101
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Pesnot Lerousseau J, Hidalgo C, Schön D. Musical Training for Auditory Rehabilitation in Hearing Loss. J Clin Med 2020; 9:jcm9041058. [PMID: 32276390 PMCID: PMC7230165 DOI: 10.3390/jcm9041058] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2020] [Revised: 04/02/2020] [Accepted: 04/06/2020] [Indexed: 01/17/2023] Open
Abstract
Despite the overall success of cochlear implantation, language outcomes remain suboptimal and subject to large inter-individual variability. Early auditory rehabilitation techniques have mostly focused on low-level sensory abilities. However, a new body of literature suggests that cognitive operations are critical for auditory perception remediation. We argue in this paper that musical training is a particularly appealing candidate for such therapies, as it involves highly relevant cognitive abilities, such as temporal predictions, hierarchical processing, and auditory-motor interactions. We review recent studies demonstrating that music can enhance both language perception and production at multiple levels, from syllable processing to turn-taking in natural conversation.
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102
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Theory of mind mediates the relations of language and domain-general cognitions to discourse comprehension. J Exp Child Psychol 2020; 194:104813. [PMID: 32092536 DOI: 10.1016/j.jecp.2020.104813] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 01/17/2020] [Accepted: 01/18/2020] [Indexed: 12/27/2022]
Abstract
Theory of mind has received intensive attention in research as an important skill to develop. Furthermore, recent evidence indicates its role in discourse comprehension. In the current study, we examined the mediating role of theory of mind in the relations of foundational language and cognitive skills (working memory, attentional control, vocabulary, and grammatical knowledge) to discourse comprehension using the direct and indirect effects model of text comprehension and production (Kim, 2016) as a theoretical framework, and using longitudinal data from kindergarten to Grade 2. Structural equation model results showed that theory of mind partially mediated the relations in both grades, and the effects (standardized regression weights) were similar in kindergarten and Grade 2. Interestingly, the relations of language and cognitive skills to theory of mind differed in kindergarten versus Grade 2. Language and cognitive skills had moderate to strong longitudinal stability, and these skills in kindergarten were indirectly related to discourse comprehension in Grade 2 via the language and cognitive skills in Grade 2. These results support the mediating role of theory of mind as well as the nature of structural and longitudinal relations among language and cognitive skills and to discourse comprehension.
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103
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Kim YSG. Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading. JOURNAL OF LEARNING DISABILITIES 2020; 53:469-491. [PMID: 32125226 DOI: 10.1177/0022219420908239] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
The authors propose an integrative theoretical model of reading called the direct and indirect effects model of reading (DIER) that builds on and extends several prominent theoretical models of reading. According to DIER, the following skills and knowledge are involved in reading comprehension: word reading, listening comprehension, text reading fluency, background knowledge (content knowledge and discourse knowledge), reading affect or socioemotions, higher order cognitions and regulation (e.g., inference, perspective taking, reasoning, and comprehension monitoring), vocabulary, grammatical (morphosyntactic and syntactic) knowledge, phonology, morphology, orthography, and domain-general cognitions (e.g., working memory and attentional control). Importantly, DIER also describes the nature of structural relations-component skills are hypothesized to have (a) hierarchical relations; (b) dynamic (or differential) relations as a function of text, activity (including assessment), and development; and (c) interactive relations. The authors then examined the hierarchical relations hypothesis by comparing a flat or direct relations model with hierarchical relations (or direct and indirect effects) models. Structural equation model results from 201 Korean-speaking first graders supported the hierarchical relations hypothesis and revealed multichanneled direct and indirect effects of component skills. These results are discussed in light of DIER, including instructional and assessment implications for reading development and reading difficulties.
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104
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Kim YG. Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90:910-932. [DOI: 10.1111/bjep.12330] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2019] [Revised: 10/16/2019] [Indexed: 11/29/2022]
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105
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Affective and Cognitive Correlates of the Frequency of Using the Verb “to be”: An Empirical Test of E-Prime Theory. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2019. [DOI: 10.1007/s10942-019-00329-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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106
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Longitudinal relations between verbal working memory and reading in students from diverse linguistic backgrounds. J Exp Child Psychol 2019; 190:104727. [PMID: 31726244 DOI: 10.1016/j.jecp.2019.104727] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2019] [Revised: 09/29/2019] [Accepted: 09/30/2019] [Indexed: 11/21/2022]
Abstract
The current research tracked kindergarteners into Grade 4 to investigate the longitudinal relations between reading and verbal working memory (VWM). The samples for investigation included the overall weighted sample, English monolingual (EL1) learners, language minority learners with high English proficiency (HP-LM), and language minority learners with persistently low English proficiency (LP-LM). We first investigated the growth factor relation between VWM and reading and then examined the cross-lagged relations between the two skills in different groups. Results suggested that VWM and reading growth could be separated into the initial phase (kindergarten to Grade 1) and the consolidation phase (end of Grade 1 to Grade 4). Despite the growth rate relation between VWM and reading starting to decline at the consolidation phase for EL1 and HP-LM learners, a moderate growth rate relation was able to remain for LP-LM learners. However, the effects of early VWM on later reading were either small (βs ≤ 0.15) or nonsignificant. In addition, the earlier reading skills were not predictive of later VWM. We suggest that the bidirectional relation between VWM and reading is a codevelopment process rather than a causal factor of each other. However, the process of acquiring basic reading skills and the shaping of VWM influence each other irrespective of linguistic background. Implications for intervention and suggestions for future research are provided.
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107
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Delage H, Frauenfelder UH. Syntax and working memory in typically-developing children. ACTA ACUST UNITED AC 2019. [DOI: 10.1075/lia.18013.del] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Abstract
A growing trend in developmental psycholinguistics is to relate linguistic development to the development of other
cognitive systems. Jakubowicz (2005, 2011)
in particular argued that the processing of a complex sentence requires considerable working memory (WM) resources and that these
resources are limited in young children, which would explain their non-adult grammar. The present research aims to clarify the
relationship between WM and complex syntax, in comprehension, repetition, and spontaneous production, in 48 typically-developing
children aged 5 to 12. Our results demonstrate a strong age effect for all measures of WM and syntax. They also reveal strong
correlations between scores on simple and complex spans and syntactic performance. Finally, we show the highly predictive value of
WM capacities on the acquisition of syntactic skills in both comprehension and production. In particular, the complex-span task,
measuring counting span, explains the largest part of the variance in the spontaneous production of embedded clauses.
