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PubMed1993

Working memory in learning disability subgroups.

The purpose of this study was to investigate (a) the degree to which working memory differences between learning-disabled and nondisabled children reflect a specific or generalized deficit, and (b) whether limitations in the enhancement of learning-disabled student's working memory performance are attributable to process or storage functions. To this end, performances of reading-disabled, math-disabled, chronological age (CA)-matched, and achievement-matched children were compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance conditions. The results indicated that: (a) learning-disabled subtypes were not differentiated by their performance on verbal and visual-spatial working memory measures; and (b) learning-disabled children's working memory performance was inferior to CA-matched and superior to achievement-matched counterparts across initial, gain, and maintenance conditions. The results suggest that learning-disabled children suffer generalized working memory deficits, possibly due to storage constraints in the executive system.

Attention↗

PubMed2006

The effect of items in working memory on the deployment of attention and the eyes during visual search.

Paying attention to an object facilitates its storage in working memory. The authors investigate whether the opposite is also true: whether items in working memory influence the deployment of attention. Participants performed a search for a prespecified target while they held another item in working memory. In some trials this memory item was present in the search display as a distractor. Such a distractor has no effect on search time if the search target is in the display. In that case, the item in working memory is unlikely to be selected as a target for an eye movement, and if the eyes do land on it, fixation duration is short. In the absence of the target, however, there is a small but significant effect of the memory item on search time. The authors conclude that the target for visual search has a special status in working memory that allows it to guide attention. Guidance of attention by other items in working memory is much weaker and can be observed only if the search target is not present in the display.

Adolescent↗

PubMed2005

Study of verbal working memory in patients with Parkinson's disease.

The authors examined the nature of the working memory deficit in persons with Parkinson's disease (PD). Three hypotheses were tested: a limited storage capacity, an impaired executive component, and a reduction of psychomotor speed. Verbal working memory was assessed in 14 PD patients without dementia and 14 matched control participants. Participants were administered a classical verbal span test, working memory tasks that required either updating or manipulation capacities, and motor and psychomotor speed tasks. Patients' performance was comparable to that of control participants on the verbal span test. However, results on the working memory tasks indicated a deficit in manipulation with normal updating capacities. Motor and psychomotor slowing were found in the patient group, but slowing could not fully account for the impairment observed in the manipulation task. Results indicated that there is a genuine but selective working memory impairment in patients with PD.

Age Factors↗

PubMed2003

Listening comprehension and working memory are impaired in attention-deficit hyperactivity disorder irrespective of language impairment.

This study investigated listening comprehension and working memory abilities in children with attention-deficit hyperactivity disorder (ADHD), presenting with and without language impairments (LI). A 4-group design classified a community sample (n = 77) of boys aged 9-12 into ADHD, ADHD + LI, LI, and Normal groups. Children completed tests of basic language and cognitive skills, verbal and spatial working memory, and passage-level listening comprehension. Multivariate analyses and post hoc comparisons indicated that ADHD children who did not have co-occurring LI comprehended factual information from spoken passages as well as normal children, but were poorer at comprehending inferences and monitoring comprehension of instructions. ADHD children did not differ from normal children in verbal span, but showed significantly poorer verbal working memory, spatial span, and spatial working memory. The ADHD + LI and LI groups were most impaired in listening comprehension and working memory performance, but did not differ from each other. Listening comprehension skills were significantly correlated with both verbal and spatial working memory, and parent-teacher ratings of inattention and hyperactivity/impulsivity. Findings that children with ADHD but no LI showed subtle higher-level listening comprehension deficits have implications for both current diagnostic practices and conceptualizations of ADHD.

Attention Deficit Disorder with Hyperactivity↗

PubMed1995

Sentence comprehension in children with specific language impairment: the role of phonological working memory.

This study examined the influence of phonological working memory on sentence comprehension in children with specific language impairment (SLI). Fourteen children with SLI and 13 with normal language (NL) participated in two tasks. In the first, a nonsense word repetition task (index of phonological working memory), subjects repeated nonsense words varying in length from one syllable to four. In a sentence comprehension task, subjects listened to sentences under two conditions varying in linguistic redundancy (redundant, nonredundant). On the nonsense word repetition task, between- and within-group analyses revealed that subjects with SLI repeated significantly fewer 3-syllable and 4-syllable nonsense words. On the sentence comprehension task, between- and within-group analyses determined that subjects with SLI comprehended significantly fewer redundant (longer) sentences than nonredundant (shorter) sentences. A positive correlation was found between subjects' performance on the nonsense word repetition and sentence comprehension tasks. Results were interpreted to suggest that children with SLI have diminished phonological working memory capacity and that this capacity deficit compromises their sentence comprehension efforts.

