined at the age of 4 years and 7 months using mismatch negativity (MMN) with interstimulus intervals (ISIs) of 500 ms and 2000 ms. Additionally, short-term memory, language skills, and nonverbal intelligence were assessed. MMN mean amplitude was reduced for the ISI of 2000 ms in former late talking children both with and without persistent language deficits. In summary, our findings suggest that late talkers are characterized by a reduced duration of auditory sensory memory. However, deficits in auditory sensory memory are not sufficient for persistent language difficulties and may be compensated for by some children.

Cognitive and psychomotor effects of risperidone in schizophrenia and schizoaffective disorder.

PubMed

Houthoofd, Sofie A M K; Morrens, Manuel; Sabbe, Bernard G C

2008-09-01

The aim of this review was to discuss data from double-blind, randomized controlled trials (RCTs) that have investigated the effects of oral and long-acting injectable risperidone on cognitive and psychomotor functioning in patients with schizophrenia or schizoaffective disorder. PubMed/MEDLINE and the Institute of Scientific Information Web of Science database were searched for relevant English-language double-blind RCTs published between March 2000 and July 2008, using the terms schizophrenia, schizoaffective disorder, cognition, risperidone, psychomotor, processing speed, attention, vigilance, working memory, verbal learning, visual learning, reasoning, problem solving, social cognition, MATRICS, and long-acting. Relevant studies included patients with schizophrenia or schizoaffective disorder. Cognitive domains were delineated at the Consensus Conferences of the National Institute of Mental Health-Measurement And Treatment Research to Improve Cognition in Schizophrenia (NIMH-MATRICS). The tests employed to assess each domain and psychomotor functioning, and the within-group and between-group comparisons of risperidone with haloperidol and other atypical antipsychotics, are presented. The results of individual tests were included when they were individually presented and interpretable for either drug; outcomes that were presented as cluster scores or factor structures were excluded. A total of 12 articles were included in this review. Results suggested that the use of oral risperidone appeared to be associated with within-group improvements on the cognitive domains of processing speed, attention/vigilance, verbal and visual learning and memory, and reasoning and problem solving in patients with schizophrenia or schizoaffective disorder. Risperidone and haloperidol seemed to generate similar beneficial effects (on the domains of processing speed, attention/vigilance, [verbal and nonverbal] working memory, and visual learning and memory, as well as psychomotor functioning), although the results for verbal fluency, verbal learning and memory, and reasoning and problem solving were not unanimous, and no comparative data on social cognition were available. Similar cognitive effects were found with risperidone, olanzapine, and quetiapine on the domains of verbal working memory and reasoning and problem solving, as well as verbal fluency. More research is needed on the domains in which study results were contradictory. For olanzapine versus risperidone, these were verbal and visual learning and memory and psychomotor functioning. No comparative data for olanzapine and risperidone were available for the social cognition domain. For quetiapine versus risperidone, the domains in which no unanimity was found were processing speed, attention/vigilance, nonverbal working memory, and verbal learning and memory. The limited available reports on risperidone versus clozapine suggest that: risperidone was associated with improved, and clozapine with worsened, performance on the nonverbal working memory domain; risperidone improved and clozapine did not improve reasoning and problem-solving performance; clozapine improved, and risperidone did not improve, social cognition performance. Use of long-acting injectable risperidone seemed to be associated with improved performance in the domains of attention/vigilance, verbal learning and memory, and reasoning and problem solving, as well as psychomotor functioning. The results for the nonverbal working memory domain were indeterminate, and no clear improvement was seen in the social cognition domain. The domains of processing speed, verbal working memory, and visual learning and memory, as well as verbal fluency, were not assessed. The results of this review of within-group comparisons of oral risperidone suggest that the agent appeared to be associated with improved functioning in the cognitive domains of processing speed, attention/vigilance, verbal and visual learning and memory, and reasoning and problem solving in patients with schizophrenia or schizoaffective disorder. Long-acting injectable risperidone seemed to be associated with improved functioning in the domains of attention/vigilance, verbal learning and memory, and reasoning and problem solving, as well as psychomotor functioning, in patients with schizophrenia or schizoaffective disorder.

Memory Functioning and Mental Verbs Acquisition in Children with Specific Language Impairment

ERIC Educational Resources Information Center

Spanoudis, George C.; Natsopoulos, Demetrios

2011-01-01

Memory and language operate in synergy. Recent literature stresses the importance of memory functioning in interpreting language deficits. Two groups of 50 children each, ages 8-12 were studied. The first group included children with specific language impairment, while the participants in the second group were typically developing children. The…

Cognitive Control Network Contributions to Memory-Guided Visual Attention

PubMed Central

Rosen, Maya L.; Stern, Chantal E.; Michalka, Samantha W.; Devaney, Kathryn J.; Somers, David C.

2016-01-01

Visual attentional capacity is severely limited, but humans excel in familiar visual contexts, in part because long-term memories guide efficient deployment of attention. To investigate the neural substrates that support memory-guided visual attention, we performed a set of functional MRI experiments that contrast long-term, memory-guided visuospatial attention with stimulus-guided visuospatial attention in a change detection task. Whereas the dorsal attention network was activated for both forms of attention, the cognitive control network (CCN) was preferentially activated during memory-guided attention. Three posterior nodes in the CCN, posterior precuneus, posterior callosal sulcus/mid-cingulate, and lateral intraparietal sulcus exhibited the greatest specificity for memory-guided attention. These 3 regions exhibit functional connectivity at rest, and we propose that they form a subnetwork within the broader CCN. Based on the task activation patterns, we conclude that the nodes of this subnetwork are preferentially recruited for long-term memory guidance of visuospatial attention. PMID:25750253

Facing the Language-Memory Problem in the Study of Autobiographical Memory.

PubMed

Bartoli, Eleonora; Smorti, Andrea

2018-05-16

This paper discusses the problem of the role of language in autobiographical memory, that is barely considered in studies on autobiographical memories and narratives. As a matter of fact, most of the current studies on autobiographical memory confounded memory and narrative together. The present paper focuses on two main issues. Firstly, it debates how narratives contribute to the construction of autobiographical memories through self-other communication. Secondly, it reflects on how language and communication should be manipulated in studies about autobiographical memory. This paper is made of three sections: the first section discusses the role of language, particularly in the form of narrative, as a social tool by which autobiographical memories can be organised in a life story; the second section examines previous methods of investigation used in the study of autobiographical memories; finally, the third section proposes different methodological alternatives to overcome the problems emerging from our analysis of literature.

Selective attention on representations in working memory: cognitive and neural mechanisms.

PubMed

Ku, Yixuan

2018-01-01

Selective attention and working memory are inter-dependent core cognitive functions. It is critical to allocate attention on selected targets during the capacity-limited working memory processes to fulfill the goal-directed behavior. The trends of research on both topics are increasing exponentially in recent years, and it is considered that selective attention and working memory share similar underlying neural mechanisms. Different types of attention orientation in working memory are introduced by distinctive cues, and the means using retrospective cues are strengthened currently as it is manipulating the representation in memory, instead of the perceptual representation. The cognitive and neural mechanisms of the retro-cue effects are further reviewed, as well as the potential molecular mechanism. The frontal-parietal network that is involved in both attention and working memory is also the neural candidate for attention orientation during working memory. Neural oscillations in the gamma and alpha/beta oscillations may respectively be employed for the feedforward and feedback information transfer between the sensory cortices and the association cortices. Dopamine and serotonin systems might interact with each other subserving the communication between memory and attention. In conclusion, representations which attention shifts towards are strengthened, while representations which attention moves away from are degraded. Studies on attention orientation during working memory indicates the flexibility of the processes of working memory, and the beneficial way that overcome the limited capacity of working memory.

Selective attention on representations in working memory: cognitive and neural mechanisms

PubMed Central

2018-01-01

Selective attention and working memory are inter-dependent core cognitive functions. It is critical to allocate attention on selected targets during the capacity-limited working memory processes to fulfill the goal-directed behavior. The trends of research on both topics are increasing exponentially in recent years, and it is considered that selective attention and working memory share similar underlying neural mechanisms. Different types of attention orientation in working memory are introduced by distinctive cues, and the means using retrospective cues are strengthened currently as it is manipulating the representation in memory, instead of the perceptual representation. The cognitive and neural mechanisms of the retro-cue effects are further reviewed, as well as the potential molecular mechanism. The frontal-parietal network that is involved in both attention and working memory is also the neural candidate for attention orientation during working memory. Neural oscillations in the gamma and alpha/beta oscillations may respectively be employed for the feedforward and feedback information transfer between the sensory cortices and the association cortices. Dopamine and serotonin systems might interact with each other subserving the communication between memory and attention. In conclusion, representations which attention shifts towards are strengthened, while representations which attention moves away from are degraded. Studies on attention orientation during working memory indicates the flexibility of the processes of working memory, and the beneficial way that overcome the limited capacity of working memory. PMID:29629245

The auditory processing battery: survey of common practices.

PubMed

Emanuel, Diana C

2002-02-01

A survey of auditory processing (AP) diagnostic practices was mailed to all licensed audiologists in the State of Maryland and sent as an electronic mail attachment to the American Speech-Language-Hearing Association and Educational Audiology Association Internet forums. Common AP protocols (25 from the Internet, 28 from audiologists in Maryland) included requiring basic audiologic testing, using questionnaires, and administering dichotic listening, monaural low-redundancy speech, temporal processing, and electrophysiologic tests. Some audiologists also administer binaural interaction, attention, memory, and speech-language/psychological/educational tests and incorporate a classroom observation. The various AP batteries presently administered appear to be based on the availability of AP tests with well-documented normative data. Resources for obtaining AP tests are listed.

The Development of Attention Systems and Working Memory in Infancy

PubMed Central

Reynolds, Greg D.; Romano, Alexandra C.

2016-01-01

In this article, we review research and theory on the development of attention and working memory in infancy using a developmental cognitive neuroscience framework. We begin with a review of studies examining the influence of attention on neural and behavioral correlates of an earlier developing and closely related form of memory (i.e., recognition memory). Findings from studies measuring attention utilizing looking measures, heart rate, and event-related potentials (ERPs) indicate significant developmental change in sustained and selective attention across the infancy period. For example, infants show gains in the magnitude of the attention related response and spend a greater proportion of time engaged in attention with increasing age (Richards and Turner, 2001). Throughout infancy, attention has a significant impact on infant performance on a variety of tasks tapping into recognition memory; however, this approach to examining the influence of infant attention on memory performance has yet to be utilized in research on working memory. In the second half of the article, we review research on working memory in infancy focusing on studies that provide insight into the developmental timing of significant gains in working memory as well as research and theory related to neural systems potentially involved in working memory in early development. We also examine issues related to measuring and distinguishing between working memory and recognition memory in infancy. To conclude, we discuss relations between the development of attention systems and working memory. PMID:26973473

The Development of Attention Systems and Working Memory in Infancy.

PubMed

Reynolds, Greg D; Romano, Alexandra C

2016-01-01

In this article, we review research and theory on the development of attention and working memory in infancy using a developmental cognitive neuroscience framework. We begin with a review of studies examining the influence of attention on neural and behavioral correlates of an earlier developing and closely related form of memory (i.e., recognition memory). Findings from studies measuring attention utilizing looking measures, heart rate, and event-related potentials (ERPs) indicate significant developmental change in sustained and selective attention across the infancy period. For example, infants show gains in the magnitude of the attention related response and spend a greater proportion of time engaged in attention with increasing age (Richards and Turner, 2001). Throughout infancy, attention has a significant impact on infant performance on a variety of tasks tapping into recognition memory; however, this approach to examining the influence of infant attention on memory performance has yet to be utilized in research on working memory. In the second half of the article, we review research on working memory in infancy focusing on studies that provide insight into the developmental timing of significant gains in working memory as well as research and theory related to neural systems potentially involved in working memory in early development. We also examine issues related to measuring and distinguishing between working memory and recognition memory in infancy. To conclude, we discuss relations between the development of attention systems and working memory.

Cognitive functioning after subthalamic nucleotomy for refractory Parkinson's disease

PubMed Central

McCarter, R.; Walton, N.; Rowan, A.; Gill, S.; Palomo, M.

2000-01-01

OBJECTIVE—To evaluate whether subthalamic nucleotomy produces adverse cognitive effects in patients with Parkinson's disease.
METHOD—Twelve patients with Parkinson's disease underwent stereotactic surgery to the subthalamic nucleus. Presurgical and postsurgical neuropsychological assessment of attention, memory, executive function, language, and verbal intellect were undertaken with a battery of tests designed to minimise potential contamination of cognitive effects by motor symptoms.
RESULTS—There was no statistically significant difference in the cognitive tests results after operation for the group as a whole. Reliable change indexes were generated for the cognitive tests. Reliable change postoperatively was found on specific tests of verbal memory, attention, and planning. Left sided operations were associated with greater incidence of deterioration postsurgery.
CONCLUSIONS—Preliminary data on the first reported cognitive changes after subthalamic nucleotomy suggested few adverse cognitive effects of the surgery although discrete neuropsychological changes were seen in some patients. These effects were consistent with current theories on the cognitive functions of the basal ganglia.

 PMID:10864605

Neurocognition in individuals with incidentally-identified meningioma.

PubMed

Butts, Alissa M; Weigand, Stephen; Brown, Paul D; Petersen, Ronald C; Jack, Clifford R; Machulda, Mary M; Cerhan, Jane H

2017-08-01

Meningiomas are primary intracranial tumors that are often asymptomatic. To our knowledge, no study has attempted to describe neurocognitive function in patients with incidentally-discovered meningioma. We utilized the Mayo Clinic Study of Aging (MCSA), which is a population-based sample of Olmsted County, Minnesota residents that includes neuropsychological testing and brain MRI approximately every 15 months. Using a text search of radiologists' notes of 2402 MCSA individuals (mean age 77 years, scanned between 2004 and 2014) we identified 48 eligible subjects (2%) who had at least one meningioma. Most meningiomas were small (90% <3 cm). We matched each of the 48 subjects to 5 non-demented MCSA controls (n = 240) on age, sex, and education. Cognitive domains assessed included memory, attention-executive function, language, and visuospatial. More women (67%) had a meningioma than men (33%). Groups did not differ on prevalence of Mild Cognitive Impairment (Meningioma = 19%, Controls = 13%). Across cognitive domains, we observed similar performance for the two groups (p's ≥ 0.21). Subtle differences emerged in memory and language domains (p = 0.05 and p = 0.11) when we divided the Meningioma group by tumor location, wherein the small group with an infratentorial tumor performed more poorly than controls globally as well as on select memory and language measures. Our findings suggest that small meningiomas are generally cognitively benign, but that may change as the tumor evolves, and might be impacted by other factors such as meningioma location.

Assessment of short-term memory in Arabic speaking children with specific language impairment.

PubMed

Kaddah, F A; Shoeib, R M; Mahmoud, H E

2010-12-15

Children with Specific Language Impairment (SLI) may have some kind of memory disorder that could increase their linguistic impairment. This study assessed the short-term memory skills in Arabic speaking children with either Expressive Language Impairment (ELI) or Receptive/Expressive Language Impairment (R/ELI) in comparison to controls in order to estimate the nature and extent of any specific deficits in these children that could explain the different prognostic results of language intervention. Eighteen children were included in each group. Receptive, expressive and total language quotients were calculated using the Arabic language test. Assessment of auditory and visual short-term memory was done using the Arabic version of the Illinois Test of Psycholinguistic Abilities. Both groups of SLI performed significantly lower linguistic abilities and poorer auditory and visual short-term memory in comparison to normal children. The R/ELI group presented an inferior performance than the ELI group in all measured parameters. Strong association was found between most tasks of auditory and visual short-term memory and linguistic abilities. The results of this study highlighted a specific degree of deficit of auditory and visual short-term memories in both groups of SLI. These deficits were more prominent in R/ELI group. Moreover, the strong association between the different auditory and visual short-term memories and language abilities in children with SLI must be taken into account when planning an intervention program for these children.

Interrelationships between Working Memory, Processing Speed, and Language Development in the Age Range 2-4 Years

ERIC Educational Resources Information Center

Newbury, Jayne; Klee, Thomas; Stokes, Stephanie F.; Moran, Catherine

2016-01-01

Purpose: This study explored associations between working memory and language in children aged 2-4 years. Method: Seventy-seven children aged 24-30 months were assessed on tests measuring language, visual cognition, verbal working memory (VWM), phonological short-term memory (PSTM), and processing speed. A standardized test of receptive and…

Reduced short-term memory capacity in Alzheimer's disease: the role of phonological, lexical, and semantic processing.

PubMed

Caza, Nicole; Belleville, Sylvie

2008-05-01

Individuals with Alzheimer's disease (AD) are often reported to have reduced verbal short-term memory capacity, typically attributed to their attention/executive deficits. However, these individuals also tend to show progressive impairment of semantic, lexical, and phonological processing which may underlie their low short-term memory capacity. The goals of this study were to assess the contribution of each level of representation (phonological, lexical, and semantic) to immediate serial recall performance in 18 individuals with AD, and to examine how these linguistic effects on short-term memory were modulated by their reduced capacity to manipulate information in short-term memory associated with executive dysfunction. Results showed that individuals with AD had difficulty recalling items that relied on phonological representations, which led to increased lexicality effects relative to the control group. This finding suggests that patients have a greater reliance on lexical/semantic information than controls, possibly to make up for deficits in retention and processing of phonological material. This lexical/semantic effect was not found to be significantly correlated with patients' capacity to manipulate verbal material in short-term memory, indicating that language processing and executive deficits may independently contribute to reducing verbal short-term memory capacity in AD.

Level of Intrauterine Cocaine Exposure and Neuropsychological Test Scores in Preadolescence: Subtle Effects on Auditory Attention and Narrative Memory

PubMed Central

Beeghly, Marjorie; Rose-Jacobs, Ruth; Martin, Brett M.; Cabral, Howard J.; Heeren, Timothy C.; Frank, Deborah A.

2014-01-01

Neuropsychological processes such as attention and memory contribute to children's higher-level cognitive and language functioning and predict academic achievement. The goal of this analysis was to evaluate whether level of intrauterine cocaine exposure (IUCE) alters multiple aspects of preadolescents' neuropsychological functioning assessed using a single age-referenced instrument, the NEPSY: A Developmental Neuropsychological Assessment (NEPSY) [71], after controlling for relevant covariates. Participants included 137 term 9.5-year-old children from low-income urban backgrounds (51% male, 90% African American/Caribbean) from an ongoing prospective longitudinal study. Level of IUCE was assessed in the newborn period using infant meconium and maternal report. 52% of the children had IUCE (65% with lighter IUCE, and 35% with heavier IUCE), and 48% were unexposed. Infants with Fetal Alcohol Syndrome, HIV seropositivity, or intrauterine exposure to illicit substances other than cocaine and marijuana were excluded. At the 9.5-year follow-up visit, trained examiners masked to IUCE and background variables evaluated children's neuropsychological functioning using the NEPSY. The association between level of IUCE and NEPSY outcomes was evaluated in a series of linear regressions controlling for intrauterine exposure to other substances and relevant child, caregiver, and demographic variables. Results indicated that level of IUCE was associated with lower scores on the Auditory Attention and Narrative Memory tasks, both of which require auditory information processing and sustained attention for successful performance. However, results did not follow the expected ordinal, dose-dependent pattern. Children's neuropsychological test scores were also altered by a variety of other biological and psychosocial factors. PMID:24978115

Attention, working memory, and phenomenal experience of WM content: memory levels determined by different types of top-down modulation.

PubMed

Jacob, Jane; Jacobs, Christianne; Silvanto, Juha

2015-01-01

What is the role of top-down attentional modulation in consciously accessing working memory (WM) content? In influential WM models, information can exist in different states, determined by allocation of attention; placing the original memory representation in the center of focused attention gives rise to conscious access. Here we discuss various lines of evidence indicating that such attentional modulation is not sufficient for memory content to be phenomenally experienced. We propose that, in addition to attentional modulation of the memory representation, another type of top-down modulation is required: suppression of all incoming visual information, via inhibition of early visual cortex. In this view, there are three distinct memory levels, as a function of the top-down control associated with them: (1) Nonattended, nonconscious associated with no attentional modulation; (2) attended, phenomenally nonconscious memory, associated with attentional enhancement of the actual memory trace; (3) attended, phenomenally conscious memory content, associated with enhancement of the memory trace and top-down suppression of all incoming visual input.

The lasting memory enhancements of retrospective attention.

PubMed

Reaves, Sarah; Strunk, Jonathan; Phillips, Shekinah; Verhaeghen, Paul; Duarte, Audrey

2016-07-01

Behavioral research has shown that spatial cues that orient attention toward task relevant items being maintained in visual short-term memory (VSTM) enhance item memory accuracy. However, it is unknown if these retrospective attentional cues ("retro-cues") enhance memory beyond typical short-term memory delays. It is also unknown whether retro-cues affect the spatial information associated with VSTM representations. Emerging evidence suggests that processes that affect short-term memory maintenance may also affect long-term memory (LTM) but little work has investigated the role of attention in LTM. In the current event-related potential (ERP) study, we investigated the duration of retrospective attention effects and the impact of retrospective attention manipulations on VSTM representations. Results revealed that retro-cueing improved both VSTM and LTM memory accuracy and that posterior maximal ERPs observed during VSTM maintenance predicted subsequent LTM performance. N2pc ERPs associated with attentional selection were attenuated by retro-cueing suggesting that retrospective attention may disrupt maintenance of spatial configural information in VSTM. Collectively, these findings suggest that retrospective attention can alter the structure of memory representations, which impacts memory performance beyond short-term memory delays. Copyright © 2016 Elsevier B.V. All rights reserved.

Attention training improves aberrant neural dynamics during working memory processing in veterans with PTSD.

PubMed

McDermott, Timothy J; Badura-Brack, Amy S; Becker, Katherine M; Ryan, Tara J; Bar-Haim, Yair; Pine, Daniel S; Khanna, Maya M; Heinrichs-Graham, Elizabeth; Wilson, Tony W

2016-12-01

Posttraumatic stress disorder (PTSD) is associated with executive functioning deficits, including disruptions in working memory (WM). Recent studies suggest that attention training reduces PTSD symptomatology, but the underlying neural mechanisms are unknown. We used high-density magnetoencephalography (MEG) to evaluate whether attention training modulates brain regions serving WM processing in PTSD. Fourteen veterans with PTSD completed a WM task during a 306-sensor MEG recording before and after 8 sessions of attention training treatment. A matched comparison sample of 12 combat-exposed veterans without PTSD completed the same WM task during a single MEG session. To identify the spatiotemporal dynamics, each group's data were transformed into the time-frequency domain, and significant oscillatory brain responses were imaged using a beamforming approach. All participants exhibited activity in left hemispheric language areas consistent with a verbal WM task. Additionally, veterans with PTSD and combat-exposed healthy controls each exhibited oscillatory responses in right hemispheric homologue regions (e.g., right Broca's area); however, these responses were in opposite directions. Group differences in oscillatory activity emerged in the theta band (4-8 Hz) during encoding and in the alpha band (9-12 Hz) during maintenance and were significant in right prefrontal and right supramarginal and inferior parietal regions. Importantly, following attention training, these significant group differences were reduced or eliminated. This study provides initial evidence that attention training improves aberrant neural activity in brain networks serving WM processing.

Attention and material-specific memory in children with lateralized epilepsy.

PubMed

Engle, Jennifer A; Smith, Mary Lou

2010-01-01

Epilepsy is frequently associated with attention and memory problems. In adults, lateralization of seizure focus impacts the type of memory affected (left-sided lesions primarily impact verbal memory, while right-sided lesions primarily impact visual memory), but the relationship between seizure focus and the nature of the memory impairment is less clear in children. The current study examines the correlation between parent-reported attention problems and material-specific memory (verbal or visual-spatial) in 65 children (ages 6-16) with medically intractable lateralized epilepsy. There were no significant differences in attention and memory between those with left-lateralized epilepsy (n=25) and those with right-lateralized epilepsy (n=40). However, in the left-lateralized group attention problems were significantly negatively correlated only with delayed visual memory (r=-.450, p<.05), while the right-lateralized group demonstrated the opposite pattern (attention problems significantly negatively correlated with delayed verbal memory; r=-.331, p<.05). These findings suggest that lateralization of seizure focus may in fact impact children's memory in a material-specific manner, while problems with attention may impact memory more globally. Therefore, interventions designed to improve attention in children with epilepsy may have utility in improving certain aspects of memory, but further suggest that in children with lateralized epilepsy, material-specific memory deficits may not resolve with such interventions.

Hold it! Memory affects attentional dwell time.

PubMed

Parks, Emily L; Hopfinger, Joseph B

2008-12-01

The allocation of attention, including the initial orienting and the subsequent dwell time, is affected by several bottom-up and top-down factors. How item memory affects these processes, however, remains unclear. Here, we investigated whether item memory affects attentional dwell time by using a modified version of the attentional blink (AB) paradigm. Across four experiments, our results revealed that the AB was significantly affected by memory status (novel vs. old), but critically, this effect depended on the ongoing memory context. Specifically, items that were unique in terms of memory status demanded more resources, as measured by a protracted AB. The present findings suggest that a more comprehensive understanding of memory's effects on attention can be obtained by accounting for an item's memorial context, as well as its individual item memory strength. Our results provide new evidence that item memory and memory context play a significant role in the temporal allocation of attention.

Resisting attraction: Individual differences in executive control are associated with subject-verb agreement errors in production.

PubMed

Veenstra, Alma; Antoniou, Kyriakos; Katsos, Napoleon; Kissine, Mikhail

2018-04-19

We propose that attraction errors in agreement production (e.g., the key to the cabinets are missing) are related to two components of executive control: working memory and inhibitory control. We tested 138 children aged 10 to 12, an age when children are expected to produce high rates of errors. To increase the potential of individual variation in executive control skills, participants came from monolingual, bilingual, and bidialectal language backgrounds. Attraction errors were elicited with a picture description task in Dutch and executive control was measured with a digit span task, Corsi blocks task, switching task, and attentional networks task. Overall, higher rates of attraction errors were negatively associated with higher verbal working memory and, independently, with higher inhibitory control. To our knowledge, this is the first demonstration of the role of both working memory and inhibitory control in attraction errors in production. Implications for memory- and grammar-based models are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Different Cognitive Profiles of Patients with Severe Aphasia.

PubMed

Marinelli, Chiara Valeria; Spaccavento, Simona; Craca, Angela; Marangolo, Paola; Angelelli, Paola

2017-01-01

Cognitive dysfunction frequently occurs in aphasic patients and primarily compromises linguistic skills. However, patients suffering from severe aphasia show heterogeneous performance in basic cognition. Our aim was to characterize the cognitive profiles of patients with severe aphasia and to determine whether they also differ as to residual linguistic abilities. We examined 189 patients with severe aphasia with standard language tests and with the CoBaGA (Cognitive Test Battery for Global Aphasia), a battery of nonverbal tests that assesses a wide range of cognitive domains such as attention, executive functions, intelligence, memory, visual-auditory recognition, and visual-spatial abilities. Twenty patients were also followed longitudinally in order to assess their improvement in cognitive skills after speech therapy. Three different subgroups of patients with different types and severity of cognitive impairment were evidenced. Subgroups differed as to residual linguistic skills, in particular comprehension and reading-writing abilities. Attention, reasoning, and executive functions improved after language rehabilitation. This study highlights the importance of an extensive evaluation of cognitive functions in patients with severe aphasia.

The (Spatial) Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition.

PubMed

Gudde, Harmen B; Griffiths, Debra; Coventry, Kenny R

2018-02-19

The memory game paradigm is a behavioral procedure to explore the relationship between language, spatial memory, and object knowledge. Using two different versions of the paradigm, spatial language use and memory for object location are tested under different, experimentally manipulated conditions. This allows us to tease apart proposed models explaining the influence of object knowledge on spatial language (e.g., spatial demonstratives), and spatial memory, as well as understanding the parameters that affect demonstrative choice and spatial memory more broadly. Key to the development of the method was the need to collect data on language use (e.g., spatial demonstratives: "this/that") and spatial memory data under strictly controlled conditions, while retaining a degree of ecological validity. The language version (section 3.1) of the memory game tests how conditions affect language use. Participants refer verbally to objects placed at different locations (e.g., using spatial demonstratives: "this/that red circle"). Different parameters can be experimentally manipulated: the distance from the participant, the position of a conspecific, and for example whether the participant owns, knows, or sees the object while referring to it. The same parameters can be manipulated in the memory version of the memory game (section 3.2). This version tests the effects of the different conditions on object-location memory. Following object placement, participants get 10 seconds to memorize the object's location. After the object and location cues are removed, participants verbally direct the experimenter to move a stick to indicate where the object was. The difference between the memorized and the actual location shows the direction and strength of the memory error, allowing comparisons between the influences of the respective parameters.

Measures of digit span and verbal rehearsal speed in deaf children after more than 10 years of cochlear implantation.

PubMed

Pisoni, David B; Kronenberger, William G; Roman, Adrienne S; Geers, Ann E

2011-02-01

Conventional assessments of outcomes in deaf children with cochlear implants (CIs) have focused primarily on endpoint or product measures of speech and language. Little attention has been devoted to understanding the basic underlying core neurocognitive factors involved in the development and processing of speech and language. In this study, we examined the development of factors related to the quality of phonological information in immediate verbal memory, including immediate memory capacity and verbal rehearsal speed, in a sample of deaf children after >10 yrs of CI use and assessed the correlations between these two process measures and a set of speech and language outcomes. Of an initial sample of 180 prelingually deaf children with CIs assessed at ages 8 to 9 yrs after 3 to 7 yrs of CI use, 112 returned for testing again in adolescence after 10 more years of CI experience. In addition to completing a battery of conventional speech and language outcome measures, subjects were administered the Wechsler Intelligence Scale for Children-III Digit Span subtest to measure immediate verbal memory capacity. Sentence durations obtained from the McGarr speech intelligibility test were used as a measure of verbal rehearsal speed. Relative to norms for normal-hearing children, Digit Span scores were well below average for children with CIs at both elementary and high school ages. Improvement was observed over the 8-yr period in the mean longest digit span forward score but not in the mean longest digit span backward score. Longest digit span forward scores at ages 8 to 9 yrs were significantly correlated with all speech and language outcomes in adolescence, but backward digit spans correlated significantly only with measures of higher-order language functioning over that time period. While verbal rehearsal speed increased for almost all subjects between elementary grades and high school, it was still slower than the rehearsal speed obtained from a control group of normal-hearing adolescents. Verbal rehearsal speed at ages 8 to 9 yrs was also found to be strongly correlated with speech and language outcomes and Digit Span scores in adolescence. Despite improvement after 8 additional years of CI use, measures of immediate verbal memory capacity and verbal rehearsal speed, which reflect core fundamental information processing skills associated with representational efficiency and information processing capacity, continue to be delayed in children with CIs relative to NH peers. Furthermore, immediate verbal memory capacity and verbal rehearsal speed at 8 to 9 yrs of age were both found to predict speech and language outcomes in adolescence, demonstrating the important contribution of these processing measures for speech-language development in children with CIs. Understanding the relations between these core underlying processes and speech-language outcomes in children with CIs may help researchers to develop new approaches to intervention and treatment of deaf children who perform poorly with their CIs. Moreover, this knowledge could be used for early identification of deaf children who may be at high risk for poor speech and language outcomes after cochlear implantation as well as for the development of novel targeted interventions that focus selectively on these core elementary information processing variables.

Components of working memory and visual selective attention.

PubMed

Burnham, Bryan R; Sabia, Matthew; Langan, Catherine

2014-02-01

Load theory (Lavie, N., Hirst, A., De Fockert, J. W., & Viding, E. [2004]. Load theory of selective attention and cognitive control. Journal of Experimental Psychology: General, 133, 339-354.) proposes that control of attention depends on the amount and type of load that is imposed by current processing. Specifically, perceptual load should lead to efficient distractor rejection, whereas working memory load (dual-task coordination) should hinder distractor rejection. Studies support load theory's prediction that working memory load will lead to larger distractor effects; however, these studies used secondary tasks that required only verbal working memory and the central executive. The present study examined which other working memory components (visual, spatial, and phonological) influence visual selective attention. Subjects completed an attentional capture task alone (single-task) or while engaged in a working memory task (dual-task). Results showed that along with the central executive, visual and spatial working memory influenced selective attention, but phonological working memory did not. Specifically, attentional capture was larger when visual or spatial working memory was loaded, but phonological working memory load did not affect attentional capture. The results are consistent with load theory and suggest specific components of working memory influence visual selective attention. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Use of Preoperative Functional MRI to Predict Verbal Memory Decline After Temporal Lobe Epilepsy Surgery

PubMed Central

Binder, Jeffrey R.; Sabsevitz, David S.; Swanson, Sara J.; Hammeke, Thomas A.; Raghavan, Manoj; Mueller, Wade M.

2010-01-01

Purpose Verbal memory decline is a frequent complication of left anterior temporal lobectomy (L-ATL). The goal of this study was to determine whether preoperative language mapping using functional magnetic resonance imaging (fMRI) is useful for predicting which patients are likely to experience verbal memory decline after L-ATL. Methods Sixty L-ATL patients underwent preoperative language mapping with fMRI, preoperative intracarotid amobarbital (Wada) testing for language and memory lateralization, and pre- and postoperative neuropsychological testing. Demographic, historical, neuropsychological, and imaging variables were examined for their ability to predict pre- to postoperative memory change. Results Verbal memory decline occurred in over 30% of patients. Good preoperative performance, late age at onset of epilepsy, left dominance on fMRI, and left dominance on the Wada test were each predictive of memory decline. Preoperative performance and age at onset together accounted for roughly 50% of the variance in memory outcome (p < .001), and fMRI explained an additional 10% of this variance (p ≤ .003). Neither Wada memory asymmetry nor Wada language asymmetry added additional predictive power beyond these noninvasive measures. Discussion Preoperative fMRI is useful for identifying patients at high risk for verbal memory decline prior to L-ATL surgery. Lateralization of language is correlated with lateralization of verbal memory, whereas Wada memory testing is either insufficiently reliable or insufficiently material-specific to accurately localize verbal memory processes. PMID:18435753

Effects of Attention and Levels of Processing on Explicit and Implicit Memory Function with Interesting and Uninteresting Tasks in University Students

NASA Astrophysics Data System (ADS)

Mahdavian, Alireza; Kormi-Nouri, Reza

This study aims to investigate the effect of attention and levels of processing on memory function and recalling words in two situations when students are interested in the subject and when they are not. This is an experimental study of 160 students conducted individually using a computer software. Results reveal focused attention, interest in the subject and deep processing caused the explicit memory to be at its highest level of functionality. On the contrary, shallow processing, divided attention and lack of interest in the subject plunged memory function into its lowest levels. Variables have different effects on attention, explicit and implicit memory. That is, interesting tasks with focused attention and deep processing have the highest effect on explicit memory in order. Also, interesting tasks, focused attention, respectively affect implicit memory. But level of processing does not affect implicit memory significantly.

Working Memory Maturation: Can We Get at the Essence of Cognitive Growth?

PubMed

Cowan, Nelson

2016-03-01

The theoretical and practical understanding of cognitive development depends on working memory, the limited information temporarily accessible for such daily activities as language processing and problem solving. In this article, I assess many possible reasons that working memory performance improves with development. A first glance at the literature leads to the weird impression that working memory capacity reaches adult levels during infancy but then regresses during childhood. In place of that unlikely explanation, I consider how infant studies may lead to overestimates of capacity if one neglects supports that the tasks provide, compared with adult-level tasks. Further development of working memory during the school years is also considered. Many investigators have come to suspect that working memory capacity may be constant after infancy because of various factors such as developmental increases in knowledge, filtering out of irrelevant distractions, encoding and rehearsal strategies, and pattern formation. With each of these factors controlled, though, working memory still improves during the school years. Suggestions are made for research to bridge the gap between infant and child developmental research, to understand the focus and control of attention in working memory and how these skills develop, and to pinpoint the nature of capacity and its development from infancy forward. © The Author(s) 2016.

Working Memory Maturation: Can We Get At the Essence of Cognitive Growth?

PubMed Central

Cowan, Nelson

2015-01-01

Our theoretical and practical understanding of cognitive development depends on working memory, the limited information temporarily accessible for such daily activities as language processing and problem-solving. Here I assess many possible reasons why working memory performance improves with development. A first glance at the literature leads to the weird impression that working memory capacity reaches adult-like levels during infancy but then regresses during childhood. In place of that unlikely surmise, I consider how infant studies may lead to overestimates of capacity if one neglects supports that the tasks provide, compared to adult-like tasks. Further development of working memory during the school years is also considered. Various confounding factors have led many investigators to suspect that working memory capacity may be constant after infancy; the factors include developmental increases in knowledge, filtering out of irrelevant distractions, encoding and rehearsal strategies, and pattern formation. With each of these factors controlled, though, working memory still improves during the school years. Suggestions are made for research to bridge the gap between infant and child developmental research, to understand the focus and control of attention in working memory and how they develop, and to pinpoint the nature of capacity and its development from infancy on. PMID:26993277

Not sensitive, yet less biased: A signal detection theory perspective on mindfulness, attention, and recognition memory.