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108
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Zhang L, Qiao L, Xu M, Che X, Diao L, Yuan S, Du X, Yang D. Role of personal relative deprivation in promoting working memory capacity for neutral social information: Facial expressions and body motions. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.06.007] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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109
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Kannan L, Vora J, Bhatt T, Hughes SL. Cognitive-motor exergaming for reducing fall risk in people with chronic stroke: A randomized controlled trial. NeuroRehabilitation 2019; 44:493-510. [PMID: 31256084 DOI: 10.3233/nre-182683] [Citation(s) in RCA: 39] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023]
Abstract
BACKGROUND Dual-task (simultaneous motor and cognitive task) (DT) training via virtual-reality exergaming is known to benefit balance control post-stroke. However, the efficacy of such training on DT balance control (volitional and reactive) and cognitive (executive function and attention) domains associated with fall risk remains unclear. OBJECTIVE We evaluated the efficacy of cognitive-motor exergame training (CMT) (Wii-fit games in conjunction with cognitive tasks) for improving balance control (volitional and reactive) and cognition (executive function and attention) among people with chronic stroke (PwCS). METHODS Hemiparetic, ambulatory PwCS were randomly assigned to either CMT (n = 12) or conventional training (CT) (n = 12) and underwent six weeks of high-intensity, tapered balance training. The CMT group performed Wii-fit games in conjunction with cognitive tasks, while CT group underwent customized, progressive balance training. Performance under DT conditions on Limits of Stability (volitional) and Slip-Perturbation (reactive) tests, and letter-number sequencing (cognition) determined the efficacy of CMT. RESULTS Post-intervention, under DT reactive conditions, CMT group improved both motor and cognition, while the CT group improved motor alone. Under DT volitional conditions, motor performance improved only in CMT group. CONCLUSION Cognitive-motor exergaming appears to be effective for improving balance control and cognition and could be implemented in clinical stroke rehabilitation settings.
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Affiliation(s)
- Lakshmi Kannan
- Department of Physical Therapy, Cognitive-Motor Behavior and Balance Rehabilitation Laboratory, University of Illinois at Chicago, Chicago, IL, USA
| | - Jinal Vora
- Department of Physical Therapy, Cognitive-Motor Behavior and Balance Rehabilitation Laboratory, University of Illinois at Chicago, Chicago, IL, USA
| | - Tanvi Bhatt
- Department of Physical Therapy, Cognitive-Motor Behavior and Balance Rehabilitation Laboratory, University of Illinois at Chicago, Chicago, IL, USA
| | - Susan L Hughes
- Institute for Health Research and Policy, School of Public Health, University of Illinois at Chicago, Chicago, IL, USA
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110
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Nitsan G, Wingfield A, Lavie L, Ben-David BM. Differences in Working Memory Capacity Affect Online Spoken Word Recognition: Evidence From Eye Movements. Trends Hear 2019; 23:2331216519839624. [PMID: 31010398 PMCID: PMC6480998 DOI: 10.1177/2331216519839624] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022] Open
Abstract
Individual differences in working memory capacity have been gaining recognition as playing an important role in speech comprehension, especially in noisy environments. Using the visual world eye-tracking paradigm, a recent study by Hadar and coworkers found that online spoken word recognition was slowed when listeners were required to retain in memory a list of four spoken digits (high load) compared with only one (low load). In the current study, we recognized that the influence of a digit preload might be greater for individuals who have a more limited memory span. We compared participants with higher and lower memory spans on the time course for spoken word recognition by testing eye-fixations on a named object, relative to fixations on an object whose name shared phonology with the named object. Results show that when a low load was imposed, differences in memory span had no effect on the time course of preferential fixations. However, with a high load, listeners with lower span were delayed by ∼550 ms in discriminating target from sound-sharing competitors, relative to higher span listeners. This follows an assumption that the interference effect of a memory preload is not a fixed value, but rather, its effect is greater for individuals with a smaller memory span. Interestingly, span differences affected the timeline for spoken word recognition in noise, but not offline accuracy. This highlights the significance of using eye-tracking as a measure for online speech processing. Results further emphasize the importance of considering differences in cognitive capacity, even when testing normal hearing young adults.
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Affiliation(s)
- Gal Nitsan
- 1 Department of Communication Sciences and Disorders, University of Haifa, Israel.,2 Baruch Ivcher School of Psychology, Interdisciplinary Center Herzliya, Israel
| | - Arthur Wingfield
- 3 Volen National Center for Complex Systems, Brandeis University, Waltham, MA, USA
| | - Limor Lavie
- 1 Department of Communication Sciences and Disorders, University of Haifa, Israel
| | - Boaz M Ben-David
- 2 Baruch Ivcher School of Psychology, Interdisciplinary Center Herzliya, Israel.,4 Department of Speech-Language Pathology, University of Toronto, ON, Canada.,5 Toronto Rehabilitation Institute, University Health Networks, Toronto, ON, Canada
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111
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Lonergan A, Doyle C, Cassidy C, MacSweeney Mahon S, Roche RA, Boran L, Bramham J. A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD. JOURNAL OF COGNITIVE PSYCHOLOGY 2019. [DOI: 10.1080/20445911.2019.1669609] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Aoife Lonergan
- Department of Psychology, University College Dublin, Dublin, Ireland
| | - Caoilainn Doyle
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
| | - Clare Cassidy
- Department of Psychology, National University of Ireland, Galway, Ireland
| | | | | | - Lorraine Boran
- School of Nursing and Human Sciences, Dublin City University, Dublin, Ireland
| | - Jessica Bramham
- Department of Psychology, University College Dublin, Dublin, Ireland
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112
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Abstract
I propose that the capacity of working memory places a specific limit on the maintenance of temporary bindings. Two experiments support this binding hypothesis: Participants remembered word lists of varying length. When tested on a randomly selected word, their error rates increased with the length of the list, reflecting a limited capacity for short-term maintenance. This increase in errors was predominantly due to binding errors: People confused the correct word with other words of the current memory list, but very rarely with words not in the list. The frequencies of response choices were analyzed through two measurement models – one based on the assumption of discrete memory states, one on the assumption of continuous memory strength – that capture memory for items and for bindings in separate parameters. Increasing memory set size impaired binding memory but not item memory, supporting the binding hypothesis.
