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Biomedical subjects

M E Woodin

Publications and source records attributed to M E Woodin.

3 recordsLinked to original sources

Independent reference frames in human spatial memory: body-centered and environment-centered coding in near and far space.

Our apparently seamless experience of the spatial environment seems to be derived from information coded across a variety of spatial reference frameworks, each tied to the metric of a different sensory or motor system. A fundamental distinction is that between body-centered and environment-centered reference frameworks. This study reports the first clear evidence of a behavioral dissociation between body-centered and environment-centered coding in human adults. Subjects, seated in a rotating chair with closed eyes, were required to point to remembered, auditorily presented target locations. The subjects were rotated between the presentation and recall of targets. Targets were held stationary with respect to either body-centered or environment-centered spatial coordinates. Prior to recall, subjects were required to point to a series of prelearned distractor locations, which also remained fixed with reference either to the subject's body or to the stationary environment. Memory for the target locations was selectively impaired when distractor locations were specified within the same spatial reference frame as the target, regardless of whether target and distractor locations were near to or distant from the subjects. In contrast, distractor locations specified in a different reference frame from that of the target had either little or no effect on memory for target locations.

Adult↗

Skilled motor performance and working memory in rowers: body patterns and spatial positions.

Previous studies using unfamiliar laboratory tasks (e.g. Smyth & Pendleton, 1990) have shown that working memory for movements to targets external to the body (positional movements) is dissociable from working memory for movements made to recreate specific configurations of body parts (patterned movements). In Experiment 1 this dissociation is replicated using tasks that were adapted for use in Experiment 2. In Experiment 2 the timing of experienced rowers performance of patterned and positional elements of the rowing stroke was selectively disrupted by concurrent performance of patterned and positional memory tasks, respectively. These results suggest that patterned and positional elements of well-practised everyday motor tasks, which involve a complex interaction of the two types of movement, are controlled separately and place dissociable demands on working memory.

Adult↗

Visual and phonological components of working memory in children.

Previous studies have shown that young children's immediate memory for a short series of drawings of objects is mediated by a visual component of working memory, whereas older children rely chiefly upon a phonological component. Three experiments investigated the hypothesis that older children rely also, but to a lesser extent, on visual working memory. Experiment 1 confirmed previous evidence that 11-year-olds' memory is disrupted by phonemic similarity of object names, but is unaffected by visual similarity of the objects themselves. However, when articulatory suppression was used to prevent phonological coding, levels of recall were sensitive to visual rather than phonemic similarity. Experiment 2 compared the effects of interpolating an auditory-verbal or a visual postlist task on memory for drawings viewed either with or without suppression. The visual task had a clear disruptive effect only in the suppression condition, where it interfered selectively with recall of the most recent item. Experiment 3 compared the effects of interpolating an auditory-verbal or a mixed-modality (visual-auditory) postlist task when subjects were not required to suppress. There was greater interference from the mixed-modality task, and this effect was confined to the last item presented. These experiments are taken as confirming the presence of a small but reliable contribution from visual memory in 11-year-old children's recall. As in younger children, visual working memory in 11-year-olds is sensitive to visual similarity and is responsible for a final-item visual recency effect. The results also show that older children's use of visual working memory is usually masked by the more pervasive phonological component of recall. Some implications for the structure of working memory and its development are discussed.

Child↗