PubMed

Rosenstreich, Eyal; Ruderman, Lital

2016-07-01

The practice of mindfulness has been argued to increase attention control and improve memory performance. However, it was recently suggested that the effect of mindfulness on memory may be due to a shift in response-bias, rather than to an increase in memory-sensitivity. The present study examined the mindfulness-attention-memory triad. Participants filled in the five-facets of mindfulness questionnaire, and completed two recognition blocks; in the first attention was full, whereas in the second attention was divided during the encoding of information. It was found that the facet of non-judging (NJ) moderated the impact of attention on memory, such that responses of high NJ participants were less biased and remained constant even when attention was divided. Facets of mindfulness were not associated with memory sensitivity. These findings suggest that mindfulness may affect memory through decision making processes, rather than through directing attentional resources to the encoding of information. Copyright © 2016 Elsevier Inc. All rights reserved.

Can Planning Time Compensate for Individual Differences in Working Memory Capacity?

ERIC Educational Resources Information Center

Nielson, Katharine B.

2014-01-01

Language learners with high working memory capacity have an advantage, all other factors being equal, during the second language acquisition (SLA) process; therefore, identifying a pedagogical intervention that can compensate for low working memory capacity would be advantageous to language learners and instructors. Extensive research on the…

Explicit Processing Demands Reveal Language Modality-Specific Organization of Working Memory

ERIC Educational Resources Information Center

Rudner, Mary; Ronnberg, Jerker

2008-01-01

The working memory model for Ease of Language Understanding (ELU) predicts that processing differences between language modalities emerge when cognitive demands are explicit. This prediction was tested in three working memory experiments with participants who were Deaf Signers (DS), Hearing Signers (HS), or Hearing Nonsigners (HN). Easily nameable…

Spatial working memory interferes with explicit, but not probabilistic cuing of spatial attention.

PubMed

Won, Bo-Yeong; Jiang, Yuhong V

2015-05-01

Recent empirical and theoretical work has depicted a close relationship between visual attention and visual working memory. For example, rehearsal in spatial working memory depends on spatial attention, whereas adding a secondary spatial working memory task impairs attentional deployment in visual search. These findings have led to the proposal that working memory is attention directed toward internal representations. Here, we show that the close relationship between these 2 constructs is limited to some but not all forms of spatial attention. In 5 experiments, participants held color arrays, dot locations, or a sequence of dots in working memory. During the memory retention interval, they performed a T-among-L visual search task. Crucially, the probable target location was cued either implicitly through location probability learning or explicitly with a central arrow or verbal instruction. Our results showed that whereas imposing a visual working memory load diminished the effectiveness of explicit cuing, it did not interfere with probability cuing. We conclude that spatial working memory shares similar mechanisms with explicit, goal-driven attention but is dissociated from implicitly learned attention. (c) 2015 APA, all rights reserved).

Spatial working memory interferes with explicit, but not probabilistic cuing of spatial attention

PubMed Central

Won, Bo-Yeong; Jiang, Yuhong V.

2014-01-01

Recent empirical and theoretical work has depicted a close relationship between visual attention and visual working memory. For example, rehearsal in spatial working memory depends on spatial attention, whereas adding a secondary spatial working memory task impairs attentional deployment in visual search. These findings have led to the proposal that working memory is attention directed toward internal representations. Here we show that the close relationship between these two constructs is limited to some but not all forms of spatial attention. In five experiments, participants held color arrays, dot locations, or a sequence of dots in working memory. During the memory retention interval they performed a T-among-L visual search task. Crucially, the probable target location was cued either implicitly through location probability learning, or explicitly with a central arrow or verbal instruction. Our results showed that whereas imposing a visual working memory load diminished the effectiveness of explicit cuing, it did not interfere with probability cuing. We conclude that spatial working memory shares similar mechanisms with explicit, goal-driven attention but is dissociated from implicitly learned attention. PMID:25401460

Attention to memory: orienting attention to sound object representations.

PubMed

Backer, Kristina C; Alain, Claude

2014-01-01

Despite a growing acceptance that attention and memory interact, and that attention can be focused on an active internal mental representation (i.e., reflective attention), there has been a paucity of work focusing on reflective attention to 'sound objects' (i.e., mental representations of actual sound sources in the environment). Further research on the dynamic interactions between auditory attention and memory, as well as its degree of neuroplasticity, is important for understanding how sound objects are represented, maintained, and accessed in the brain. This knowledge can then guide the development of training programs to help individuals with attention and memory problems. This review article focuses on attention to memory with an emphasis on behavioral and neuroimaging studies that have begun to explore the mechanisms that mediate reflective attentional orienting in vision and more recently, in audition. Reflective attention refers to situations in which attention is oriented toward internal representations rather than focused on external stimuli. We propose four general principles underlying attention to short-term memory. Furthermore, we suggest that mechanisms involved in orienting attention to visual object representations may also apply for orienting attention to sound object representations.

Decision Making Strategy and the Simultaneous Processing of Syntactic Dependencies in Language and Music

PubMed Central

Roncaglia-Denissen, M. P.; Bouwer, Fleur L.; Honing, Henkjan

2018-01-01

Despite differences in their function and domain-specific elements, syntactic processing in music and language is believed to share cognitive resources. This study aims to investigate whether the simultaneous processing of language and music share the use of a common syntactic processor or more general attentional resources. To investigate this matter we tested musicians and non-musicians using visually presented sentences and aurally presented melodies containing syntactic local and long-distance dependencies. Accuracy rates and reaction times of participants’ responses were collected. In both sentences and melodies, unexpected syntactic anomalies were introduced. This is the first study to address the processing of local and long-distance dependencies in language and music combined while reducing the effect of sensory memory. Participants were instructed to focus on language (language session), music (music session), or both (dual session). In the language session, musicians and non-musicians performed comparably in terms of accuracy rates and reaction times. As expected, groups’ differences appeared in the music session, with musicians being more accurate in their responses than non-musicians and only the latter showing an interaction between the accuracy rates for music and language syntax. In the dual session musicians were overall more accurate than non-musicians. However, both groups showed comparable behavior, by displaying an interaction between the accuracy rates for language and music syntax responses. In our study, accuracy rates seem to better capture the interaction between language and music syntax; and this interaction seems to indicate the use of distinct, however, interacting mechanisms as part of decision making strategy. This interaction seems to be subject of an increase of attentional load and domain proficiency. Our study contributes to the long-lasting debate about the commonalities between language and music by providing evidence for their interaction at a more domain-general level. PMID:29441035

Decision Making Strategy and the Simultaneous Processing of Syntactic Dependencies in Language and Music.

PubMed

Roncaglia-Denissen, M P; Bouwer, Fleur L; Honing, Henkjan

2018-01-01

Despite differences in their function and domain-specific elements, syntactic processing in music and language is believed to share cognitive resources. This study aims to investigate whether the simultaneous processing of language and music share the use of a common syntactic processor or more general attentional resources. To investigate this matter we tested musicians and non-musicians using visually presented sentences and aurally presented melodies containing syntactic local and long-distance dependencies. Accuracy rates and reaction times of participants' responses were collected. In both sentences and melodies, unexpected syntactic anomalies were introduced. This is the first study to address the processing of local and long-distance dependencies in language and music combined while reducing the effect of sensory memory. Participants were instructed to focus on language (language session), music (music session), or both (dual session). In the language session, musicians and non-musicians performed comparably in terms of accuracy rates and reaction times. As expected, groups' differences appeared in the music session, with musicians being more accurate in their responses than non-musicians and only the latter showing an interaction between the accuracy rates for music and language syntax. In the dual session musicians were overall more accurate than non-musicians. However, both groups showed comparable behavior, by displaying an interaction between the accuracy rates for language and music syntax responses. In our study, accuracy rates seem to better capture the interaction between language and music syntax; and this interaction seems to indicate the use of distinct, however, interacting mechanisms as part of decision making strategy. This interaction seems to be subject of an increase of attentional load and domain proficiency. Our study contributes to the long-lasting debate about the commonalities between language and music by providing evidence for their interaction at a more domain-general level.

Cognitive Control Network Contributions to Memory-Guided Visual Attention.

PubMed

Rosen, Maya L; Stern, Chantal E; Michalka, Samantha W; Devaney, Kathryn J; Somers, David C

2016-05-01

Visual attentional capacity is severely limited, but humans excel in familiar visual contexts, in part because long-term memories guide efficient deployment of attention. To investigate the neural substrates that support memory-guided visual attention, we performed a set of functional MRI experiments that contrast long-term, memory-guided visuospatial attention with stimulus-guided visuospatial attention in a change detection task. Whereas the dorsal attention network was activated for both forms of attention, the cognitive control network(CCN) was preferentially activated during memory-guided attention. Three posterior nodes in the CCN, posterior precuneus, posterior callosal sulcus/mid-cingulate, and lateral intraparietal sulcus exhibited the greatest specificity for memory-guided attention. These 3 regions exhibit functional connectivity at rest, and we propose that they form a subnetwork within the broader CCN. Based on the task activation patterns, we conclude that the nodes of this subnetwork are preferentially recruited for long-term memory guidance of visuospatial attention. Published by Oxford University Press 2015. This work is written by (a) US Government employee(s) and is in the public domain in the US.

Pupil Dilation Reflects the Creation and Retrieval of Memories

PubMed Central

Goldinger, Stephen D.; Papesh, Megan H.

2017-01-01

It has long been known that pupils—the apertures that allow light into the eyes—dilate and constrict not only in response to changes in ambient light but also in response to emotional changes and arousing stimuli (e.g., Fontana, 1765). Charles Darwin (1872) related changes in pupil diameter to fear and other “emotions” in animals. For decades, pupillometry has been used to study cognitive processing across many domains, including perception, language, visual search, and short-term memory. Historically, such studies have examined the pupillary reflex as a correlate of attentional demands imposed by different tasks or stimuli—pupils typically dilate as cognitive demand increases. Because the neural mechanisms responsible for such task-evoked pupillary reflexes (TEPRs) implicate a role for memory processes, recent studies have examined pupillometry as a tool for investigating the cognitive processes underlying the creation of new episodic memories and their later retrieval. Here, we review the historical antecedents of current pupillometric research and discuss several recent studies linking pupillary dilation to the on-line consumption of cognitive resources in long-term-memory tasks. We conclude by discussing the future role of pupillometry in memory research and several methodological considerations that are important when designing pupillometric studies. PMID:29093614

Effects of children's working memory capacity and processing speed on their sentence imitation performance.

PubMed

Poll, Gerard H; Miller, Carol A; Mainela-Arnold, Elina; Adams, Katharine Donnelly; Misra, Maya; Park, Ji Sook

2013-01-01

More limited working memory capacity and slower processing for language and cognitive tasks are characteristics of many children with language difficulties. Individual differences in processing speed have not consistently been found to predict language ability or severity of language impairment. There are conflicting views on whether working memory and processing speed are integrated or separable abilities. To evaluate four models for the relations of individual differences in children's processing speed and working memory capacity in sentence imitation. The models considered whether working memory and processing speed are integrated or separable, as well as the effect of the number of operations required per sentence. The role of working memory as a mediator of the effect of processing speed on sentence imitation was also evaluated. Forty-six children with varied language and reading abilities imitated sentences. Working memory was measured with the Competing Language Processing Task (CLPT), and processing speed was measured with a composite of truth-value judgment and rapid automatized naming tasks. Mixed-effects ordinal regression models evaluated the CLPT and processing speed as predictors of sentence imitation item scores. A single mediator model evaluated working memory as a mediator of the effect of processing speed on sentence imitation total scores. Working memory was a reliable predictor of sentence imitation accuracy, but processing speed predicted sentence imitation only as a component of a processing speed by number of operations interaction. Processing speed predicted working memory capacity, and there was evidence that working memory acted as a mediator of the effect of processing speed on sentence imitation accuracy. The findings support a refined view of working memory and processing speed as separable factors in children's sentence imitation performance. Processing speed does not independently explain sentence imitation accuracy for all sentence types, but contributes when the task requires more mental operations. Processing speed also has an indirect effect on sentence imitation by contributing to working memory capacity. © 2013 Royal College of Speech and Language Therapists.

Improving working memory in children with low language abilities

PubMed Central

Holmes, Joni; Butterfield, Sally; Cormack, Francesca; van Loenhoud, Anita; Ruggero, Leanne; Kashikar, Linda; Gathercole, Susan

2015-01-01

This study investigated whether working memory training is effective in enhancing verbal memory in children with low language abilities (LLA). Cogmed Working Memory Training was completed by a community sample of children aged 8–11 years with LLA and a comparison group with matched non-verbal abilities and age-typical language performance. Short-term memory (STM), working memory, language, and IQ were assessed before and after training. Significant and equivalent post-training gains were found in visuo-spatial short-term memory in both groups. Exploratory analyses across the sample established that low verbal IQ scores were strongly and highly specifically associated with greater gains in verbal STM, and that children with higher verbal IQs made greater gains in visuo-spatial short-term memory following training. This provides preliminary evidence that intensive working memory training may be effective for enhancing the weakest aspects of STM in children with low verbal abilities, and may also be of value in developing compensatory strategies. PMID:25983703

Noise on, voicing off: Speech perception deficits in children with specific language impairment.

PubMed

Ziegler, Johannes C; Pech-Georgel, Catherine; George, Florence; Lorenzi, Christian

2011-11-01

Speech perception of four phonetic categories (voicing, place, manner, and nasality) was investigated in children with specific language impairment (SLI) (n=20) and age-matched controls (n=19) in quiet and various noise conditions using an AXB two-alternative forced-choice paradigm. Children with SLI exhibited robust speech perception deficits in silence, stationary noise, and amplitude-modulated noise. Comparable deficits were obtained for fast, intermediate, and slow modulation rates, and this speaks against the various temporal processing accounts of SLI. Children with SLI exhibited normal "masking release" effects (i.e., better performance in fluctuating noise than in stationary noise), again suggesting relatively spared spectral and temporal auditory resolution. In terms of phonetic categories, voicing was more affected than place, manner, or nasality. The specific nature of this voicing deficit is hard to explain with general processing impairments in attention or memory. Finally, speech perception in noise correlated with an oral language component but not with either a memory or IQ component, and it accounted for unique variance beyond IQ and low-level auditory perception. In sum, poor speech perception seems to be one of the primary deficits in children with SLI that might explain poor phonological development, impaired word production, and poor word comprehension. Copyright © 2011 Elsevier Inc. All rights reserved.

The role of metacognition in prospective memory: anticipated task demands influence attention allocation strategies.

PubMed

Rummel, Jan; Meiser, Thorsten

2013-09-01

The present study investigates how individuals distribute their attentional resources between a prospective memory task and an ongoing task. Therefore, metacognitive expectations about the attentional demands of the prospective-memory task were manipulated while the factual demands were held constant. In Experiments 1a and 1b, we found attentional costs from a prospective-memory task with low factual demands to be significantly reduced when information about the low to-be-expected demands were provided, while prospective-memory performance remained largely unaffected. In Experiment 2, attentional monitoring in a more demanding prospective-memory task also varied with information about the to-be-expected demands (high vs. low) and again there were no equivalent changes in prospective-memory performance. These findings suggest that attention-allocation strategies of prospective memory rely on metacognitive expectations about prospective-memory task demands. Furthermore, the results suggest that attentional monitoring is only functional for prospective memory to the extent to which anticipated task demands reflect objective task demands. Copyright © 2013 Elsevier Inc. All rights reserved.

Is selective mutism associated with deficits in memory span and visual memory?: An exploratory case-control study.

PubMed

Kristensen, Hanne; Oerbeck, Beate

2006-01-01

Our main aim in this study was to explore the association between selective mutism (SM) and aspects of nonverbal cognition such as visual memory span and visual memory. Auditory-verbal memory span was also examined. The etiology of SM is unclear, and it probably represents a heterogeneous condition. SM is associated with language impairment, but nonspecific neurodevelopmental factors, including motor problems, are also reported in SM without language impairment. Furthermore, SM is described in Asperger's syndrome. Studies on nonverbal cognition in SM thus merit further investigation. Neuropsychological tests were administered to a clinical sample of 32 children and adolescents with SM (ages 6-17 years, 14 boys and 18 girls) and 62 nonreferred controls matched for age, gender, and socioeconomic status. We used independent t-tests to compare groups with regard to auditory-verbal memory span, visual memory span, and visual memory (Benton Visual Retention Test), and employed linear regression analysis to study the impact of SM on visual memory, controlling for IQ and measures of language and motor function. The SM group differed from controls on auditory-verbal memory span but not on visual memory span. Controlled for IQ, language, and motor function, the SM group did not differ from controls on visual memory. Motor function was the strongest predictor of visual memory performance. SM does not appear to be associated with deficits in visual memory span or visual memory. The reduced auditory-verbal memory span supports the association between SM and language impairment. More comprehensive neuropsychological studies are needed.

Working Memory for Linguistic and Non-linguistic Manual Gestures: Evidence, Theory, and Application.

PubMed

Rudner, Mary

2018-01-01

Linguistic manual gestures are the basis of sign languages used by deaf individuals. Working memory and language processing are intimately connected and thus when language is gesture-based, it is important to understand related working memory mechanisms. This article reviews work on working memory for linguistic and non-linguistic manual gestures and discusses theoretical and applied implications. Empirical evidence shows that there are effects of load and stimulus degradation on working memory for manual gestures. These effects are similar to those found for working memory for speech-based language. Further, there are effects of pre-existing linguistic representation that are partially similar across language modalities. But above all, deaf signers score higher than hearing non-signers on an n-back task with sign-based stimuli, irrespective of their semantic and phonological content, but not with non-linguistic manual actions. This pattern may be partially explained by recent findings relating to cross-modal plasticity in deaf individuals. It suggests that in linguistic gesture-based working memory, semantic aspects may outweigh phonological aspects when processing takes place under challenging conditions. The close association between working memory and language development should be taken into account in understanding and alleviating the challenges faced by deaf children growing up with cochlear implants as well as other clinical populations.

Working Memory for Linguistic and Non-linguistic Manual Gestures: Evidence, Theory, and Application

PubMed Central

Rudner, Mary

2018-01-01

Linguistic manual gestures are the basis of sign languages used by deaf individuals. Working memory and language processing are intimately connected and thus when language is gesture-based, it is important to understand related working memory mechanisms. This article reviews work on working memory for linguistic and non-linguistic manual gestures and discusses theoretical and applied implications. Empirical evidence shows that there are effects of load and stimulus degradation on working memory for manual gestures. These effects are similar to those found for working memory for speech-based language. Further, there are effects of pre-existing linguistic representation that are partially similar across language modalities. But above all, deaf signers score higher than hearing non-signers on an n-back task with sign-based stimuli, irrespective of their semantic and phonological content, but not with non-linguistic manual actions. This pattern may be partially explained by recent findings relating to cross-modal plasticity in deaf individuals. It suggests that in linguistic gesture-based working memory, semantic aspects may outweigh phonological aspects when processing takes place under challenging conditions. The close association between working memory and language development should be taken into account in understanding and alleviating the challenges faced by deaf children growing up with cochlear implants as well as other clinical populations. PMID:29867655

Working memory-driven attention improves spatial resolution: Support for perceptual enhancement.

PubMed

Pan, Yi; Luo, Qianying; Cheng, Min

2016-08-01

Previous research has indicated that attention can be biased toward those stimuli matching the contents of working memory and thereby facilitates visual processing at the location of the memory-matching stimuli. However, whether this working memory-driven attentional modulation takes place on early perceptual processes remains unclear. Our present results showed that working memory-driven attention improved identification of a brief Landolt target presented alone in the visual field. Because the suprathreshold target appeared without any external noise added (i.e., no distractors or masks), the results suggest that working memory-driven attention enhances the target signal at early perceptual stages of visual processing. Furthermore, given that performance in the Landolt target identification task indexes spatial resolution, this attentional facilitation indicates that working memory-driven attention can boost early perceptual processing via enhancement of spatial resolution at the attended location.

Children's Comprehension of Object Relative Sentences: It's Extant Language Knowledge That Matters, Not Domain-General Working Memory.

PubMed

Rusli, Yazmin Ahmad; Montgomery, James W

2017-10-17

The aim of this study was to determine whether extant language (lexical) knowledge or domain-general working memory is the better predictor of comprehension of object relative sentences for children with typical development. We hypothesized that extant language knowledge, not domain-general working memory, is the better predictor. Fifty-three children (ages 9-11 years) completed a word-level verbal working-memory task, indexing extant language (lexical) knowledge; an analog nonverbal working-memory task, representing domain-general working memory; and a hybrid sentence comprehension task incorporating elements of both agent selection and cross-modal picture-priming paradigms. Images of the agent and patient were displayed at the syntactic gap in the object relative sentences, and the children were asked to select the agent of the sentence. Results of general linear modeling revealed that extant language knowledge accounted for a unique 21.3% of variance in the children's object relative sentence comprehension over and above age (8.3%). Domain-general working memory accounted for a nonsignificant 1.6% of variance. We interpret the results to suggest that extant language knowledge and not domain-general working memory is a critically important contributor to children's object relative sentence comprehension. Results support a connectionist view of the association between working memory and object relative sentence comprehension. https://doi.org/10.23641/asha.5404573.

The contribution of attentional lapses to individual differences in visual working memory capacity.

PubMed

Adam, Kirsten C S; Mance, Irida; Fukuda, Keisuke; Vogel, Edward K

2015-08-01

Attentional control and working memory capacity are important cognitive abilities that substantially vary between individuals. Although much is known about how attentional control and working memory capacity relate to each other and to constructs like fluid intelligence, little is known about how trial-by-trial fluctuations in attentional engagement impact trial-by-trial working memory performance. Here, we employ a novel whole-report memory task that allowed us to distinguish between varying levels of attentional engagement in humans performing a working memory task. By characterizing low-performance trials, we can distinguish between models in which working memory performance failures are caused by either (1) complete lapses of attention or (2) variations in attentional control. We found that performance failures increase with set-size and strongly predict working memory capacity. Performance variability was best modeled by an attentional control model of attention, not a lapse model. We examined neural signatures of performance failures by measuring EEG activity while participants performed the whole-report task. The number of items correctly recalled in the memory task was predicted by frontal theta power, with decreased frontal theta power associated with poor performance on the task. In addition, we found that poor performance was not explained by failures of sensory encoding; the P1/N1 response and ocular artifact rates were equivalent for high- and low-performance trials. In all, we propose that attentional lapses alone cannot explain individual differences in working memory performance. Instead, we find that graded fluctuations in attentional control better explain the trial-by-trial differences in working memory that we observe.

The Contribution of Attentional Lapses to Individual Differences in Visual Working Memory Capacity

PubMed Central

Adam, Kirsten C. S.; Mance, Irida; Fukuda, Keisuke; Vogel, Edward K.

2015-01-01

Attentional control and working memory capacity are important cognitive abilities that substantially vary between individuals. Although much is known about how attentional control and working memory capacity relate to each other and to constructs like fluid intelligence, little is known about how trial-by-trial fluctuations in attentional engagement impact trial-by-trial working memory performance. Here, we employ a novel whole-report memory task that allowed us to distinguish between varying levels of attentional engagement in humans performing a working memory task. By characterizing low-performance trials, we can distinguish between models in which working memory performance failures are caused by either (1) complete lapses of attention or (2) variations in attentional control. We found that performance failures increase with set-size and strongly predict working memory capacity. Performance variability was best modeled by an attentional control model of attention, not a lapse model. We examined neural signatures of performance failures by measuring EEG activity while participants performed the whole-report task. The number of items correctly recalled in the memory task was predicted by frontal theta power, with decreased frontal theta power associated with poor performance on the task. In addition, we found that poor performance was not explained by failures of sensory encoding; the P1/N1 response and ocular artifact rates were equivalent for high- and low-performance trials. In all, we propose that attentional lapses alone cannot explain individual differences in working memory performance. Instead, we find that graded fluctuations in attentional control better explain the trial-by-trial differences in working memory that we observe. PMID:25811710

Domain-specific and domain-general constraints on word and sequence learning.

PubMed

Archibald, Lisa M D; Joanisse, Marc F

2013-02-01

The relative influences of language-related and memory-related constraints on the learning of novel words and sequences were examined by comparing individual differences in performance of children with and without specific deficits in either language or working memory. Children recalled lists of words in a Hebbian learning protocol in which occasional lists repeated, yielding improved recall over the course of the task on the repeated lists. The task involved presentation of pictures of common nouns followed immediately by equivalent presentations of the spoken names. The same participants also completed a paired-associate learning task involving word-picture and nonword-picture pairs. Hebbian learning was observed for all groups. Domain-general working memory constrained immediate recall, whereas language abilities impacted recall in the auditory modality only. In addition, working memory constrained paired-associate learning generally, whereas language abilities disproportionately impacted novel word learning. Overall, all of the learning tasks were highly correlated with domain-general working memory. The learning of nonwords was additionally related to general intelligence, phonological short-term memory, language abilities, and implicit learning. The results suggest that distinct associations between language- and memory-related mechanisms support learning of familiar and unfamiliar phonological forms and sequences.

Role of auditory non-verbal working memory in sentence repetition for bilingual children with primary language impairment.

PubMed

Ebert, Kerry Danahy

2014-01-01

Sentence repetition performance is attracting increasing interest as a valuable clinical marker for primary (or specific) language impairment (LI) in both monolingual and bilingual populations. Multiple aspects of memory appear to contribute to sentence repetition performance, but non-verbal memory has not yet been considered. To explore the relationship between a measure of non-verbal auditory working memory (NVWM) and sentence repetition performance in a sample of bilingual children with LI. Forty-seven school-aged Spanish-English bilingual children with LI completed sentence repetition and non-word repetition tasks in both Spanish and English as well as an NVWM task. Hierarchical multiple linear regression was used to predict sentence repetition in each language using age, non-word repetition and NVWM. NVWM predicted unique variance in sentence repetition performance in both languages after accounting for chronological age and language-specific phonological memory, as measured by non-word repetition. Domain-general memory resources play a unique role in sentence repetition performance in children with LI. Non-verbal working memory weaknesses may contribute to the poor performance of children with LI on sentence repetition tasks. © 2014 Royal College of Speech and Language Therapists.

Children with differing developmental trajectories of prelinguistic communication skills: language and working memory at age 5.

PubMed

Määttä, Sira; Laakso, Marja-Leena; Tolvanen, Asko; Ahonen, Timo; Aro, Tuija

2014-06-01

In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the authors examined their later development by psychometric assessment. Ninety-one children first assessed at ages 12-21 months completed a battery of language and working memory tests at age 5;3 (years;months). Two of the ECD groups previously identified as being at risk for language difficulties continued to show weaker performance at follow-up. Seventy-nine percent of the children with compromised language skills at follow-up were identified on the basis of the ECD groups, but the number of false positives was high. The 2 at-risk groups also differed significantly from the typically developing groups in the measures tapping working memory capacity. In line with the dimensional view of language impairment, the accumulation of early delays predicted the amount of later difficulties; however, at the individual level, the prediction had rather low specificity. The results imply a strong link between language and working memory and call for further studies examining the early developmental interaction between language and memory.

Short-Term Memory and Aphasia: From Theory to Treatment.

PubMed

Minkina, Irene; Rosenberg, Samantha; Kalinyak-Fliszar, Michelene; Martin, Nadine

2017-02-01

This article reviews existing research on the interactions between verbal short-term memory and language processing impairments in aphasia. Theoretical models of short-term memory are reviewed, starting with a model assuming a separation between short-term memory and language, and progressing to models that view verbal short-term memory as a cognitive requirement of language processing. The review highlights a verbal short-term memory model derived from an interactive activation model of word retrieval. This model holds that verbal short-term memory encompasses the temporary activation of linguistic knowledge (e.g., semantic, lexical, and phonological features) during language production and comprehension tasks. Empirical evidence supporting this model, which views short-term memory in the context of the processes it subserves, is outlined. Studies that use a classic measure of verbal short-term memory (i.e., number of words/digits correctly recalled in immediate serial recall) as well as those that use more intricate measures (e.g., serial position effects in immediate serial recall) are discussed. Treatment research that uses verbal short-term memory tasks in an attempt to improve language processing is then summarized, with a particular focus on word retrieval. A discussion of the limitations of current research and possible future directions concludes the review. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Short-Term Memory and Aphasia: From Theory to Treatment

PubMed Central

Minkina, Irene; Rosenberg, Samantha; Kalinyak-Fliszar, Michelene; Martin, Nadine

2018-01-01

This article reviews existing research on the interactions between verbal short-term memory and language processing impairments in aphasia. Theoretical models of short-term memory are reviewed, starting with a model assuming a separation between short-term memory and language, and progressing to models that view verbal short-term memory as a cognitive requirement of language processing. The review highlights a verbal short-term memory model derived from an interactive activation model of word retrieval. This model holds that verbal short-term memory encompasses the temporary activation of linguistic knowledge (e.g., semantic, lexical, and phonological features) during language production and comprehension tasks. Empirical evidence supporting this model, which views short-term memory in the context of the processes it subserves, is outlined. Studies that use a classic measure of verbal short-term memory (i.e., number of words/digits correctly recalled in immediate serial recall) as well as those that use more intricate measures (e.g., serial position effects in immediate serial recall) are discussed. Treatment research that uses verbal short-term memory tasks in an attempt to improve language processing is then summarized, with a particular focus on word retrieval. A discussion of the limitations of current research and possible future directions concludes the review. PMID:28201834

Where to start? Bottom-up attention improves working memory by determining encoding order.

PubMed

Ravizza, Susan M; Uitvlugt, Mitchell G; Hazeltine, Eliot

2016-12-01

The present study aimed to characterize the mechanism by which working memory is enhanced for items that capture attention because of their novelty or saliency-that is, via bottom-up attention. The first experiment replicated previous research by corroborating that bottom-up attention directed to an item is sufficient for enhancing working memory and, moreover, generalized the effect to the domain of verbal working memory. The subsequent 3 experiments sought to determine how bottom-up attention affects working memory. We considered 2 hypotheses: (1) Bottom-up attention enhances the encoded representation of the stimulus, similar to how voluntary attention functions, or (2) It affects the order of encoding by shifting priority onto the attended stimulus. By manipulating how stimuli were presented (simultaneous/sequential display) and whether the cue predicted the tested items, we found evidence that bottom-up attention improves working memory performance via the order of encoding hypothesis. This finding was observed across change detection and free recall paradigms. In contrast, voluntary attention improved working memory regardless of encoding order and showed greater effects on working memory. We conclude that when multiple information sources compete, bottom-up attention prioritizes the location at which encoding should begin. When encoding order is set, bottom-up attention has little or no benefit to working memory. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Signed Language Working Memory Capacity of Signed Language Interpreters and Deaf Signers

ERIC Educational Resources Information Center

Wang, Jihong; Napier, Jemina

2013-01-01

This study investigated the effects of hearing status and age of signed language acquisition on signed language working memory capacity. Professional Auslan (Australian sign language)/English interpreters (hearing native signers and hearing nonnative signers) and deaf Auslan signers (deaf native signers and deaf nonnative signers) completed an…

Language differences in verbal short-term memory do not exclusively originate in the process of subvocal rehearsal.

PubMed

Thorn, A S; Gathercole, S E

2001-06-01

Language differences in verbal short-term memory were investigated in two experiments. In Experiment 1, bilinguals with high competence in English and French and monolingual English adults with extremely limited knowledge of French were assessed on their serial recall of words and nonwords in both languages. In all cases recall accuracy was superior in the language with which individuals were most familiar, a first-language advantage that remained when variation due to differential rates of articulation in the two languages was taken into account. In Experiment 2, bilinguals recalled lists of English and French words with and without concurrent articulatory suppression. First-language superiority persisted under suppression, suggesting that the language differences in recall accuracy were not attributable to slower rates of subvocal rehearsal in the less familiar language. The findings indicate that language-specific differences in verbal short-term memory do not exclusively originate in the subvocal rehearsal process. It is suggested that one source of language-specific variation might relate to the use of long-term knowledge to support short-term memory performance.

Iconic memory is not a case of attention-free awareness.

PubMed

Mack, Arien; Erol, Muge; Clarke, Jason

2015-05-01

Whether or not awareness entails attention is a much debated question. Since iconic memory has been generally assumed to be attention-free, it has been considered an important piece of evidence that it does not (Koch & Tsuchiya, 2007). Therefore the question of the role of attention in iconic memory matters. Recent evidence (Persuh, Genzer, & Melara, 2012), suggests that iconic memory does depend on attention. Because of the centrality of iconic memory to this debate, we looked again at the role of attention in iconic memory using a standard whole versus partial report task of letters in a 3×2 matrix. We manipulated attention to the array by coupling it with a second task that was either easy or hard and by manipulating the probability of which task was to be performed on any given trial. When attention was maximally diverted from the matrix, participants were able to report less than a single item, confirming the prior results and supporting the conclusion that iconic memory entails attention. It is not an instance of attention-free awareness. Copyright © 2015 Elsevier Inc. All rights reserved.

EXECUTIVE FUNCTION PROFILES IN CHILDREN WITH AND WITHOUT SPECIFIC LANGUAGE IMPAIRMENT

PubMed Central

Marton, Klara; Campanelli, Luca; Scheuer, Jessica; Yoon, Jungmee; Eichorn, Naomi

2013-01-01

We present findings from a study that focused on specific executive functions (EF) in children with and without specific language impairment (SLI). We analyzed performance patterns and EF profiles (spatial working memory, inhibition control, and sustained attention) in school-age SLI children and two control groups: age-matched and language matched. Our main research goal was to identify those EFs that show a weakness in children with SLI. Our specific aims were to: (1) examine whether the EF problems in children with SLI are domain-general; (2) examine whether deficits in EF in children with SLI can be explained by the general slowness hypothesis or by an overall delay in development; (3) compare EF profiles to examine whether children with SLI show a distinct pattern of performance from their peers. Our findings showed different EF profiles for the groups. We observed differences in performance patterns related to age (e.g., reaction time in response inhibition) and differences related to language status (e.g., sensitivity to interference). The findings show interesting associations in EFs that play a crucial role in language processing. PMID:25302062

Memory Retention in Second Language Acquisition and Instruction: Insights from Literature and Research

ERIC Educational Resources Information Center

Sanatullova-Allison , Elvira

2014-01-01

This article reviews some essential theoretical and empirical research literature that discusses the role of memory in second language acquisition and instruction. Two models of literature review--thematic and study-by-study--were used to analyze and synthesize the existing research. First, issues of memory retention in second language acquisition…

Spatial attention interacts with serial-order retrieval from verbal working memory.

PubMed

van Dijck, Jean-Philippe; Abrahamse, Elger L; Majerus, Steve; Fias, Wim

2013-09-01

The ability to maintain the serial order of events is recognized as a major function of working memory. Although general models of working memory postulate a close link between working memory and attention, such a link has so far not been proposed specifically for serial-order working memory. The present study provided the first empirical demonstration of a direct link between serial order in verbal working memory and spatial selective attention. We show that the retrieval of later items of a sequence stored in working memory-compared with that of earlier items-produces covert attentional shifts toward the right. This observation suggests the conceptually surprising notion that serial-order working memory, even for nonspatially defined verbal items, draws on spatial attention.

Cognitive stimulation therapy (CST): neuropsychological mechanisms of change.

PubMed

Hall, Louise; Orrell, Martin; Stott, Joshua; Spector, Aimee

2013-03-01

Cognitive stimulation therapy (CST) is an evidence-based psychosocial intervention for people with dementia consisting of 14 group sessions aiming to stimulate various areas of cognition. This study examined the effects of CST on specific cognitive domains and explored the neuropsychological processes underpinning any effects. A total of 34 participants with mild to moderate dementia were included. A one-group pretest-posttest design was used. Participants completed a battery of neuropsychological tests in the week before and after the manualised seven-week CST programme. There were significant improvement pre- to post-CST group on measures of delayed verbal recall (WMS III logical memory subtest - delayed), visual memory (WMS III visual reproduction subtest - delayed), orientation (WMS III information and orientation subscale), and auditory comprehension (Token Test). There were no significant changes on measures of naming (Boston Naming Test-2), attention (Trail Making Test A/Digit Span), executive function (DKEFS verbal fluency/Trail Making Test B), praxis (WMS III visual reproduction - immediate) or on a general cognitive screen (MMSE). Memory, comprehension of syntax, and orientation appear to be the cognitive domains most impacted by CST. One hypothesis is that the language-based nature of CST enhances neural pathways responsible for processing of syntax, possibly also aiding verbal recall. Another is that the reduction in negative self-stereotypes due to the de-stigmatising effect of CST may impact on language and memory, domains that are the primary focus of CST. Further research is required to substantiate these hypotheses.