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113
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Martinez D. Immediate and long-term memory and their relation to crystallized and fluid intelligence. INTELLIGENCE 2019. [DOI: 10.1016/j.intell.2019.101382] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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114
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Hannon B. Not All Factors Contribute Equally to European-American and Hispanic Students' SAT Scores. J Intell 2019; 7:E18. [PMID: 31374853 PMCID: PMC6789860 DOI: 10.3390/jintelligence7030018] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2019] [Revised: 07/14/2019] [Accepted: 07/26/2019] [Indexed: 11/18/2022] Open
Abstract
This exploratory study shows that the contributions of cognitive, metacognitive awareness, performance avoidance, test anxiety, and socioeconomic family background factors to SAT scores (i.e., overall SAT, SAT-V, SAT-M) may vary as a function of ethnicity (i.e., European-American, Hispanic). Four hundred and fifty-seven students, 282 European-American and 175 Hispanic, completed multiple measures of cognitive, metacognitive awareness, social/personality (i.e., test anxiety, performance avoidance, academic self-efficacy), and socioeconomic family background factors, which were used in regression analyses predicting overall SAT, SAT-V, and SAT-M scores. The results show that most factors contributed significantly to overall SAT, SAT-M, and SAT-V scores. In addition, the ethnicity X test anxiety interaction was significant for all three SAT measures, a finding that suggests ethnic differences in the contributions of test anxiety to overall SAT, SAT-M, and SAT-V scores. For European-American students, test anxiety had no influence on overall SAT and SAT-M scores, whereas for Hispanic students test anxiety had a negative influence on overall SAT and SAT-M scores. For SAT-V scores, interpreting the ethnicity X test anxiety interaction was more complicated because both the significant main effect of test anxiety and the ethnicity X test anxiety interaction must be interpreted together. Whereas test anxiety negatively influenced European-Americans' SAT-V scores, this negative influence was less than the influence it had on Hispanic students' SAT-V scores. Indeed, for Hispanic students with high test anxiety, this negative influence was profound. Taken as a whole, these results suggest that any theory explaining the SAT may need to take into account multiple predictors as well as the possibility that the contributions of these predictors may vary as a function of ethnicity.
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Affiliation(s)
- Brenda Hannon
- Department of Psychology & Sociology, Texas A&M University-Kingsville, Kingsville, TX 78363-8202, USA.
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115
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Treviño M, Breitmeyer BG, Ris MD, Fletcher JM, Kamdar K, Okcu MF, Parke EM, Raghubar KP. Interactions between visual working memory and visual attention among survivors of pediatric acute lymphoblastic leukemia (ALL) and their healthy peers. J Clin Exp Neuropsychol 2019; 41:974-986. [PMID: 31327287 DOI: 10.1080/13803395.2019.1643453] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Introduction: There is increasing concern for adverse cognitive late effects among survivors of pediatric acute lymphoblastic leukemia (ALL) given the widespread impact they have on academic achievement, particularly working memory and attention. We assessed performance among survivors and their healthy peers on a dual task paradigm measuring visual working memory (VWM) and visual attention independently and the dynamic relationship between the two. Assessing specific subsets within cognitive domains allows for understanding the distinct nature of cognitive impairments. Method: Participants were 34 survivors of ALL who have been off-treatment and disease free for 7.5 years; and 20 healthy controls, all between the ages of 10 and 18 years. We utilized behavioral single- and dual-task paradigms. In the dual tasks, participants maintained several items in VWM while performing a visual attention task (Eriksen Flanker Task) that required processing of a target stimulus while inhibiting the processing of distractor stimuli. The single tasks involved performing only the VWM task or only the visual attention task. Results: Results revealed survivors of ALL performed significantly worse than their healthy peers on the single visual attention task but not the single VWM task. Of particular interest, group differences were obtained on the dual VWM and visual attention tasks, such that the VWM and attention tasks reciprocally interfered with each other only among survivors and not their healthy peers. Conclusions: Our results highlight a core deficit in visual attention that is exacerbated by VWM demands among survivors of ALL. The implementation of tasks from cognitive neuroscience paradigms may be sensitive to cognitive impairments experienced by cancer survivors. Assessment and intervention practices among survivors of pediatric ALL are discussed.
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Affiliation(s)
- Melissa Treviño
- Department of Psychology, University of Houston , Houston , TX , USA
| | - Bruno G Breitmeyer
- Department of Psychology, University of Houston , Houston , TX , USA.,Center for Neuro-engineering & Cognitive Science, University of Houston , Houston , TX , USA
| | - M Douglas Ris
- Department of Pediatrics, Section of Psychology, Baylor College of Medicine , Houston , TX , USA
| | - Jack M Fletcher
- Department of Psychology, University of Houston , Houston , TX , USA
| | - Kala Kamdar
- Department of Pediatrics, Section of Hematology-Oncology, Baylor College of Medicine , Houston , TX , USA
| | - M Fatih Okcu
- Department of Pediatrics, Section of Hematology-Oncology, Baylor College of Medicine , Houston , TX , USA
| | - Elyse M Parke
- Department of Pediatrics, Section of Psychology, Baylor College of Medicine , Houston , TX , USA
| | - Kimberly P Raghubar
- Department of Pediatrics, Section of Psychology, Baylor College of Medicine , Houston , TX , USA
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116
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Li D, Wang S, Zhang F, Zhu L, Wang T, Wang X. DHH Students' Comprehension of Irony in Self-paced Reading. JOURNAL OF DEAF STUDIES AND DEAF EDUCATION 2019; 24:270-279. [PMID: 31158291 DOI: 10.1093/deafed/enz009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2018] [Revised: 02/25/2019] [Accepted: 03/29/2019] [Indexed: 06/09/2023]
Abstract
Irony comprehension can be a kind of challenge to those who are relatively less skillful in reading. To examine how DHH college students (DCSs) were different from hearing college students (HCSs) in the reading of ironic discourses, we conducted two experiments in the self-paced reading task. In Experiment 1, the statement was either literally congruent with the preceding context or had to be understood in an ironic way in each trial; In Experiment 2, the statement was the same but the context was not across the two levels of discourse type. The DCSs generally had a poorer performance than the hearing participants. Although able to comprehend ironies, they had a significantly lower efficiency than their hearing counterparts. The results were consistently in agreement with the prediction of the graded salience hypothesis (Giora, R. (1997). Understanding figurative and literal language: The graded salience hypothesis. Cognitive Linguistics, 7, 183-206. doi:10.1515/cogl.1997.8.3.183) and the parallel-constraint-satisfaction framework (Pexman, P. M. (2008). It's fascinating research. Current Directions in Psychological Science, 17(4)286-290. doi:10.1111/j.1467-8721.2008.00591.x), and the DCSs' performance appears to indicate an amplified version of this support. It is implied that educational environments should be created in which deaf and DHH students are encouraged to do as much reading as possible. Exercises should be designed in helping them to improve vocabulary and syntactic skills in general and to improve skills of inference-making in particular.