Child↗

PubMed1992

Chlordiazepoxide-induced working memory impairments: site specificity and reversal by flumazenil (RO15-1788).

The following studies examined the dose and time dependence, site specificity, and reversibility of chlordiazepoxide (CDP)-induced working memory impairments in adult male Sprague-Dawley rats. The rats were tested in a delayed non-match-to-sample radial-arm maze task in which a 1-h delay was imposed between the first four (predelay) and all subsequent (postdelay) arm choices. Intraperitoneal (ip) injection of 2.5 or 5.0 but not 1.25 mg/kg CDP immediately following the predelay session impaired performance in the task. CDP increased the number of errors and decreased the number of correct choices during the postdelay session. The observed working memory impairments also appeared to be site specific since injection of CDP into the medial septum, but not into the anterior amygdala nuclei, immediately following the predelay session also impaired working memory in a dose-related manner. Furthermore, there was a time window for CDP-induced working memory impairments since intraseptal injection of the drug immediately but not 15 min following the predelay session disrupted memory. This observation suggests that the performance deficits reflect disrupted working memory and not proactive effects on performance or the induction of state-dependent learning. In the final experiment, rats were injected ip with either saline or an amnestic dose of CDP (5.0 mg/kg) following the predelay session and then were immediately infused with 10 nmol flumazenil (RO15-1788), a benzodiazepine receptor antagonist or vehicle, into either the medial septum or anterior nuclei of the amygdala. Intraseptal injection of flumazenil prevented the working memory impairments produced by ip injection of CDP. In contrast, intra-amygdala injection of flumazenil did not attenuate, enhance, or modify the CDP-induced working memory impairment. These observations suggest that CDP disrupts working memory by interacting with benzodiazepine receptors in the medial septum.

Amygdala↗

PubMed2000

Amelioration of specific working memory deficits by methylphenidate in a case of adult attention deficit/hyperactivity disorder.

Cognitive neuroscience has provided an extensive literature on the neuroanatomy and psychopharmacology of working memory. However, while it has been shown that children with attention deficit/hyperactivity disorder (AD/HD) have deficits in working memory, relatively little is known about working memory functions in adults diagnosed with AD/HD. Furthermore, it remains to be seen whether methylphenidate (Ritalin), which is used in the treatment of childhood AD/HD can improve performance deficits in adult AD/HD patients. We have used three paradigms of spatial working memory validated in cortical lesion patients, and psychopharmacological and neuroimaging studies, in order to examine the effects of methylphenidate administration in a case of an adult diagnosed with AD/HD. In the AD/HD patient at baseline testing, performance on a test of spatial recognition memory and on a task of self-ordered spatial working memory was shown to be impaired. Importantly, the impairments on the self-ordered spatial working memory task were ameliorated by an acute oral dose of methylphenidate (0.5 mg/kg). These findings provide insights into the possible neurochemical and neuroanatomical substrates of the action of methylphenidate in AD/HD and suggest a useful methodology for further research into this potentially debilitating disorder.

Adult↗

PubMed2001

Working memory and everyday cognition in adults with Down's syndrome.

A number of previous studies have suggested that young people with Down's syndrome (DS) have a specific deficit of the phonological loop component of the working memory. However, there have also been studies which have proposed a specific deficit of the central executive component of working memory and suggested similarities of working memory functioning with patients with Alzheimer's disease. Fifteen middle-aged people with DS were matched for their individual scores of non-verbal intelligence to 15 individuals with mixed aetiology of intellectual disability. A versatile range of tasks was used in order to evaluate the functioning of working memory components. In addition, several everyday cognition skills were assessed. The subjects with DS performed significantly more poorly in all tasks assessing the phonological loop. Performance in other working memory tasks and compound variables representing different working memory components was equal in the groups. In addition, both groups had equal everyday cognition skills. The functioning of the phonological loop seems to be clearly deficient in people with DS. Interestingly, the deficit does not seem to affect the vocabulary or other everyday cognition skills in individuals with DS. No signs of specific deficit of the central executive component of working memory were found.

Activities of Daily Living↗

PubMed2001

The relationships among working memory, math anxiety, and performance.