The Benefit of Attention-to-Memory Depends on the Interplay of Memory Capacity and Memory Load

PubMed Central

Lim, Sung-Joo; Wöstmann, Malte; Geweke, Frederik; Obleser, Jonas

2018-01-01

Humans can be cued to attend to an item in memory, which facilitates and enhances the perceptual precision in recalling this item. Here, we demonstrate that this facilitating effect of attention-to-memory hinges on the overall degree of memory load. The benefit an individual draws from attention-to-memory depends on her overall working memory performance, measured as sensitivity (d′) in a retroactive cue (retro-cue) pitch discrimination task. While listeners maintained 2, 4, or 6 auditory syllables in memory, we provided valid or neutral retro-cues to direct listeners’ attention to one, to-be-probed syllable in memory. Participants’ overall memory performance (i.e., perceptual sensitivity d′) was relatively unaffected by the presence of valid retro-cues across memory loads. However, a more fine-grained analysis using psychophysical modeling shows that valid retro-cues elicited faster pitch-change judgments and improved perceptual precision. Importantly, as memory load increased, listeners’ overall working memory performance correlated with inter-individual differences in the degree to which precision improved (r = 0.39, p = 0.029). Under high load, individuals with low working memory profited least from attention-to-memory. Our results demonstrate that retrospective attention enhances perceptual precision of attended items in memory but listeners’ optimal use of informative cues depends on their overall memory abilities. PMID:29520246

Procedural and Declarative Memory in Children with and without Specific Language Impairment

ERIC Educational Resources Information Center

Lum, Jarrad A. G.; Gelgic, Celin; Conti-Ramsden, Gina

2010-01-01

Background: Much evidence has accumulated to indicate memory deficits in children with specific language impairment. However, most research has focused on working memory impairments in these children. Less is known about the functioning of other memory systems in this population. Aims: This study examined procedural and declarative memory in young…

Study on memories of temporal lobes and the principles of lateralization using near infrared spectroscopy

NASA Astrophysics Data System (ADS)

Kamakura, Katsutoshi

2007-01-01

In this study we measured the variation of brain blood quantity (Oxy-Hb, Deoxy-Hb and Total-Hb) in the temporal lobes using near infrared spectroscopy (NIRS) when the tasks of the memories were presented to the subjects. The memories are classified into the short-term memory (STM) and the long-term memory (LTM) including the episodic and semantic memories. The subjects joined in this study are 11 persons who are university students including graduate students. We used the language task of letter-number sequencing, also reverse sequencing to measure STM and the task of the episodic memory to measure LTM. As a result of analysis, concerning the episodic memory, the variation of Oxy-Hb in the left temporal lobe was larger than that of Oxy-Hb in the right temporal lobe. The result might suggest that the episodic memory has a relationship with cerebral dominance concerning language area in the left temporal lobe. It seems that the episodic memory meditated with the function of language used in this study is much stored in the left temporal lobe than in the right temporal lobe. This result coincides with the principles of lateralization. The variation of Oxy-Hb in the language task of letter-number sequencing was smaller than that of Oxy-Hb in the language task of the episodic memory.

Attending to items in working memory: Evidence that refreshing and memory search are closely related

PubMed Central

Vergauwe, Evie; Cowan, Nelson

2014-01-01

Refreshing refers to the use of attention to reactivate items in working memory (WM). The current study aims at testing the hypothesis that refreshing is closely related to memory search. The assumption is that refreshing and memory search both rely on a basic covert memory process that quickly retrieves the memory items into the focus of attention, thereby reactivating the information (Cowan, 1992; Vergauwe & Cowan, 2014). Consistent with the idea that people use their attention to prevent loss from WM, previous research has shown that increasing the proportion of time during which attention is occupied by concurrent processing, thereby preventing refreshing, results in poorer recall performance in complex span tasks (Barrouillet, Portrat, & Camos, 2011). Here, we tested whether recall performance is differentially affected by prolonged attentional capture caused by memory search. If memory search and refreshing both rely on retrieval from WM, then prolonged attentional capture caused by memory search should not lead to forgetting because memory items are assumed to be reactivated during memory search, in the same way as they would if that period of time were to be used for refreshing. Consistent with this idea, prolonged attentional capture had a disruptive effect when it was caused by the need to retrieve knowledge from long-term memory but not when it was caused by the need to search through the content of WM. The current results support the idea that refreshing operates through a process of retrieval of information into the focus of attention. PMID:25361821

Working, declarative and procedural memory in specific language impairment

PubMed Central

Lum, Jarrad A.G.; Conti-Ramsden, Gina; Page, Debra; Ullman, Michael T.

2012-01-01

According to the Procedural Deficit Hypothesis (PDH), abnormalities of brain structures underlying procedural memory largely explain the language deficits in children with specific language impairment (SLI). These abnormalities are posited to result in core deficits of procedural memory, which in turn explain the grammar problems in the disorder. The abnormalities are also likely to lead to problems with other, non-procedural functions, such as working memory, that rely at least partly on the affected brain structures. In contrast, declarative memory is expected to remain largely intact, and should play an important compensatory role for grammar. These claims were tested by examining measures of working, declarative and procedural memory in 51 children with SLI and 51 matched typically-developing (TD) children (mean age 10). Working memory was assessed with the Working Memory Test Battery for Children, declarative memory with the Children’s Memory Scale, and procedural memory with a visuo-spatial Serial Reaction Time task. As compared to the TD children, the children with SLI were impaired at procedural memory, even when holding working memory constant. In contrast, they were spared at declarative memory for visual information, and at declarative memory in the verbal domain after controlling for working memory and language. Visuo-spatial short-term memory was intact, whereas verbal working memory was impaired, even when language deficits were held constant. Correlation analyses showed neither visuo-spatial nor verbal working memory was associated with either lexical or grammatical abilities in either the SLI or TD children. Declarative memory correlated with lexical abilities in both groups of children. Finally, grammatical abilities were associated with procedural memory in the TD children, but with declarative memory in the children with SLI. These findings replicate and extend previous studies of working, declarative and procedural memory in SLI. Overall, we suggest that the evidence largely supports the predictions of the PDH. PMID:21774923

Level of intrauterine cocaine exposure and neuropsychological test scores in preadolescence: subtle effects on auditory attention and narrative memory.

PubMed

Beeghly, Marjorie; Rose-Jacobs, Ruth; Martin, Brett M; Cabral, Howard J; Heeren, Timothy C; Frank, Deborah A

2014-01-01

Neuropsychological processes such as attention and memory contribute to children's higher-level cognitive and language functioning and predict academic achievement. The goal of this analysis was to evaluate whether level of intrauterine cocaine exposure (IUCE) alters multiple aspects of preadolescents' neuropsychological functioning assessed using a single age-referenced instrument, the NEPSY: A Developmental Neuropsychological Assessment (NEPSY) (Korkman et al., 1998), after controlling for relevant covariates. Participants included 137 term 9.5-year-old children from low-income urban backgrounds (51% male, 90% African American/Caribbean) from an ongoing prospective longitudinal study. Level of IUCE was assessed in the newborn period using infant meconium and maternal report. 52% of the children had IUCE (65% with lighter IUCE, and 35% with heavier IUCE), and 48% were unexposed. Infants with Fetal Alcohol Syndrome, HIV seropositivity, or intrauterine exposure to illicit substances other than cocaine and marijuana were excluded. At the 9.5-year follow-up visit, trained examiners masked to IUCE and background variables evaluated children's neuropsychological functioning using the NEPSY. The association between level of IUCE and NEPSY outcomes was evaluated in a series of linear regressions controlling for intrauterine exposure to other substances and relevant child, caregiver, and demographic variables. Results indicated that level of IUCE was associated with lower scores on the Auditory Attention and Narrative Memory tasks, both of which require auditory information processing and sustained attention for successful performance. However, results did not follow the expected ordinal, dose-dependent pattern. Children's neuropsychological test scores were also altered by a variety of other biological and psychosocial factors. Copyright © 2014 Elsevier Inc. All rights reserved.

Interaction of language, auditory and memory brain networks in auditory verbal hallucinations.

PubMed

Ćurčić-Blake, Branislava; Ford, Judith M; Hubl, Daniela; Orlov, Natasza D; Sommer, Iris E; Waters, Flavie; Allen, Paul; Jardri, Renaud; Woodruff, Peter W; David, Olivier; Mulert, Christoph; Woodward, Todd S; Aleman, André

2017-01-01

Auditory verbal hallucinations (AVH) occur in psychotic disorders, but also as a symptom of other conditions and even in healthy people. Several current theories on the origin of AVH converge, with neuroimaging studies suggesting that the language, auditory and memory/limbic networks are of particular relevance. However, reconciliation of these theories with experimental evidence is missing. We review 50 studies investigating functional (EEG and fMRI) and anatomic (diffusion tensor imaging) connectivity in these networks, and explore the evidence supporting abnormal connectivity in these networks associated with AVH. We distinguish between functional connectivity during an actual hallucination experience (symptom capture) and functional connectivity during either the resting state or a task comparing individuals who hallucinate with those who do not (symptom association studies). Symptom capture studies clearly reveal a pattern of increased coupling among the auditory, language and striatal regions. Anatomical and symptom association functional studies suggest that the interhemispheric connectivity between posterior auditory regions may depend on the phase of illness, with increases in non-psychotic individuals and first episode patients and decreases in chronic patients. Leading hypotheses involving concepts as unstable memories, source monitoring, top-down attention, and hybrid models of hallucinations are supported in part by the published connectivity data, although several caveats and inconsistencies remain. Specifically, possible changes in fronto-temporal connectivity are still under debate. Precise hypotheses concerning the directionality of connections deduced from current theoretical approaches should be tested using experimental approaches that allow for discrimination of competing hypotheses. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Feature bindings are maintained in visual short-term memory without sustained focused attention.

PubMed

Delvenne, Jean-François; Cleeremans, Axel; Laloyaux, Cédric

2010-01-01

Does the maintenance of feature bindings in visual short-term memory (VSTM) require sustained focused attention? This issue was investigated in three experiments, in which memory for single features (i.e., colors or shapes) was compared with memory for feature bindings (i.e., the link between the color and shape of an object). Attention was manipulated during the memory retention interval with a retro-cue, which allows attention to be directed and focused on a subset of memory items. The retro-cue was presented 700 ms after the offset of the memory display and 700 ms before the onset of the test display. If the maintenance of feature bindings - but not of individual features - in memory requires sustained focused attention, the retro-cue should not affect memory performance. Contrary to this prediction, we found that both memory for feature bindings and memory for individual features were equally improved by the retro-cue. Therefore, this finding does not support the view that the sustained focused attention is needed to properly maintain feature bindings in VSTM.

Infant Visual Recognition Memory: Independent Contributions of Speed and Attention.

ERIC Educational Resources Information Center

Rose, Susan A.; Feldman, Judith F.; Jankowski, Jeffery J.

2003-01-01

Examined contributions of cognitive processing speed, short-term memory capacity, and attention to infant visual recognition memory. Found that infants who showed better attention and faster processing had better recognition memory. Contributions of attention and processing speed were independent of one another and similar at all ages studied--5,…

Spatial Working Memory Interferes with Explicit, but Not Probabilistic Cuing of Spatial Attention

ERIC Educational Resources Information Center

Won, Bo-Yeong; Jiang, Yuhong V.

2015-01-01

Recent empirical and theoretical work has depicted a close relationship between visual attention and visual working memory. For example, rehearsal in spatial working memory depends on spatial attention, whereas adding a secondary spatial working memory task impairs attentional deployment in visual search. These findings have led to the proposal…

Interactions among emotional attention, encoding, and retrieval of ambiguous information: An eye-tracking study.

PubMed

Everaert, Jonas; Koster, Ernst H W

2015-10-01

Emotional biases in attention modulate encoding of emotional material into long-term memory, but little is known about the role of such attentional biases during emotional memory retrieval. The present study investigated how emotional biases in memory are related to attentional allocation during retrieval. Forty-nine individuals encoded emotionally positive and negative meanings derived from ambiguous information and then searched their memory for encoded meanings in response to a set of retrieval cues. The remember/know/new procedure was used to classify memories as recollection-based or familiarity-based, and gaze behavior was monitored throughout the task to measure attentional allocation. We found that a bias in sustained attention during recollection-based, but not familiarity-based, retrieval predicted subsequent memory bias toward positive versus negative material following encoding. Thus, during emotional memory retrieval, attention affects controlled forms of retrieval (i.e., recollection) but does not modulate relatively automatic, familiarity-based retrieval. These findings enhance understanding of how distinct components of attention regulate the emotional content of memories. Implications for theoretical models and emotion regulation are discussed. (c) 2015 APA, all rights reserved).

Where do we store the memory representations that guide attention?

PubMed Central

Woodman, Geoffrey F.; Carlisle, Nancy B.; Reinhart, Robert M. G.

2013-01-01

During the last decade one of the most contentious and heavily studied topics in the attention literature has been the role that working memory representations play in controlling perceptual selection. The hypothesis has been advanced that to have attention select a certain perceptual input from the environment, we only need to represent that item in working memory. Here we summarize the work indicating that the relationship between what representations are maintained in working memory and what perceptual inputs are selected is not so simple. First, it appears that attentional selection is also determined by high-level task goals that mediate the relationship between working memory storage and attentional selection. Second, much of the recent work from our laboratory has focused on the role of long-term memory in controlling attentional selection. We review recent evidence supporting the proposal that working memory representations are critical during the initial configuration of attentional control settings, but that after those settings are established long-term memory representations play an important role in controlling which perceptual inputs are selected by mechanisms of attention. PMID:23444390

Short-Term and Working Memory Skills in Primary School-Aged Children with Specific Language Impairment and Children with Pragmatic Language Impairment: Phonological, Linguistic and Visuo-Spatial Aspects

ERIC Educational Resources Information Center

Freed, Jenny; Lockton, Elaine; Adams, Catherine

2012-01-01

Background: Children with specific language impairment (CwSLI) are consistently reported to have short-term memory (STM) and working memory (WM) difficulties. Aim: To compare STM and WM abilities in CwSLI with children with pragmatic language impairment (CwPLI). Methods & Procedures: Primary school-aged CwSLI (n = 12) and CwPLI (n = 23) were…

The Effect of Divided Attention on Emotion-Induced Memory Narrowing

PubMed Central

Steinmetz, Katherine R. Mickley; Waring, Jill D.; Kensinger, Elizabeth A.

2014-01-01

Individuals are more likely to remember emotional than neutral information, but this benefit does not always extend to the surrounding background information. This memory narrowing is theorized to be linked to the availability of attentional resources at encoding. In contrast to the predictions of this theoretical account, altering participants’ attentional resources at encoding, by dividing attention, did not affect the emotion-induced memory narrowing. Attention was divided using three separate manipulations: a digit ordering task (Experiment 1), an arithmetic task (Experiment 2), and an auditory discrimination task (Experiment 3). Across all three experiments, divided attention decreased memory across-the-board but did not affect the degree of memory narrowing. These findings suggest that theories to explain memory narrowing must be expanded to include other potential mechanisms beyond limitations of attentional resources. PMID:24295041

The effect of divided attention on emotion-induced memory narrowing.

PubMed

Mickley Steinmetz, Katherine R; Waring, Jill D; Kensinger, Elizabeth A

2014-01-01

Individuals are more likely to remember emotional than neutral information, but this benefit does not always extend to the surrounding background information. This memory narrowing is theorised to be linked to the availability of attentional resources at encoding. In contrast to the predictions of this theoretical account, altering participants' attentional resources at encoding by dividing attention did not affect emotion-induced memory narrowing. Attention was divided using three separate manipulations: a digit ordering task (Experiment 1), an arithmetic task (Experiment 2) and an auditory discrimination task (Experiment 3). Across all three experiments, divided attention decreased memory across the board but did not affect the degree of memory narrowing. These findings suggest that theories to explain memory narrowing must be expanded to include other potential mechanisms beyond the limitations of attentional resources.

Effects of tobacco smoke constituents, anabasine and anatabine, on memory and attention in female rats.

PubMed

Levin, Edward D; Hao, Ian; Burke, Dennis A; Cauley, Marty; Hall, Brandon J; Rezvani, Amir H

2014-10-01

Nicotine has been well characterized to improve memory and attention. Nicotine is the primary, but not only neuroactive compound in tobacco. Other tobacco constituents such as anabasine and anatabine also have agonist actions on nicotinic receptors. The current study investigated the effects of anabasine and anatabine on memory and attention. Adult female Sprague-Dawley rats were trained on a win-shift spatial working and reference memory task in the 16-arm radial maze or a visual signal detection operant task to test attention. Acute dose-effect functions of anabasine and anatabine over two orders of magnitude were evaluated for both tasks. In the radial-arm maze memory test, anabasine but not anatabine significantly reduced the memory impairment caused by the NMDA antagonist dizocilpine (MK-801). In the signal detection attentional task, anatabine but not anabasine significantly attenuated the attentional impairment caused by dizocilpine. These studies show that non-nicotine nicotinic agonists in tobacco, similar to nicotine, can significantly improve memory and attentional function. Both anabasine and anatabine produced cognitive improvement, but their effectiveness differed with regard to memory and attention. Follow-up studies with anabasine and anatabine are called for to determine their efficacy as therapeutics for memory and attentional dysfunction. © The Author(s) 2014.

Effects of load on the guidance of visual attention from working memory.

PubMed

Zhang, Bao; Zhang, John X; Huang, Sai; Kong, Lingyue; Wang, Suiping

2011-12-08

An active recent line of research on working memory and attention has shown that the visual attention can be top-down guided by working memory contents. The present study examined whether the guidance effect is modulated by memory load, i.e., the amount of information maintained in working memory. In a set of three experiments, participants were asked to perform a visual search task while maintaining several objects in working memory. The memory-driven attentional guidance effect was observed in all experiments when there were spare working memory resources. When memory load was increased from one item to two items, there was no sign that the guidance effect was attenuated. When load was further increased to four items, the guidance effect disappeared completely, indicating a clear impact of memory load on attentional guidance. Copyright © 2011 Elsevier Ltd. All rights reserved.

Symptom profile of delirium in children and adolescent--does it differ from adults and elderly?

PubMed

Grover, Sandeep; Kate, Natasha; Malhotra, Savita; Chakrabarti, Subho; Mattoo, Surendra Kumar; Avasthi, Ajit

2012-01-01

The objective was to evaluate the phenomenology, etiology and outcome of delirium in children and adolescents (8-18 years of age) seen in a consultation-liaison psychiatric service in India. Additionally, an attempt was made to compare the phenomenology with adult and elderly patients with delirium. Thirty children and adolescents (age 8-18 years) diagnosed with delirium by the consultation-liaison psychiatry team were rated on the Delirium Rating Scale-Revised-98 (DRS-R-98) and compared with DRS-R-98 data on 120 adults and 109 elderly patients. The commonly observed symptoms in children and adolescents with delirium were disturbance in attention, orientation, sleep-wake cycle disturbances, fluctuation of symptoms, disturbance of short-term memory and motor agitation. The least commonly seen symptoms included delusions and motor retardation. Compared to adults, children and adolescents had lower frequency of long-term memory and visuospatial disturbances. Compared to the elderly, children and adolescents had higher frequency of lability of affect. For severity of symptoms, compared to adults, the children and adolescents had lower severity of sleep-wake disturbances, abnormality of thought, motor agitation, orientation, attention, short-term memory, long-term memory and visuospatial abilities. When compared to elderly patients, children and adolescents had higher severity of lability of affect and lower severity of language disturbances, short-term memory and visuospatial abilities. In general, phenomenology, of delirium in children and adolescents (age 8-18 years) is similar to that seen in adults and elderly patients. Copyright © 2012 Elsevier Inc. All rights reserved.

Memory and linguistic/executive functions of children with borderline intellectual functioning.

PubMed

Água Dias, Andrea B; Albuquerque, Cristina P; Simões, Mário R

2017-11-08

Children with Borderline Intellectual Functioning (BIF) have received a minimal amount of research attention and have been studied in conjunction with Intellectual and Developmental Disabilities. The present study intends to broaden the knowledge of BIF, by analyzing domains such as verbal memory and visual memory, as well as tasks that rely simultaneously on memory, executive functions, and language. A cross-sectional, comparison study was carried out between a group of 40 children with BIF (mean age = 10.03; 24 male and 16 female), and a control group of 40 normal children of the same age, gender, and socioeconomic level as the BIF group. The WISC-III Full Scale IQs of the BIF group ranged from 71 to 84. The following instruments were used: Word List, Narrative Memory, Rey Complex Figure, Face Memory, Rapid Naming (both RAN and RAS tests), and Verbal Fluency. The results showed deficits in children with BIF in verbal short-term memory, rapid naming, phonemic verbal fluency, and visual short-term memory, specifically in a visual recognition task, when compared with the control group. Long-term verbal memory was impaired only in older children with BIF and long-term visual memory showed no deficit. Verbal short-term memory stands out as a limitation and visual long-term memory as a strength. Correlations between the WISC-III and neuropsychological tests scores were predominantly low. The study expands the neuropsychological characterization of children with BIF and the implications of the deficits and strengths are stressed.

Simultaneous attentional guidance by working-memory and selection history reveals two distinct sources of attention.

PubMed

Schwark, Jeremy D; Dolgov, Igor; Sandry, Joshua; Volkman, C Brooks

2013-10-01

Recent theories of attention have proposed that selection history is a separate, dissociable source of information that influences attention. The current study sought to investigate the simultaneous involvement of selection history and working-memory on attention during visual search. Experiments 1 and 2 used target feature probability to manipulate selection history and found significant effects of both working-memory and selection history, although working-memory dominated selection history when they cued different locations. Experiment 3 eliminated the contribution of voluntary refreshing of working-memory and replicated the main effects, although selection history became dominant. Using the same methodology, but with reduced probability cue validity, both effects were present in Experiment 4 and did not significantly differ in their contribution to attention. Effects of selection history and working-memory never interacted. These results suggest that selection history and working-memory are separate influences on attention and have little impact on each other. Theoretical implications for models of attention are discussed. © 2013.

Content-Specific Working Memory Modulation of the Attentional Blink

PubMed Central

Akyürek, Elkan G.; Abedian-Amiri, Ali; Ostermeier, Sonja M.

2011-01-01

Three experiments were conducted to investigate the effects of working memory content on temporal attention in a rapid serial visual presentation attentional blink paradigm. It was shown that categorical similarity between working memory content and the target stimuli pertaining to the attentional task (both digits) increased attentional blink magnitude compared to a condition in which this similarity was absent (colors and digits, respectively). This effect was only observed when the items in working memory were not presented as conjunctions of the involved categories (i.e., colored digits). This suggested that storage and retrieval from working memory was at least preferentially conjunctive in this case. It was furthermore shown that the content of working memory enhanced the identification rate of the second target, by means of repetition priming, when inter-target lag was short and the attentional blink was in effect. The results are incompatible with theories of temporal attention that assume working memory has no causal role in the attentional blink and support theories that do. PMID:21311753

Attention and memory evaluation across the life span: heterogeneous effects of age and education.

PubMed

Gómez-Pérez, Esther; Ostrosky-Solís, Feggy

2006-05-01

The developmental sequences of attention and memory were studied by utilizing normative data derived from the neuropsychological battery named NEUROPSI ATTENTION AND MEMORY. A sample of 521 Spanish-speaking individuals, aged 6 to 85 years, participated in this study. In the adult sample, educational level ranged from 0 to 22 years of education. Data from subtests measuring orientation, attention and concentration, executive functions, working memory, immediate and delayed verbal memory, and immediate and delayed visual memory were included. The factor structure of the analyzed battery is presented. The effects of age and education on this structure were analyzed. Results suggested that although attention and memory are related, their developmental sequences are separated from one another. During childhood, the development of selective and sustained attention, attentional-working memory, and executive functions showed a fast improvement in performance. Development of verbal memory and place and person orientation showed a slower increment in scores. In the adult sample it was found that factors related to memory are sensitive to age, whereas those related to attention and executive functions are sensitive to education. The consideration of both the developmental sequence, as well as differential effects of education, can improve the sensitivity and specificity of neuropsychological measures, allowing early diagnosis of cognitive dysfunction and implementation of adequate rehabilitation programs.

Assessing working memory and language comprehension in Alzheimer's disease.

PubMed

MacDonald, M C; Almor, A; Henderson, V W; Kempler, D; Andersen, E S

2001-07-01

Studies of language impairments in patients with Alzheimer's disease have often assumed that impairments in linguistic working memory underlie comprehension deficits. Assessment of this hypothesis has been hindered both by vagueness of key terms such as "working memory" and by limitations of available working memory tasks, in that many such tasks either seem to have little relationship to language comprehension or are too confusing or difficult for Alzheimer's patients. Four experiments investigated the usefulness of digit ordering, a new task assessing linguistic working memory and/or language processing skill, in normal adults and patients with probable Alzheimer's disease. The digit ordering task was shown to be strongly correlated with the degree of dementia in Alzheimer's patients. The task correlated with measures of language processing on which patients and normal controls performed differently. The results are interpreted as indicating that linguistic representations, linguistic processing, and linguistic working memory are intertwined, such that a deficit of one (e.g., working memory) cannot be said to "cause" a deficit in the other. The implications of this approach are explored in terms of task demands in comprehension and memory measures, and interpretation of previous results in the literature. Copyright 2001 Academic Press.

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM).

PubMed

Cabbage, Kathryn; Brinkley, Shara; Gray, Shelley; Alt, Mary; Cowan, Nelson; Green, Samuel; Kuo, Trudy; Hogan, Tiffany P

2017-06-12

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia 1 , 2 and language impairment 3 , 4 , but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.

A mobile application for cognitive screening of dementia.

PubMed

Zorluoglu, Gokhan; Kamasak, Mustafa E; Tavacioglu, Leyla; Ozanar, Pinar O

2015-02-01

Neuropsychological assessment tests have an important role in early detection of dementia. Therefore, we designed and implemented a test battery for mobile devices that can be used for mobile cognitive screening (MCS). This battery consists of 33 questions from 14 type of tests for the assessment of 8 different cognitive functions: Arithmetic, orientation, abstraction, attention, memory, language, visual, and executive functions. This test battery is implemented as an application for mobile devices that operates on Android OS. In order to validate the effectiveness of the neuropsychological test battery, it was applied on a group of 23 elderly persons. Within this group, 9 (of age 81.78±4.77) were healthy and 14 (of age 72.55±9.95) were already diagnosed with dementia. The education level of the control group (healthy) and dementia group were comparable as they spent 13.66±5.07 and 13.71±4.14 years at school respectively. For comparison, a validated paper-and-pencil test (Montreal Cognitive Test - MoCA) was applied along with the proposed MCS battery. The proposed test was able to differentiate the individuals in the control and dementia groups for executive, visual, memory, attention, orientation functions with statistical significance (p<0.05). Results of the remaining functions; language, abstraction, and arithmetic were statistically insignificant (p>0.05). The results of MCS and MoCA were compared, and the scores of individuals from these tests were correlated (r(2)=0.57). Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

The role of overt attention in emotion-modulated memory.

PubMed

Riggs, Lily; McQuiggan, Douglas A; Farb, Norman; Anderson, Adam K; Ryan, Jennifer D

2011-08-01

The presence of emotional stimuli results in a central/peripheral tradeoff effect in memory: memory for central details is enhanced at the cost of peripheral items. It has been assumed that emotion-modulated differences in memory are the result of differences in attention, but this has not been tested directly. The present experiment used eye movement monitoring as an index of overt attention allocation and mediation analysis to determine whether differences in attention were related to subsequent memory. Participants viewed negative and neutral scenes surrounded by three neutral objects and were then given a recognition memory test. The results revealed evidence in support of a central/peripheral tradeoff in both attention and memory. However, contrary with previous assumptions, whereas attention partially mediated emotion-enhanced memory for central pictures, it did not explain the entire relationship. Further, although centrally presented emotional stimuli led to decreased number of eye fixations toward the periphery, these differences in viewing did not contribute to emotion-impaired memory for specific details pertaining to the periphery. These findings suggest that the differential influence of negative emotion on central versus peripheral memory may result from other cognitive influences in addition to overt visual attention or on postencoding processes. 2011 APA, all rights reserved

Children with Specific Language Impairment: An Investigation of Their Narratives and Memory

ERIC Educational Resources Information Center

Dodwell, Kristy; Bavin, Edith L.

2008-01-01

Background: Narratives have been used by a number of researchers to investigate the language of children with specific language impairment (SLI). While a number of explanations for SLI have been proposed, there is now mounting evidence that children with SLI have limited memory resources. Phonological memory has been the focus of the research on…

Comparing the Effects of Working Memory-Based Interventions for Children with Language Impairment. EBP Briefs. Volume 9, Issue 1

ERIC Educational Resources Information Center

Farquharson, Kelly; Franzluebbers, Chelsea E.

2014-01-01

Clinical Question: Do working memory-based interventions improve language, reading, and/or working memory skills in school-aged children with language impairment? Method: Literature review of evidence-based practice (EBP) intervention comparisons. Sources: Google Scholar, ASHA journals database, Academic OneFile, Academic Search Complete, and…

Working Memory and Learning in Children with Developmental Coordination Disorder and Specific Language Impairment

ERIC Educational Resources Information Center

Alloway, Tracy Packiam; Archibald, Lisa

2008-01-01

The authors compared 6- to 11-year-olds with developmental coordination disorder (DCD) and those with specific language impairment (SLI) on measures of memory (verbal and visuospatial short-term and working memory) and learning (reading and mathematics). Children with DCD with typical language skills were impaired in all four areas of memory…

Children with Specific Language Impairment and Resolved Late Talkers: Working Memory Profiles at 5 Years

ERIC Educational Resources Information Center

Petruccelli, Nadia; Bavin, Edith L.; Bretherton, Lesley

2012-01-01

Purpose: The evidence of a deficit in working memory in specific language impairment (SLI) is of sufficient magnitude to suggest a primary role in developmental language disorder. However, little research has investigated memory in late talkers who recover from their early delay. Drawing on a longitudinal, community sample, this study compared the…

A review of cognitive impairments in children with intellectual disabilities: Implications for cognitive behaviour therapy.

PubMed

Hronis, Anastasia; Roberts, Lynette; Kneebone, Ian I

2017-06-01

Nearly half of children with intellectual disability (ID) have comorbid affective disorders. These problems are chronic if left untreated and can significantly impact upon future vocational, educational, and social opportunities. Despite this, there is a paucity of research into effective treatments for this population. Notably, one of the most supported of psychological therapies, cognitive behaviour therapy (CBT), remains largely uninvestigated in children with ID. The current review considers the neuropsychological profile of children and adolescents with mild to moderate ID, with a view to informing how CBT might best be adapted for children and adolescents with ID. Narrative review of literature considering the neuropsychological profiles of children and adolescents with ID, with specific focus upon attention, memory, learning, executive functioning, and communication. Studies were identified through SCOPUS, PsycINFO, and PubMed databases, using combinations of the key words 'intellectual disability', 'learning disability', 'neuropsychology', 'attention', 'learning', 'memory', 'executive function', 'language', and 'reading'. Children with ID have significant deficits in attention, learning, memory, executive functions, and language. These deficits are likely to have a negative impact upon engagement in CBT. Suggestions for adapting therapy to accommodate these wide ranging deficits are proposed. There are multiple cognitive factors which need to be considered when modifying CBT for children who have ID. Furthermore, research is required to test whether CBT so modified is effective in this population. Clinical implications Effective ways of providing cognitive behavioural therapy (CBT) to children with intellectual disability (ID) is unclear. This study provides a framework of potential adaptations for clinical practice As rates of mental illness for children with intellectual disability are high, and rates of treatment provision low, it is hoped that the recommendations provided in this study will encourage more mental health practitioners to provide CBT to children with ID. Limitations These recommendations are based only upon neuropsychological literature. Trialling the effectiveness of an adapted form of CBT for children and adolescents with ID is required. There are varying causes of intellectual disability, with differences in cognitive profiles. The utility of the recommendations made here may vary according to specific aetiologies. © 2017 The British Psychological Society.

Evidence-based cognitive rehabilitation: updated review of the literature from 2003 through 2008.

PubMed

Cicerone, Keith D; Langenbahn, Donna M; Braden, Cynthia; Malec, James F; Kalmar, Kathleen; Fraas, Michael; Felicetti, Thomas; Laatsch, Linda; Harley, J Preston; Bergquist, Thomas; Azulay, Joanne; Cantor, Joshua; Ashman, Teresa

2011-04-01

To update our clinical recommendations for cognitive rehabilitation of people with traumatic brain injury (TBI) and stroke, based on a systematic review of the literature from 2003 through 2008. PubMed and Infotrieve literature searches were conducted using the terms attention, awareness, cognitive, communication, executive, language, memory, perception, problem solving, and/or reasoning combined with each of the following terms: rehabilitation, remediation, and training for articles published between 2003 and 2008. The task force initially identified citations for 198 published articles. One hundred forty-one articles were selected for inclusion after our initial screening. Twenty-nine studies were excluded after further detailed review. Excluded articles included 4 descriptive studies without data, 6 nontreatment studies, 7 experimental manipulations, 6 reviews, 1 single case study not related to TBI or stroke, 2 articles where the intervention was provided to caretakers, 1 article redacted by the journal, and 2 reanalyses of prior publications. We fully reviewed and evaluated 112 studies. Articles were assigned to 1 of 6 categories reflecting the primary area of intervention: attention; vision and visuospatial functioning; language and communication skills; memory; executive functioning, problem solving and awareness; and comprehensive-holistic cognitive rehabilitation. Articles were abstracted and levels of evidence determined using specific criteria. Of the 112 studies, 14 were rated as class I, 5 as class Ia, 11 as class II, and 82 as class III. Evidence within each area of intervention was synthesized and recommendations for Practice Standards, Practice Guidelines, and Practice Options were made. There is substantial evidence to support interventions for attention, memory, social communication skills, executive function, and for comprehensive-holistic neuropsychologic rehabilitation after TBI. Evidence supports visuospatial rehabilitation after right hemisphere stroke, and interventions for aphasia and apraxia after left hemisphere stroke. Together with our prior reviews, we have evaluated a total of 370 interventions, including 65 class I or Ia studies. There is now sufficient information to support evidence-based protocols and implement empirically-supported treatments for cognitive disability after TBI and stroke. Copyright © 2011 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Preserved memory-based orienting of attention with impaired explicit memory in healthy ageing

PubMed Central

Salvato, Gerardo; Patai, Eva Z.; Nobre, Anna C.

2016-01-01

It is increasingly recognised that spatial contextual long-term memory (LTM) prepares neural activity for guiding visuo-spatial attention in a proactive manner. In the current study, we investigated whether the decline in explicit memory observed in healthy ageing would compromise this mechanism. We compared the behavioural performance of younger and older participants on learning new contextual memories, on orienting visual attention based on these learnt contextual associations, and on explicit recall of contextual memories. We found a striking dissociation between older versus younger participants in the relationship between the ability to retrieve contextual memories versus the ability to use these to guide attention to enhance performance on a target-detection task. Older participants showed significant deficits in the explicit retrieval task, but their behavioural benefits from memory-based orienting of attention were equivalent to those in young participants. Furthermore, memory-based orienting correlated significantly with explicit contextual LTM in younger adults but not in older adults. These results suggest that explicit memory deficits in ageing might not compromise initial perception and encoding of events. Importantly, the results also shed light on the mechanisms of memory-guided attention, suggesting that explicit contextual memories are not necessary. PMID:26649914

Working Memory and Parent-Rated Components of Attention in Middle Childhood: A Behavioral Genetic Study

PubMed Central

Deater-Deckard, Kirby; Cutting, Laurie; Thompson, Lee A.; Petrill, Stephen A.

2012-01-01

The purpose of the current study was to investigate potential genetic and environmental correlations between working memory and three behavioral aspects of the attention network (i.e., executive, alerting, and orienting) using a twin design. Data were from 90 monozygotic (39% male) and 112 same-sex dizygotic (41% male) twins. Individual differences in working memory performance (digit span) and parent-rated measures of executive, alerting, and orienting attention included modest to moderate genetic variance, modest shared environmental variance, and modest to moderate nonshared environmental variance. As hypothesized, working memory performance was correlated with executive and alerting attention, but not orienting attention. The correlation between working memory, executive attention, and alerting attention was completely accounted for by overlapping genetic covariance, suggesting a common genetic mechanism or mechanisms underlying the links between working memory and certain parent-rated indicators of attentive behavior. PMID:21948215

The Effect of Teachers’ Memory-Relevant Language on Children’s Strategy Use and Knowledge

PubMed Central

Grammer, Jennie; Coffman, Jennifer L.; Ornstein, Peter

2014-01-01

Building on longitudinal findings of linkages between aspects of teachers’ language during instruction and children’s use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders (N=54, mean age=7 years) were randomly assigned to a science unit that varied only in teachers’ use of memory-relevant language. Pretest, posttest, and 1-month follow-up assessments revealed that although all participating children learned new information as a result of instruction, those exposed to memory-rich teaching exhibited greater levels of strategic knowledge and engaged in more sophisticated strategy use in a memory task involving instructional content than did students exposed to low-memory instruction. The findings provide support for a causal linkage between teachers’ language and children’s strategic efforts. PMID:23574097

Top-down and bottom-up attention to memory: a hypothesis (AtoM) on the role of the posterior parietal cortex in memory retrieval.