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Affiliation(s)
| | | | - Fan Zhang
- Zhejiang College of Special Education
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117
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Martinez D, Singleton JL. Individual differences in lexical learning across two language modalities: Sign learning, word learning, and their relationship in hearing non-signing adults. Acta Psychol (Amst) 2019; 198:102892. [PMID: 31326829 DOI: 10.1016/j.actpsy.2019.102892] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2019] [Revised: 07/02/2019] [Accepted: 07/09/2019] [Indexed: 10/26/2022] Open
Abstract
A considerable amount of research has been devoted to understanding individual differences in lexical learning, however, the majority of this research has been conducted with spoken languages rather than signed languages and thus we know very little about the cognitive processes involved in sign learning or the extent to which lexical learning processes are specific to word learning. The present study was conducted to address this gap. Two-hundred thirty-six non-signing adults completed 25 tasks assessing word learning and sign learning (via associative learning paradigms) as well as modality-specific phonological short-term memory, working memory capacity, crystallized intelligence, and fluid intelligence. Latent variable analyses indicated that, when other variables were held constant, fluid intelligence was predictive of both word and sign learning, however, modality-specific phonological short-term memory factors were only predictive of lexical learning within modality-none of the other variables made significant independent contributions. It was further observed that sign and word learning were strongly correlated. Exploratory analyses revealed that all lexical learning tasks loaded onto a general factor, however, sign learning tasks loaded onto an additional specific factor. As such, this study provides insight into the cognitive components that are common to associative L2 lexical learning regardless of language modality and those that are unique to either signed or spoken languages. Results are further discussed in light of established and more recent theories of intelligence, short-term memory, and working memory.
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118
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Abstract
Working memory (WM) helps maintain information during a variety of cognitive activities in scholastic and social situations. This study focused on a social aspect of WM, specifically, how it maintains information related to people. We investigated person-based organisation of information across four experiments using the reading span task (RST). Person information (i.e., an occupational title) was provided with sentences manipulated across conditions. In Experiment 1, consistent with the assumption that person-based organisation exists in WM, participants performed better when they could easily organise target items in a person-based manner (person-based organisation) than when they were prevented from using such information. Experiments 2 and 3 investigated the process of person-based organisation using alphabetical letters as targets (unlike words in Experiment 1), which prevented possible semantic associations between person information and target items. Experiment 2 replicated Experiment 1, suggesting that contextual retrieval is critical in person-based organisation. Experiment 3 showed the person-based organisation effect even after controlling for the difficulty of the process component in the RST. The results of Experiments 2 and 3 suggest that person information could serve as contextual retrieval cues in WM. Experiment 4, which did not show the organisation effect based on information about an object (i.e., a fruit name), suggests along with Experiments 1 to 3 that the observed organisation effect in Experiments 1 to 3 was specific to person information. In addition to showing the enhanced WM performance by person-based organisation, we have suggested contextual cue-dependent retrieval as the underlying cognitive process.
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Affiliation(s)
- Sho Ishiguro
- 1 Graduate School of Education, Kyoto University, Kyoto, Japan.,2 Japan Society for the Promotion of Science, Tokyo, Japan
| | - Satoru Saito
- 1 Graduate School of Education, Kyoto University, Kyoto, Japan
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119
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Wang K, Leopold DR, Banich MT, Reineberg AE, Willcutt EG, Cutting LE, Del Tufo SN, Thompson LA, Opfer J, Kanayet FJ, Lu ZL, Petrill SA. Characterizing and decomposing the neural correlates of individual differences in reading ability among adolescents with task-based fMRI. Dev Cogn Neurosci 2019; 37:100647. [PMID: 31059925 PMCID: PMC6969314 DOI: 10.1016/j.dcn.2019.100647] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2018] [Revised: 04/03/2019] [Accepted: 04/09/2019] [Indexed: 11/22/2022] Open
Abstract
To better characterize the neural correlates of the full spectrum of reading ability, this fMRI study examined how variations in reading ability correlate with task-based brain activity during reading among a large community sample of adolescents (N = 234). In addition, complimentary approaches taking advantage of empirical as well as independent meta-analytic information were employed to isolate neural substrates of domain-general executive processes that are predictive of reading ability. Age-related differences in brain activity were also examined. Better reading was associated with increased activation in left anterior and inferior temporal regions and parts of orbitofrontal cortex, along with reduced activation in the thalamus and left frontal eye field (FEF). Converging evidence suggests that FEF activity corresponds to executive processes during reading. In contrast, activity in temporal regions is likely to reflect cognitive processes specific to reading. Older adolescents also demonstrated increased activation in an orbitofrontal region that overlaps with the aforementioned age-independent, reading-related regions, along with reduced activity in parietal and occipital regions. These results suggest that comparedto poor readers, proficient readers benefit from efficient reading-specific processes and require less executive effort, implemented via the FEF, during a reading comprehension task.