Individuals with high math anxiety demonstrated smaller working memory spans, especially when assessed with a computation-based span task. This reduced working memory capacity led to a pronounced increase in reaction time and errors when mental addition was performed concurrently with a memory load task. The effects of the reduction also generalized to a working memory-intensive transformation task. Overall, the results demonstrated that an individual difference variable, math anxiety, affects on-line performance in math-related tasks and that this effect is a transitory disruption of working memory. The authors consider a possible mechanism underlying this effect--disruption of central executive processes--and suggest that individual difference variables like math anxiety deserve greater empirical attention, especially on assessments of working memory capacity and functioning.

Adult↗

PubMed2005

The children's size-ordering task: a new measure of nonverbal working memory.

We present a new measure of nonverbal working memory for children, entitled the Children's Size-Ordering Task (CSOT). Two separate studies were conducted to test the utility of and partially validate this measure. Three specific hypotheses were investigated, namely that: (1) CSOT performance would correlate with age; (2) the CSOT would correlate with established measures of working memory; and (3) children with ADHD would exhibit weaker performance on the CSOT relative to typically developing community control children. Participants across both studies included 50 children with ADHD and 50 control children matched by age and gender. Collectively, the results of both studies supported all three hypotheses. These findings lend support to the CSOT as a valid and effective measure of nonverbal working memory.

Adolescent↗

PubMed1994

Spatial working memory over long retention intervals: dependence on sustained cholinergic activation in the septohippocampal or nucleus basalis magnocellularis-cortical pathways?

Previous direct neurochemical studies of the temporal dynamics of cholinergic activation in the septohippocampal and nucleus basalis magnocellularis-cortical pathways at various stages during repeated testing of mice with selective spatial reference or working memory protocols [Durkin and Toumane (1992), Behav. Brain Res. 50, 43-52] showed that the post-test durations of cholinergic activation in each pathway varied as a function of the type of memory tested and the level of task mastery. Since (i) the hippocampal formation is considered to constitute a critical component of a temporary memory buffer, and (ii) working memory items are not thought to be submitted to consolidation and permanent storage, we postulated that the duration of testing-induced cholinergic activation in the septohippocampal pathway may govern the maintenance of the working memory trace over the retention interval. In order to test directly this hypothesis C57 B1/6 mice were extensively trained (one trial/day, 25-30 days) on an identical selective working memory task to attain high levels of retention (> 80% correct), but using either 5 min (Group 1), or 60 min (Group 2) retention intervals. At various times (30 s-75 min) following the initial acquisition phase of the test, cholinergic activity in the hippocampus and frontal cortex was quantified using measures of high-affinity choline uptake. Whereas cholinergic activation was observed in both pathways at 30 s post-acquisition and throughout the 5 min retention interval in Group 1, the situation in Group 2 is different, activation of the septohippocampal pathway being maintained for only 15 min, while activation in the nucleus basalis magnocellularis-cortical pathway is maintained for the totality of the 1 h retention interval. The nucleus basalis magnocellularis-cortical cholinergic pathway, in addition to its role in long-term reference memory storage processes may, thus, via an intervention in the temporal encoding of information, also subsume a complementary intermediate-term buffer storage role in working memory situations requiring retention intervals in excess of 15 min in mice. This secondary, "backup", function of the nucleus basalis magnocellularis-cortical pathway would thus liberate the septohippocampal complex from its primary active role in the temporary maintenance and/or accessibility of the working memory trace in these particular cases requiring long retention intervals.

Acetylcholine↗

PubMed2005

Putting things into perspective: individual differences in working-memory span and the integration of information.

An important function of working memory is the integration of incoming information into an appropriate model of the contextual situation. We hypothesized that individual variability in working-memory function (estimated using Engle's operation-span measure) may lead to differential reactivity to a changing context. We recorded event-related brain potentials (ERPs) and reaction-time measures to stimuli embedded in long stimulus series (two auditory discrimination tasks), and examined the participants' responses in relation to how the current stimuli fit with the context generated by the previous stimuli. In both tasks, participants with low working-memory span scores showed larger brain responses as a function of variations in the local stimulus sequence than participants with high span scores. These data suggest that the low working-memory span group is more affected by the local stimulus sequence than the high span group, possibly because they are more easily swayed by ongoing changes and are therefore less capable of maintaining their attention on the overall sequence.

Adolescent↗

PubMed2000

Working memory: a foundation for executive abilities and higher-order cognitive skills.

This paper presents a discussion of working memory and the relationship between working memory and executive abilities. An overview of three prominent models of working memory is provided with experimental support for each. The importance of assessing working memory in individuals with brain damage and related language disorders is discussed, as well as limitations of the currently available assessment tools. Lastly, future directions for the development of both theory and assessment tools are offered.