PubMed

Ciaramelli, Elisa; Grady, Cheryl L; Moscovitch, Morris

2008-01-01

Recent neuroimaging studies have implicated the posterior parietal cortex in episodic memory retrieval, but there is uncertainty about its specific role. Research in the attentional domain has shown that superior parietal lobe (SPL) regions along the intraparietal sulcus are implicated in the voluntary orienting of attention to relevant aspects of the environment, whereas inferior parietal lobe (IPL) regions at the temporo-parietal junction mediate the automatic allocation of attention to task-relevant information. Here we propose that the SPL and the IPL play conceptually similar roles in episodic memory retrieval. We hypothesize that the SPL allocates top-down attention to memory retrieval, whereas the IPL mediates the automatic, bottom-up attentional capture by retrieved memory contents. By reviewing the existing fMRI literature, we show that the posterior intraparietal sulcus of SPL is consistently active when the need for top-down assistance to memory retrieval is supposedly maximal, e.g., for memories retrieved with low vs. high confidence, for familiar vs. recollected memories, for recognition of high vs. low frequency words. On the other hand, the supramarginal gyrus of IPL is consistently active when the attentional capture by memory contents is supposedly maximal, i.e., for strong vs. weak memories, for vividly recollected vs. familiar memories, for memories retrieved with high vs. low confidence. We introduce a model of episodic memory retrieval that characterizes contributions of posterior parietal cortex.

Emotion Knowledge and Attention Problems in Young Children: a Cross-Lagged Panel Study on the Direction of Effects.

PubMed

von Salisch, Maria; Denham, Susanne A; Koch, Tobias

2017-01-01

Attention problems are likely to hinder children in acquiring knowledge of their own and others' emotions. Children with little knowledge of emotions tend to have difficulties with representing emotions, interpreting them, and sharing them, so that they are likely to spend more time in making sense of them and may thus appear to be inattentive. In order to disentangle the direction of effects between emotion knowledge and attention problems, 576 four- to- six-year-olds were interviewed at T1 and about 12 months later (T2) about their emotion knowledge. Their kindergarten teachers rated their attention problems, and their conduct problems at T1 and T2. A cross-lagged panel model indicates that children's emotion knowledge at T1 contributed to the explanation of their attention problems at T2, after language ability and attention problems at T1 were controlled. The other cross-path from attention problems (T1) to emotion knowledge (T2) was not significant. Adding gender, behavioral self-regulation, working memory, conduct problems, or SES as alternative explanations by third variables did not alter this direction of effects. How emotion knowledge impinges on attention problems is discussed.

Working Memory Capacity: Attention Control, Secondary Memory, or Both? A Direct Test of the Dual-Component Model

ERIC Educational Resources Information Center

Unsworth, Nash; Spillers, Gregory J.

2010-01-01

The current study examined the extent to which attention control abilities, secondary memory abilities, or both accounted for variation in working memory capacity (WMC) and its relation to fluid intelligence. Participants performed various attention control, secondary memory, WMC, and fluid intelligence measures. Confirmatory factor analyses…

Working memory mediates the effects of gestational age at birth on expressive language development in children.

PubMed

Riva, Valentina; Cantiani, Chiara; Dionne, Ginette; Marini, Andrea; Mascheretti, Sara; Molteni, Massimo; Marino, Cecilia

2017-07-01

This study tested the role of temporary memory, measured by phonological short-term memory (pSTM) and verbal working memory (vWM), as a mediator of the effect of 3 putative risk factors (i.e., socioeconomic status, home literacy environment, birth gestational age) upon expressive and receptive language. A community-based sample of 646 Italian children aged 6-11 years was assessed with a comprehensive battery of language and cognitive tests. A mediation analysis was used to examine whether memory mediates environmental/biological effects on language. The results demonstrated a developmental cascade of effects, whereby the duration of pregnancy drives vWM functioning that, in turn, may affect expressive linguistic outcome Conclusion: Treatments focused on vWM, specifically to preterm children, may improve their language development, with enduring consequences on educational and psychosocial outcomes. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Rethinking the connection between working memory and language impairment.

PubMed

Archibald, Lisa M D; Harder Griebeling, Katherine

2016-05-01

Working memory deficits have been found for children with specific language impairment (SLI) on tasks imposing increasing short-term memory load with or without additional, consistent (and simple) processing load. To examine the processing function of working memory in children with low language (LL) by employing tasks imposing increasing processing loads with constant storage demands individually adjusted based on each participant's short-term memory capacity. School-age groups with LL (n = 17) and typical language with either average (n = 28) or above-average nonverbal intelligence (n = 15) completed complex working memory-span tasks varying processing load while keeping storage demands constant, varying storage demands while keeping processing load constant, simple storage-span tasks, and measures of language and nonverbal intelligence. Teachers completed questionnaires about cognition and learning. Significantly lower scores were found for the LL than either matched group on storage-based tasks, but no group differences were found on the tasks varying processing load. Teachers' ratings of oral expression and mathematics abilities discriminated those who did or did not complete the most challenging cognitive tasks. The results implicate a deficit in the phonological storage but not in the central executive component of working memory for children with LL. Teacher ratings may reveal personality traits related to perseverance of effort in cognitive research. © 2015 Royal College of Speech and Language Therapists.

Implied motion language can influence visual spatial memory.

PubMed

Vinson, David W; Engelen, Jan; Zwaan, Rolf A; Matlock, Teenie; Dale, Rick

2017-07-01

How do language and vision interact? Specifically, what impact can language have on visual processing, especially related to spatial memory? What are typically considered errors in visual processing, such as remembering the location of an object to be farther along its motion trajectory than it actually is, can be explained as perceptual achievements that are driven by our ability to anticipate future events. In two experiments, we tested whether the prior presentation of motion language influences visual spatial memory in ways that afford greater perceptual prediction. Experiment 1 showed that motion language influenced judgments for the spatial memory of an object beyond the known effects of implied motion present in the image itself. Experiment 2 replicated this finding. Our findings support a theory of perception as prediction.

Does cerebral lateralization develop? A study using functional transcranial Doppler ultrasound assessing lateralization for language production and visuospatial memory

PubMed Central

Groen, Margriet A; Whitehouse, Andrew J O; Badcock, Nicholas A; Bishop, Dorothy V M

2012-01-01

In the majority of people, language production is lateralized to the left cerebral hemisphere and visuospatial skills to the right. However, questions remain as to when, how, and why humans arrive at this division of labor. In this study, we assessed cerebral lateralization for language production and for visuospatial memory using functional transcranial Doppler ultrasound in a group of 60 typically developing children between the ages of six and 16 years. The typical pattern of left-lateralized activation for language production and right-lateralized activation for visuospatial memory was found in the majority of the children (58%). No age-related change in direction or strength of lateralization was found for language production. In contrast, the strength of lateralization (independent of direction) for visuospatial memory function continued to increase with age. In addition, boys showed a trend for stronger right-hemisphere lateralization for visuospatial memory than girls, but there was no gender effect on language laterality. We tested whether having language and visuospatial functions in the same hemisphere was associated with poor cognitive performance and found no evidence for this “functional crowding” hypothesis. We did, however, find that children with left-lateralized language production had higher vocabulary and nonword reading age-adjusted standard scores than other children, regardless of the laterality of visuospatial memory. Thus, a link between language function and left-hemisphere lateralization exists, and cannot be explained in terms of maturational change. PMID:22741100

A single dose of cocaine enhances prospective memory performance.

PubMed

Hutten, Nadia Rpw; Kuypers, Kim Pc; van Wel, Janelle Hp; Theunissen, Eef L; Toennes, Stefan W; Verkes, Robbert-Jan; Ramaekers, Johannes G

2018-06-01

Prospective memory is the ability to recall intended actions or events at the right time or in the right context. While cannabis is known to impair prospective memory, the acute effect of cocaine is unknown. In addition, it is not clear whether changes in prospective memory represent specific alterations in memory processing or result from more general effects on cognition that spread across multiple domains such as arousal and attention. The main objective of the study was, therefore, to determine whether drug-induced changes in prospective memory are memory specific or associated with more general drug-induced changes in attention and arousal. A placebo-controlled, three-way, cross-over study including 15 regular poly-drug users was set up to test the influence of oral cocaine (300 mg) and vaporised cannabis (300+150 'booster' µg/kg bodyweight) on an event-based prospective memory task. Attentional performance was assessed using a divided attention task and subjective arousal was assessed with the Profile of Mood States questionnaire. Results showed that cocaine enhanced prospective memory, attention and arousal. Mean performance of prospective memory and attention, as well as levels of arousal were lowest during treatment with cannabis as compared with placebo and cocaine as evinced by a significantly increased trend across treatment conditions. Prospective memory performance was only weakly positively associated to measures of attention and arousal. Together, these results indicate that cocaine enhancement of prospective memory performance cannot be fully explained by parallel changes in arousal and attention levels, and is likely to represent a direct change in the neural network underlying prospective memory.

Transfer of Training between Music and Speech: Common Processing, Attention, and Memory.

PubMed

Besson, Mireille; Chobert, Julie; Marie, Céline

2011-01-01

After a brief historical perspective of the relationship between language and music, we review our work on transfer of training from music to speech that aimed at testing the general hypothesis that musicians should be more sensitive than non-musicians to speech sounds. In light of recent results in the literature, we argue that when long-term experience in one domain influences acoustic processing in the other domain, results can be interpreted as common acoustic processing. But when long-term experience in one domain influences the building-up of abstract and specific percepts in another domain, results are taken as evidence for transfer of training effects. Moreover, we also discuss the influence of attention and working memory on transfer effects and we highlight the usefulness of the event-related potentials method to disentangle the different processes that unfold in the course of music and speech perception. Finally, we give an overview of an on-going longitudinal project with children aimed at testing transfer effects from music to different levels and aspects of speech processing.

Cognitive enhancers (nootropics). Part 2: drugs interacting with enzymes.

PubMed

Froestl, Wolfgang; Muhs, Andreas; Pfeifer, Andrea

2013-01-01

Cognitive enhancers (nootropics) are drugs to treat cognition deficits in patients suffering from Alzheimer's disease, schizophrenia, stroke, attention deficit hyperactivity disorder, or aging. Cognition refers to a capacity for information processing, applying knowledge, and changing preferences. It involves memory, attention, executive functions, perception, language, and psychomotor functions. The term nootropics was coined in 1972 when memory enhancing properties of piracetam were observed in clinical trials. In the meantime, hundreds of drugs have been evaluated in clinical trials or in preclinical experiments. To classify the compounds, a concept is proposed assigning drugs to 19 categories according to their mechanism(s) of action, in particular drugs interacting with receptors, enzymes, ion channels, nerve growth factors, re-uptake transporters, antioxidants, metal chelators, and disease modifying drugs meaning small molecules, vaccines, and monoclonal antibodies interacting with amyloid-β and tau. For drugs whose mechanism of action is not known, they are either classified according to structure, e.g., peptides, or their origin, e.g., natural products. This review covers the evolution of research in this field over the last 25 years.

Cognitive enhancers (nootropics). Part 3: drugs interacting with targets other than receptors or enzymes. disease-modifying drugs.

PubMed

Froestl, Wolfgang; Pfeifer, Andrea; Muhs, Andreas

2013-01-01

Cognitive enhancers (nootropics) are drugs to treat cognition deficits in patients suffering from Alzheimer's disease, schizophrenia, stroke, attention deficit hyperactivity disorder, or aging. Cognition refers to a capacity for information processing, applying knowledge, and changing preferences. It involves memory, attention, executive functions, perception, language, and psychomotor functions. The term nootropics was coined in 1972 when memory enhancing properties of piracetam were observed in clinical trials. In the meantime, hundreds of drugs have been evaluated in clinical trials or in preclinical experiments. To classify the compounds, a concept is proposed assigning drugs to 19 categories according to their mechanism(s) of action, in particular drugs interacting with receptors, enzymes, ion channels, nerve growth factors, re-uptake transporters, antioxidants, metal chelators, and disease modifying drugs, meaning small molecules, vaccines, and monoclonal antibodies interacting with amyloid-β and tau. For drugs, whose mechanism of action is not known, they are either classified according to structure, e.g., peptides, or their origin, e.g., natural products. The review covers the evolution of research in this field over the last 25 years.

Cognitive enhancers (nootropics). Part 1: drugs interacting with receptors.

PubMed

Froestl, Wolfgang; Muhs, Andreas; Pfeifer, Andrea

2012-01-01

Cognitive enhancers (nootropics) are drugs to treat cognition deficits in patients suffering from Alzheimer's disease, schizophrenia, stroke, attention deficit hyperactivity disorder, or aging. Cognition refers to a capacity for information processing, applying knowledge, and changing preferences. It involves memory, attention, executive functions, perception, language, and psychomotor functions. The term nootropics was coined in 1972 when memory enhancing properties of piracetam were observed in clinical trials. In the meantime, hundreds of drugs have been evaluated in clinical trials or in preclinical experiments. To classify the compounds, a concept is proposed assigning drugs to 18 categories according to their mechanism(s) of action, in particular drugs interacting with receptors, enzymes, ion channels, nerve growth factors, re-uptake transporters, antioxidants, metal chelators, and disease-modifying drugs meaning small molecules, vaccines, and monoclonal antibodies interacting with amyloid-β and tau. For drugs, whose mechanism of action is not known, they are either classified according to structure, e.g., peptides, or their origin, e.g., natural products. The review covers the evolution of research in this field over the last 25 years.

Transfer of Training between Music and Speech: Common Processing, Attention, and Memory

PubMed Central

Besson, Mireille; Chobert, Julie; Marie, Céline

2011-01-01

After a brief historical perspective of the relationship between language and music, we review our work on transfer of training from music to speech that aimed at testing the general hypothesis that musicians should be more sensitive than non-musicians to speech sounds. In light of recent results in the literature, we argue that when long-term experience in one domain influences acoustic processing in the other domain, results can be interpreted as common acoustic processing. But when long-term experience in one domain influences the building-up of abstract and specific percepts in another domain, results are taken as evidence for transfer of training effects. Moreover, we also discuss the influence of attention and working memory on transfer effects and we highlight the usefulness of the event-related potentials method to disentangle the different processes that unfold in the course of music and speech perception. Finally, we give an overview of an on-going longitudinal project with children aimed at testing transfer effects from music to different levels and aspects of speech processing. PMID:21738519

Rate of muscle contraction is associated with cognition in women, not in men.

PubMed

Tian, Qu; Osawa, Yusuke; Resnick, Susan M; Ferrucci, Luigi; Studenski, Stephanie A

2018-05-08

In older persons, lower hand grip strength is associated with poorer cognition. Little is known about how the rate of muscle contraction relates to cognition and upper extremity motor function, and sex differences are understudied. Linear regression, adjusting for age, race, education, body mass index, appendicular lean mass, and knee pain assessed sex-specific cross-sectional associations of peak torque, rate of torque development (RTD) and rate of velocity development (RVD) with cognition and upper extremity motor function. In men (n=447), higher rate-adjusted peak torque and a greater RVD were associated with faster simple finger tapping speed, and a greater RVD was associated with higher nondominant pegboard performance. In women (n=447), higher peak torque was not associated with any measures, but a greater RTD was associated with faster simple tapping speed and higher language performance, and a greater RVD was associated with higher executive function, attention, memory, and nondominant pegboard performance. In women with low isokinetic peak torque, RVD was associated with attention and memory. RVD capacity may reflect neural health, especially in women with low muscle strength.

Associative Memory Acceptors.

ERIC Educational Resources Information Center

Card, Roger

The properties of an associative memory are examined in this paper from the viewpoint of automata theory. A device called an associative memory acceptor is studied under real-time operation. The family "L" of languages accepted by real-time associative memory acceptors is shown to properly contain the family of languages accepted by one-tape,…

Cognitive dysfunction in lower motor neuron disease: executive and memory deficits in progressive muscular atrophy.

PubMed

Raaphorst, Joost; de Visser, Marianne; van Tol, Marie-José; Linssen, Wim H J P; van der Kooi, Anneke J; de Haan, Rob J; van den Berg, Leonard H; Schmand, Ben

2011-02-01

In contrast with findings in amyotrophic lateral sclerosis (ALS), cognitive impairments have as yet not been shown in the lower motor neuron variant of motor neuron disease, progressive spinal muscular atrophy (PMA). The objective of this study was to investigate cognitive function in PMA and to compare the cognitive profile with that of ALS. In addition, visuospatial functions were assessed comprehensively; these tests are underrepresented in earlier neuropsychological investigations in ALS. 23 PMA and 30 ALS patients (vital capacity >70% of predicted value) underwent a neuropsychological assessment adapted to motor impairments: global cognitive and executive functioning, psychomotor speed, memory, language, attention and visuospatial skills. The results were compared with age, education and sex matched controls and with normative data. Compared with controls, PMA patients performed worse on attention/working memory (digit span backward), category fluency and the Mini-Mental State Examination. Compared with normative data, PMA patients most frequently showed impairment on three measures: letter-number sequencing, and immediate and delayed story recall. 17% of PMA patients showed cognitive impairment, defined as performance below 2 SDs from the mean of normative data on at least three neuropsychological tests. In ALS, similar but more extensive cognitive deficits were found. Visuospatial dysfunction was not found in PMA and ALS. 17% of PMA patients have executive and memory impairments. PMA with cognitive impairment adds a formerly unknown phenotype to the existing classification of motor neuron diseases.

Cognitive Contributions of the Ventral Parietal Cortex: An Integrative Theoretical Account

PubMed Central

Cabeza, Roberto; Ciaramelli, Elisa; Moscovitch, Morris

2012-01-01

Although ventral parietal cortex (VPC) activations can be found in a variety of cognitive domains, these activations have been typically attributed to cognitive operations specific to each domain. In this article, we propose a hypothesis that can account for VPC activations across all the cognitive domains reviewed. We first review VPC activations in the domains of perceptual and motor reorienting, episodic memory retrieval, language and number processing, theory of mind, and episodic memory encoding. Then, we consider the localization of VPC activations across domains, and conclude that they are largely overlapping with some differences around the edges. Finally, we assess how well four different hypotheses of VPC function can explain findings in various domains, and conclude that a bottom-up attention hypothesis provides the most complete and parsimonious account. PMID:22609315

Memory Performance for Everyday Motivational and Neutral Objects Is Dissociable from Attention

PubMed Central

Schomaker, Judith; Wittmann, Bianca C.

2017-01-01

Episodic memory is typically better for items coupled with monetary reward or punishment during encoding. It is yet unclear whether memory is also enhanced for everyday objects with appetitive or aversive values learned through a lifetime of experience, and to what extent episodic memory enhancement for motivational and neutral items is attributable to attention. In a first experiment, we investigated attention to everyday motivational objects using eye-tracking during free-viewing and subsequently tested episodic memory using a remember/know procedure. Attention was directed more to aversive stimuli, as evidenced by longer viewing durations, whereas recollection was higher for both appetitive and aversive objects. In the second experiment, we manipulated the visual contrast of neutral objects through changes of contrast to further dissociate attention and memory encoding. While objects presented with high visual contrast were looked at longer, recollection was best for objects presented in unmodified, medium contrast. Generalized logistic mixed models on recollection performance showed that attention as measured by eye movements did not enhance subsequent memory, while motivational value (Experiment 1) and visual contrast (Experiment 2) had quadratic effects in opposite directions. Our findings suggest that an enhancement of incidental memory encoding for appetitive items can occur without an increase in attention and, vice versa, that enhanced attention towards salient neutral objects is not necessarily associated with memory improvement. Together, our results provide evidence for a double dissociation of attention and memory effects under certain conditions. PMID:28694774

Contributions of Phonological Memory, Language Comprehension and Hearing to the Expressive Language of Adolescents and Young Adults with Down Syndrome

ERIC Educational Resources Information Center

Laws, Glynis

2004-01-01

Background: Expressive language constitutes a major challenge to the development of individuals with Down syndrome. This paper investigates the relationships between expressive language abilities, language comprehension and the deficits in verbal short-term memory and hearing which are also associated with the syndrome. Methods: Tests of nonverbal…

Selective attention neutralizes the adverse effects of low socioeconomic status on memory in 9-month-old infants

PubMed Central

Markant, Julie; Ackerman, Laura K.; Nussenbaum, Kate; Amso, Dima

2015-01-01

Socioeconomic status (SES) has a documented impact on brain and cognitive development. We demonstrate that engaging spatial selective attention mechanisms may counteract this negative influence of impoverished environments on early learning. We previously used a spatial cueing task to compare target object encoding in the context of basic orienting (“facilitation”) versus a spatial selective attention orienting mechanism that engages distractor suppression (“IOR”). This work showed that object encoding in the context of IOR boosted 9-month-old infants’ recognition memory relative to facilitation (Markant and Amso, 2013). Here we asked whether this attention-memory links further interacted with SES in infancy. Results indicated that SES was related to memory but not attention orienting efficacy. However, the correlation between SES and memory performance was moderated by the attention mechanism engaged during encoding. SES predicted memory performance when objects were encoded with basic orienting processes, with infants from low-SES environments showing poorer memory than those from high-SES environments. However, SES did not predict memory performance among infants who engaged selective attention during encoding. Spatial selective attention engagement mitigated the effects of SES on memory and may offer an effective mechanism for promoting learning among infants at risk for poor cognitive outcomes related to SES. PMID:26597046

Phonological Short-Term Memory, Working Memory and Foreign Language Performance in Intensive Language Learning

ERIC Educational Resources Information Center

Kormos, Judit; Safar, Anna

2008-01-01

In our research we addressed the question what the relationship is between phonological short-term and working memory capacity and performance in an end-of-year reading, writing, listening, speaking and use of English test. The participants of our study were 121 secondary school students aged 15-16 in the first intensive language training year of…

Modularity, Working Memory, and Second Language Acquisition: A Research Program

ERIC Educational Resources Information Center

Truscott, John

2017-01-01

Considerable reason exists to view the mind, and language within it, as modular, and this view has an important place in research and theory in second language acquisition (SLA) and beyond. But it has had very little impact on the study of working memory and its role in SLA. This article considers the need for modular study of working memory,…

How Does the Linguistic Distance between Spoken and Standard Language in Arabic Affect Recall and Recognition Performances during Verbal Memory Examination

ERIC Educational Resources Information Center

Taha, Haitham

2017-01-01

The current research examined how Arabic diglossia affects verbal learning memory. Thirty native Arab college students were tested using auditory verbal memory test that was adapted according to the Rey Auditory Verbal Learning Test and developed in three versions: Pure spoken language version (SL), pure standard language version (SA), and…

Effects of Hearing Status and Sign Language Use on Working Memory

PubMed Central

Sarchet, Thomastine; Trani, Alexandra

2016-01-01

Deaf individuals have been found to score lower than hearing individuals across a variety of memory tasks involving both verbal and nonverbal stimuli, particularly those requiring retention of serial order. Deaf individuals who are native signers, meanwhile, have been found to score higher on visual-spatial memory tasks than on verbal-sequential tasks and higher on some visual-spatial tasks than hearing nonsigners. However, hearing status and preferred language modality (signed or spoken) frequently are confounded in such studies. That situation is resolved in the present study by including deaf students who use spoken language and sign language interpreting students (hearing signers) as well as deaf signers and hearing nonsigners. Three complex memory span tasks revealed overall advantages for hearing signers and nonsigners over both deaf signers and deaf nonsigners on 2 tasks involving memory for verbal stimuli (letters). There were no differences among the groups on the task involving visual-spatial stimuli. The results are consistent with and extend recent findings concerning the effects of hearing status and language on memory and are discussed in terms of language modality, hearing status, and cognitive abilities among deaf and hearing individuals. PMID:26755684

When memory is not enough: Electrophysiological evidence for goal-dependent use of working memory representations in guiding visual attention

PubMed Central

Carlisle, Nancy B.; Woodman, Geoffrey F.

2014-01-01

Biased competition theory proposes that representations in working memory drive visual attention to select similar inputs. However, behavioral tests of this hypothesis have led to mixed results. These inconsistent findings could be due to the inability of behavioral measures to reliably detect the early, automatic effects on attentional deployment that the memory representations exert. Alternatively, executive mechanisms may govern how working memory representations influence attention based on higher-level goals. In the present study, we tested these hypotheses using the N2pc component of participants’ event-related potentials (ERPs) to directly measure the early deployments of covert attention. Participants searched for a target in an array that sometimes contained a memory-matching distractor. In Experiments 1–3, we manipulated the difficulty of the target discrimination and the proximity of distractors, but consistently observed that covert attention was deployed to the search targets and not the memory-matching distractors. In Experiment 4, we showed that when participants’ goal involved attending to memory-matching items that these items elicited a large and early N2pc. Our findings demonstrate that working memory representations alone are not sufficient to guide early deployments of visual attention to matching inputs and that goal-dependent executive control mediates the interactions between working memory representations and visual attention. PMID:21254796

Visual short-term memory always requires general attention.

PubMed

Morey, Candice C; Bieler, Malte

2013-02-01

The role of attention in visual memory remains controversial; while some evidence has suggested that memory for binding between features demands no more attention than does memory for the same features, other evidence has indicated cognitive costs or mnemonic benefits for explicitly attending to bindings. We attempted to reconcile these findings by examining how memory for binding, for features, and for features during binding is affected by a concurrent attention-demanding task. We demonstrated that performing a concurrent task impairs memory for as few as two visual objects, regardless of whether each object includes one or more features. We argue that this pattern of results reflects an essential role for domain-general attention in visual memory, regardless of the simplicity of the to-be-remembered stimuli. We then discuss the implications of these findings for theories of visual working memory.

Impact of Spatial and Verbal Short-Term Memory Load on Auditory Spatial Attention Gradients.

PubMed

Golob, Edward J; Winston, Jenna; Mock, Jeffrey R

2017-01-01

Short-term memory load can impair attentional control, but prior work shows that the extent of the effect ranges from being very general to very specific. One factor for the mixed results may be reliance on point estimates of memory load effects on attention. Here we used auditory attention gradients as an analog measure to map-out the impact of short-term memory load over space. Verbal or spatial information was maintained during an auditory spatial attention task and compared to no-load. Stimuli were presented from five virtual locations in the frontal azimuth plane, and subjects focused on the midline. Reaction times progressively increased for lateral stimuli, indicating an attention gradient. Spatial load further slowed responses at lateral locations, particularly in the left hemispace, but had little effect at midline. Verbal memory load had no (Experiment 1), or a minimal (Experiment 2) influence on reaction times. Spatial and verbal load increased switch costs between memory encoding and attention tasks relative to the no load condition. The findings show that short-term memory influences the distribution of auditory attention over space; and that the specific pattern depends on the type of information in short-term memory.

Impact of Spatial and Verbal Short-Term Memory Load on Auditory Spatial Attention Gradients

PubMed Central

Golob, Edward J.; Winston, Jenna; Mock, Jeffrey R.

2017-01-01

Short-term memory load can impair attentional control, but prior work shows that the extent of the effect ranges from being very general to very specific. One factor for the mixed results may be reliance on point estimates of memory load effects on attention. Here we used auditory attention gradients as an analog measure to map-out the impact of short-term memory load over space. Verbal or spatial information was maintained during an auditory spatial attention task and compared to no-load. Stimuli were presented from five virtual locations in the frontal azimuth plane, and subjects focused on the midline. Reaction times progressively increased for lateral stimuli, indicating an attention gradient. Spatial load further slowed responses at lateral locations, particularly in the left hemispace, but had little effect at midline. Verbal memory load had no (Experiment 1), or a minimal (Experiment 2) influence on reaction times. Spatial and verbal load increased switch costs between memory encoding and attention tasks relative to the no load condition. The findings show that short-term memory influences the distribution of auditory attention over space; and that the specific pattern depends on the type of information in short-term memory. PMID:29218024

Language Competence and Joint Attention in Mother-Toddler Dyads.

ERIC Educational Resources Information Center

Saxon, Terrill F.; Reilly, John T.

1998-01-01

Investigated the relationship between language competence, joint attention, and interaction between mothers and toddlers that fosters joint attention. Found no correlation between joint attention and concurrent language, yet joint attention was related to toddler age when correlated with language. Suggested that nonostensive settings need further…

Long-Term Memory: A Review and Meta-Analysis of Studies of Declarative and Procedural Memory in Specific Language Impairment

ERIC Educational Resources Information Center

Lum, Jarrad A. G.; Conti-Ramsden, Gina

2013-01-01

This review examined the status of long-term memory systems in specific language impairment (SLI)--declarative memory and aspects of procedural memory in particular. Studies included in the review were identified following a systematic search of the literature and findings combined using meta-analysis. This review showed that individuals with SLI…

The strengths and weaknesses in verbal short-term memory and visual working memory in children with hearing impairment and additional language learning difficulties.

PubMed

Willis, Suzi; Goldbart, Juliet; Stansfield, Jois

2014-07-01

To compare verbal short-term memory and visual working memory abilities of six children with congenital hearing-impairment identified as having significant language learning difficulties with normative data from typically hearing children using standardized memory assessments. Six children with hearing loss aged 8-15 years were assessed on measures of verbal short-term memory (Non-word and word recall) and visual working memory annually over a two year period. All children had cognitive abilities within normal limits and used spoken language as the primary mode of communication. The language assessment scores at the beginning of the study revealed that all six participants exhibited delays of two years or more on standardized assessments of receptive and expressive vocabulary and spoken language. The children with hearing-impairment scores were significantly higher on the non-word recall task than the "real" word recall task. They also exhibited significantly higher scores on visual working memory than those of the age-matched sample from the standardized memory assessment. Each of the six participants in this study displayed the same pattern of strengths and weaknesses in verbal short-term memory and visual working memory despite their very different chronological ages. The children's poor ability to recall single syllable words in relation to non-words is a clinical indicator of their difficulties in verbal short-term memory. However, the children with hearing-impairment do not display generalized processing difficulties and indeed demonstrate strengths in visual working memory. The poor ability to recall words, in combination with difficulties with early word learning may be indicators of children with hearing-impairment who will struggle to develop spoken language equal to that of their normally hearing peers. This early identification has the potential to allow for target specific intervention that may remediate their difficulties. Copyright © 2014. Published by Elsevier Ireland Ltd.

Mass Spectrometry-based Approaches to Understand the Molecular Basis of Memory

NASA Astrophysics Data System (ADS)

Pontes, Arthur; de Sousa, Marcelo

2016-10-01

The central nervous system is responsible for an array of cognitive functions such as memory, learning, language and attention. These processes tend to take place in distinct brain regions; yet, they need to be integrated to give rise to adaptive or meaningful behavior. Since cognitive processes result from underlying cellular and molecular changes, genomics and transcriptomics assays have been applied to human and animal models to understand such events. Nevertheless, genes and RNAs are not the end products of most biological functions. In order to gain further insights toward the understanding of brain processes, the field of proteomics has been of increasing importance in the past years. Advancements in liquid chromatography-tandem mass spectrometry (LC-MS/MS) have enable the identification and quantification of thousand of proteins with high accuracy and sensitivity, fostering a revolution in the neurosciences. Herein, we review the molecular bases of explicit memory in the hippocampus. We outline the principles of mass spectrometry (MS)-based proteomics, highlighting the use of this analytical tool to study memory formation. In addition, we discuss MS-based targeted approaches as the future of protein analysis.

Revisiting Problems with Foreign Language Aptitude

ERIC Educational Resources Information Center

Safar, Anna; Kormos, Judit

2008-01-01

This study investigated three of the issues recently raised in connection with the traditional concept of foreign language aptitude: the relationship between foreign language aptitude and working memory and phonological short-term memory capacity, the role of foreign language aptitude in predicting success in the framework of focus-on-form foreign…

Specific Language or Working Memory Impairments: A Small Scale Observational Study

ERIC Educational Resources Information Center

Archibald, Lisa M. D.; Joanisse, Marc; Edmunds, Alan

2011-01-01

Study of the developmental relationship between language and working memory skills has only just begun, despite the prominent role of their interdependency in some theoretical accounts of developmental language impairments. Recently, Archibald and Joanisse (2009) identified children with specific language impairment (SLI), or specific working…

Subjective cognitive complaints and neuropsychological performance in former smokers with and without chronic obstructive pulmonary disease.

PubMed

Brunette, Amanda M; Holm, Kristen E; Wamboldt, Frederick S; Kozora, Elizabeth; Moser, David J; Make, Barry J; Crapo, James D; Meschede, Kimberly; Weinberger, Howard D; Moreau, Kerrie L; Bowler, Russell P; Hoth, Karin F

2018-05-01

This study examined the association of perceived cognitive difficulties with objective cognitive performance in former smokers. We hypothesized that greater perceived cognitive difficulties would be associated with poorer performance on objective executive and memory tasks. Participants were 95 former smokers recruited from the COPDGene study. They completed questionnaires (including the Cognitive Difficulties Scale [CDS] and the Hospital Anxiety and Depression Scale [HADS]), neuropsychological assessment, and pulmonary function testing. Pearson correlations and t-tests were conducted to examine the bivariate association of the CDS (total score and subscales for attention/concentration, praxis, delayed recall, orientation for persons, temporal orientation, and prospective memory) with each domain of objective cognitive functioning (memory recall, executive functioning/processing speed, visuospatial processing, and language). Simultaneous multiple linear regression was used to further examine all statistically significant bivariate associations. The following covariates were included in all regression models: age, sex, pack-years, premorbid functioning (WRAT-IV Reading), HADS total score, and chronic obstructive pulmonary disease (COPD) status (yes/no based on GOLD criteria). In regression models, greater perceived cognitive difficulties overall (using CDS total score) were associated with poorer performance on executive functioning/processing speed tasks (b = -0.07, SE = 0.03, p = .037). Greater perceived cognitive difficulties on the CDS praxis subscale were associated with poorer performance on executive functioning/processing speed tasks (b = -3.65, SE = 1.25, p = .005), memory recall tasks (b = -4.60, SE = 1.75, p = .010), and language tasks (b = -3.89, SE = 1.39, p = .006). Clinicians should be aware that cognitive complaints may be indicative of problems with the executive functioning/processing speed and memory of former smokers with and without COPD.

Memory: Enduring Traces of Perceptual and Reflective Attention

PubMed Central

Chun, Marvin M.; Johnson, Marcia K.

2011-01-01

Attention and memory are typically studied as separate topics, but they are highly intertwined. Here we discuss the relation between memory and two fundamental types of attention: perceptual and reflective. Memory is the persisting consequence of cognitive activities initiated by and/or focused on external information from the environment (perceptual attention) and initiated by and/or focused on internal mental representations (reflective attention). We consider three key questions for advancing a cognitive neuroscience of attention and memory: To what extent do perception and reflection share representational areas? To what extent are the control processes that select, maintain, and manipulate perceptual and reflective information subserved by common areas and networks? During perception and reflection, to what extent are common areas responsible for binding features together to create complex, episodic memories and for reviving them later? Considering similarities and differences in perceptual and reflective attention helps integrate a broad range of findings and raises important unresolved issues. PMID:22099456

Attention Effects During Visual Short-Term Memory Maintenance: Protection or Prioritization?

PubMed Central

Matsukura, Michi; Luck, Steven J.; Vecera, Shaun P.

2007-01-01

Interactions between visual attention and visual short-term memory (VSTM) play a central role in cognitive processing. For example, attention can assist in selectively encoding items into visual memory. Attention appears to be able to influence items already stored in visual memory as well; cues that appear long after the presentation of an array of objects can affect memory for those objects (Griffin & Nobre, 2003). In five experiments, we distinguished two possible mechanisms for the effects of cues on items currently stored in VSTM. A protection account proposes that attention protects the cued item from becoming degraded during the retention interval. By contrast, a prioritization account suggests that attention increases a cued item’s priority during the comparison process that occurs when memory is tested. The results of the experiments were consistent with the first of these possibilities, suggesting that attention can serve to protect VSTM representations while they are being maintained. PMID:18078232

Selective attention meets spontaneous recognition memory: Evidence for effects at retrieval.

PubMed

Moen, Katherine C; Miller, Jeremy K; Lloyd, Marianne E

2017-03-01

Previous research on the effects of Divided Attention on recognition memory have shown consistent impairments during encoding but more variable effects at retrieval. The present study explored whether effects of Selective Attention at retrieval and subsequent testing were parallel to those of Divided Attention. Participants studied a list of pictures and then had a recognition memory test that included both full attention and selective attention (the to be responded to object was overlaid atop a blue outlined object) trials. All participants then completed a second recognition memory test. The results of 2 experiments suggest that subsequent tests consistently show impacts of the status of the ignored stimulus, and that having an initial test changes performance on a later test. The results are discussed in relation to effect of attention on memory more generally as well as spontaneous recognition memory research. Copyright © 2017 Elsevier Inc. All rights reserved.