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Affiliation(s)
- Kai Wang
- University of Colorado Boulder, United States.
| | | | | | | | | | | | | | | | - John Opfer
- The Ohio State University, United States
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120
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Abu Rabia S. The Role of Short Vowels in Arabic Listening Comprehension. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2019; 48:699-712. [PMID: 30644021 DOI: 10.1007/s10936-018-09626-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
The goal of the present study was to investigate the effect of short Arabic vowels on listening comprehension. It is well documented that short vowels affect reading and reading comprehension in Arabic literacy. Since reading comprehension and listening comprehension share many commonalities, it is assumed that short vowels will positively affect listening comprehension too. Two listening conditions were presented to students in three grade levels, 7th, 10th and 12th grades: a fully vowelized text and the second without short vowels (on ends of words). Students had to listen and answer multiple choice comprehension questions about the read aloud texts. Further, interviews were conducted with 10 volunteered students from each grade level to get their feedback about their experience. The results indicated significant differences between the two listening conditions in favor of the fully vowelized condition. The results are discussed in relation to different orthographies, reading comprehension, phonology, working memory and comprehension.
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Affiliation(s)
- Salim Abu Rabia
- Faculty of Education, University of Haifa, 31905, Haifa, Mount Carmel, Israel.
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Loosli SV, Bormann T, Mader I, Martin M, Schumacher LV, Katzev M, Weiller C, Kaller CP. Dissociation among preserved resistance to proactive interference and impaired behavioral inhibition in a patient with bilateral lesions in the inferior frontal gyrus: A single-case study. Cortex 2019; 119:111-127. [PMID: 31121467 DOI: 10.1016/j.cortex.2019.03.025] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2018] [Revised: 01/17/2019] [Accepted: 03/27/2019] [Indexed: 02/01/2023]
Abstract
Inhibition is not a unitary construct, as different inhibition-related functions have been disentangled. The present single-case study compares performance of a patient with bilateral lesions in the inferior frontal gyrus (IFG) and anterior insula to healthy age-matched controls in different inhibition-related tasks. Particular focus was on the resolution of proactive interference that is supposed to rely on bilateral IFG and anterior insula. Two working memory tasks previously proven sensitive to deficits in proactive interference (recent-probes, n-back) and two tasks measuring behavioral inhibition (verb generation task, Stroop task) were administered. Against expectations, the patient did not show any deficits in measures of proactive interference. However, compared to controls, she demonstrated considerably reduced performance in both measures of behavioral inhibition, thus resulting in a classical dissociation between proactive interference and behavioral inhibition. Although performance improved during the chronic phase post stroke, the overall pattern of a classical dissociation between proactive interference and behavioral inhibition remained stable across time. Taken together, the present data support the role of the IFG in inhibition-related functions, but a direct relationship between lesions in the IFG and difficulties in resolution of proactive interference could not be corroborated.
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Affiliation(s)
- Sandra V Loosli
- Department of Neurology, University Medical Center Freiburg, Germany; Faculty of Medicine, University of Freiburg, Germany; Freiburg Brain Imaging Center, University of Freiburg, Germany; Neurologische Klinik und Poliklinik, Ludwig-Maximilians-Universität München, Munich, Germany.
| | - Tobias Bormann
- Department of Neurology, University Medical Center Freiburg, Germany; Faculty of Medicine, University of Freiburg, Germany; Freiburg Brain Imaging Center, University of Freiburg, Germany
| | - Irina Mader
- Faculty of Medicine, University of Freiburg, Germany; Department of Neuroradiology, University Medical Center Freiburg, Germany
| | - Markus Martin
- Department of Neurology, University Medical Center Freiburg, Germany; Faculty of Medicine, University of Freiburg, Germany; Freiburg Brain Imaging Center, University of Freiburg, Germany
| | - Lena V Schumacher
- Department of Neurology, University Medical Center Freiburg, Germany; Faculty of Medicine, University of Freiburg, Germany; Freiburg Brain Imaging Center, University of Freiburg, Germany; Medical Psychology and Medical Sociology, Faculty of Medicine, University of Freiburg, Germany
| | - Michael Katzev
- Department of Neurology, University Medical Center Freiburg, Germany; Faculty of Medicine, University of Freiburg, Germany; Freiburg Brain Imaging Center, University of Freiburg, Germany
| | - Cornelius Weiller
- Department of Neurology, University Medical Center Freiburg, Germany; Faculty of Medicine, University of Freiburg, Germany; Freiburg Brain Imaging Center, University of Freiburg, Germany; BrainLinks-BrainTools Cluster of Excellence, University of Freiburg, Germany
| | - Christoph P Kaller
- Department of Neurology, University Medical Center Freiburg, Germany; Faculty of Medicine, University of Freiburg, Germany; Freiburg Brain Imaging Center, University of Freiburg, Germany; Department of Neuroradiology, University Medical Center Freiburg, Germany; BrainLinks-BrainTools Cluster of Excellence, University of Freiburg, Germany
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Mastrantuono E, Saldaña D, Rodríguez-Ortiz IR. Inferencing in Deaf Adolescents during Sign-Supported Speech Comprehension. DISCOURSE PROCESSES 2019. [DOI: 10.1080/0163853x.2018.1490133] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Eliana Mastrantuono
- Departamento de Psicología Evolutiva y de la Educación, Universidad de Sevilla, Sevilla, Spain
| | - David Saldaña
- Departamento de Psicología Evolutiva y de la Educación, Universidad de Sevilla, Sevilla, Spain
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123
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Individual differences in children's comprehension of temporal relations: Dissociable contributions of working memory capacity and working memory updating. J Exp Child Psychol 2019; 185:1-18. [PMID: 31077975 DOI: 10.1016/j.jecp.2019.04.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2018] [Revised: 04/04/2019] [Accepted: 04/09/2019] [Indexed: 11/20/2022]
Abstract
In two experiments, we examined 9- to 12-year-old children's comprehension and processing of two-clause sentences with a temporal connective (before or after) in the sentence-medial or sentence-initial position. We obtained measures of individual differences in working memory (WM) capacity and WM updating to test their contributions to comprehension. We measured the accuracy of children's responses to the questions "What happened first?" (Experiment 1; N = 74) and "What happened last?" (Experiment 2; N = 50) as well as their sentence reading times. Together, these experiments show continued development of comprehension of temporal relations in children in upper elementary school and suggest that children's comprehension difficulties (i.e., more comprehension errors and longer reading times) were influenced by clause salience and recency effects rather than sentence chronology or the familiarity of the connective. Our findings are consistent with a memory resource-limited account and suggest that individual differences in WM updating and WM capacity make dissociable contributions to processing and comprehension of sentences with temporal order information.