Brain↗

PubMed1999

Spatial working memory: absence of gender differences in schizophrenia patients and healthy control subjects.

BACKGROUND: Spatial working memory dysfunction has been suggested to be a cardinal feature of schizophrenia. But schizophrenia is heterogeneous in its clinical profile, course, and outcome. One fundamental contributor to this heterogeneity may be gender. No report has yet addressed gender differences in spatial working memory, as measured by the delayed-response task (DRT). METHODS: We aggregated data from three previously published studies of spatial working memory in schizophrenia and also collected DRT data from a new sample of subjects in order to examine potential gender differences in DRT performance. RESULTS: As previously reported, schizophrenia patients (n = 71) showed deficits in spatial working memory relative to normal control subjects (n = 213), however, no within-group or between-group gender differences were present. CONCLUSIONS: These findings provide evidence for the absence of gender differences in spatial working memory function.

Adult↗

PubMed2004

The structure of working memory from 4 to 15 years of age.

The structure of working memory and its development across the childhood years were investigated in children 4-15 years of age. The children were given multiple assessments of each component of the A. D. Baddeley and G. Hitch (1974) working memory model. Broadly similar linear functions characterized performance on all measures as a function of age. From 6 years onward, a model consisting of 3 distinct but correlated factors corresponding to the working memory model provided a good fit to the data. The results indicate that the basic modular structure of working memory is present from 6 years of age and possibly earlier, with each component undergoing sizable expansion in functional capacity throughout the early and middle school years to adolescence.

Adolescent↗

PubMed2005

Cortisol-induced impairments of working memory require acute sympathetic activation.

The present study assessed whether the effects of cortisol on working memory depend on the level of adrenergic activity (as measured by sympathetic activation) during memory performance. After exposure to a psychosocial stress task, participants were divided into cortisol responders and nonresponders. Cortisol responders showed working memory impairments during the psychosocial stress phase, when cortisol and adrenergic activity were enhanced, whereas nonresponders did not. During recovery, however, when cortisol levels were elevated but adrenergic activity was normalized, working memory of responders did not differ from that of nonresponders. Among several stress measures, cortisol was the only significant predictor for working memory performance during stress. These findings suggest that adrenergic activation is essential for the impairing effects of stress-induced cortisol on working memory.

Adolescent↗

PubMed2000

The NMDA antagonist EAA 494 does not impair working memory in an operant DNMTP task in rats.

There is contrasting evidence for an impairment of spatial working memory in operant delayed matching/or nonmatching to position (DMTP/DNMTP) tasks, as both delay-dependent and -independent disruption of choice accuracy has been found following N-methyl-D-aspartate (NMDA) receptor blockade. Using a within-subjects experimental design, the effect of the competitive NMDA receptor antagonist, EAA 494 (D-CPP-ene) (1, 1.5, 2 mg/kg IP 30 min prior), on working memory was investigated in male Lister Hooded rats pretrained to the DNMTP task (0-16-s delay in intervals). Metal barriers were inserted between the food magazine and levers to inhibit the use of mediating strategies, such as orientation towards the correct lever during the delay interval, because this behavior may contribute to the delay-dependent disruption noted in previous studies. It was found that EAA 494 did not modify working memory either in the presence or absence of barriers. However, a dose-dependent impairment of task performance was recorded, notably in the presence of barriers. These results indicate that competitive blockade of NMDA receptors with EAA 494 does not result in impaired working memory in rats and parallel the lack of effect of the compound upon working memory in humans. Activation of NMDA receptors does not appear to be essential for the performance of spatial tasks requiring working memory.

Animals↗

PubMedDate not supplied

Phonological and visuo-spatial working memory alterations in dyslexic children.

BACKGROUND: Working memory allows the retention of a limited amount of information for a brief period of time and the manipulation of that information. This study was undertaken to compare possible differences in working memory between dyslexic and control children. METHODS: To test the executive central process that controls attention, subjects were requested to assemble a 100-piece puzzle. To test the phonological loop, subjects were requested to repeat orally a 10-item list with the following characteristics: digits spanning two numbers; phonologically similar words, and unfamiliar pseudowords. The visuo-spatial sketchpad was tested by means of assembling a 25-piece puzzle. RESULTS: Forty dyslexic and and forty control children were studied. Dyslexic children recall a lesser number of similar words in the phonological loop and spend a longer time in puzzle assembly in the visuo-spatial sketchpad. No statistical difference in the central executive process was found. CONCLUSIONS: Present results suggest the importance of visuo-spatial and phonological loop alterations in dyslexic children that may result in difficulties with similar words and spatial information.

Child↗