Preserved memory-based orienting of attention with impaired explicit memory in healthy ageing.

PubMed

Salvato, Gerardo; Patai, Eva Z; Nobre, Anna C

2016-01-01

It is increasingly recognised that spatial contextual long-term memory (LTM) prepares neural activity for guiding visuo-spatial attention in a proactive manner. In the current study, we investigated whether the decline in explicit memory observed in healthy ageing would compromise this mechanism. We compared the behavioural performance of younger and older participants on learning new contextual memories, on orienting visual attention based on these learnt contextual associations, and on explicit recall of contextual memories. We found a striking dissociation between older versus younger participants in the relationship between the ability to retrieve contextual memories versus the ability to use these to guide attention to enhance performance on a target-detection task. Older participants showed significant deficits in the explicit retrieval task, but their behavioural benefits from memory-based orienting of attention were equivalent to those in young participants. Furthermore, memory-based orienting correlated significantly with explicit contextual LTM in younger adults but not in older adults. These results suggest that explicit memory deficits in ageing might not compromise initial perception and encoding of events. Importantly, the results also shed light on the mechanisms of memory-guided attention, suggesting that explicit contextual memories are not necessary. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Evaluating the Role of Attention in the Context of Unconscious Thought Theory: Differential Impact of Attentional Scope and Load on Preference and Memory

PubMed Central

Srinivasan, Narayanan; Mukherjee, Sumitava; Mishra, Maruti V.; Kesarwani, Smriti

2013-01-01

Attention is a key process used to conceptualize and define modes of thought, but we lack information about the role of specific attentional processes on preferential choice and memory in multi-attribute decision making. In this study, we examine the role of attention based on two dimensions, attentional scope and load on choice preference strength and memory using a paradigm that arguably elicits unconscious thought. Scope of attention was manipulated by using global or local processing during distraction (Experiment 1) and before the information-encoding stage (Experiment 2). Load was manipulated by using the n-back task in Experiment 1. Results from Experiment 1 show that global processing or distributed attention during distraction results in stronger preference irrespective of load but better memory only at low cognitive load. Task difficulty or load did not have any effect on preference or memory. In Experiment 2, distributed attention before attribute encoding facilitated only memory but did not influence preference. Results show that attentional processes at different stages of processing like distraction and information-encoding influence decision making processes. Scope of attention not only influences preference and memory but the manner in which attentional scope influences them depends on both load and stage of information processing. The results indicate the important role of attention in processes critical for decision making and calls for a re-evaluation of the unconscious thought theory (UTT) and the need for reconceptualizing the role of attention. PMID:23382726

Evaluating the role of attention in the context of unconscious thought theory: differential impact of attentional scope and load on preference and memory.

PubMed

Srinivasan, Narayanan; Mukherjee, Sumitava; Mishra, Maruti V; Kesarwani, Smriti

2013-01-01

Attention is a key process used to conceptualize and define modes of thought, but we lack information about the role of specific attentional processes on preferential choice and memory in multi-attribute decision making. In this study, we examine the role of attention based on two dimensions, attentional scope and load on choice preference strength and memory using a paradigm that arguably elicits unconscious thought. Scope of attention was manipulated by using global or local processing during distraction (Experiment 1) and before the information-encoding stage (Experiment 2). Load was manipulated by using the n-back task in Experiment 1. Results from Experiment 1 show that global processing or distributed attention during distraction results in stronger preference irrespective of load but better memory only at low cognitive load. Task difficulty or load did not have any effect on preference or memory. In Experiment 2, distributed attention before attribute encoding facilitated only memory but did not influence preference. Results show that attentional processes at different stages of processing like distraction and information-encoding influence decision making processes. Scope of attention not only influences preference and memory but the manner in which attentional scope influences them depends on both load and stage of information processing. The results indicate the important role of attention in processes critical for decision making and calls for a re-evaluation of the unconscious thought theory (UTT) and the need for reconceptualizing the role of attention.

The Role of Auditory Nonverbal Working Memory in Sentence Repetition for Bilingual Children with Primary Language Impairment

PubMed Central

Ebert, Kerry Danahy

2015-01-01

Background Sentence repetition performance is attracting increasing interest as a valuable clinical marker for Primary (or Specific) Language Impairment (LI) in both monolingual and bilingual populations. Multiple aspects of memory appear to contribute to sentence repetition performance, but nonverbal memory has not yet been considered. Aims The purpose of this study was to explore the relationship between a measure of nonverbal auditory working memory (NVWM) and sentence repetition performance in a sample of bilingual children with LI. Methods & Procedures Forty-seven school-aged Spanish-English bilingual children with LI completed sentence repetition and nonword repetition tasks in both Spanish and English as well as an NVWM task. Hierarchical multiple linear regression was used to predict sentence repetition in each language using age, nonword repetition, and NVWM. Outcomes & Results NVWM predicted unique variance in sentence repetition performance in both languages after accounting for chronological age and language-specific phonological memory, as measured by nonword repetition. Conclusions & Implications Domain-general memory resources play a unique role in sentence repetition performance in children with LI. Nonverbal working memory weaknesses may contribute to the poor performance of children with LI on sentence repetition tasks. PMID:24894308

Attentional capture by working memory contents.

PubMed

Pan, Yi

2010-06-01

There has been controversy on whether working memory (WM) contents automatically guide attention. The present study tried to replicate the effect of WM-based attentional capture using an adaption of Downing's (2000) paradigm, in which WM and attentional capture were combined. Subjects were presented with an attention display containing two objects, one of which could be precued by a matching item being held in WM. As measured by a probe discrimination task, the memory-matching object had a privileged status to capture attention regardless of the stimulus onset asynchronies between the memory cue and the attention display, even when there was absolutely no benefit for subjects to bias attention in favour of the memory match. These results suggest that WM contents guide attention in an involuntary manner. The implications of current findings for understanding of WM effects on visual selection are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

The Meeting Point: Where Language Production and Working Memory Share Resources.

PubMed

Ishkhanyan, Byurakn; Boye, Kasper; Mogensen, Jesper

2018-06-07

The interaction between working memory and language processing is widely discussed in cognitive research. However, those studies often explore the relationship between language comprehension and working memory (WM). The role of WM is rarely considered in language production, despite some evidence suggesting a relationship between the two cognitive systems. This study attempts to fill that gap by using a complex span task during language production. We make our predictions based on the reorganization of elementary functions neurocognitive model, a usage based theory about grammatical status, and language production models. In accordance with these theories, we expect an overlap between language production and WM at one or more levels of language planning. Our results show that WM is involved at the phonological encoding level of language production and that adding WM load facilitates language production, which leads us to suggest that an extra task-specific storage is being created while the task is performed.

Developmental Associations between Working Memory and Language in Children with Specific Language Impairment: A Longitudinal Study

ERIC Educational Resources Information Center

Vugs, Brigitte; Hendriks, Marc; Cuperus, Juliane; Knoors, Harry; Verhoeven, Ludo

2017-01-01

Purpose: This longitudinal study examined differences in the development of working memory (WM) between children with specific language impairment (SLI) and typically developing (TD) children. Further, it explored to what extent language at ages 7-8 years could be predicted by measures of language and/or WM at ages 4-5 years. Method: Thirty…

The Development of Children's Early Memory Skills

ERIC Educational Resources Information Center

Haden, Catherine A.; Ornstein, Peter A.; O'Brien, Barbara S.; Elischberger, Holger B.; Tyler, Caroline S.; Burchinal, Margaret J.

2011-01-01

A multitask battery tapping nonverbal memory and language skills was used to assess 60 children at 18, 24, and 30 months of age. Analyses focused on the degree to which language, working memory, and deliberate memory skills were linked concurrently to children's Elicited Imitation task performance and whether the patterns of association varied…

Pitch Perception, Working Memory, and Second-Language Phonological Production

ERIC Educational Resources Information Center

Posedel, James; Emery, Lisa; Souza, Benjamin; Fountain, Catherine

2012-01-01

Previous research has suggested that training on a musical instrument is associated with improvements in working memory and musical pitch perception ability. Good working memory and musical pitch perception ability, in turn, have been linked to certain aspects of language production. The current study examines whether working memory and/or pitch…

Content Analysis of Memory and Memory-Related Research Studies on Children with Hearing Loss

ERIC Educational Resources Information Center

Dogan, Murat; Hasanoglu, Gülcihan

2016-01-01

Memory plays a profound role in explaining language development, academic learning, and learning disabilities. Even though there is a large body of research on language development, literacy skills, other academic skills, and intellectual characteristics of children with hearing loss, there is no holistic study on their memory processes.…

Recall Performance of Children Failing Memory Portions of a Speech--Language--Memory Screening Battery.

ERIC Educational Resources Information Center

Tobey, Emily A.; And Others

1982-01-01

Recall performance of 22 first-grade and third-grade children who failed memory portions of a speech-language-memory screen was examined using digit and consonant-vowel (CV) stimulus sets. Data indicate children failing the screening battery differed quantitatively, rather than qualitatively, from children passing the screening batter. (Author)

Working Memory Functioning in Children with Learning Disorders and Specific Language Impairment

ERIC Educational Resources Information Center

Schuchardt, Kirsten; Bockmann, Ann-Katrin; Bornemann, Galina; Maehler, Claudia

2013-01-01

Purpose: On the basis of Baddeley's working memory model (1986), we examined working memory functioning in children with learning disorders with and without specific language impairment (SLI). We pursued the question whether children with learning disorders exhibit similar working memory deficits as children with additional SLI. Method: In…

Episodic Memory Retrieval in Adolescents with and without Developmental Language Disorder (DLD)

ERIC Educational Resources Information Center

Lee, Joanna C.

2018-01-01

Background: Two reasons may explain the discrepant findings regarding declarative memory in developmental language disorder (DLD) in the literature. First, standardized tests are one of the primary tools used to assess declarative memory in previous studies. It is possible they are not sensitive enough to subtle memory impairment. Second, the…

Applying the Concept of Working Memory to Foreign Language Listening Comprehension.

ERIC Educational Resources Information Center

Service, Elisabet

Memory research has recently moved from looking at performance in highly artificial laboratory tasks to examination of tasks in everyday life. One consequence is the development of the concept of "working memory." For the learner, foreign language comprehension makes great demands on working memory capacity. Comprehension of a message requires…

Case Series Investigations in Cognitive Neuropsychology

PubMed Central

Schwartz, Myrna F.; Dell, Gary S.

2011-01-01

Case series methodology involves the systematic assessment of a sample of related patients, with the goal of understanding how and why they differ from one another. This method has become increasingly important in cognitive neuropsychology, which has long been identified with single-subject research. We review case series studies dealing with impaired semantic memory, reading, and language production, and draw attention to the affinity of this methodology for testing theories that are expressed as computational models and for addressing questions about neuroanatomy. It is concluded that case series methods usefully complement single-subject techniques. PMID:21714756

A Comparison between Verbal Working Memory and Vocabulary in Bilingual and Monolingual South African School Beginners: Implications for Bilingual Language Assessment

ERIC Educational Resources Information Center

Cockcroft, Kate

2016-01-01

This study compared bilingual and monolingual school beginners on measures of simple and complex verbal working memory and receptive and expressive vocabulary. The aim was to determine whether the tests of working memory are fairer measures of language ability than the vocabulary tests for bilingual children when tested in their second language.…

Children's Comprehension of Object Relative Sentences: It's Extant Language Knowledge That Matters, Not Domain-General Working Memory

ERIC Educational Resources Information Center

Rusli, Yazmin Ahmad; Montgomery, James W.

2017-01-01

Purpose: The aim of this study was to determine whether extant language (lexical) knowledge or domain-general working memory is the better predictor of comprehension of object relative sentences for children with typical development. We hypothesized that extant language knowledge, not domain-general working memory, is the better predictor. Method:…

Auditory and verbal memory predictors of spoken language skills in children with cochlear implants.

PubMed

de Hoog, Brigitte E; Langereis, Margreet C; van Weerdenburg, Marjolijn; Keuning, Jos; Knoors, Harry; Verhoeven, Ludo

2016-10-01

Large variability in individual spoken language outcomes remains a persistent finding in the group of children with cochlear implants (CIs), particularly in their grammatical development. In the present study, we examined the extent of delay in lexical and morphosyntactic spoken language levels of children with CIs as compared to those of a normative sample of age-matched children with normal hearing. Furthermore, the predictive value of auditory and verbal memory factors in the spoken language performance of implanted children was analyzed. Thirty-nine profoundly deaf children with CIs were assessed using a test battery including measures of lexical, grammatical, auditory and verbal memory tests. Furthermore, child-related demographic characteristics were taken into account. The majority of the children with CIs did not reach age-equivalent lexical and morphosyntactic language skills. Multiple linear regression analyses revealed that lexical spoken language performance in children with CIs was best predicted by age at testing, phoneme perception, and auditory word closure. The morphosyntactic language outcomes of the CI group were best predicted by lexicon, auditory word closure, and auditory memory for words. Qualitatively good speech perception skills appear to be crucial for lexical and grammatical development in children with CIs. Furthermore, strongly developed vocabulary skills and verbal memory abilities predict morphosyntactic language skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

Behavioral decoding of working memory items inside and outside the focus of attention.

PubMed

Mallett, Remington; Lewis-Peacock, Jarrod A

2018-03-31

How we attend to our thoughts affects how we attend to our environment. Holding information in working memory can automatically bias visual attention toward matching information. By observing attentional biases on reaction times to visual search during a memory delay, it is possible to reconstruct the source of that bias using machine learning techniques and thereby behaviorally decode the content of working memory. Can this be done when more than one item is held in working memory? There is some evidence that multiple items can simultaneously bias attention, but the effects have been inconsistent. One explanation may be that items are stored in different states depending on the current task demands. Recent models propose functionally distinct states of representation for items inside versus outside the focus of attention. Here, we use behavioral decoding to evaluate whether multiple memory items-including temporarily irrelevant items outside the focus of attention-exert biases on visual attention. Only the single item in the focus of attention was decodable. The other item showed a brief attentional bias that dissipated until it returned to the focus of attention. These results support the idea of dynamic, flexible states of working memory across time and priority. © 2018 New York Academy of Sciences.

Posterior parietal cortex and episodic encoding: insights from fMRI subsequent memory effects and dual-attention theory.

PubMed

Uncapher, Melina R; Wagner, Anthony D

2009-02-01

The formation of episodic memories--memories for life events--is affected by attention during event processing. A leading neurobiological model of attention posits two separate yet interacting systems that depend on distinct regions in lateral posterior parietal cortex (PPC). From this dual-attention perspective, dorsal PPC is thought to support the goal-directed allocation of attention, whereas ventral PPC is thought to support reflexive orienting to information that automatically captures attention. To advance understanding of how parietal mechanisms may impact event encoding, we review functional MRI studies that document the relationship between lateral PPC activation during encoding and subsequent memory performance (e.g., later remembering or forgetting). This review reveals that (a) encoding-related activity is frequently observed in human lateral PPC, (b) increased activation in dorsal PPC is associated with later memory success, and (c) increased activation in ventral PPC predominantly correlates with later memory failure. From a dual-attention perspective, these findings suggest that allocating goal-directed attention during event processing increases the probability that the event will be remembered later, whereas the capture of reflexive attention during event processing may have negative consequences for event encoding. The prevalence of encoding-related activation in parietal cortex suggests that neurobiological models of episodic memory should consider how parietal-mediated attentional mechanisms regulate encoding.

Neuropsychological and social cognitive function in young people at genetic risk of bipolar disorder.

PubMed

McCormack, C; Green, M J; Rowland, J E; Roberts, G; Frankland, A; Hadzi-Pavlovic, D; Joslyn, C; Lau, P; Wright, A; Levy, F; Lenroot, R K; Mitchell, P B

2016-03-01

Impairments in key neuropsychological domains (e.g. working memory, attention) and social cognitive deficits have been implicated as intermediate (endo) phenotypes for bipolar disorder (BD), and should therefore be evident in unaffected relatives. Neurocognitive and social cognitive ability was examined in 99 young people (age range 16-30 years) with a biological parent or sibling diagnosed with the disorder [thus deemed to be at risk (AR) of developing BD], compared with 78 healthy control (HC) subjects, and 52 people with a confirmed diagnosis of BD. Only verbal intelligence and affective response inhibition were significantly impaired in AR relative to HC participants; the BD participants showed significant deficits in attention tasks compared with HCs. Neither AR nor BD patients showed impairments in general intellectual ability, working memory, visuospatial or language ability, relative to HC participants. Analysis of BD-I and BD-II cases separately revealed deficits in attention and immediate memory in BD-I patients (only), relative to HCs. Only the BD (but not AR) participants showed impaired emotion recognition, relative to HCs. Selective cognitive deficits in the capacity to inhibit negative affective information, and general verbal ability may be intermediate markers of risk for BD; however, the extent and severity of impairment in this sample was less pronounced than has been reported in previous studies of older family members and BD cases. These findings highlight distinctions in the cognitive profiles of AR and BD participants, and provide limited support for progressive cognitive decline in association with illness development in BD.

Long-term memory: A review and meta-analysis of studies of declarative and procedural memory in specific language impairment

PubMed Central

Lum, Jarrad A. G.; Conti-Ramsden, Gina

2014-01-01

This review examined the status of long-term memory systems in specific language impairment (SLI), in particular declarative memory and aspects of procedural memory. Studies included in the review were identified following a systematic search of the literature and findings combined using meta-analysis. This review showed individuals with SLI are poorer than age matched controls in the learning and retrieval of verbal information from the declarative memory. However, there is evidence to suggest that the problems with declarative learning and memory for verbal information in SLI might be due to difficulties with verbal working memory and language. The learning and retrieval of non-verbal information from declarative memory appears relatively intact. In relation to procedural learning and memory, evidence indicates poor implicit learning of verbal information. Findings pertaining to nonverbal information have been mixed. This review of the literature indicates there are now substantial grounds for suspecting that multiple memory systems may be implicated in the impairment. PMID:24748707

Child first language and adult second language are both tied to general-purpose learning systems.

PubMed

Hamrick, Phillip; Lum, Jarrad A G; Ullman, Michael T

2018-02-13

Do the mechanisms underlying language in fact serve general-purpose functions that preexist this uniquely human capacity? To address this contentious and empirically challenging issue, we systematically tested the predictions of a well-studied neurocognitive theory of language motivated by evolutionary principles. Multiple metaanalyses were performed to examine predicted links between language and two general-purpose learning systems, declarative and procedural memory. The results tied lexical abilities to learning only in declarative memory, while grammar was linked to learning in both systems in both child first language and adult second language, in specific ways. In second language learners, grammar was associated with only declarative memory at lower language experience, but with only procedural memory at higher experience. The findings yielded large effect sizes and held consistently across languages, language families, linguistic structures, and tasks, underscoring their reliability and validity. The results, which met the predicted pattern, provide comprehensive evidence that language is tied to general-purpose systems both in children acquiring their native language and adults learning an additional language. Crucially, if language learning relies on these systems, then our extensive knowledge of the systems from animal and human studies may also apply to this domain, leading to predictions that might be unwarranted in the more circumscribed study of language. Thus, by demonstrating a role for these systems in language, the findings simultaneously lay a foundation for potentially important advances in the study of this critical domain.

Auditory and Visual Working Memory Functioning in College Students with Attention-Deficit/Hyperactivity Disorder and/or Learning Disabilities.

PubMed

Liebel, Spencer W; Nelson, Jason M

2017-12-01

We investigated the auditory and visual working memory functioning in college students with attention-deficit/hyperactivity disorder, learning disabilities, and clinical controls. We examined the role attention-deficit/hyperactivity disorder subtype status played in working memory functioning. The unique influence that both domains of working memory have on reading and math abilities was investigated. A sample of 268 individuals seeking postsecondary education comprise four groups of the present study: 110 had an attention-deficit/hyperactivity disorder diagnosis only, 72 had a learning disability diagnosis only, 35 had comorbid attention-deficit/hyperactivity disorder and learning disability diagnoses, and 60 individuals without either of these disorders comprise a clinical control group. Participants underwent a comprehensive neuropsychological evaluation, and licensed psychologists employed a multi-informant, multi-method approach in obtaining diagnoses. In the attention-deficit/hyperactivity disorder only group, there was no difference between auditory and visual working memory functioning, t(100) = -1.57, p = .12. In the learning disability group, however, auditory working memory functioning was significantly weaker compared with visual working memory, t(71) = -6.19, p < .001, d = -0.85. Within the attention-deficit/hyperactivity disorder only group, there were no auditory or visual working memory functioning differences between participants with either a predominantly inattentive type or a combined type diagnosis. Visual working memory did not incrementally contribute to the prediction of academic achievement skills. Individuals with attention-deficit/hyperactivity disorder did not demonstrate significant working memory differences compared with clinical controls. Individuals with a learning disability demonstrated weaker auditory working memory than individuals in either the attention-deficit/hyperactivity or clinical control groups. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Working memory and attentional bias on reinforcing efficacy of food.

PubMed

Carr, Katelyn A; Epstein, Leonard H

2017-09-01

Reinforcing efficacy of food, or the relationship between food prices and purchasing, is related to obesity status and energy intake in adults. Determining how to allocate resources for food is a decision making process influenced by executive functions. Attention to appetitive cues, as well as working memory capacity, or the ability to flexibly control attention while mentally retaining information, may be important executive functions involved in food purchasing decisions. In two studies, we examined how attention bias to food and working memory capacity are related to reinforcing efficacy of both high energy-dense and low energy-dense foods. The first study examined 48 women of varying body mass index (BMI) and found that the relationship between attentional processes and reinforcing efficacy was moderated by working memory capacity. Those who avoid food cues and had high working memory capacity had the lowest reinforcing efficacy, as compared to those with low working memory capacity. Study 2 systematically replicated the methods of study 1 with assessment of maintained attention in a sample of 48 overweight/obese adults. Results showed the relationship between maintained attention to food cues and reinforcing efficacy was moderated by working memory capacity. Those with a maintained attention to food and high working memory capacity had higher reinforcing efficacy than low working memory capacity individuals. These studies suggest working memory capacity moderated the relationship between different aspects of attention and food reinforcement. Understanding how decision making process are involved in reinforcing efficacy may help to identify future intervention targets. Copyright © 2017 Elsevier Ltd. All rights reserved.

Children's attention to task-relevant information accounts for relations between language and spatial cognition.

PubMed

Miller, Hilary E; Simmering, Vanessa R

2018-08-01

Children's spatial language reliably predicts their spatial skills, but the nature of this relation is a source of debate. This investigation examined whether the mechanisms accounting for such relations are specific to language use or reflect a domain-general mechanism of selective attention. Experiment 1 examined whether 4-year-olds' spatial skills were predicted by their selective attention or their adaptive language use. Children completed (a) an attention task assessing attention to task-relevant color, size, and location cues; (b) a description task assessing adaptive language use to describe scenes varying in color, size, and location; and (c) three spatial tasks. There was correspondence between the cue types that children attended to and produced across description and attention tasks. Adaptive language use was predicted by both children's attention and task-related language production, suggesting that selective attention underlies skills in using language adaptively. After controlling for age, gender, receptive vocabulary, and adaptive language use, spatial skills were predicted by children's selective attention. The attention score predicted variance in spatial performance previously accounted for by adaptive language use. Experiment 2 followed up on the attention task (Experiment 2a) and description task (Experiment 2b) from Experiment 1 to assess whether performance in the tasks related to selective attention or task-specific demands. Performance in Experiments 2a and 2b paralleled that in Experiment 1, suggesting that the effects in Experiment 1 reflected children's selective attention skills. These findings show that selective attention is a central factor supporting spatial skill development that could account for many effects previously attributed to children's language use. Copyright © 2018 Elsevier Inc. All rights reserved.

Cross-linguistic and cross-cultural effects on verbal working memory and vocabulary: testing language-minority children with an immigrant background.

PubMed

de Abreu, Pascale M J Engel; Baldassi, Martine; Puglisi, Marina L; Befi-Lopes, Debora M

2013-04-01

In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary (comprehension and production), executive-loaded working memory (counting recall and backward digit recall), and verbal short-term memory (digit recall and nonword repetition). Cross-linguistic task performance was compared within individuals. The language-minority children were also compared with multilingual language-majority children from Luxembourg and Portuguese-speaking monolinguals from Brazil without an immigrant background matched on age, sex, socioeconomic status, and nonverbal reasoning. Results showed that (a) verbal working memory measures involving numerical memoranda were relatively independent of test language and cultural status; (b) language status had an impact on the repetition of high- but not on low-wordlike L2 nonwords; (c) large cross-linguistic and cross-cultural effects emerged for productive vocabulary; (d) cross-cultural effects were less pronounced for vocabulary comprehension with no differences between groups if only L1 words relevant to the home context were considered. The study indicates that linguistic and cognitive assessments for language-minority children require careful choice among measures to ensure valid results. Implications for testing culturally and linguistically diverse children are discussed.

Prospective memory: effects of divided attention on spontaneous retrieval.

PubMed

Harrison, Tyler L; Mullet, Hillary G; Whiffen, Katie N; Ousterhout, Hunter; Einstein, Gilles O

2014-02-01

We examined the effects of divided attention on the spontaneous retrieval of a prospective memory intention. Participants performed an ongoing lexical decision task with an embedded prospective memory demand, and also performed a divided-attention task during some segments of lexical decision trials. In all experiments, monitoring was highly discouraged, and we observed no evidence that participants engaged monitoring processes. In Experiment 1, performing a moderately demanding divided-attention task (a digit detection task) did not affect prospective memory performance. In Experiment 2, performing a more challenging divided-attention task (random number generation) impaired prospective memory. Experiment 3 showed that this impairment was eliminated when the prospective memory cue was perceptually salient. Taken together, the results indicate that spontaneous retrieval is not automatic and that challenging divided-attention tasks interfere with spontaneous retrieval and not with the execution of a retrieved intention.

The effects of divided attention on auditory priming.

PubMed

Mulligan, Neil W; Duke, Marquinn; Cooper, Angela W

2007-09-01

Traditional theorizing stresses the importance of attentional state during encoding for later memory, based primarily on research with explicit memory. Recent research has begun to investigate the role of attention in implicit memory but has focused almost exclusively on priming in the visual modality. The present experiments examined the effect of divided attention on auditory implicit memory, using auditory perceptual identification, word-stem completion and word-fragment completion. Participants heard study words under full attention conditions or while simultaneously carrying out a distractor task (the divided attention condition). In Experiment 1, a distractor task with low response frequency failed to disrupt later auditory priming (but diminished explicit memory as assessed with auditory recognition). In Experiment 2, a distractor task with greater response frequency disrupted priming on all three of the auditory priming tasks as well as the explicit test. These results imply that although auditory priming is less reliant on attention than explicit memory, it is still greatly affected by at least some divided-attention manipulations. These results are consistent with research using visual priming tasks and have relevance for hypotheses regarding attention and auditory priming.

Overlapping parietal activity in memory and perception: evidence for the attention to memory model.

PubMed

Cabeza, Roberto; Mazuz, Yonatan S; Stokes, Jared; Kragel, James E; Woldorff, Marty G; Ciaramelli, Elisa; Olson, Ingrid R; Moscovitch, Morris

2011-11-01

The specific role of different parietal regions to episodic retrieval is a topic of intense debate. According to the Attention to Memory (AtoM) model, dorsal parietal cortex (DPC) mediates top-down attention processes guided by retrieval goals, whereas ventral parietal cortex (VPC) mediates bottom-up attention processes captured by the retrieval output or the retrieval cue. This model also hypothesizes that the attentional functions of DPC and VPC are similar for memory and perception. To investigate this last hypothesis, we scanned participants with event-related fMRI whereas they performed memory and perception tasks, each comprising an orienting phase (top-down attention) and a detection phase (bottom-up attention). The study yielded two main findings. First, consistent with the AtoM model, orienting-related activity for memory and perception overlapped in DPC, whereas detection-related activity for memory and perception overlapped in VPC. The DPC overlap was greater in the left intraparietal sulcus, and the VPC overlap in the left TPJ. Around overlapping areas, there were differences in the spatial distribution of memory and perception activations, which were consistent with trends reported in the literature. Second, both DPC and VPC showed stronger connectivity with medial-temporal lobe during the memory task and with visual cortex during the perception task. These findings suggest that, during memory tasks, some parietal regions mediate similar attentional control processes to those involved in perception tasks (orienting in DPC vs. detection in VPC), although on different types of information (mnemonic vs. sensory).

Automatic and strategic effects in the guidance of attention by working memory representations

PubMed Central

Carlisle, Nancy B.; Woodman, Geoffrey F.

2010-01-01

Theories of visual attention suggest that working memory representations automatically guide attention toward memory-matching objects. Some empirical tests of this prediction have produced results consistent with working memory automatically guiding attention. However, others have shown that individuals can strategically control whether working memory representations guide visual attention. Previous studies have not independently measured automatic and strategic contributions to the interactions between working memory and attention. In this study, we used a classic manipulation of the probability of valid, neutral, and invalid cues to tease apart the nature of such interactions. This framework utilizes measures of reaction time (RT) to quantify the costs and benefits of attending to memory-matching items and infer the relative magnitudes of automatic and strategic effects. We found both costs and benefits even when the memory-matching item was no more likely to be the target than other items, indicating an automatic component of attentional guidance. However, the costs and benefits essentially doubled as the probability of a trial with a valid cue increased from 20% to 80%, demonstrating a potent strategic effect. We also show that the instructions given to participants led to a significant change in guidance distinct from the actual probability of events during the experiment. Together, these findings demonstrate that the influence of working memory representations on attention is driven by both automatic and strategic interactions. PMID:20643386

Selective attention neutralizes the adverse effects of low socioeconomic status on memory in 9-month-old infants.

PubMed

Markant, Julie; Ackerman, Laura K; Nussenbaum, Kate; Amso, Dima

2016-04-01

Socioeconomic status (SES) has a documented impact on brain and cognitive development. We demonstrate that engaging spatial selective attention mechanisms may counteract this negative influence of impoverished environments on early learning. We previously used a spatial cueing task to compare target object encoding in the context of basic orienting ("facilitation") versus a spatial selective attention orienting mechanism that engages distractor suppression ("IOR"). This work showed that object encoding in the context of IOR boosted 9-month-old infants' recognition memory relative to facilitation (Markant and Amso, 2013). Here we asked whether this attention-memory link further interacted with SES in infancy. Results indicated that SES was related to memory but not attention orienting efficacy. However, the correlation between SES and memory performance was moderated by the attention mechanism engaged during encoding. SES predicted memory performance when objects were encoded with basic orienting processes, with infants from low-SES environments showing poorer memory than those from high-SES environments. However, SES did not predict memory performance among infants who engaged selective attention during encoding. Spatial selective attention engagement mitigated the effects of SES on memory and may offer an effective mechanism for promoting learning among infants at risk for poor cognitive outcomes related to SES. Copyright © 2015 The Authors. Published by Elsevier Ltd.. All rights reserved.

Improving visual memory, attention, and school function with atomoxetine in boys with attention-deficit/hyperactivity disorder.

PubMed

Shang, Chi-Yung; Gau, Susan Shur-Fen

2012-10-01

Atomoxetine is efficacious in reducing symptoms of attention- deficit/hyperactivity disorder (ADHD), but its effect on visual memory and attention needs more investigation. This study aimed to assess the effect of atomoxetine on visual memory, attention, and school function in boys with ADHD in Taiwan. This was an open-label 12 week atomoxetine treatment trial among 30 drug-naíve boys with ADHD, aged 8-16 years. Before administration of atomoxetine, the participants were assessed using psychiatric interviews, the Wechsler Intelligence Scale for Children, 3rd edition (WISC-III), the school function of the Chinese version of the Social Adjustment Inventory for Children and Adolescents (SAICA), the Conners' Continuous Performance Test (CPT), and the tasks of the Cambridge Neuropsychological Test Automated Battery (CANTAB) involving visual memory and attention: Pattern Recognition Memory, Spatial Recognition Memory, and Reaction Time, which were reassessed at weeks 4 and 12. Our results showed there was significant improvement in pattern recognition memory and spatial recognition memory as measured by the CANTAB tasks, sustained attention and response inhibition as measured by the CPT, and reaction time as measured by the CANTAB after treatment with atomoxetine for 4 weeks or 12 weeks. In addition, atomoxetine significantly enhanced school functioning in children with ADHD. Our findings suggested that atomoxetine was associated with significant improvement in visual memory, attention, and school functioning in boys with ADHD.

Automatic and strategic effects in the guidance of attention by working memory representations.

PubMed

Carlisle, Nancy B; Woodman, Geoffrey F

2011-06-01

Theories of visual attention suggest that working memory representations automatically guide attention toward memory-matching objects. Some empirical tests of this prediction have produced results consistent with working memory automatically guiding attention. However, others have shown that individuals can strategically control whether working memory representations guide visual attention. Previous studies have not independently measured automatic and strategic contributions to the interactions between working memory and attention. In this study, we used a classic manipulation of the probability of valid, neutral, and invalid cues to tease apart the nature of such interactions. This framework utilizes measures of reaction time (RT) to quantify the costs and benefits of attending to memory-matching items and infer the relative magnitudes of automatic and strategic effects. We found both costs and benefits even when the memory-matching item was no more likely to be the target than other items, indicating an automatic component of attentional guidance. However, the costs and benefits essentially doubled as the probability of a trial with a valid cue increased from 20% to 80%, demonstrating a potent strategic effect. We also show that the instructions given to participants led to a significant change in guidance distinct from the actual probability of events during the experiment. Together, these findings demonstrate that the influence of working memory representations on attention is driven by both automatic and strategic interactions. Copyright © 2010 Elsevier B.V. All rights reserved.

Selective verbal recognition memory impairments are associated with atrophy of the language network in non-semantic variants of primary progressive aphasia.

PubMed

Nilakantan, Aneesha S; Voss, Joel L; Weintraub, Sandra; Mesulam, M-Marsel; Rogalski, Emily J

2017-06-01

Primary progressive aphasia (PPA) is clinically defined by an initial loss of language function and preservation of other cognitive abilities, including episodic memory. While PPA primarily affects the left-lateralized perisylvian language network, some clinical neuropsychological tests suggest concurrent initial memory loss. The goal of this study was to test recognition memory of objects and words in the visual and auditory modality to separate language-processing impairments from retentive memory in PPA. Individuals with non-semantic PPA had longer reaction times and higher false alarms for auditory word stimuli compared to visual object stimuli. Moreover, false alarms for auditory word recognition memory were related to cortical thickness within the left inferior frontal gyrus and left temporal pole, while false alarms for visual object recognition memory was related to cortical thickness within the right-temporal pole. This pattern of results suggests that specific vulnerability in processing verbal stimuli can hinder episodic memory in PPA, and provides evidence for differential contributions of the left and right temporal poles in word and object recognition memory. Copyright © 2017 Elsevier Ltd. All rights reserved.

Frills, Furbelows and Activated Memory: Syntactically Optional Elements in the Spontaneous Language Production of Bilingual Speakers

ERIC Educational Resources Information Center

Fehringer, Carol; Fry, Christina

2007-01-01

Previous studies have shown a correlation between working memory (WM) and syntactic complexity (variously defined) in language comprehension. The present study investigates this relationship in spontaneous language production, proposing a novel metric, informed by language development and disorders, where complexity is construed in terms of those…

Implicit Schemata and Categories in Memory-Based Language Processing

ERIC Educational Resources Information Center

van den Bosch, Antal; Daelemans, Walter

2013-01-01

Memory-based language processing (MBLP) is an approach to language processing based on exemplar storage during learning and analogical reasoning during processing. From a cognitive perspective, the approach is attractive as a model for human language processing because it does not make any assumptions about the way abstractions are shaped, nor any…

Episodic Memory, Semantic Memory, and Fluency.

ERIC Educational Resources Information Center

Schaefer, Carl F.

1980-01-01

Suggests that creating a second-language semantic network can be conceived as developing a plan for retrieving second-language word forms. Characteristics of linguistic performance which will promote fluency are discussed in light of the distinction between episodic and semantic memory. (AMH)

Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders

PubMed Central

Jones, Jasmin Niedo; Abbott, Robert D.; Berninger, Virginia W.