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124
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125
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Bustillo-Casero P, Cebrian-Bou S, Cruz-Montecinos C, Pardo A, García-Massó X. Effects of A Dual-Task Intervention in Postural Control and Cognitive Performance in Adolescents. J Mot Behav 2019; 52:187-195. [DOI: 10.1080/00222895.2019.1600467] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Pilar Bustillo-Casero
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
| | - Sara Cebrian-Bou
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
| | - Carlos Cruz-Montecinos
- Department of Physical Therapy, Faculty of Medicine, University of Chile, Santiago, Chile
- Laboratory of Biomechanics and Kinesiology, San José Hospital, Santiago, Chile
| | - Alberto Pardo
- Department of Physical and Sports Education, University of Valencia, Valencia, Spain
| | - Xavier García-Massó
- Department of Teaching of Musical, Visual and Corporal Expression, University of Valencia, Valencia, Spain
- Human Movement Analysis Group, University of Valencia, Valencia, Spain
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126
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Listening back in time: Does attention to memory facilitate word-in-noise identification? Atten Percept Psychophys 2019; 81:253-269. [PMID: 30187397 DOI: 10.3758/s13414-018-1586-8] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The ephemeral nature of spoken words creates a challenge for oral communications where incoming speech sounds must be processed in relation to representations of just-perceived sounds stored in short-term memory. This can be particularly taxing in noisy environments where perception of speech is often impaired or initially incorrect. Usage of prior contextual information (e.g., a semantically related word) has been shown to improve speech in noise identification. In three experiments, we demonstrate a comparable effect of a semantically related cue word placed after an energetically masked target word in improving accuracy of target-word identification. This effect persisted irrespective of cue modality (visual or auditory cue word) and, in the case of cues after the target, lasted even when the cue word was presented up to 4 seconds after the target. The results are framed in the context of an attention to memory model that seeks to explain the cognitive and neural mechanisms behind processing of items in auditory memory.
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127
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Redick TS, Wiemers EA, Engle RW. The role of proactive interference in working memory training and transfer. PSYCHOLOGICAL RESEARCH 2019; 84:1635-1654. [PMID: 30953133 DOI: 10.1007/s00426-019-01172-8] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2018] [Accepted: 03/25/2019] [Indexed: 01/18/2023]
Abstract
Recent work on working memory training has produced conflicting results regarding the degree and generality of transfer to other cognitive processes. However, few studies have investigated possible mechanisms underlying transfer. The current study was designed to test the role of proactive interference in working memory training and transfer. Eighty-six young adults participated in a pretest-posttest design, with ten training sessions in between. In the two working memory training conditions, subjects performed an operation span task, with one condition requiring recall of letters on every trial (operation-letters), whereas the other condition alternated between letters, digits, and words as the to-be-remembered items across trials (operation-mix). These groups were compared to an active-control group (visual-search). Working memory, verbal fluency, and reading comprehension measures were administered in pretest and posttest sessions. All groups significantly increased their performance over the ten training sessions. There was evidence of strategy-specific benefits on transfer, such that transfer to working memory measures was higher for the operation-letters group on tasks specifically involving letters, and no differential transfer to working memory tests without letters, to verbal fluency, or to reading comprehension. The results indicate that proactive interference does not appear to play a causal role in determining transfer from working memory training, and instead a strategy account based on stimulus content provides a more parsimonious explanation for the pattern of training and transfer.
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Affiliation(s)
- Thomas S Redick
- Department of Psychological Sciences, Purdue University, 703 Third Street, West Lafayette, IN, 47907, USA.
| | - Elizabeth A Wiemers
- Department of Psychological Sciences, Purdue University, 703 Third Street, West Lafayette, IN, 47907, USA
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128
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Son M, Hyun S, Beck D, Jung J, Park W. Effects of backpack weight on the performance of basic short-term/working memory tasks during flat-surface standing. ERGONOMICS 2019; 62:548-564. [PMID: 30835625 DOI: 10.1080/00140139.2019.1576924] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Revised: 01/09/2019] [Accepted: 01/24/2019] [Indexed: 06/09/2023]
Abstract
This study empirically investigated the effects of backpack weight on the performance of three basic short-term/working memory (STM/WM) tasks during flat-surface standing. Four levels of backpack weight were considered: 0, 15, 25 and 40% of the body weight. The three STM/WM tasks were the Corsi block, digit span and 3-back tasks, corresponding to the visuo-spatial sketchpad, phonological loop and central executive of WM, respectively. Thirty participants conducted the STM/WM tasks while standing with loaded backpack. Major study findings were that (1) increased backpack weight adversely affected the scores of all three STM/WM tasks; and, (2) the adverse effect of backpack weight was less pronounced for the phonological loop STM task than the other STM/WM tasks. The study findings may help understand and predict the impacts of body-worn equipment weight on the worker's mental task performance for various work activities requiring simultaneous performance of mental and physical tasks. Practitioner summary: The current study empirically examined the effects of backpack weight on the performance of three basic STM/WM tasks. The study findings entail that reduces the weight of body-worn equipment can positively impact the worker's mental task performance in addition to reducing the worker's bodily stresses. Abbreviations: ACC: anterior cingulate cortex; AP: anterior-posterior; BW: body weight; CoP: centre of pressure; C-S: central executive working memory task and standing; DLPFC: dorsolateral prefrontal cortex; HIP: human information processing; ML: medio-lateral; PMC: premotor cortex; P-S: phonological loop short-term memory task and standing; SMA: supplementary motor area; STM: short-term memory; VLPFC: ventrolateral prefrontal cortex; V-S: visuo-spatial short-term memory task and standing; WM: working memory.