2014-01-01

Human traits tend to fall along normal distributions. The aim of this research was to evaluate an evidence-based conceptual framework for predicting expected individual differences in reading and writing achievement outcomes for typically developing readers and writers in early and middle childhood from Verbal Reasoning with or without Working Memory Components (phonological, orthographic, and morphological word storage and processing units, phonological and orthographic loops, and rapid switching attention for cross-code integration). Verbal Reasoning (reconceptualized as Bidirectional Cognitive-Linguistic Translation) plus the Working Memory Components (reconceptualized as a language learning system) accounted for more variance than Verbal Reasoning alone, except for handwriting for which Working Memory Components alone were better predictors. Which predictors explained unique variance varied within and across reading (oral real word and pseudoword accuracy and rate, reading comprehension) and writing (handwriting, spelling, composing) skills and grade levels (second and fifth) in this longitudinal study. Educational applications are illustrated and theoretical and practical significance discussed. PMID:24948868

Role of glucose in chewing gum-related facilitation of cognitive function.

PubMed

Stephens, Richard; Tunney, Richard J

2004-10-01

This study tests the hypothesis that chewing gum leads to cognitive benefits through improved delivery of glucose to the brain, by comparing the cognitive performance effects of gum and glucose administered separately and together. Participants completed a battery of cognitive tests in a fully related 2 x 2 design, where one factor was Chewing Gum (gum vs. mint sweet) and the other factor was Glucose Co-administration (consuming a 25 g glucose drink vs. consuming water). For four tests (AVLT Immediate Recall, Digit Span, Spatial Span and Grammatical Transformation), beneficial effects of chewing and glucose were found, supporting the study hypothesis. However, on AVLT Delayed Recall, enhancement due to chewing gum was not paralleled by glucose enhancement, suggesting an alternative mechanism. The glucose delivery model is supported with respect to the cognitive domains: working memory, immediate episodic long-term memory and language-based attention and processing speed. However, some other mechanism is more likely to underlie the facilitatory effect of chewing gum on delayed episodic long-term memory.

Examining reference frame interaction in spatial memory using a distribution analysis.

PubMed

Street, Whitney N; Wang, Ranxiao Frances

2016-02-01

Previous research showed competition among reference frames in spatial attention and language. The present studies developed a new distribution analysis to examine reference frame interactions in spatial memory. Participants viewed virtual arrays of colored pegs and were instructed to remember them either from their own perspective or from the perspective aligned with the rectangular floor. Then they made judgments of relative directions from their respective encoding orientation. Those taking the floor-axis perspective showed systematic bias in the signed errors toward their egocentric perspective, while those taking their own perspective showed no systematic bias, both for random and symmetrical object arrays. The bias toward the egocentric perspective was observed when learning a real symmetric regular object array with strong environmental cues for the aligned axis. These results indicate automatic processing of the self reference while taking the floor-axis perspective but not vice versa, and suggest that research on spatial memory needs to consider the implications of competition effects in reference frame use.

[Schizophrenia Cognition Rating Scale Japanese version (SCoRS-J) as a co-primary measure assessing cognitive function in schizophrenia].

PubMed

Kaneda, Yasuhiro; Ueoka, Yoshinori; Sumiyoshi, Tomiki; Yasui-Furukori, Norio; Ito, Toru; Higuchi, Yuko; Suzuki, Michio; Ohmori, Tetsuro

2011-11-01

The assessment of cognitive function is important for patients with schizophrenia because cognitive impairment is a core feature of the disease, and is a major determinant of functional outcome. To implement a practical assessment tool, we previously developed the Japanese-language version of the Brief Assessment of Cognition in Schizophrenia that objectively measures cognitive domains relevant to outcome. Meanwhile, the U.S. Food and Drug Administration took the position that a drug to improve coghition should show changes on an additional measure (a co-primary), in addition to an accepted consensus cognitive performance measure that is considered functionally meaningful. Thus, four potential co-primary measures, two measures of functional capacity and two interview-based measures of cognition, were evaluated for psychometric properties and validity. The Schizophrenia Cognition Rating Scale (SCoRS) is one of the interview-based measures of cognition. It consists of 20 questions to measure attention, memory, reasoning and problem solving, working memory, language production, and motor skills, which are related to day-to-day functioning. University of California at San Diego Performance-Based Skills Assessment (UPSA) is one of the measures of functional capacity. For its clinical application, we developed the Japanese-language version of the SCoRS (SCoRS-J) and UPSA (UPSA-J) through back-translation into English.

Memory and Common Ground Processes in Language Use

PubMed Central

Brown-Schmidt, Sarah; Duff, Melissa C.

2018-01-01

During communication, we form assumptions about what our communication partners know and believe. Information that is mutually known between the discourse partners—their common ground—serves as a backdrop for successful communication. Here we present an introduction to the focus of this topic, which is the role of memory in common ground and language use. Two types of questions emerge as central to understanding the relationship between memory and common ground, specifically questions having to do with the representation of common ground in memory, and the use of common ground during language processing. PMID:27797165

Memory functions in chronic pain: examining contributions of attention and age to test performance.

PubMed

Oosterman, Joukje M; Derksen, Laura C; van Wijck, Albert J M; Veldhuijzen, Dieuwke S; Kessels, Roy P C

2011-01-01

Previous studies have revealed that memory performance is diminished in chronic pain patients. Few studies, however, have assessed multiple components of memory in a single sample. It is currently also unknown whether attentional problems, which are commonly observed in chronic pain, mediate the decline in memory. Finally, previous studies have focused on middle-aged adults, and a possible detrimental effect of aging on memory performance in chronic pain patients has been commonly disregarded. This study, therefore, aimed at describing the pattern of semantic, working, and visual and verbal episodic memory performance in participants with chronic pain, while testing for possible contributions of attention and age to task performance. Thirty-four participants with chronic pain and 32 pain-free participants completed tests of episodic, semantic, and working memory to assess memory performance and a test of attention. Participants with chronic pain performed worse on tests of working memory and verbal episodic memory. A decline in attention explained some, but not all, group differences in memory performance. Finally, no additional effect of age on the diminished task performance in participants with chronic pain was observed. Taken together, the results indicate that chronic pain significantly affects memory performance. Part of this effect may be caused by underlying attentional dysfunction, although this could not fully explain the observed memory decline. An increase in age in combination with the presence of chronic pain did not additionally affect memory performance.

The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding

ERIC Educational Resources Information Center

Arrington, C. Nikki; Kulesz, Paulina A.; Francis, David J.; Fletcher, Jack M.; Barnes, Marcia A.

2014-01-01

Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in…

Working memory and language: skill-specific or domain-general relations to mathematics?

PubMed

Purpura, David J; Ganley, Colleen M

2014-06-01

Children's early mathematics skills develop in a cumulative fashion; foundational skills form a basis for the acquisition of later skills. However, non-mathematical factors such as working memory and language skills have also been linked to mathematical development at a broad level. Unfortunately, little research has been conducted to evaluate the specific relations of these two non-mathematical factors to individual aspects of early mathematics. Thus, the focus of this study was to determine whether working memory and language were related to only individual aspects of early mathematics or related to many components of early mathematics skills. A total of 199 4- to 6-year-old preschool and kindergarten children were assessed on a battery of early mathematics tasks as well as measures of working memory and language. Results indicated that working memory has a specific relation to only a few-but critically important-early mathematics skills and language has a broad relation to nearly all early mathematics skills. Copyright © 2014 Elsevier Inc. All rights reserved.

Phonological memory in sign language relies on the visuomotor neural system outside the left hemisphere language network.

PubMed

Kanazawa, Yuji; Nakamura, Kimihiro; Ishii, Toru; Aso, Toshihiko; Yamazaki, Hiroshi; Omori, Koichi

2017-01-01

Sign language is an essential medium for everyday social interaction for deaf people and plays a critical role in verbal learning. In particular, language development in those people should heavily rely on the verbal short-term memory (STM) via sign language. Most previous studies compared neural activations during signed language processing in deaf signers and those during spoken language processing in hearing speakers. For sign language users, it thus remains unclear how visuospatial inputs are converted into the verbal STM operating in the left-hemisphere language network. Using functional magnetic resonance imaging, the present study investigated neural activation while bilinguals of spoken and signed language were engaged in a sequence memory span task. On each trial, participants viewed a nonsense syllable sequence presented either as written letters or as fingerspelling (4-7 syllables in length) and then held the syllable sequence for 12 s. Behavioral analysis revealed that participants relied on phonological memory while holding verbal information regardless of the type of input modality. At the neural level, this maintenance stage broadly activated the left-hemisphere language network, including the inferior frontal gyrus, supplementary motor area, superior temporal gyrus and inferior parietal lobule, for both letter and fingerspelling conditions. Interestingly, while most participants reported that they relied on phonological memory during maintenance, direct comparisons between letters and fingers revealed strikingly different patterns of neural activation during the same period. Namely, the effortful maintenance of fingerspelling inputs relative to letter inputs activated the left superior parietal lobule and dorsal premotor area, i.e., brain regions known to play a role in visuomotor analysis of hand/arm movements. These findings suggest that the dorsal visuomotor neural system subserves verbal learning via sign language by relaying gestural inputs to the classical left-hemisphere language network.

The effects of divided attention on implicit and explicit memory performance.

PubMed

Schmitter-Edgecombe, M

1996-03-01

This study explored the nature of the relationship between attention available at learning and subsequent implicit and explicit memory performance. One hundred neurologically normal subjects rated their liking of target words on a five-point scale. Half of the subjects completed the word-rating task in a full attention condition and the other half performed the task in a divided attention condition. Following administration of the word-rating task, all subjects completed five memory tests, three implicit (category association, tachistoscopic identification, and perceptual clarification) and two explicit (semantic-cued recall and graphemic-cued recall), each bearing on a different subset of the list of previously presented target words. The results revealed that subjects in the divided attention condition performed significantly more poorly than subjects in the full attention condition on the explicit memory measures. In contrast, there were no significant group differences in performance on the implicit memory measures. These findings suggest that the attention to an episode that is necessary to produce later explicit memory may differ from that necessary to produce unconscious influences. The relationship between implicit memory, neurologic injury and automatic processes is discussed.

Changes in Cognitive Function in Patients with Primary Insomnia.

PubMed

Guo, Hui; Wei, Meijie; Ding, Wantao

2017-06-25

Neuropsychological evidence is not sufficient concerning whether there is cognitive impairment in patients with primary insomnia. Further study is needed in this regard. To measure the changes in cognitive functioning in patients with primary insomnia. 40 patients with insomnia (insomnia group) and 48 normal sleepers (control group) were tested using the Pittsburgh Sleep Quality Index (PSQI), episodic memory test, and Montreal Cognitive Assessment (MoCA). The insomnia group had significantly lower scores than the control group in the naming ( t =3.17, p= 0.002), immediate memory ( t =3.33, p= 0.001), and delayed recall ( t =6.05, p= 0.001) sections of the MoCA, as well as a lower overall score on the MoCA ( t =3.24, p= 0.002). Participants with different degrees of insomnia also had significantly different scores in naming ( F =7.56, p= 0.001), language ( F =3.22, p= 0.045), total score ( F =6.72, p= 0.002), delayed memory ( F =8.41, p= 0.001), and delayed recall (F=22.67, p= 0.001) sections of the MoCA. The age of primary insomnia patients was correlated to MoCA total score, immediate memory, delayed recall, and delayed recognition function, also with statistical significance. The years of education of primary insomnia patients was also significantly correlated to overall MoCA score, as well as visuospatial and executive function, naming, attention, language, and abstraction sections of the MoCA. Primary insomnia patients have cognitive impairment. The more severe the insomnia is, the wider the range of and the more serious the degree of cognitive impairment is.

[Qualifying language disorders of schizophrenia through the speech therapists' assessment].

PubMed

Boucard, C; Laffy-Beaufils, B

2008-06-01

This study investigates a comprehensive assessment of language disorders in order to identify impaired and unaffected language abilities of individuals with schizophrenia. Furthermore, the purpose of this study was to demonstrate the importance of the role of speech therapists in the treatment of schizophrenia. Speech therapy is especially thought to treat language disorders. However, to date, speech therapists have not been solicited in the treatment of schizophrenia, despite growing evidence supporting that schizophrenia is characterized by cognitive disorders such as impairments in memory, attention, executive functioning and language. In this article, we discuss the fact that elements of language and cognition are interactively affected and that cognition influences language. We then demonstrate that language impairments can be treated in the same way as neurological language impairments (cerebrovascular disease, brain injury), in order to reduce their functional outcome. Schizophrenia affects the pragmatic component of language with a major negative outcome in daily living skills [Champagne M, Stip E, Joanette Y. Social cognition deficit in schizophrenia: accounting for pragmatic deficits in communication abilities? Curr Psychiatry Rev:2006;(2):309-315]. The results of our comprehensive assessment also provide a basis for the design of a care plan. For this, subjects with schizophrenia were examined for language comprehension and language production with a focus on pragmatic abilities. In neurology, standardized tests are available that have been designed specifically to assess language functions. However, no such tests are available in psychiatry, so we gathered assessments widely used in neurology and examined the more relevant skills. In this article, each test we chose is described and particular attention is paid to the information they provided on impaired language abilities in schizophrenia. In this manner, we provide an accurate characterization of schizophrenia-associated language impairments and offer a solid foundation for rehabilitation. Current research makes connections between schizophrenia and other neurological disorders concerning language. Nevertheless, further studies are needed to explore these connections to complete our investigations. The strategies we designed are aimed at enabling a subject with schizophrenia to improve his/her language skills. We support the idea that such improvement could be reached by speech therapy. We conclude that speech therapists can play an important role in the non pharmacological treatment of schizophrenia, by selecting appropriate interventions that capitalize on spared abilities to compensate for impaired abilities.

The beneficial role of memory reactivation for language learning during sleep: A review.

PubMed

Schreiner, Thomas; Rasch, Björn

2017-04-01

Sleep is essential for diverse aspects of language learning. According to a prominent concept these beneficial effects of sleep rely on spontaneous reactivation processes. A series of recent studies demonstrated that inducing such reactivation processes by re-exposure to memory cues during sleep enhances foreign vocabulary learning. Building upon these findings, the present article reviews recent models and empirical findings concerning the beneficial effects of sleep on language learning. Consequently, the memory function of sleep, its neural underpinnings and the role of the sleeping brain in language learning will be summarized. Finally, we will propose a working model concerning the oscillatory requirements for successful reactivation processes and future research questions to advance our understanding of the role of sleep on language learning and memory processes in general. Copyright © 2016 Elsevier Inc. All rights reserved.

Effects of aging and divided attention on memory for items and their contexts.

PubMed

Craik, Fergus I M; Luo, Lin; Sakuta, Yuiko

2010-12-01

It is commonly found that memory for context declines disproportionately with aging, arguably due to a general age-related deficit in associative memory processes. One possible mechanism for such deficits is an age-related reduction in available processing resources. In two experiments we compared the effects of aging to the effects of division of attention in younger adults on memory for items and context. Using a technique proposed by Craik (1989), linear functions relating memory performance for items and their contexts were derived for a Young Full Attention group, a Young Divided Attention group, and an Older Adult group. Results suggested that the Old group showed an additional deficit in associative memory that was not mimicked by divided attention. It is speculated that both divided attention and aging are associated with a loss of available processing resources that may reflect inefficient frontal lobe functioning, whereas the additional age-related decrement in associative memory may reflect inefficient processing in medial-temporal regions. (c) 2010 APA, all rights reserved).

Influence of schooling and age on cognitive performance in healthy older adults

PubMed Central

Bento-Torres, N.V.O.; Bento-Torres, J.; Tomás, A.M.; Costa, V.O.; Corrêa, P.G.R.; Costa, C.N.M.; Jardim, N.Y.V.; Picanço-Diniz, C.W.

2017-01-01

Few studies have examined the influence of a low level of schooling on age-related cognitive decline in countries with wide social and economic inequalities by using the Cambridge Automated Neuropsychological Test Battery (CANTAB). The aim of the present study was to assess the influence of schooling on age-related cognitive decline using unbiased cognitive tests. CANTAB allows cognitive assessment across cultures and education levels with reduced interference of the examiner during data acquisition. Using two-way ANOVA, we assessed the influences of age and education on test scores of old adults (61–84 years of age). CANTAB tests included: Visual Sustained Attention, Reaction Time, Spatial Working Memory, Learning and Episodic Memory. All subjects had a minimum visual acuity of 20/30 (Snellen Test), no previous or current history of traumatic brain/head trauma, stroke, language impairment, chronic alcoholism, neurological diseases, memory problems or depressive symptoms, and normal scores on the Mini Mental State Examination (MMSE). Subjects were grouped according to education level (1 to 7 and ≥8 years of schooling) and age (60–69 and ≥70 years). Low schooling level was associated with significantly lower performance on visual sustained attention, learning and episodic memory, reaction time, and spatial working memory. Although reaction time was influenced by age, no significant results on post hoc analysis were detected. Our findings showed a significantly worse cognitive performance in volunteers with lower levels of schooling and suggested that formal education in early life must be included in the preventive public health agenda. In addition, we suggest that CANTAB may be useful to detect subtle cognitive changes in healthy aging. PMID:28355353

Working Memory Influences Processing Speed and Reading Fluency in ADHD

PubMed Central

Jacobson, Lisa A.; Ryan, Matthew; Martin, Rebecca B.; Ewen, Joshua; Mostofsky, Stewart H.; Denckla, Martha B.; Mahone, E. Mark

2012-01-01

Processing speed deficits affect reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient reading fluency, leading to a bottleneck in other cognitive processes. This “slowing” in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the “processing” speed deficits related to reading fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9-14, screened for language disorders, word reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, reading fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent reading fluency, and reduced processing speed—driven primarily by deficits on WISC-IV Coding. In contrast, groups did not differ on copying speed. After controlling for copying speed, sex, severity of ADHD-related symptomatology, and GAI, slowed “processing” speed (i.e., Coding) was significantly associated with verbal span and measures of working memory, but not with measures of response control/inhibition, lexical retrieval speed, reaction time, or intra-subject variability. Further, “processing” speed (i.e., Coding, residualized for copying speed) and working memory were significant predictors of oral reading fluency. Abnormalities in working memory and response selection (which are frontally-mediated and enter into the output side of processing speed) may play an important role in deficits in reading fluency in ADHD, potentially more than posteriorally-mediated problems with orienting of attention or perceiving the stimulus. PMID:21287422

Working memory influences processing speed and reading fluency in ADHD.

PubMed

Jacobson, Lisa A; Ryan, Matthew; Martin, Rebecca B; Ewen, Joshua; Mostofsky, Stewart H; Denckla, Martha B; Mahone, E Mark

2011-01-01

Processing-speed deficits affect reading efficiency, even among individuals who recognize and decode words accurately. Children with ADHD who decode words accurately can still have inefficient reading fluency, leading to a bottleneck in other cognitive processes. This "slowing" in ADHD is associated with deficits in fundamental components of executive function underlying processing speed, including response selection. The purpose of the present study was to deconstruct processing speed in order to determine which components of executive control best explain the "processing" speed deficits related to reading fluency in ADHD. Participants (41 ADHD, 21 controls), ages 9-14 years, screened for language disorders, word reading deficits, and psychiatric disorders, were administered measures of copying speed, processing speed, reading fluency, working memory, reaction time, inhibition, and auditory attention span. Compared to controls, children with ADHD showed reduced oral and silent reading fluency and reduced processing speed-driven primarily by deficits on WISC-IV Coding. In contrast, groups did not differ on copying speed. After controlling for copying speed, sex, severity of ADHD-related symptomatology, and GAI, slowed "processing" speed (i.e., Coding) was significantly associated with verbal span and measures of working memory but not with measures of response control/inhibition, lexical retrieval speed, reaction time, or intrasubject variability. Further, "processing" speed (i.e., Coding, residualized for copying speed) and working memory were significant predictors of oral reading fluency. Abnormalities in working memory and response selection (which are frontally mediated and enter into the output side of processing speed) may play an important role in deficits in reading fluency in ADHD, potentially more than posteriorally mediated problems with orienting of attention or perceiving the stimulus.

Newly-formed emotional memories guide selective attention processes: Evidence from event-related potentials.

PubMed

Schupp, Harald T; Kirmse, Ursula; Schmälzle, Ralf; Flaisch, Tobias; Renner, Britta

2016-06-20

Emotional cues can guide selective attention processes. However, emotional stimuli can both activate long-term memory representations reflecting general world knowledge and engage newly formed memory representations representing specific knowledge from the immediate past. Here, the self-completion feature of associative memory was utilized to assess the regulation of attention processes by newly-formed emotional memory. First, new memory representations were formed by presenting pictures depicting a person either in an erotic pose or as a portrait. Afterwards, to activate newly-built memory traces, edited pictures were presented showing only the head region of the person. ERP recordings revealed the emotional regulation of attention by newly-formed memories. Specifically, edited pictures from the erotic compared to the portrait category elicited an early posterior negativity and late positive potential, similar to the findings observed for the original pictures. A control condition showed that the effect was dependent on newly-formed memory traces. Given the large number of new memories formed each day, they presumably make an important contribution to the regulation of attention in everyday life.

Effects of working memory contents and perceptual load on distractor processing: When a response-related distractor is held in working memory.

PubMed

Koshino, Hideya

2017-01-01

Working memory and attention are closely related. Recent research has shown that working memory can be viewed as internally directed attention. Working memory can affect attention in at least two ways. One is the effect of working memory load on attention, and the other is the effect of working memory contents on attention. In the present study, an interaction between working memory contents and perceptual load in distractor processing was investigated. Participants performed a perceptual load task in a standard form in one condition (Single task). In the other condition, a response-related distractor was maintained in working memory, rather than presented in the same stimulus display as a target (Dual task). For the Dual task condition, a significant compatibility effect was found under high perceptual load; however, there was no compatibility effect under low perceptual load. These results suggest that the way the contents of working memory affect visual search depends on perceptual load. Copyright © 2016 Elsevier B.V. All rights reserved.

Newly-formed emotional memories guide selective attention processes: Evidence from event-related potentials

PubMed Central

Schupp, Harald T.; Kirmse, Ursula; Schmälzle, Ralf; Flaisch, Tobias; Renner, Britta

2016-01-01

Emotional cues can guide selective attention processes. However, emotional stimuli can both activate long-term memory representations reflecting general world knowledge and engage newly formed memory representations representing specific knowledge from the immediate past. Here, the self-completion feature of associative memory was utilized to assess the regulation of attention processes by newly-formed emotional memory. First, new memory representations were formed by presenting pictures depicting a person either in an erotic pose or as a portrait. Afterwards, to activate newly-built memory traces, edited pictures were presented showing only the head region of the person. ERP recordings revealed the emotional regulation of attention by newly-formed memories. Specifically, edited pictures from the erotic compared to the portrait category elicited an early posterior negativity and late positive potential, similar to the findings observed for the original pictures. A control condition showed that the effect was dependent on newly-formed memory traces. Given the large number of new memories formed each day, they presumably make an important contribution to the regulation of attention in everyday life. PMID:27321471

The emotion-induced memory trade-off: more than an effect of overt attention?

PubMed

Steinmetz, Katherine R Mickley; Kensinger, Elizabeth A

2013-01-01

Although it has been suggested that many effects of emotion on memory are attributable to attention, in the present study we addressed the hypothesis that such effects may relate to a number of different factors during encoding or postencoding. One way to look at the effects of emotion on memory is by examining the emotion-induced memory trade-off, whereby enhanced memory for emotional items often comes at the cost of memory for surrounding background information. We present evidence that this trade-off cannot be explained solely by overt attention (measured via eyetracking) directed to the emotional items during encoding. Participants did not devote more overt attention to emotional than to neutral items when those items were selectively remembered (at the expense of their backgrounds). Only when participants were asked to answer true/false questions about the items and the backgrounds--a manipulation designed to affect both overt attention and poststimulus elaboration--was there a reduction in selective emotional item memory due to an increase in background memory. These results indicate that the allocation of overt visual attention during encoding is not sufficient to predict the occurrence of selective item memory for emotional items.

Sleep for cognitive enhancement.

PubMed

Diekelmann, Susanne

2014-01-01

Sleep is essential for effective cognitive functioning. Loosing even a few hours of sleep can have detrimental effects on a wide variety of cognitive processes such as attention, language, reasoning, decision making, learning and memory. While sleep is necessary to ensure normal healthy cognitive functioning, it can also enhance performance beyond the boundaries of the normal condition. This article discusses the enhancing potential of sleep, mainly focusing on the domain of learning and memory. Sleep is known to facilitate the consolidation of memories learned before sleep as well as the acquisition of new memories to be learned after sleep. According to a widely held model this beneficial effect of sleep relies on the neuronal reactivation of memories during sleep that is associated with sleep-specific brain oscillations (slow oscillations, spindles, ripples) as well as a characteristic neurotransmitter milieu. Recent research indicates that memory processing during sleep can be boosted by (i) cueing memory reactivation during sleep; (ii) stimulating sleep-specific brain oscillations; and (iii) targeting specific neurotransmitter systems pharmacologically. Olfactory and auditory cues can be used, for example, to increase reactivation of associated memories during post-learning sleep. Intensifying neocortical slow oscillations (the hallmark of slow wave sleep (SWS)) by electrical or auditory stimulation and modulating specific neurotransmitters such as noradrenaline and glutamate likewise facilitates memory processing during sleep. With this evidence in mind, this article concludes by discussing different methodological caveats and ethical issues that should be considered when thinking about using sleep for cognitive enhancement in everyday applications.

Sleep for cognitive enhancement

PubMed Central

Diekelmann, Susanne

2014-01-01

Sleep is essential for effective cognitive functioning. Loosing even a few hours of sleep can have detrimental effects on a wide variety of cognitive processes such as attention, language, reasoning, decision making, learning and memory. While sleep is necessary to ensure normal healthy cognitive functioning, it can also enhance performance beyond the boundaries of the normal condition. This article discusses the enhancing potential of sleep, mainly focusing on the domain of learning and memory. Sleep is known to facilitate the consolidation of memories learned before sleep as well as the acquisition of new memories to be learned after sleep. According to a widely held model this beneficial effect of sleep relies on the neuronal reactivation of memories during sleep that is associated with sleep-specific brain oscillations (slow oscillations, spindles, ripples) as well as a characteristic neurotransmitter milieu. Recent research indicates that memory processing during sleep can be boosted by (i) cueing memory reactivation during sleep; (ii) stimulating sleep-specific brain oscillations; and (iii) targeting specific neurotransmitter systems pharmacologically. Olfactory and auditory cues can be used, for example, to increase reactivation of associated memories during post-learning sleep. Intensifying neocortical slow oscillations (the hallmark of slow wave sleep (SWS)) by electrical or auditory stimulation and modulating specific neurotransmitters such as noradrenaline and glutamate likewise facilitates memory processing during sleep. With this evidence in mind, this article concludes by discussing different methodological caveats and ethical issues that should be considered when thinking about using sleep for cognitive enhancement in everyday applications. PMID:24765066

Impaired Attentional Disengagement from Stimuli Matching the Contents of Working Memory in Social Anxiety

PubMed Central

Moriya, Jun; Sugiura, Yoshinori

2012-01-01

Although many cognitive models in anxiety propose that an impaired top-down control enhances the processing of task-irrelevant stimuli, few studies have paid attention to task-irrelevant stimuli under a cognitive load task. In the present study, we investigated the effects of the working memory load on attention to task-irrelevant stimuli in trait social anxiety. The results showed that as trait social anxiety increased, participants were unable to disengage from task-irrelevant stimuli identical to the memory cue under low and high working memory loads. Impaired attentional disengagement was positively correlated with trait social anxiety. This impaired attentional disengagement was related to trait social anxiety, but not state anxiety. Our findings suggest that socially anxious people have difficulty in disengaging attention from a task-irrelevant memory cue owing to an impaired top-down control under a working memory load. PMID:23071765

Memory: enduring traces of perceptual and reflective attention.

PubMed

Chun, Marvin M; Johnson, Marcia K

2011-11-17

Attention and memory are typically studied as separate topics, but they are highly intertwined. Here we discuss the relation between memory and two fundamental types of attention: perceptual and reflective. Memory is the persisting consequence of cognitive activities initiated by and/or focused on external information from the environment (perceptual attention) and initiated by and/or focused on internal mental representations (reflective attention). We consider three key questions for advancing a cognitive neuroscience of attention and memory: to what extent do perception and reflection share representational areas? To what extent are the control processes that select, maintain, and manipulate perceptual and reflective information subserved by common areas and networks? During perception and reflection, to what extent are common areas responsible for binding features together to create complex, episodic memories and for reviving them later? Considering similarities and differences in perceptual and reflective attention helps integrate a broad range of findings and raises important unresolved issues. Copyright © 2011 Elsevier Inc. All rights reserved.

How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

ERIC Educational Resources Information Center

Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy

2015-01-01

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a…

Posterior Parietal Cortex and Episodic Encoding: Insights from fMRI Subsequent Memory Effects and Dual Attention Theory

PubMed Central

Uncapher, Melina; Wagner, Anthony D.

2010-01-01

The formation of episodic memories –– memories for life events –– is affected by attention during event processing. A leading neurobiological model of attention posits two separate yet interacting systems that depend on distinct regions in lateral posterior parietal cortex (PPC). From this dual-attention perspective, dorsal PPC is thought to support the goal-directed allocation of attention, whereas ventral PPC is thought to support reflexive orienting to information that automatically captures attention. To advance understanding of how parietal mechanisms may impact event encoding, we review functional MRI studies that document the relationship between lateral PPC activation during encoding and subsequent memory performance (e.g., later remembering or forgetting). This review reveals that (a) encoding-related activity is frequently observed in human lateral PPC, (b) increased activation in dorsal PPC is associated with later memory success, and (c) increased activation in ventral PPC predominantly correlates with later memory failure. From a dual-attention perspective, these findings suggest that allocating goal-directed attention during event processing increases the probability that the event will be remembered later, whereas the capture of reflexive attention during event processing may have negative consequences for event encoding. The prevalence of encoding-related activation in parietal cortex suggests that neurobiological models of episodic memory should consider how parietal-mediated attentional mechanisms regulate encoding. PMID:19028591

Measuring Memory and Attention to Preview in Motion.

PubMed

Jagacinski, Richard J; Hammond, Gordon M; Rizzi, Emanuele

2017-08-01

Objective Use perceptual-motor responses to perturbations to reveal the spatio-temporal detail of memory for the recent past and attention to preview when participants track a winding roadway. Background Memory of the recently passed roadway can be inferred from feedback control models of the participants' manual movement patterns. Similarly, attention to preview of the upcoming roadway can be inferred from feedforward control models of manual movement patterns. Method Perturbation techniques were used to measure these memory and attention functions. Results In a laboratory tracking task, the bandwidth of lateral roadway deviations was found to primarily influence memory for the past roadway rather than attention to preview. A secondary auditory/verbal/vocal memory task resulted in higher velocity error and acceleration error in the tracking task but did not affect attention to preview. Attention to preview was affected by the frequency pattern of sinusoidal perturbations of the roadway. Conclusion Perturbation techniques permit measurement of the spatio-temporal span of memory and attention to preview that affect tracking a winding roadway. They also provide new ways to explore goal-directed forgetting and spatially distributed attention in the context of movement. More generally, these techniques provide sensitive measures of individual differences in cognitive aspects of action. Application Models of driving behavior and assessment of driving skill may benefit from more detailed spatio-temporal measurement of attention to preview.

The Benefits of Working Memory Capacity on Attentional Control under Pressure.

PubMed

Luo, Xiaoxiao; Zhang, Liwei; Wang, Jin

2017-01-01

The present study aimed to examine the effects of working memory capacity (WMC) and state anxiety (SA) on attentional control. WMC was manipulated by (a) dividing participants into low- and high-WMC groups (Experiment 1), and (b) using working memory training to improve WMC (Experiment 2). SA was manipulated by creating low- and high-SA conditions. Attentional control was evaluated by using antisaccade task. Results demonstrated that (a) higher WMC indicated better attentional control (Experiments 1 and 2); (b) the effects of SA on attentional control were inconsistent because SA impaired attentional control in Experiment 1, but favored attentional control in Experiment 2; and (c) the interaction of SA and WMC was not significant (Experiments 1 and 2). This study directly manipulated WMC by working memory training, which provided more reliable evidence for controlled attention view of WMC and new supportive evidence for working memory training (i.e., far transfer effect on attentional control). And the refinement of the relationship between anxiety and attentional control proposed by Attentional Control Theory was also discussed.

The Benefits of Working Memory Capacity on Attentional Control under Pressure

PubMed Central

Luo, Xiaoxiao; Zhang, Liwei; Wang, Jin

2017-01-01

The present study aimed to examine the effects of working memory capacity (WMC) and state anxiety (SA) on attentional control. WMC was manipulated by (a) dividing participants into low- and high-WMC groups (Experiment 1), and (b) using working memory training to improve WMC (Experiment 2). SA was manipulated by creating low- and high-SA conditions. Attentional control was evaluated by using antisaccade task. Results demonstrated that (a) higher WMC indicated better attentional control (Experiments 1 and 2); (b) the effects of SA on attentional control were inconsistent because SA impaired attentional control in Experiment 1, but favored attentional control in Experiment 2; and (c) the interaction of SA and WMC was not significant (Experiments 1 and 2). This study directly manipulated WMC by working memory training, which provided more reliable evidence for controlled attention view of WMC and new supportive evidence for working memory training (i.e., far transfer effect on attentional control). And the refinement of the relationship between anxiety and attentional control proposed by Attentional Control Theory was also discussed. PMID:28740472

Division of attention as a function of the number of steps, visual shifts, and memory load

NASA Technical Reports Server (NTRS)

Chechile, R. A.; Butler, K.; Gutowski, W.; Palmer, E. A.

1986-01-01

The effects on divided attention of visual shifts and long-term memory retrieval during a monitoring task are considered. A concurrent vigilance task was standardized under all experimental conditions. The results show that subjects can perform nearly perfectly on all of the time-shared tasks if long-term memory retrieval is not required for monitoring. With the requirement of memory retrieval, however, there was a large decrease in accuracy for all of the time-shared activities. It was concluded that the attentional demand of longterm memory retrieval is appreciable (even for a well-learned motor sequence), and thus memory retrieval results in a sizable reduction in the capability of subjects to divide their attention. A selected bibliography on the divided attention literature is provided.

Visual attention and emotional memory: recall of aversive pictures is partially mediated by concurrent task performance.

PubMed

Pottage, Claire L; Schaefer, Alexandre

2012-02-01

The emotional enhancement of memory is often thought to be determined by attention. However, recent evidence using divided attention paradigms suggests that attention does not play a significant role in the formation of memories for aversive pictures. We report a study that investigated this question using a paradigm in which participants had to encode lists of randomly intermixed negative and neutral pictures under conditions of full attention and divided attention followed by a free recall test. Attention was divided by a highly demanding concurrent task tapping visual processing resources. Results showed that the advantage in recall for aversive pictures was still present in the DA condition. However, mediation analyses also revealed that concurrent task performance significantly mediated the emotional enhancement of memory under divided attention. This finding suggests that visual attentional processes play a significant role in the formation of emotional memories. PsycINFO Database Record (c) 2012 APA, all rights reserved

Attention is required for maintenance of feature binding in visual working memory.

PubMed

Zokaei, Nahid; Heider, Maike; Husain, Masud

2014-01-01

Working memory and attention are intimately connected. However, understanding the relationship between the two is challenging. Currently, there is an important controversy about whether objects in working memory are maintained automatically or require resources that are also deployed for visual or auditory attention. Here we investigated the effects of loading attention resources on precision of visual working memory, specifically on correct maintenance of feature-bound objects, using a dual-task paradigm. Participants were presented with a memory array and were asked to remember either direction of motion of random dot kinematograms of different colour, or orientation of coloured bars. During the maintenance period, they performed a secondary visual or auditory task, with varying levels of load. Following a retention period, they adjusted a coloured probe to match either the motion direction or orientation of stimuli with the same colour in the memory array. This allowed us to examine the effects of an attention-demanding task performed during maintenance on precision of recall on the concurrent working memory task. Systematic increase in attention load during maintenance resulted in a significant decrease in overall working memory performance. Changes in overall performance were specifically accompanied by an increase in feature misbinding errors: erroneous reporting of nontarget motion or orientation. Thus in trials where attention resources were taxed, participants were more likely to respond with nontarget values rather than simply making random responses. Our findings suggest that resources used during attention-demanding visual or auditory tasks also contribute to maintaining feature-bound representations in visual working memory-but not necessarily other aspects of working memory.

Effects of emotional context on memory for details: the role of attention.

PubMed

Kim, Johann Sung-Cheul; Vossel, Gerhard; Gamer, Matthias

2013-01-01

It was repeatedly demonstrated that a negative emotional context enhances memory for central details while impairing memory for peripheral information. This trade-off effect is assumed to result from attentional processes: a negative context seems to narrow attention to central information at the expense of more peripheral details, thus causing the differential effects in memory. However, this explanation has rarely been tested and previous findings were partly inconclusive. For the present experiment 13 negative and 13 neutral naturalistic, thematically driven picture stories were constructed to test the trade-off effect in an ecologically more valid setting as compared to previous studies. During an incidental encoding phase, eye movements were recorded as an index of overt attention. In a subsequent recognition phase, memory for central and peripheral details occurring in the picture stories was tested. Explicit affective ratings and autonomic responses validated the induction of emotion during encoding. Consistent with the emotional trade-off effect on memory, encoding context differentially affected recognition of central and peripheral details. However, contrary to the common assumption, the emotional trade-off effect on memory was not mediated by attentional processes. By contrast, results suggest that the relevance of attentional processing for later recognition memory depends on the centrality of information and the emotional context but not their interaction. Thus, central information was remembered well even when fixated very briefly whereas memory for peripheral information depended more on overt attention at encoding. Moreover, the influence of overt attention on memory for central and peripheral details seems to be much lower for an arousing as compared to a neutral context.

Effects of Emotional Context on Memory for Details: The Role of Attention

PubMed Central

Kim, Johann Sung-Cheul; Vossel, Gerhard; Gamer, Matthias

2013-01-01

It was repeatedly demonstrated that a negative emotional context enhances memory for central details while impairing memory for peripheral information. This trade-off effect is assumed to result from attentional processes: a negative context seems to narrow attention to central information at the expense of more peripheral details, thus causing the differential effects in memory. However, this explanation has rarely been tested and previous findings were partly inconclusive. For the present experiment 13 negative and 13 neutral naturalistic, thematically driven picture stories were constructed to test the trade-off effect in an ecologically more valid setting as compared to previous studies. During an incidental encoding phase, eye movements were recorded as an index of overt attention. In a subsequent recognition phase, memory for central and peripheral details occurring in the picture stories was tested. Explicit affective ratings and autonomic responses validated the induction of emotion during encoding. Consistent with the emotional trade-off effect on memory, encoding context differentially affected recognition of central and peripheral details. However, contrary to the common assumption, the emotional trade-off effect on memory was not mediated by attentional processes. By contrast, results suggest that the relevance of attentional processing for later recognition memory depends on the centrality of information and the emotional context but not their interaction. Thus, central information was remembered well even when fixated very briefly whereas memory for peripheral information depended more on overt attention at encoding. Moreover, the influence of overt attention on memory for central and peripheral details seems to be much lower for an arousing as compared to a neutral context. PMID:24116226

Full versus divided attention and implicit memory performance.

PubMed

Wolters, G; Prinsen, A

1997-11-01

Effects of full and divided attention during study on explicit and implicit memory performance were investigated in two experiments. Study time was manipulated in a third experiment. Experiment 1 showed that both similar and dissociative effects can be found in the two kinds of memory test, depending on the difficulty of the concurrent tasks used in the divided-attention condition. In this experiment, however, standard implicit memory tests were used and contamination by explicit memory influences cannot be ruled out. Therefore, in Experiments 2 and 3 the process dissociation procedure was applied. Manipulations of attention during study and of study time clearly affected the controlled (explicit) memory component, but had no effect on the automatic (implicit) memory component. Theoretical implications of these findings are discussed.

Joint attention and language evolution

NASA Astrophysics Data System (ADS)

Kwisthout, Johan; Vogt, Paul; Haselager, Pim; Dijkstra, Ton

2008-06-01

This study investigates how more advanced joint attentional mechanisms, rather than only shared attention between two agents and an object, can be implemented and how they influence the results of language games played by these agents. We present computer simulations with language games showing that adding constructs that mimic the three stages of joint attention identified in children's early development (checking attention, following attention, and directing attention) substantially increase the performance of agents in these language games. In particular, the rates of improved performance for the individual attentional mechanisms have the same ordering as that of the emergence of these mechanisms in infants' development. These results suggest that language evolution and joint attentional mechanisms have developed in a co-evolutionary way, and that the evolutionary emergence of the individual attentional mechanisms is ordered just like their developmental emergence.

The temporal locus of the interaction between working memory consolidation and the attentional blink.

PubMed

Akyürek, Elkan G; Leszczyński, Marcin; Schubö, Anna

2010-11-01

An increase in concurrent working memory load has been shown to amplify the attentional blink. The present study investigated the temporal locus of this phenomenon, by using a dual rapid serial visual presentation paradigm that enabled the measurement of lateralized event-related potentials. The P3 component was shown to be affected by both working memory load and the lag between the target stimuli, consistent with current models of temporal attention and a functional explanation of the P3 in terms of memory consolidation. P3 amplitude was reduced for short target lags and high memory loads. The P2 component was affected by lag only, and not memory load. Importantly, the N2pc component was modulated also by both lag and memory load. The results showed that early attentional processing (as marked by the N2pc) was suppressed by increased involvement of working memory, a phenomenon not well predicted by many current theories of temporal attention. Copyright © 2010 Society for Psychophysiological Research.

Modeling Memory for Language Understanding.

DTIC Science & Technology

1982-02-01

Abstract Research on natural language understanding by computer has shown that the nature and organization of memory plays j central role in the...block number) Research on natural language understanding by computer has shown that the nature and organization of memory plays a central role in the...understanding mechanism. Further we claim that such reminding is at the root of how we learn. Issues such as these have played an important part in shaping the

Detection of Brain Reorganization in Pediatric Multiple Sclerosis Using Functional MRI

DTIC Science & Technology

2015-10-01

accomplish this, we apply comparative assessments of fMRI mappings of language, memory , and motor function, and performance on clinical neurocognitive...community at a target rate of 13 volunteers per quarter period; acquire fMRI data for language, memory , and visual-motor functions (months 3-12). c...consensus fMRI activation maps for language, memory , and visual-motor tasks (months 8-12). f) Subtask 1f. Prepare publication to disseminate our

Neurocognitive correlates of obesity and obesity-related behaviors in children and adolescents.

PubMed

Liang, J; Matheson, B E; Kaye, W H; Boutelle, K N

2014-04-01

Childhood obesity rates have risen dramatically over the past few decades. Although obesity has been linked to poorer neurocognitive functioning in adults, much less is known about this relationship in children and adolescents. Therefore, we conducted a systematic review to examine the relationship between obesity and obesity-related behaviors with neurocognitive functioning in youth. We reviewed articles from 1976 to 2013 using PsycInfo, PubMed, Medline and Google Scholar. Search terms included cognitive function, neurocognitive function/performance, executive function, impulsivity, self-regulation, effortful control, cognitive control, inhibition, delayed gratification, memory, attention, language, motor, visuo-spatial, academic achievement, obesity, overweight, body mass index, waist-hip ratio, adiposity and body fat. Articles were excluded if participants had health problems known to affect cognitive functioning, the study used imaging as the only outcome measure, they were non-peer-reviewed dissertations, theses, review papers, commentaries, or they were non-English articles. Sixty-seven studies met inclusion criteria for this review. Overall, we found data that support a negative relationship between obesity and various aspects of neurocognitive functioning, such as executive functioning, attention, visuo-spatial performance, and motor skill. The existing literature is mixed on the effects among obesity, general cognitive functioning, language, learning, memory, and academic achievement. Executive dysfunction is associated with obesity-related behaviors, such as increased intake, disinhibited eating, and less physical activity. Physical activity is positively linked with motor skill. More longitudinal research is needed to determine the directionality of such relationships, to point towards crucial intervention time periods in the development of children, and to inform effective treatment programs.

Neurocognitive correlates of obesity and obesity-related behaviors in children and adolescents

PubMed Central

Liang, J.; Matheson, BE.; Kaye, WH.; Boutelle, KN.

2015-01-01

Childhood obesity rates have risen dramatically over the past few decades. Although obesity has been linked to poorer neurocognitive functioning in adults, much less is known about this relationship in children and adolescents. Therefore, we conducted a systematic review to examine the relationship between obesity and obesity-related behaviors with neurocognitive functioning in youth. We reviewed articles from 1976 to 2013 using PsycInfo, PubMed, Medline and Google Scholar. Search terms included cognitive function, neurocognitive function/performance, executive function, impulsivity, self-regulation, effortful control, cognitive control, inhibition, delayed gratification, memory, attention, language, motor, visuo-spatial, academic achievement, obesity, overweight, body mass index, waist-hip ratio, adiposity and body fat. Articles were excluded if participants had health problems known to affect cognitive functioning, the study used imaging as the only outcome measure, they were non-peer-reviewed dissertations, theses, review papers, commentaries, or they were non-English articles. Sixty-seven studies met inclusion criteria for this review. Overall, we found data that support a negative relationship between obesity and various aspects of neurocognitive functioning, such as executive functioning, attention, visuo-spatial performance, and motor skill. The existing literature is mixed on the effects among obesity, general cognitive functioning, language, learning, memory, and academic achievement. Executive dysfunction is associated with obesity-related behaviors, such as increased intake, disinhibited eating, and less physical activity. Physical activity is positively linked with motor skill. More longitudinal research is needed to determine the directionality of such relationships, to point towards crucial intervention time periods in the development of children, and to inform effective treatment programs. PMID:23913029

Neuropsychological functioning in preschool-age children with sickle cell disease: the role of illness-related and psychosocial factors.

PubMed

Tarazi, Reem A; Grant, Mitzie L; Ely, Elizabeth; Barakat, Lamia P

2007-03-01

Cognitive and academic deficits have been identified in school-aged children with sickle cell disease (SCD). However, there have been very few identified studies that examine neuropsychological functioning in preschool-age children with SCD. It is important to understand effects of SCD from a developmental perspective and to consider the contribution of environmental factors in this at-risk population. Neuropsychological functioning of preschool-age children with SCD and no history of overt stroke (n = 26) was examined across several domains (language, immediate memory/brief attention, visuospatial/visuoconstructional, motor/visuomotor). The mean Full Scale IQ for the sample was 89.0. Performance on the Immediate Memory/ Brief Attention domain was significantly higher than the other domains, although the pattern of performance was relatively consistent, with mean standard scores ranging from 88.0 to 95.0. Disease severity was not significantly related to cognitive functioning in this group of young children with SCD. Socioeconomic status (SES) was significantly correlated with most domain scores and, based on regression analyses, accounted for 18% to 47% of the variance in functioning. Psychosocial factors, such as number of children living in the home and parental stress levels, were negatively associated with Motor/Visuomotor skills, and weekly hours in school/day care was positively associated with language-related skills. Results suggest that, at this young age, psychosocial risk factors appear to be appropriate targets for intervention, with the goal of improving long-term outcome in children with SCD. Further investigations should include comparison to a matched control group.

Both a Nicotinic Single Nucleotide Polymorphism (SNP) and a Noradrenergic SNP Modulate Working Memory Performance when Attention Is Manipulated

ERIC Educational Resources Information Center

Greenwood, Pamela M.; Sundararajan, Ramya; Lin, Ming-Kuan; Kumar, Reshma; Fryxell, Karl J.; Parasuraman, Raja

2009-01-01

We investigated the relation between the two systems of visuospatial attention and working memory by examining the effect of normal variation in cholinergic and noradrenergic genes on working memory performance under attentional manipulation. We previously reported that working memory for location was impaired following large location precues,…

Divided Attention Can Enhance Memory Encoding: The Attentional Boost Effect in Implicit Memory

ERIC Educational Resources Information Center

Spataro, Pietro; Mulligan, Neil W.; Rossi-Arnaud, Clelia

2013-01-01

Distraction during encoding has long been known to disrupt later memory performance. Contrary to this long-standing result, we show that detecting an infrequent target in a dual-task paradigm actually improves memory encoding for a concurrently presented word, above and beyond the performance reached in the full-attention condition. This absolute…

Teachers' Memories of Schooling: The Sociocultural Injuries and the Mis-Education of Mexican Teachers in the Barrio

ERIC Educational Resources Information Center

Saldana, Lilliana P.

2013-01-01

Relying on life history and memory as methodology, this essay unearths the memories of schooling of five Mexican American teachers at a dual-language school in San Antonio, locating their memories of trauma within the history of language oppression and cultural exclusion in U.S. public schools. In re(membering) their schooling experiences as…

Exploring the Relation between Memory, Gestural Communication, and the Emergence of Language in Infancy: A Longitudinal Study

ERIC Educational Resources Information Center

Heimann, Mikael; Strid, Karin; Smith, Lars; Tjus, Tomas; Ulvund, Stein Erik; Meltzoff, Andrew N.

2006-01-01

The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9…

Is Word-Problem Solving a Form of Text Comprehension?

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y.

2015-01-01

This study’s hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of the 2nd grade, children (n = 206; on average, 7 years, 6 months) were assessed on general language comprehension, working memory, nonlinguistic reasoning, processing speed (a control variable), and foundational skill (arithmetic for WPs; word reading for text comprehension). In spring, they were assessed on WP-specific language comprehension, WPs, and text comprehension. Path analytic mediation analysis indicated that effects of general language comprehension on text comprehension were entirely direct, whereas effects of general language comprehension on WPs were partially mediated by WP-specific language. By contrast, effects of working memory and reasoning operated in parallel ways for both outcomes. PMID:25866461

Strategies To Enhance Memory Based on Brain-Research.

ERIC Educational Resources Information Center

Banikowski, Alison K.; Mehring, Teresa A.

1999-01-01

This article reviews the literature on three aspects of memory: (1) an information processing model of memory (including the sensory register, attention, short-term memory, and long-term memory); (2) instructional strategies designed to enhance memory (which stress gaining students' attention and active involvement); and (3) reasons why…

Selective transfer of visual working memory training on Chinese character learning.

PubMed

Opitz, Bertram; Schneiders, Julia A; Krick, Christoph M; Mecklinger, Axel

2014-01-01

Previous research has shown a systematic relationship between phonological working memory capacity and second language proficiency for alphabetic languages. However, little is known about the impact of working memory processes on second language learning in a non-alphabetic language such as Mandarin Chinese. Due to the greater complexity of the Chinese writing system we expect that visual working memory rather than phonological working memory exerts a unique influence on learning Chinese characters. This issue was explored in the present experiment by comparing visual working memory training with an active (auditory working memory training) control condition and a passive, no training control condition. Training induced modulations in language-related brain networks were additionally examined using functional magnetic resonance imaging in a pretest-training-posttest design. As revealed by pre- to posttest comparisons and analyses of individual differences in working memory training gains, visual working memory training led to positive transfer effects on visual Chinese vocabulary learning compared to both control conditions. In addition, we found sustained activation after visual working memory training in the (predominantly visual) left infero-temporal cortex that was associated with behavioral transfer. In the control conditions, activation either increased (active control condition) or decreased (passive control condition) without reliable behavioral transfer effects. This suggests that visual working memory training leads to more efficient processing and more refined responses in brain regions involved in visual processing. Furthermore, visual working memory training boosted additional activation in the precuneus, presumably reflecting mental image generation of the learned characters. We, therefore, suggest that the conjoint activity of the mid-fusiform gyrus and the precuneus after visual working memory training reflects an interaction of working memory and imagery processes with complex visual stimuli that fosters the coherent synthesis of a percept from a complex visual input in service of enhanced Chinese character learning. © 2013 Published by Elsevier Ltd.

The relationship between mother narrative style and child memory.

PubMed

Kayıran, Sinan Mahir; Cure, Sena

2011-07-26

The question of whether children and infants have memory capabilities similar to adults has long been of interest. Until recently, it was thought that compared to adults, infants have very limited memory processing abilities. Knowledge about factors affecting a child's memory abilities can help families (specifically mothers) behave in a manner that best benefits their children in language and memory skills. The present study examines one factor that may underlie a child's memory capabilities; namely the mother's narrative style. Convenience sampling was used to select participants. Forty healthy children (mean age of 31.55 months, range 25-37 months) and their mothers were entered into the study. All participants were native Turkish speakers, from similar socioeconomic status backgrounds. Memory was assessed by a modified version of the Magic Shrinking Machine. Narrative style was assessed by the mother "reading" a Frog Story; a picture book with no words in it. Children were then grouped according to their mother's level of narrative style. Children's language skills were measured via the Turkish form of the CDI (Communicative Development Inventory) which was translated to Turkish as TIGE. To explore the relationships between mothers' narrative styles and children's memory and language skills and between children's language skills and memory capabilities, linear regressions were run. There were no significant correlations among any comparisons (P > 0.05). Children's language skills do not improve according to their mothers' narrative styles, and children do not show better memory abilities when mothers use more words and longer sentences. In order to have a better understanding of these relationships, future research that includes several more variables is needed. Child; Mother; Memory; Narrative style.

Feature-based memory-driven attentional capture: visual working memory content affects visual attention.

PubMed

Olivers, Christian N L; Meijer, Frank; Theeuwes, Jan

2006-10-01

In 7 experiments, the authors explored whether visual attention (the ability to select relevant visual information) and visual working memory (the ability to retain relevant visual information) share the same content representations. The presence of singleton distractors interfered more strongly with a visual search task when it was accompanied by an additional memory task. Singleton distractors interfered even more when they were identical or related to the object held in memory, but only when it was difficult to verbalize the memory content. Furthermore, this content-specific interaction occurred for features that were relevant to the memory task but not for irrelevant features of the same object or for once-remembered objects that could be forgotten. Finally, memory-related distractors attracted more eye movements but did not result in longer fixations. The results demonstrate memory-driven attentional capture on the basis of content-specific representations. Copyright 2006 APA.

Music listening enhances cognitive recovery and mood after middle cerebral artery stroke.

PubMed

Särkämö, Teppo; Tervaniemi, Mari; Laitinen, Sari; Forsblom, Anita; Soinila, Seppo; Mikkonen, Mikko; Autti, Taina; Silvennoinen, Heli M; Erkkilä, Jaakko; Laine, Matti; Peretz, Isabelle; Hietanen, Marja

2008-03-01

We know from animal studies that a stimulating and enriched environment can enhance recovery after stroke, but little is known about the effects of an enriched sound environment on recovery from neural damage in humans. In humans, music listening activates a wide-spread bilateral network of brain regions related to attention, semantic processing, memory, motor functions, and emotional processing. Music exposure also enhances emotional and cognitive functioning in healthy subjects and in various clinical patient groups. The potential role of music in neurological rehabilitation, however, has not been systematically investigated. This single-blind, randomized, and controlled trial was designed to determine whether everyday music listening can facilitate the recovery of cognitive functions and mood after stroke. In the acute recovery phase, 60 patients with a left or right hemisphere middle cerebral artery (MCA) stroke were randomly assigned to a music group, a language group, or a control group. During the following two months, the music and language groups listened daily to self-selected music or audio books, respectively, while the control group received no listening material. In addition, all patients received standard medical care and rehabilitation. All patients underwent an extensive neuropsychological assessment, which included a wide range of cognitive tests as well as mood and quality of life questionnaires, one week (baseline), 3 months, and 6 months after the stroke. Fifty-four patients completed the study. Results showed that recovery in the domains of verbal memory and focused attention improved significantly more in the music group than in the language and control groups. The music group also experienced less depressed and confused mood than the control group. These findings demonstrate for the first time that music listening during the early post-stroke stage can enhance cognitive recovery and prevent negative mood. The neural mechanisms potentially underlying these effects are discussed.

Whorfian effects on colour memory are not reliable.

PubMed

Wright, Oliver; Davies, Ian R L; Franklin, Anna

2015-01-01

The Whorfian hypothesis suggests that differences between languages cause differences in cognitive processes. Support for this idea comes from studies that find that patterns of colour memory errors made by speakers of different languages align with differences in colour lexicons. The current study provides a large-scale investigation of the relationship between colour language and colour memory, adopting a cross-linguistic and developmental approach. Colour memory on a delayed matching-to-sample (XAB) task was investigated in 2 language groups with differing colour lexicons, for 3 developmental stages and 2 regions of colour space. Analyses used a Bayesian technique to provide simultaneous assessment of two competing hypotheses (H1-Whorfian effect present, H0-Whorfian effect absent). Results of the analyses consistently favoured H0. The findings suggest that Whorfian effects on colour memory are not reliable and that the importance of such effects should not be overestimated.

TVA-based assessment of visual attentional functions in developmental dyslexia

PubMed Central

Bogon, Johanna; Finke, Kathrin; Stenneken, Prisca

2014-01-01

There is an ongoing debate whether an impairment of visual attentional functions constitutes an additional or even an isolated deficit of developmental dyslexia (DD). Especially performance in tasks that require the processing of multiple visual elements in parallel has been reported to be impaired in DD. We review studies that used parameter-based assessment for identifying and quantifying impaired aspect(s) of visual attention that underlie this multi-element processing deficit in DD. These studies used the mathematical framework provided by the “theory of visual attention” (Bundesen, 1990) to derive quantitative measures of general attentional resources and attentional weighting aspects on the basis of behavioral performance in whole- and partial-report tasks. Based on parameter estimates in children and adults with DD, the reviewed studies support a slowed perceptual processing speed as an underlying primary deficit in DD. Moreover, a reduction in visual short term memory storage capacity seems to present a modulating component, contributing to difficulties in written language processing. Furthermore, comparing the spatial distributions of attentional weights in children and adults suggests that having limited reading and writing skills might impair the development of a slight leftward bias, that is typical for unimpaired adult readers. PMID:25360129

Amyloid-β, anxiety, and cognitive decline in preclinical Alzheimer disease: a multicenter, prospective cohort study.

PubMed

Pietrzak, Robert H; Lim, Yen Ying; Neumeister, Alexander; Ames, David; Ellis, Kathryn A; Harrington, Karra; Lautenschlager, Nicola T; Restrepo, Carolina; Martins, Ralph N; Masters, Colin L; Villemagne, Victor L; Rowe, Christopher C; Maruff, Paul

2015-03-01

Alzheimer disease (AD) is now known to have a long preclinical phase in which pathophysiologic processes develop many years, even decades, before the onset of clinical symptoms. Although the presence of abnormal levels of amyloid-β (Aβ) is associated with higher rates of progression to clinically classified mild cognitive impairment or dementia, little research has evaluated potentially modifiable moderators of Aβ-related cognitive decline, such as anxiety and depressive symptoms. To evaluate the association between Aβ status and cognitive changes, and the role of anxiety and depressive symptoms in moderating Aβ-related cognitive changes in the preclinical phase of AD. In this multicenter, prospective cohort study with baseline and 18-, 36-, and 54-month follow-up assessments, we studied 333 healthy, older adults at hospital-based research clinics. Carbon 11-labeled Pittsburgh Compound B (PiB)-, florbetapir F 18-, or flutemetamol F 18-derived measures of Aβ, Hospital Anxiety and Depression Scale scores, and comprehensive neuropsychological evaluation that yielded measures of global cognition, verbal memory, visual memory, attention, language, executive function, and visuospatial ability. A positive Aβ (Aβ+) status at baseline was associated with a significant decline in global cognition, verbal memory, language, and executive function, and elevated anxiety symptoms moderated these associations. Compared with the Aβ+, low-anxiety group, slopes of cognitive decline were significantly more pronounced in the Aβ+, high-anxiety group, with Cohen d values of 0.78 (95% CI, 0.33-1.23) for global cognition, 0.54 (95% CI, 0.10-0.98) for verbal memory, 0.51 (95% CI, 0.07-0.96) for language, and 0.39 (95% CI, 0.05-0.83) for executive function. These effects were independent of age, educational level, IQ, APOE genotype, subjective memory complaints, vascular risk factors, and depressive symptoms; furthermore, depressive symptoms and subjective memory complaints did not moderate the association between Aβ and cognitive decline. These results provide additional support for the deleterious effect of elevated Aβ levels on cognitive function in preclinical AD. They further suggest that elevated anxiety symptoms moderate the effect of Aβ on cognitive decline in preclinical AD, resulting in more rapid decline in several cognitive domains. Given that there is currently no standard antiamyloid therapy and that anxiety symptoms are amenable to treatment, these findings may help inform risk stratification and management of the preclinical phase of AD.

Infant feeding effects on early neurocognitive development in Asian children.

PubMed

Cai, Shirong; Pang, Wei Wei; Low, Yen Ling; Sim, Lit Wee; Sam, Suet Chian; Bruntraeger, Michaela Bianka; Wong, Eric Qinlong; Fok, Doris; Broekman, Birit F P; Singh, Leher; Richmond, Jenny; Agarwal, Pratibha; Qiu, Anqi; Saw, Seang Mei; Yap, Fabian; Godfrey, Keith M; Gluckman, Peter D; Chong, Yap-Seng; Meaney, Michael J; Kramer, Michael S; Rifkin-Graboi, Anne

2015-02-01

Breastfeeding has been shown to enhance global measures of intelligence in children. However, few studies have examined associations between breastfeeding and specific cognitive task performance in the first 2 y of life, particularly in an Asian population. We assessed associations between early infant feeding and detailed measures of cognitive development in the first 2 y of life in healthy Asian children born at term. In a prospective cohort study, neurocognitive testing was performed in 408 healthy children (aged 6, 18, and 24 mo) from uncomplicated pregnancies (i.e., birth weight >2500 and <4000 g, gestational age ≥37 wk, and 5-min Apgar score ≥9). Tests included memory (deferred imitation, relational binding, habituation) and attention tasks (visual expectation, auditory oddball) as well as the Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III). Children were stratified into 3 groups (low, intermediate, and high) on the basis of breastfeeding duration and exclusivity. After potential confounding variables were controlled for, significant associations and dose-response relations were observed for 4 of the 15 tests. Higher breastfeeding exposure was associated with better memory at 6 mo, demonstrated by greater preferential looking toward correctly matched items during early portions of a relational memory task (i.e., relational binding task: P-trend = 0.015 and 0.050 for the first two 1000-ms time bins, respectively). No effects of breastfeeding were observed at 18 mo. At 24 mo, breastfed children were more likely to display sequential memory during a deferred imitation memory task (P-trend = 0.048), and toddlers with more exposure to breastfeeding scored higher in receptive language [+0.93 (0.23, 1.63) and +1.08 (0.10, 2.07) for intermediate- and high-breastfeeding groups, respectively, compared with the low-breastfeeding group], as well as expressive language [+0.58 (-0.06, 1.23) and +1.22 (0.32, 2.12) for intermediate- and high-breastfeeding groups, respectively] assessed via the BSID-III. Our findings suggest small but significant benefits of breastfeeding for some aspects of memory and language development in the first 2 y of life, with significant improvements in only 4 of 15 indicators. Whether the implicated processes confer developmental advantages is unknown and represents an important area for future research. This trial was registered at www.clinicaltrials.gov as NCT01174875. © 2015 American Society for Nutrition.

Early Language Development in Infants and Toddlers with Fragile X Syndrome: Change over Time and the Role of Attention

PubMed Central

Kover, Sara T.; McCary, Lindsay M.; Ingram, Alexandra M.; Hatton, Deborah D.; Roberts, Jane E.

2017-01-01

Fragile X syndrome (FXS) is associated with significant language and communication delays, as well as problems with attention. This study investigated early language abilities in infants and toddlers with FXS (n = 13) and considered visual attention as a predictor of those skills. We found that language abilities increased over the study period of 9 to 24 months with moderate correlations among language assessments. In comparison to typically developing infants (n = 11), language skills were delayed beyond chronological age- and developmental level-expectations. Aspects of early visual attention predicted later language ability. Atypical visual attention is an important aspect of the FXS phenotype with implications for early language development, particularly in the domain of vocabulary. PMID:25715182

Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory.

PubMed

Lawton, Teri; Shelley-Tremblay, John

2017-01-01

The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination ( PATH to Reading neurotraining) acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading ( Raz-Kids ( RK )). The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students) for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual movement discrimination training in improving high-level cognitive functions such as attention, reading acquisition and working memory. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways in the dorsal stream is a fundamental cause of dyslexia and being at-risk for reading problems in normal students, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological or language deficits, requiring a paradigm shift from phonologically-based treatment of dyslexia to a visually-based treatment. This study shows that visual movement-discrimination can be used not only to diagnose dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning.

Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory

PubMed Central

Lawton, Teri; Shelley-Tremblay, John

2017-01-01

The purpose of this study was to determine whether neurotraining to discriminate a moving test pattern relative to a stationary background, figure-ground discrimination, improves vision and cognitive functioning in dyslexics, as well as typically-developing normal students. We predict that improving the speed and sensitivity of figure-ground movement discrimination (PATH to Reading neurotraining) acts to remediate visual timing deficits in the dorsal stream, thereby improving processing speed, reading fluency, and the executive control functions of attention and working memory in both dyslexic and normal students who had PATH neurotraining more than in those students who had no neurotraining. This prediction was evaluated by measuring whether dyslexic and normal students improved on standardized tests of cognitive skills following neurotraining exercises, more than following computer-based guided reading (Raz-Kids (RK)). The neurotraining used in this study was visually-based training designed to improve magnocellular function at both low and high levels in the dorsal stream: the input to the executive control networks coding working memory and attention. This approach represents a paradigm shift from the phonologically-based treatment for dyslexia, which concentrates on high-level speech and reading areas. This randomized controlled-validation study was conducted by training the entire second and third grade classrooms (42 students) for 30 min twice a week before guided reading. Standardized tests were administered at the beginning and end of 12-weeks of intervention training to evaluate improvements in academic skills. Only movement-discrimination training remediated both low-level visual timing deficits and high-level cognitive functioning, including selective and sustained attention, reading fluency and working memory for both dyslexic and normal students. Remediating visual timing deficits in the dorsal stream revealed the causal role of visual movement discrimination training in improving high-level cognitive functions such as attention, reading acquisition and working memory. This study supports the hypothesis that faulty timing in synchronizing the activity of magnocellular with parvocellular visual pathways in the dorsal stream is a fundamental cause of dyslexia and being at-risk for reading problems in normal students, and argues against the assumption that reading deficiencies in dyslexia are caused by phonological or language deficits, requiring a paradigm shift from phonologically-based treatment of dyslexia to a visually-based treatment. This study shows that visual movement-discrimination can be used not only to diagnose dyslexia early, but also for its successful treatment, so that reading problems do not prevent children from readily learning. PMID:28555097

Memory Operations and Structures in Sentence Comprehension: Evidence from Ellipsis

ERIC Educational Resources Information Center

Martin, Andrea Eyleen

2010-01-01

Natural language often contains dependencies that span words, phrases, or even sentences. Thus, language comprehension relies on recovering recently processed information from memory for subsequent interpretation. This dissertation investigates the memory operations that subserve dependency resolution through the lens of "verb-phrase ellipsis"…

Attentive Tracking Disrupts Feature Binding in Visual Working Memory

PubMed Central

Fougnie, Daryl; Marois, René

2009-01-01

One of the most influential theories in visual cognition proposes that attention is necessary to bind different visual features into coherent object percepts (Treisman & Gelade, 1980). While considerable evidence supports a role for attention in perceptual feature binding, whether attention plays a similar function in visual working memory (VWM) remains controversial. To test the attentional requirements of VWM feature binding, here we gave participants an attention-demanding multiple object tracking task during the retention interval of a VWM task. Results show that the tracking task disrupted memory for color-shape conjunctions above and beyond any impairment to working memory for object features, and that this impairment was larger when the VWM stimuli were presented at different spatial locations. These results demonstrate that the role of visuospatial attention in feature binding is not unique to perception, but extends to the working memory of these perceptual representations as well. PMID:19609460

Mindfulness Enhances Episodic Memory Performance: Evidence from a Multimethod Investigation

PubMed Central

Goodman, Robert J.; Ryan, Richard M.; Anālayo, Bhikkhu

2016-01-01

Training in mindfulness, classically described as a receptive attentiveness to present events and experiences, has been shown to improve attention and working memory. Both are key to long-term memory formation, and the present three-study series used multiple methods to examine whether mindfulness would enhance episodic memory, a key form of long-term memory. In Study 1 (N = 143), a self-reported state of mindful attention predicted better recognition performance in the Remember-Know (R-K) paradigm. In Study 2 (N = 93), very brief training in a focused attention form of mindfulness also produced better recognition memory performance on the R-K task relative to a randomized, well-matched active control condition. Study 3 (N = 57) extended these findings by showing that relative to randomized active and inactive control conditions the effect of very brief mindfulness training generalized to free-recall memory performance. This study also found evidence for mediation of the mindfulness training—episodic memory relation by intrinsic motivation. These findings indicate that mindful attention can beneficially impact motivation and episodic memory, with potential implications for educational and occupational performance. PMID:27115491

Mindfulness Enhances Episodic Memory Performance: Evidence from a Multimethod Investigation.

PubMed

Brown, Kirk Warren; Goodman, Robert J; Ryan, Richard M; Anālayo, Bhikkhu

2016-01-01

Training in mindfulness, classically described as a receptive attentiveness to present events and experiences, has been shown to improve attention and working memory. Both are key to long-term memory formation, and the present three-study series used multiple methods to examine whether mindfulness would enhance episodic memory, a key form of long-term memory. In Study 1 (N = 143), a self-reported state of mindful attention predicted better recognition performance in the Remember-Know (R-K) paradigm. In Study 2 (N = 93), very brief training in a focused attention form of mindfulness also produced better recognition memory performance on the R-K task relative to a randomized, well-matched active control condition. Study 3 (N = 57) extended these findings by showing that relative to randomized active and inactive control conditions the effect of very brief mindfulness training generalized to free-recall memory performance. This study also found evidence for mediation of the mindfulness training-episodic memory relation by intrinsic motivation. These findings indicate that mindful attention can beneficially impact motivation and episodic memory, with potential implications for educational and occupational performance.

Memory and Common Ground Processes in Language Use.

PubMed

Brown-Schmidt, Sarah; Duff, Melissa C

2016-10-01

During communication, we form assumptions about what our communication partners know and believe. Information that is mutually known between the discourse partners-their common ground-serves as a backdrop for successful communication. Here we present an introduction to the focus of this topic, which is the role of memory in common ground and language use. Two types of questions emerge as central to understanding the relationship between memory and common ground, specifically questions having to do with the representation of common ground in memory, and the use of common ground during language processing. Copyright © 2016 Cognitive Science Society, Inc.

Memory and attention problems in children with chronic fatigue syndrome or myalgic encephalopathy.

PubMed

Haig-Ferguson, A; Tucker, P; Eaton, N; Hunt, L; Crawley, E

2009-10-01

To understand more about the problems children with chronic fatigue syndrome (CFS) or myalgic encephalopathy (ME) experience with memory and attention, and to test the feasibility of quantitative measurement of both memory and attention. Four-item semistructured questionnaire and neuropsychological test battery with 10 psychometric subtests. Family home of the child taking part. 20 children with a diagnosis of CFS/ME experiencing memory and/or concentration problems were recruited between April and October 2007 from a regional CFS/ME clinical service (female 13; average age 13.5 years; range 8-16). Each child, parent and teacher was asked to describe the child's memory and attention problems. Responses were subject to thematic analysis by two independent researchers. In addition, each child completed a battery of 10 tests to measure: processing speed; attention; immediate and delayed memory; working memory; executive function. Raw scores were converted into age-scaled scores and the children's psychometric scores on the 10 tests taken were compared with normative data using t tests. Children with CFS/ME, their parents and teachers described problems with focussed attention, sustained attention, recall and stress. Scores for sustained attention (mean 8.1, 95% CI 6.3 to 9.9), switching attention (7.5, 5.5 to 9.4), divided attention (6.9, 5.5 to 8.2), auditory learning (8.2, 6.8 to 9.6) and immediate recall (8.7, 7.3 to 10.0) appeared lower than the normative mean of 10. Children with CFS/ME appear to experience problems with attention, which may have adverse implications for verbal memory. These cognitive problems may explain some of the educational difficulties associated with CFS.

Atypical hemispheric dominance for attention: functional MRI topography.

PubMed

Flöel, Agnes; Jansen, Andreas; Deppe, Michael; Kanowski, Martin; Konrad, Carsten; Sommer, Jens; Knecht, Stefan

2005-09-01

The right hemisphere is predominantly involved in tasks associated with spatial attention. However, left hemispheric dominance for spatial attention can be found in healthy individuals, and both spatial attention and language can be lateralized to the same hemisphere. Little is known about the underlying regional distribution of neural activation in these 'atypical' individuals. Previously a large number of healthy subjects were screened for hemispheric dominance of visuospatial attention and language, using functional Doppler ultrasonography. From this group, subjects were chosen who were 'atypical' for hemispheric dominance of visuospatial attention and language, and their pattern of brain activation was studied with functional magnetic resonance imaging during a task probing spatial attention. Right-handed subjects with the 'typical' pattern of brain organization served as control subjects. It was found that subjects with an inverted lateralization of language and spatial attention (language right, attention left) recruited left-hemispheric areas in the attention task, homotopic to those recruited by control subjects in the right hemisphere. Subjects with lateralization of both language and attention to the right hemisphere activated an attentional network in the right hemisphere that was comparable to control subjects. The present findings suggest that not the hemispheric side, but the intrahemispheric pattern of activation is the distinct feature for the neural processes underlying language and attention.

Retro-cue benefits in working memory without sustained focal attention.