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Affiliation(s)
- Minseok Son
- a Department of Industrial Engineering , Seoul National University , Seoul , South Korea
| | - Soomin Hyun
- a Department of Industrial Engineering , Seoul National University , Seoul , South Korea
| | - Donghyun Beck
- a Department of Industrial Engineering , Seoul National University , Seoul , South Korea
| | - Jaemoon Jung
- a Department of Industrial Engineering , Seoul National University , Seoul , South Korea
| | - Woojin Park
- a Department of Industrial Engineering , Seoul National University , Seoul , South Korea
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129
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Kaushanskaya M, Crespo K. Does Exposure to Code-Switching Influence Language Performance in Bilingual Children? Child Dev 2019; 90:708-718. [PMID: 30919944 DOI: 10.1111/cdev.13235] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
This study investigated whether the effect of exposure to code-switching on bilingual children's language performance varied depending on verbal working memory (WM). A large sample of school-aged Spanish-English bilingual children (N = 174, Mage = 7.78) was recruited, and children were administered language measures in English and Spanish. The frequency with which the children were exposed to code-switching was gathered through parent report. For children with high verbal WM, greater exposure to code-switching was associated with higher levels of language ability. In contrast, for children with lower verbal WM, greater exposure to code-switching was associated with lower levels of language ability. These findings indicate that children's cognitive processing capacity dictates whether exposure to code-switching facilitates or hinders language skills.
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130
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Rajan A, Meyyappan S, Walker H, Henry Samuel IB, Hu Z, Ding M. Neural mechanisms of internal distraction suppression in visual attention. Cortex 2019; 117:77-88. [PMID: 30933692 DOI: 10.1016/j.cortex.2019.02.026] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2018] [Revised: 01/12/2019] [Accepted: 02/26/2019] [Indexed: 11/24/2022]
Abstract
When performing a demanding cognitive task, internal distraction in the form of task-irrelevant thoughts and mind wandering can shift our attention away from the task, negatively affecting task performance. Behaviorally, individuals with higher executive function indexed by higher working memory capacity (WMC) exhibit less mind wandering during cognitive tasks, but the underlying neural mechanisms are unknown. To address this problem, we recorded functional magnetic resonance imaging (fMRI) data from subjects performing a cued visual attention task, and assessed their WMC in a separate experiment. Applying machine learning and time-series analysis techniques, we showed that (1) higher WMC individuals experienced lower internal distraction through stronger suppression of posterior cingulate cortex (PCC) activity, (2) higher WMC individuals had better neural representations of attended information as evidenced by higher multivoxel decoding accuracy of cue-related activities in the dorsal attention network (DAN), (3) the positive relationship between WMC and DAN decoding accuracy was mediated by suppression of PCC activity, (4) the dorsal anterior cingulate (dACC) was a source of top-down signals that regulate PCC activity as evidenced by the negative association between Granger-causal influence dACC→PCC and PCC activity levels, and (5) higher WMC individuals exhibiting stronger dACC→PCC Granger-causal influence. These results shed light on the neural mechanisms underlying the executive suppression of internal distraction in tasks requiring externally oriented attention and provide an explanation of the individual differences in such suppression.
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Affiliation(s)
- Abhijit Rajan
- J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, FL, USA
| | - Sreenivasan Meyyappan
- J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, FL, USA
| | - Harrison Walker
- J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, FL, USA
| | - Immanuel Babu Henry Samuel
- J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, FL, USA
| | - Zhenhong Hu
- J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, FL, USA
| | - Mingzhou Ding
- J. Crayton Pruitt Family Department of Biomedical Engineering, University of Florida, Gainesville, FL, USA.
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131
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The phonological loop as a buffer store: An update. Cortex 2019; 112:91-106. [DOI: 10.1016/j.cortex.2018.05.015] [Citation(s) in RCA: 38] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2017] [Revised: 05/02/2018] [Accepted: 05/22/2018] [Indexed: 11/17/2022]
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132
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Amici F, Sánchez-Amaro A, Sebastián-Enesco C, Cacchione T, Allritz M, Salazar-Bonet J, Rossano F. The word order of languages predicts native speakers' working memory. Sci Rep 2019; 9:1124. [PMID: 30718704 PMCID: PMC6362290 DOI: 10.1038/s41598-018-37654-9] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2018] [Accepted: 12/12/2018] [Indexed: 01/29/2023] Open
Abstract
The relationship between language and thought is controversial. One hypothesis is that language fosters habits of processing information that are retained even in non-linguistic domains. In left-branching (LB) languages, modifiers usually precede the head, and real-time sentence comprehension may more heavily rely on retaining initial information in working memory. Here we presented a battery of working memory and short-term memory tasks to adult native speakers of four LB and four right-branching (RB) languages from Africa, Asia and Europe. In working memory tasks, LB speakers were better than RB speakers at recalling initial stimuli, but worse at recalling final stimuli. Our results show that the practice of parsing sentences in specific directions due to the syntax and word order of our native language not only predicts the way we remember words, but also other non-linguistic stimuli.
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Affiliation(s)
- Federica Amici
- Junior Research Group "Primate Kin Selection", Max Planck Institute for Evolutionary Anthropology, Department of Primatology, Deutscher Platz 6, 04103, Leipzig, Germany.
- University of Leipzig Faculty of Life Science, Institute of Biology, Behavioral Ecology Research Group, Talstrasse 33, 04103, Leipzig, Germany.