PubMed

Rerko, Laura; Souza, Alessandra S; Oberauer, Klaus

2014-07-01

In working memory (WM) tasks, performance can be boosted by directing attention to one memory object: When a retro-cue in the retention interval indicates which object will be tested, responding is faster and more accurate (the retro-cue benefit). We tested whether the retro-cue benefit in WM depends on sustained attention to the cued object by inserting an attention-demanding interruption task between the retro-cue and the memory test. In the first experiment, the interruption task required participants to shift their visual attention away from the cued representation and to a visual classification task on colors. In the second and third experiments, the interruption task required participants to shift their focal attention within WM: Attention was directed away from the cued representation by probing another representation from the memory array prior to probing the cued object. The retro-cue benefit was not attenuated by shifts of perceptual attention or by shifts of attention within WM. We concluded that sustained attention is not needed to maintain the cued representation in a state of heightened accessibility.

Overlapping Parietal Activity in Memory and Perception: Evidence for the Attention to Memory Model

ERIC Educational Resources Information Center

Cabeza, Roberto; Mazuz, Yonatan S.; Stokes, Jared; Kragel, James E.; Woldorff, Marty G.; Ciaramelli, Elisa; Olson, Ingrid R.; Moscovitch, Morris

2011-01-01

The specific role of different parietal regions to episodic retrieval is a topic of intense debate. According to the Attention to Memory (AtoM) model, dorsal parietal cortex (DPC) mediates top-down attention processes guided by retrieval goals, whereas ventral parietal cortex (VPC) mediates bottom-up attention processes captured by the retrieval…

Cross-Linguistic and Cross-Cultural Effects on Verbal Working Memory and Vocabulary: Testing Language-Minority Children with an Immigrant Background

ERIC Educational Resources Information Center

Engel de Abreu, Pascale M. J.; Baldassi, Martine; Puglisi, Marina L.; Befi-Lopes, Debora M.

2013-01-01

Purpose: In this study, the authors explored the impact of test language and cultural status on vocabulary and working memory performance in multilingual language-minority children. Method: Twenty 7-year-old Portuguese-speaking immigrant children living in Luxembourg completed several assessments of first (L1)- and second-language (L2) vocabulary…

The Influence of Working Memory and Phonological Processing on English Language Learner Children's Bilingual Reading and Language Acquisition

ERIC Educational Resources Information Center

Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M.; Gerber, Michael M.; Guzman-Orth, Danielle A.

2011-01-01

In this study, we explored whether the contribution of working memory (WM) to children's (N = 471) 2nd language (L2) reading and language acquisition was best accounted for by processing efficiency at a phonological level and/or by executive processes independent of phonological processing. Elementary school children (Grades 1, 2, & 3) whose…

Cortico-striatal language pathways dynamically adjust for syntactic complexity: A computational study.

PubMed

Szalisznyó, Krisztina; Silverstein, David; Teichmann, Marc; Duffau, Hugues; Smits, Anja

2017-01-01

A growing body of literature supports a key role of fronto-striatal circuits in language perception. It is now known that the striatum plays a role in engaging attentional resources and linguistic rule computation while also serving phonological short-term memory capabilities. The ventral semantic and the dorsal phonological stream dichotomy assumed for spoken language processing also seems to play a role in cortico-striatal perception. Based on recent studies that correlate deep Broca-striatal pathways with complex syntax performance, we used a previously developed computational model of frontal-striatal syntax circuits and hypothesized that different parallel language pathways may contribute to canonical and non-canonical sentence comprehension separately. We modified and further analyzed a thematic role assignment task and corresponding reservoir computing model of language circuits, as previously developed by Dominey and coworkers. We examined the models performance under various parameter regimes, by influencing how fast the presented language input decays and altering the temporal dynamics of activated word representations. This enabled us to quantify canonical and non-canonical sentence comprehension abilities. The modeling results suggest that separate cortico-cortical and cortico-striatal circuits may be recruited differently for processing syntactically more difficult and less complicated sentences. Alternatively, a single circuit would need to dynamically and adaptively adjust to syntactic complexity. Copyright © 2016. Published by Elsevier Inc.

Modulating the focus of attention for spoken words at encoding affects frontoparietal activation for incidental verbal memory.

PubMed

Christensen, Thomas A; Almryde, Kyle R; Fidler, Lesley J; Lockwood, Julie L; Antonucci, Sharon M; Plante, Elena

2012-01-01

Attention is crucial for encoding information into memory, and current dual-process models seek to explain the roles of attention in both recollection memory and incidental-perceptual memory processes. The present study combined an incidental memory paradigm with event-related functional MRI to examine the effect of attention at encoding on the subsequent neural activation associated with unintended perceptual memory for spoken words. At encoding, we systematically varied attention levels as listeners heard a list of single English nouns. We then presented these words again in the context of a recognition task and assessed the effect of modulating attention at encoding on the BOLD responses to words that were either attended strongly, weakly, or not heard previously. MRI revealed activity in right-lateralized inferior parietal and prefrontal regions, and positive BOLD signals varied with the relative level of attention present at encoding. Temporal analysis of hemodynamic responses further showed that the time course of BOLD activity was modulated differentially by unintentionally encoded words compared to novel items. Our findings largely support current models of memory consolidation and retrieval, but they also provide fresh evidence for hemispheric differences and functional subdivisions in right frontoparietal attention networks that help shape auditory episodic recall.

Modulating the Focus of Attention for Spoken Words at Encoding Affects Frontoparietal Activation for Incidental Verbal Memory

PubMed Central

Christensen, Thomas A.; Almryde, Kyle R.; Fidler, Lesley J.; Lockwood, Julie L.; Antonucci, Sharon M.; Plante, Elena

2012-01-01

Attention is crucial for encoding information into memory, and current dual-process models seek to explain the roles of attention in both recollection memory and incidental-perceptual memory processes. The present study combined an incidental memory paradigm with event-related functional MRI to examine the effect of attention at encoding on the subsequent neural activation associated with unintended perceptual memory for spoken words. At encoding, we systematically varied attention levels as listeners heard a list of single English nouns. We then presented these words again in the context of a recognition task and assessed the effect of modulating attention at encoding on the BOLD responses to words that were either attended strongly, weakly, or not heard previously. MRI revealed activity in right-lateralized inferior parietal and prefrontal regions, and positive BOLD signals varied with the relative level of attention present at encoding. Temporal analysis of hemodynamic responses further showed that the time course of BOLD activity was modulated differentially by unintentionally encoded words compared to novel items. Our findings largely support current models of memory consolidation and retrieval, but they also provide fresh evidence for hemispheric differences and functional subdivisions in right frontoparietal attention networks that help shape auditory episodic recall. PMID:22144982

Cognitive consequences of cannabis use: comparison with abuse of stimulants and heroin with regard to attention, memory and executive functions.

PubMed

Lundqvist, Thomas

2005-06-01

This review aims to compare cognitive consequence between cannabis, and stimulants and heroin with regards to attention, memory and executive functions. The available studies using brain imaging techniques and neuropsychological tests show that acutely, all drugs create a disharmony in the neuropsychological network, causing a decrease of activity in areas responsible for short-term memory and attention, with the possible exception of heroin. Cannabis induces loss of internal control and cognitive impairment, especially of attention and memory, for the duration of intoxication. Heavy cannabis use is associated with reduced function of the attentional/executive system, as exhibited by decreased mental flexibility, increased perserveration, and reduced learning, to shift and/or sustain attention. Recent investigations on amphetamine/methamphetamine have documented deficits in learning, delayed recall, processing speed, and working memory. MDMA users exhibit difficulties in coding information into long-term memory, display impaired verbal learning, are more easily distracted, and are less efficient at focusing attention on complex tasks. The degree of executive impairment increases with the severity of use, and the impairments are relatively lasting over time. Chronic cocaine users display impaired attention, learning, memory, reaction time and cognitive flexibility. Heroin addiction may have a negative effect on impulse control, and selective processing.

Neuropsychological profiles of breast cancer and brain tumor cohorts in Northeast Ontario, Canada.

PubMed

Mariani, Matias; Collins, Mark William Glister

2018-05-17

As developments in cancer treatment have improved outcomes, research has increasingly focused on the role of cancer-related cognitive impairment (CRCI) in quality of life for cancer survivors. Impairment profiles have been heterogeneous across studies, necessitating the study of these effects across different cohorts. The purpose of this preliminary study is to compare the memory profiles of Northeast Ontario breast and CNS cancer patients, as there is no literature which exists for profiling CRCI within this largely rural region. Sixty-three outpatients with breast cancer (n = 32) or CNS tumors (n = 30) at the Northeast Cancer Centre in Sudbury, Canada, were administered a neuropsychological test battery as part of their clinical examination. Domains measured within this study included attention and concentration, processing speed, motor function, language skills, verbal and visual memory, and executive functioning. Participants with brain tumors scored poorer on most neuropsychological measures than participants with breast cancer. Initial verbal memory for individuals with breast cancer was lower than delayed recall and recognition trials. Trial 1 performance for this group was also negatively correlated with self-reported anxiety scores. Consistent with the literature, participants with breast cancer obtained higher scores on most test measures than participants with CNC tumors. Breast cancer participants had lower verbal memory scores on initial trials compared to delayed recall, potentially due to relationships with anxiety and attention. Further research into this cohort will strive to gain greater understanding of the patterns of deficits experienced and how these may inform individuals with cancer in other regions.

Enhancing long-term memory with stimulation tunes visual attention in one trial.

PubMed

Reinhart, Robert M G; Woodman, Geoffrey F

2015-01-13

Scientists have long proposed that memory representations control the mechanisms of attention that focus processing on the task-relevant objects in our visual field. Modern theories specifically propose that we rely on working memory to store the object representations that provide top-down control over attentional selection. Here, we show that the tuning of perceptual attention can be sharply accelerated after 20 min of noninvasive brain stimulation over medial-frontal cortex. Contrary to prevailing theories of attention, these improvements did not appear to be caused by changes in the nature of the working memory representations of the search targets. Instead, improvements in attentional tuning were accompanied by changes in an electrophysiological signal hypothesized to index long-term memory. We found that this pattern of effects was reliably observed when we stimulated medial-frontal cortex, but when we stimulated posterior parietal cortex, we found that stimulation directly affected the perceptual processing of the search array elements, not the memory representations providing top-down control. Our findings appear to challenge dominant theories of attention by demonstrating that changes in the storage of target representations in long-term memory may underlie rapid changes in the efficiency with which humans can find targets in arrays of objects.

The impact of sex and language dominance on material-specific memory before and after left temporal lobe surgery.

PubMed

Helmstaedter, C; Brosch, T; Kurthen, M; Elger, C E

2004-07-01

Recent findings raised evidence that in early-onset left temporal lobe epilepsy, women show greater functional plasticity for verbal memory than men. In particular, women with lesion- or epilepsy-driven atypical language dominance show an advantage over men. The question asked in this study was whether there is evidence of sex- and language dominance-dependent late, i.e. adult age, plasticity for verbal memory when epilepsy surgery is performed in these patients. Pre- and 1-year postoperative memory performance was evaluated in 169 patients (94 males and 75 females) who underwent left temporal lobe surgery and who had WADA testing of hemispheric language dominance prior to surgery. Verbal memory and figural memory were assessed by list-learning paradigms. According to the Bonn intracarotid amobarbital test (IAT) protocol, patients were categorized into left dominant or atypically dominant (right, incomplete left or right, and bilateral dominant) groups. Results were controlled for the hypothesized sex differences. Thirty-four percent of men and 47% of women displayed patterns of atypical language dominance. Atypical dominance was related to an early onset of epilepsy. Men showed a larger time window for development of atypical dominance but, differently from women, the pattern of atypical dominance was more strictly determined by the age at onset of epilepsy. Atypically dominant women showed better verbal memory than typically dominant women or men. After surgery, right dominant patients had better verbal memory outcome than patients with bilateral or left language dominance who showed significant memory loss. No effect of sex on verbal memory change was found. Figural memory deteriorated in men and improved in women, when they were not left dominant. Seizure outcome had no effect on performance changes. It was concluded that better preserved verbal memory in atypically dominant women before surgery indicates greater benefit from atypical dominance in women than men with regard to the initial damage associated with left hemisphere epilepsy. Later in life, when epilepsy surgery causes additional damage, no such sex difference is observed, indicating that the women's advantage over men is fixed to an early time window in life. Postoperative changes in figural memory suggest dynamics in crowding and suppression patterns. Whether this reflects late plasticity and compensation needs further demonstration. For clinical practice, it is important to note that incomplete right hemisphere and bilateral language dominance do not protect against verbal memory loss after left-sided temporal lobe surgery. Copyright 2004 Guarantors of Brain

Adolescents with and without gestational cocaine exposure: Longitudinal analysis of inhibitory control, memory and receptive language.

PubMed

Betancourt, Laura M; Yang, Wei; Brodsky, Nancy L; Gallagher, Paul R; Malmud, Elsa K; Giannetta, Joan M; Farah, Martha J; Hurt, Hallam

2011-01-01

Preclinical studies of gestational cocaine exposure (GCE) show evidence of changes in brain function at the anatomical, physiological, and behavioral levels, to include effects on developing dopaminergic systems. In contrast, human studies have produced less consistent results, with most showing small effects or no effects on developmental outcomes. Important changes in brain structure and function occur through adolescence, therefore it is possible that prenatal cocaine exposure has latent effects on neurocognitive (NC) outcome that do not manifest until adolescence or young adulthood. We examined NC function using a set of 5 tasks designed to tap 4 different systems: inhibitory control, working memory, receptive language, and incidental memory. For each NC task, data were collected longitudinally at ages 12, 14.5 and 17 years and examined using generalized estimating equations. One hundred and nine children completed at least two of the three evaluations. Covariates included in the final model were assessment number, gender, participant age at first assessment, caregiver depression, and two composites from the Home Observation for Measurement of the Environment (HOME), Environmental Stimulation and Parental Nurturance. We found no cocaine effects on inhibitory control, working memory, or receptive language (p=0.18). GCE effects were observed on incidental face memory task (p=0.055), and GCE by assessment number interaction effects were seen on the incidental word memory task (p=0.031). Participant performance on inhibitory control, working memory, and receptive language tasks improved over time. HOME Environmental Stimulation composite was associated with better receptive language functioning. With a larger sample size smaller differences between groups may have been detected. This report shows no evidence of latent effects of GCE on inhibitory control, working memory, or receptive language. GCE effects were observed on the incidental face memory task, and GCE by assessment number interaction effects was seen on the incidental word memory task. Copyright © 2010 Elsevier Inc. All rights reserved.

Are attentional bias and memory bias for negative words causally related?

PubMed

Blaut, Agata; Paulewicz, Borysław; Szastok, Marta; Prochwicz, Katarzyna; Koster, Ernst

2013-09-01

In cognitive theories of depression, processing biases are assumed to be partly responsible for the onset and maintenance of mood disorders. Despite a wealth of studies examining the relation between depression and individual biases (at the level of attention, interpretation, and memory), little is known about relationships between different biases. The purpose of the present study was to assess if attentional bias is causally related to memory bias. 71 participants were randomly assigned to a control (n = 37) or attentional training group (n = 34). The attentional manipulation was followed by an explicit, intentional memory task during which novel neutral, negative, and positive words were presented. It was found that individuals with elevated depression score trained to orient away from negative words did not display a memory bias for negative words (adjectives) whereas similar individuals displayed this memory bias in the control condition. Generalization of the findings is limited because of the short study time frame and specific nature of the memory task. These results indicate that altering attentional bias can influence elaborative processing of emotional material and that this bias could be one of the causes of mood congruent memory in depression. Copyright © 2013 Elsevier Ltd. All rights reserved.

Neural Evidence for a Distinction Between Short-Term Memory and the Focus of Attention

PubMed Central

Lewis-Peacock, Jarrod A.; Drysdale, Andrew T.; Oberauer, Klaus; Postle, Bradley R.

2011-01-01

It is widely assumed that the short-term retention of information is accomplished via maintenance of an active neural trace. However, we demonstrate that memory can be preserved across a brief delay despite the apparent loss of sustained representations. Delay-period activity may in fact reflect the focus of attention, rather than short-term memory. We unconfounded attention and memory by causing external and internal shifts of attention away from items that were being actively retained. Multivariate pattern analysis of fMRI indicated that only items within the focus of attention elicited an active neural trace. Activity corresponding to representations of items outside the focus quickly dropped to baseline. Nevertheless, this information was remembered after a brief delay. Our data also show that refocusing attention towards a previously unattended memory item can reactivate its neural signature. The loss of sustained activity has long been thought to indicate a disruption of short-term memory, but our results suggest that, even for small memory loads not exceeding the capacity limits of short-term memory, the active maintenance of a stimulus representation may not be necessary for its short-term retention. PMID:21955164

Detecting event-based prospective memory cues occurring within and outside the focus of attention.

PubMed

Hicks, Jason L; Cook, Gabriel I; Marsh, Richard L

2005-01-01

Event-based prospective memory cues are environmental stimuli that are associated with a previously established intention to perform an activity. Such cues traditionally have been placed in materials that receive focal attention during an ongoing activity. This article reports a direct comparison of event-based cues that occurred either within the focus of attention or at the periphery of such attention. When the cue occurred outside focal attention, manipulating that cue changed event-based prospective memory. The identical manipulation had no effect on event-based responding if the cue occurred within focal attention. These results suggest that cue characteristics can compensate for attention being directed away from an aspect of an ongoing task that contains event-based prospective memory.

Representational Complexity and Memory Retrieval in Language Comprehension

ERIC Educational Resources Information Center

Hofmeister, Philip

2011-01-01

Mental representations formed from words or phrases may vary considerably in their feature-based complexity. Modern theories of retrieval in sentence comprehension do not indicate how this variation and the role of encoding processes should influence memory performance. Here, memory retrieval in language comprehension is shown to be influenced by…

Visuospatial Immediate Memory in Specific Language Impairment

ERIC Educational Resources Information Center

Archibald, Lisa M. D.; Gathercole, Susan E.

2006-01-01

Purpose: Investigations of the cognitive processes underlying specific language impairment (SLI) have implicated deficits in verbal short-term and working memory and in particular the storage and processing of phonological information. This study investigated short-term and working memory for visuospatial material for a group of children with SLI,…

Working Memory and Developmental Language Impairments

ERIC Educational Resources Information Center

Henry, Lucy A.; Botting, Nicola

2017-01-01

Children with developmental language impairments (DLI) are often reported to show difficulties with working memory. This review describes the four components of the well-established working memory model, and considers whether there is convincing evidence for difficulties within each component in children with DLI. The emphasis is on the most…

Selective attention affects implicit and explicit memory for familiar pictures at different delay conditions.

PubMed

Ballesteros, Soledad; Reales, José M; García, Eulalio; Carrasco, Marisa

2006-02-01

Three experiments investigated the effects of two variables -selective attention during encoding and delay between study and test- on implicit (picture fragment completion and object naming) and explicit (free recall and recognition) memory tests. Experiments 1 and 2 consistently indicated that (a) at all delays (immediate to 1 month), picture-fragment identification threshold was lower for the attended than the unattended pictures; (b) the attended pictures were recalled and recognized better than the unattended; and (c) attention and delay interacted in both memory tests. For implicit memory, performance decreased as delay increased for both attended and unattended pictures, but priming was more pronounced and lasted longer for the attended pictures; it was still present after a 1-month delay. For explicit memory, performance decreased as delay increased for attended pictures, but for unattended pictures performance was consistent throughout delay. By using a perceptual object naming task, Experiment 3 showed reliable implicit and explicit memory for attended but not for unattended pictures. This study indicates that picture repetition priming requires attention at the time of study and that neither delay nor attention dissociate performance in explicit and implicit memory tests; both types of memory require attention, but explicit memory does so to a larger degree.

How to Assess Gaming-Induced Benefits on Attention and Working Memory.

PubMed

Mishra, Jyoti; Bavelier, Daphne; Gazzaley, Adam

2012-06-01

Our daily actions are driven by our goals in the moment, constantly forcing us to choose among various options. Attention and working memory are key enablers of that process. Attention allows for selective processing of goal-relevant information and rejecting task-irrelevant information. Working memory functions to maintain goal-relevant information in memory for brief periods of time for subsequent recall and/or manipulation. Efficient attention and working memory thus support the best extraction and retention of environmental information for optimal task performance. Recent studies have evidenced that attention and working memory abilities can be enhanced by cognitive training games as well as entertainment videogames. Here we review key cognitive paradigms that have been used to evaluate the impact of game-based training on various aspects of attention and working memory. Common use of such methodology within the scientific community will enable direct comparison of the efficacy of different games across age groups and clinical populations. The availability of common assessment tools will ultimately facilitate development of the most effective forms of game-based training for cognitive rehabilitation and education.

How to Assess Gaming-Induced Benefits on Attention and Working Memory

PubMed Central

Mishra, Jyoti; Bavelier, Daphne

2012-01-01

Abstract Our daily actions are driven by our goals in the moment, constantly forcing us to choose among various options. Attention and working memory are key enablers of that process. Attention allows for selective processing of goal-relevant information and rejecting task-irrelevant information. Working memory functions to maintain goal-relevant information in memory for brief periods of time for subsequent recall and/or manipulation. Efficient attention and working memory thus support the best extraction and retention of environmental information for optimal task performance. Recent studies have evidenced that attention and working memory abilities can be enhanced by cognitive training games as well as entertainment videogames. Here we review key cognitive paradigms that have been used to evaluate the impact of game-based training on various aspects of attention and working memory. Common use of such methodology within the scientific community will enable direct comparison of the efficacy of different games across age groups and clinical populations. The availability of common assessment tools will ultimately facilitate development of the most effective forms of game-based training for cognitive rehabilitation and education. PMID:24761314

Specificity and overlap of attention and memory biases in depression.

PubMed

Marchetti, Igor; Everaert, Jonas; Dainer-Best, Justin; Loeys, Tom; Beevers, Christopher G; Koster, Ernst H W

2018-01-01

Attentional and memory biases are viewed as crucial cognitive processes underlying symptoms of depression. However, it is still unclear whether these two biases are uniquely related to depression or whether they show substantial overlap. We investigated the degree of specificity and overlap of attentional and memory biases for depressotypic stimuli in relation to depression and anxiety by means of meta-analytic commonality analysis. By including four published studies, we considered a pool of 463 healthy and subclinically depressed individuals, different experimental paradigms, and different psychological measures. Memory bias is reliably and strongly related to depression and, specifically, to symptoms of negative mood, worthlessness, feelings of failure, and pessimism. Memory bias for negative information was minimally related to anxiety. Moreover, neither attentional bias nor the overlap between attentional and memory biases were significantly related to depression. Limitations include cross-sectional nature of the study. Our study showed that, across different paradigms and psychological measures, memory bias (and not attentional bias) represents a primary mechanism in depression. Copyright © 2017 Elsevier B.V. All rights reserved.

Attention and Material-Specific Memory in Children with Lateralized Epilepsy

ERIC Educational Resources Information Center

Engle, Jennifer A.; Smith, Mary Lou

2010-01-01

Epilepsy is frequently associated with attention and memory problems. In adults, lateralization of seizure focus impacts the type of memory affected (left-sided lesions primarily impact verbal memory, while right-sided lesions primarily impact visual memory), but the relationship between seizure focus and the nature of the memory impairment is…

Dementia

MedlinePlus

... living. Functions affected include memory, language skills, visual perception, problem solving, self-management, and the ability to ... living. Functions affected include memory, language skills, visual perception, problem solving, self-management, and the ability to ...

Inferior parietal and right frontal contributions to trial-by-trial adaptations of attention to memory.

PubMed

Kizilirmak, Jasmin M; Rösler, Frank; Bien, Siegfried; Khader, Patrick H

2015-07-21

The attention to memory theory (AtoM) proposes that the same brain regions might be involved in selective processing of perceived stimuli (selective attention) and memory representations (selective retrieval). Although this idea is compelling, given consistently found neural overlap between perceiving and remembering stimuli, recent comparisons brought evidence for overlap as well as considerable differences. Here, we present a paradigm that enables the investigation of the AtoM hypothesis from a novel perspective to gain further insight into the neural resources involved in AtoM. Selective attention in perception is often investigated as a control process that shows lingering effects on immediately following trials. Here, we employed a paradigm capable of modulating selective retrieval in a similarly dynamic manner as in such selective-attention paradigms by inducing trial-to-trial shifts between relevant and irrelevant memory representations as well as changes of the width of the internal focus on memory. We found evidence for an involvement of bilateral inferior parietal lobe and right inferior frontal gyrus in reorienting the attentional focus on previously accessed memory representations. Moreover, we could dissociate the right inferior from the parietal activation in separate contrasts, suggesting that the right inferior frontal gyrus plays a role in facilitating attentional reorienting to memory representations when competing representations have been activated in the preceding trial, potentially by resolving this competition. Our results support the AtoM theory, i.e. that ventral frontal and parietal regions are involved in automatic attentional reorienting in memory, and highlight the importance of further investigations of the overlap and differences between regions involved in internal (memory) and external (perceptual) attentional selection. Copyright © 2015 Elsevier B.V. All rights reserved.

Attention improves memory by suppressing spiking-neuron activity in the human anterior temporal lobe.

PubMed

Wittig, John H; Jang, Anthony I; Cocjin, John B; Inati, Sara K; Zaghloul, Kareem A

2018-06-01

We identify a memory-specific attention mechanism in the human anterior temporal lobe, an area implicated in semantic processing and episodic memory formation. Spiking neuron activity is suppressed and becomes more reliable in preparation for verbal memory formation. Intracranial electroencephalography signals implicate this region as a source of executive control for attentional selection. Consistent with this interpretation, its surgical removal causes significant memory impairment for attended words relative to unattended words.

Learning and memory performance in a cohort of clinically referred breast cancer survivors: the role of attention versus forgetting in patient-reported memory complaints.

PubMed

Root, James C; Ryan, Elizabeth; Barnett, Gregory; Andreotti, Charissa; Bolutayo, Kemi; Ahles, Tim

2015-05-01

While forgetfulness is widely reported by breast cancer survivors, studies documenting objective memory performance yield mixed, largely inconsistent, results. Failure to find consistent, objective memory issues may be due to the possibility that cancer survivors misattribute their experience of forgetfulness to primary memory issues rather than to difficulties in attention at the time of learning. To clarify potential attention issues, factor scores for Attention Span, Learning Efficiency, Delayed Memory, and Inaccurate Memory were analyzed for the California Verbal Learning Test-Second Edition (CVLT-II) in 64 clinically referred breast cancer survivors with self-reported cognitive complaints; item analysis was conducted to clarify specific contributors to observed effects, and contrasts between learning and recall trials were compared with normative data. Performance on broader cognitive domains is also reported. The Attention Span factor, but not Learning Efficiency, Delayed Memory, or Inaccurate Memory factors, was significantly affected in this clinical sample. Contrasts between trials were consistent with normative data and did not indicate greater loss of information over time than in the normative sample. Results of this analysis suggest that attentional dysfunction may contribute to subjective and objective memory complaints in breast cancer survivors. These results are discussed in the context of broader cognitive effects following treatment for clinicians who may see cancer survivors for assessment. Copyright © 2014 John Wiley & Sons, Ltd.

Differences in Memory Functioning between Children with Attention-Deficit/Hyperactivity Disorder and/or Focal Epilepsy

PubMed Central

Lee, Sylvia E.; Kibby, Michelle Y.; Cohen, Morris J.; Stanford, Lisa; Park, Yong; Strickland, Suzanne

2016-01-01

Prior research has shown that attention-deficit/hyperactivity disorder (ADHD) and epilepsy are frequently comorbid and that both disorders are associated with various attention and memory problems. Nonetheless, limited research has been conducted comparing the two disorders in one sample to determine unique versus shared deficits. Hence, we investigated differences in working memory and short-term and delayed recall between children with ADHD, focal epilepsy of mixed foci, comorbid ADHD/epilepsy and controls. Participants were compared on the Core subtests and the Picture Locations subtest of the Children’s Memory Scale (CMS). Results indicated that children with ADHD displayed intact verbal working memory and long-term memory (LTM), as well as intact performance on most aspects of short-term memory (STM). They performed worse than controls on Numbers Forward and Picture Locations, suggesting problems with focused attention and simple span for visual-spatial material. Conversely, children with epilepsy displayed poor focused attention and STM regardless of modality assessed, which affected encoding into LTM. The only loss over time was found for passages (Stories). Working memory was intact. Children with comorbid ADHD/epilepsy displayed focused attention and STM/LTM problems consistent with both disorders, having the lowest scores across the four groups. Hence, focused attention and visual-spatial span appear to be affected in both disorders, whereas additional STM/encoding problems are specific to epilepsy. Children with comorbid ADHD/epilepsy have deficits consistent with both disorders, with slight additive effects. This study suggests that attention and memory testing should be a regular part of the evaluation of children with epilepsy and ADHD. PMID:26156331

Attention is required for maintenance of feature binding in visual working memory

PubMed Central

Heider, Maike; Husain, Masud

2013-01-01

Working memory and attention are intimately connected. However, understanding the relationship between the two is challenging. Currently, there is an important controversy about whether objects in working memory are maintained automatically or require resources that are also deployed for visual or auditory attention. Here we investigated the effects of loading attention resources on precision of visual working memory, specifically on correct maintenance of feature-bound objects, using a dual-task paradigm. Participants were presented with a memory array and were asked to remember either direction of motion of random dot kinematograms of different colour, or orientation of coloured bars. During the maintenance period, they performed a secondary visual or auditory task, with varying levels of load. Following a retention period, they adjusted a coloured probe to match either the motion direction or orientation of stimuli with the same colour in the memory array. This allowed us to examine the effects of an attention-demanding task performed during maintenance on precision of recall on the concurrent working memory task. Systematic increase in attention load during maintenance resulted in a significant decrease in overall working memory performance. Changes in overall performance were specifically accompanied by an increase in feature misbinding errors: erroneous reporting of nontarget motion or orientation. Thus in trials where attention resources were taxed, participants were more likely to respond with nontarget values rather than simply making random responses. Our findings suggest that resources used during attention-demanding visual or auditory tasks also contribute to maintaining feature-bound representations in visual working memory—but not necessarily other aspects of working memory. PMID:24266343

Contextualizing Instruction for English Language Learners with Learning Disabilities

ERIC Educational Resources Information Center

Miller, Rhonda D.

2016-01-01

English language learners (ELLs) with learning disabilities (LD) can find navigating the content areas quite difficult due to challenges involving limitations in English language proficiency, gaps in English academic vocabulary, difficulties with working memory and long-term memory, and limited background knowledge on content area topics. However,…

How robust is the language architecture? The case of mood.

PubMed

Van Berkum, Jos J A; De Goede, Dieuwke; Van Alphen, Petra M; Mulder, Emma R; Kerstholt, José H

2013-01-01

In neurocognitive research on language, the processing principles of the system at hand are usually assumed to be relatively invariant. However, research on attention, memory, decision-making, and social judgment has shown that mood can substantially modulate how the brain processes information. For example, in a bad mood, people typically have a narrower focus of attention and rely less on heuristics. In the face of such pervasive mood effects elsewhere in the brain, it seems unlikely that language processing would remain untouched. In an EEG experiment, we manipulated the mood of participants just before they read texts that confirmed or disconfirmed verb-based expectations about who would be talked about next (e.g., that "David praised Linda because … " would continue about Linda, not David), or that respected or violated a syntactic agreement rule (e.g., "The boys turns"). ERPs showed that mood had little effect on syntactic parsing, but did substantially affect referential anticipation: whereas readers anticipated information about a specific person when they were in a good mood, a bad mood completely abolished such anticipation. A behavioral follow-up experiment suggested that a bad mood did not interfere with verb-based expectations per se, but prevented readers from using that information rapidly enough to predict upcoming reference on the fly, as the sentence unfolds. In all, our results reveal that background mood, a rather unobtrusive affective state, selectively changes a crucial aspect of real-time language processing. This observation fits well with other observed interactions between language processing and affect (emotions, preferences, attitudes, mood), and more generally testifies to the importance of studying "cold" cognitive functions in relation to "hot" aspects of the brain.

How robust is the language architecture? The case of mood

PubMed Central

Van Berkum, Jos J. A.; De Goede, Dieuwke; Van Alphen, Petra M.; Mulder, Emma R.; Kerstholt, José H.

2013-01-01

In neurocognitive research on language, the processing principles of the system at hand are usually assumed to be relatively invariant. However, research on attention, memory, decision-making, and social judgment has shown that mood can substantially modulate how the brain processes information. For example, in a bad mood, people typically have a narrower focus of attention and rely less on heuristics. In the face of such pervasive mood effects elsewhere in the brain, it seems unlikely that language processing would remain untouched. In an EEG experiment, we manipulated the mood of participants just before they read texts that confirmed or disconfirmed verb-based expectations about who would be talked about next (e.g., that “David praised Linda because … ” would continue about Linda, not David), or that respected or violated a syntactic agreement rule (e.g., “The boys turns”). ERPs showed that mood had little effect on syntactic parsing, but did substantially affect referential anticipation: whereas readers anticipated information about a specific person when they were in a good mood, a bad mood completely abolished such anticipation. A behavioral follow-up experiment suggested that a bad mood did not interfere with verb-based expectations per se, but prevented readers from using that information rapidly enough to predict upcoming reference on the fly, as the sentence unfolds. In all, our results reveal that background mood, a rather unobtrusive affective state, selectively changes a crucial aspect of real-time language processing. This observation fits well with other observed interactions between language processing and affect (emotions, preferences, attitudes, mood), and more generally testifies to the importance of studying “cold” cognitive functions in relation to “hot” aspects of the brain. PMID:23986725

A simple spatial working memory and attention test on paired symbols shows developmental deficits in schizophrenia patients.

PubMed

Song, Wei; Zhang, Kai; Sun, Jinhua; Ma, Lina; Jesse, Forrest Fabian; Teng, Xiaochun; Zhou, Ying; Bao, Hechen; Chen, Shiqing; Wang, Shuai; Yang, Beimeng; Chu, Xixia; Ding, Wenhua; Du, Yasong; Cheng, Zaohuo; Wu, Bin; Chen, Shanguang; He, Guang; He, Lin; Chen, Xiaoping; Li, Weidong

2013-01-01

People with neuropsychiatric disorders such as schizophrenia often display deficits in spatial working memory and attention. Evaluating working memory and attention in schizophrenia patients is usually based on traditional tasks and the interviewer's judgment. We developed a simple Spatial Working Memory and Attention Test on Paired Symbols (SWAPS). It takes only several minutes to complete, comprising 101 trials for each subject. In this study, we tested 72 schizophrenia patients and 188 healthy volunteers in China. In a healthy control group with ages ranging from 12 to 60, the efficiency score (accuracy divided by reaction time) reached a peak in the 20-27 age range and then declined with increasing age. Importantly, schizophrenia patients failed to display this developmental trend in the same age range and adults had significant deficits compared to the control group. Our data suggests that this simple Spatial Working Memory and Attention Test on Paired Symbols can be a useful tool for studies of spatial working memory and attention in neuropsychiatric disorders.

Do the contents of working memory capture attention? Yes, but cognitive control matters.

PubMed

Han, Suk Won; Kim, Min-Shik

2009-10-01

There has been a controversy on whether working memory can guide attentional selection. Some researchers have reported that the contents of working memory guide attention automatically in visual search (D. Soto, D. Heinke, G. W. Humphreys, & M. J. Blanco, 2005). On the other hand, G.F. Woodman and S. J. Luck (2007) reported that they could not find any evidence of attentional capture by working memory. In the present study, we tried to find an integrative explanation for the different sets of results. We report evidence for attentional capture by working memory, but this effect was eliminated when search was perceptually demanding or the onset of the search was delayed long enough for cognitive control of search to be implemented under particular conditions. We suggest that perceptual difficulty and the time course of cognitive control as important factors that determine when information in working memory influences attention. PsycINFO Database Record (c) 2009 APA, all rights reserved.

Effects of mild cognitive impairment on emotional scene memory

PubMed Central

Waring, J.D.; Dimsdale-Zucker, H.R.; Flannery, S.; Budson, A.E.; Kensinger, E.A.

2017-01-01

Young and older adults experience benefits in attention and memory for emotional compared to neutral information, but this memory benefit is greatly diminished in Alzheimer’s disease (AD). Little is known about whether this impairment arises early or late in the time course between healthy aging and AD. This study compared memory for positive, negative, and neutral items with neutral backgrounds between patients with mild cognitive impairment (MCI) and healthy older adults. We also used a divided attention condition in older adults as a possible model for the deficits observed in MCI patients. Results showed a similar pattern of selective memory for emotional items while forgetting their backgrounds in older adults and MCI patients, but MCI patients had poorer memory overall. Dividing attention during encoding disproportionately reduced memory for backgrounds (versus items) relative to a full attention condition. Participants performing in the lower half on the divided attention task qualitatively and quantitatively mirrored the results in MCI patients. Exploratory analyses comparing lower- and higher-performing MCI patients showed that only higher-performing MCI patients had the characteristic scene memory pattern observed in healthy older adults. Together, these results suggest that the effects of emotion on memory are relatively well preserved for patients with MCI, although emotional memory patterns may start to be altered once memory deficits become more pronounced. PMID:28089697