| | - Alex Sánchez-Amaro
- Department of Comparative and Developmental Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany
- Department of Cognitive Science, University of California San Diego, 9500 Gilman Drive, La Jolla, CA, 92093-0515, USA
| | - Carla Sebastián-Enesco
- William James Center for Research, ISPA-Instituto Universitário, Rua Jardim do Tabaco 34, 1149-041, Lisboa, Portugal
| | - Trix Cacchione
- Department of Developmental and Comparative Psychology, Institute of Psychology, University of Bern, Hochschulstrasse 6, 3012, Bern, Switzerland
- Pedagogische Hochschule, University of Applied Sciences Northwestern Switzerland, Bahnhofstrasse 6, 5210, Windisch, Switzerland
| | - Matthias Allritz
- Department of Comparative and Developmental Psychology, Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103, Leipzig, Germany
| | - Juan Salazar-Bonet
- Department of International Programs, Florida State University, C/ Blanquerías 2, 46003, Valencia, Spain
| | - Federico Rossano
- Department of Cognitive Science, University of California San Diego, 9500 Gilman Drive, La Jolla, CA, 92093-0515, USA
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133
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Rönnberg J, Holmer E, Rudner M. Cognitive hearing science and ease of language understanding. Int J Audiol 2019; 58:247-261. [DOI: 10.1080/14992027.2018.1551631] [Citation(s) in RCA: 52] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Affiliation(s)
- Jerker Rönnberg
- Department of Behavioural Sciences and Learning, Linnaeus Centre HEAD, The Swedish Institute for Disability Research, Linköping University, Linköping, Sweden
| | - Emil Holmer
- Department of Behavioural Sciences and Learning, Linnaeus Centre HEAD, The Swedish Institute for Disability Research, Linköping University, Linköping, Sweden
| | - Mary Rudner
- Department of Behavioural Sciences and Learning, Linnaeus Centre HEAD, The Swedish Institute for Disability Research, Linköping University, Linköping, Sweden
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134
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Owens MM, McNally S, Petker T, Amlung MT, Balodis IM, Sweet LH, MacKillop J. Urinary tetrahydrocannabinol is associated with poorer working memory performance and alterations in associated brain activity. Neuropsychopharmacology 2019; 44:613-619. [PMID: 30644440 PMCID: PMC6333822 DOI: 10.1038/s41386-018-0240-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/09/2018] [Accepted: 09/11/2018] [Indexed: 12/21/2022]
Abstract
Worldwide, cannabis is one of the most widely used psychoactive substances and cannabis use has been implicated in poorer performance in several cognitive domains, including working memory (WM). However, the neural mechanisms underlying these WM decrements are not well understood and the current study investigated the association of cannabis involvement with WM performance and associated neural activation in the Human Connectome Project (N = 1038). Multiple indicators of cannabis involvement were examined in relation to behavioral performance and brain activity in a visual N-back task using functional magnetic resonance imaging. A positive urine drug screen for tetrahydocannabinol (THC+ status), the principal psychoactive constituent in cannabis, was associated with worse WM performance and differential brain response in areas previously linked to WM performance. Furthermore, decreases in blood-activation-level-dependent (BOLD) signal in WM task-positive brain regions and increases in task-negative regions mediated the relationship between THC+ status and WM performance. In contrast, WM performance and BOLD response during the N-back task were not associated with total lifetime cannabis use, age of first use, or other indicators of involvement, suggesting that the effects of cannabis on WM were short-term residual effects, rather than long-term persistent effects. These findings elucidate differential influences of cannabis involvement on neurocognition and have significant potential implications for occupational performance in diverse settings.
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Affiliation(s)
- Max M Owens
- Department of Psychology, University of Georgia, 125 Baldwin Street, Athens, GA, 30602, USA
| | - Shannon McNally
- Department of Psychology, University of Georgia, 125 Baldwin Street, Athens, GA, 30602, USA
| | - Tashia Petker
- Michael G. DeGroote Centre for Medicinal Cannabis Research and Peter Boris Centre for Addiction Research, St. Joseph's Healthcare Hamilton/McMaster University, 100 West 5th Street, Hamilton, ON, L8P 3R2, Canada
| | - Michael T Amlung
- Michael G. DeGroote Centre for Medicinal Cannabis Research and Peter Boris Centre for Addiction Research, St. Joseph's Healthcare Hamilton/McMaster University, 100 West 5th Street, Hamilton, ON, L8P 3R2, Canada
| | - Iris M Balodis
- Michael G. DeGroote Centre for Medicinal Cannabis Research and Peter Boris Centre for Addiction Research, St. Joseph's Healthcare Hamilton/McMaster University, 100 West 5th Street, Hamilton, ON, L8P 3R2, Canada
| | - Lawrence H Sweet
- Department of Psychology, University of Georgia, 125 Baldwin Street, Athens, GA, 30602, USA
- Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Box G-A1, Providence, RI, 02912, USA
| | - James MacKillop
- Michael G. DeGroote Centre for Medicinal Cannabis Research and Peter Boris Centre for Addiction Research, St. Joseph's Healthcare Hamilton/McMaster University, 100 West 5th Street, Hamilton, ON, L8P 3R2, Canada.
- Homewood Research Institute, Riverslea Building, 150 Delhi Street, Guelph, ON, N1E 6K9, Canada.
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135
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Ishkhanyan B, Boye K, Mogensen J. The Meeting Point: Where Language Production and Working Memory Share Resources. JOURNAL OF PSYCHOLINGUISTIC RESEARCH 2019; 48:61-79. [PMID: 29882117 DOI: 10.1007/s10936-018-9589-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
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.
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Affiliation(s)
- Byurakn Ishkhanyan
- Department of Nordic Studies and Linguistics, University of Copenhagen, Njalsgade 120, 2300, Copenhagen, Denmark.
- General Linguistics and Language Technology, University of Eastern Finland, Joensuu, Finland.
- School of Communication and Culture, Aarhus University, Jens Chr. Skous Vej 2, 8000, Aarhus C, Denmark.
| | - Kasper Boye
- Department of Nordic Studies and Linguistics, University of Copenhagen, Njalsgade 120, 2300, Copenhagen, Denmark
| | - Jesper Mogensen
- The Unit for Cognitive Neuroscience (UCN), Department of Psychology, University of Copenhagen, Øster Farimagsgade 2A, 1353, Copenhagen, Denmark
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136
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MacCutcheon D, Hurtig A, Pausch F, Hygge S, Fels J, Ljung R. Second language vocabulary level is related to benefits for second language listening comprehension under lower reverberation time conditions. JOURNAL OF COGNITIVE PSYCHOLOGY 2019. [DOI: 10.1080/20445911.2019.1575387] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Douglas MacCutcheon
- Environmental Psychology, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, University of Gävle, Gävle, Sweden
| | - Anders Hurtig
- Environmental Psychology, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, University of Gävle, Gävle, Sweden
| | - Florian Pausch
- Institute of Technical Acoustics, Teaching and Research Area of Medical Acoustics, RWTH, Aachen University, Aachen, Germany
| | - Staffan Hygge
- Environmental Psychology, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, University of Gävle, Gävle, Sweden
| | - Janina Fels
- Institute of Technical Acoustics, Teaching and Research Area of Medical Acoustics, RWTH, Aachen University, Aachen, Germany
| | - Robert Ljung
- Environmental Psychology, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering, University of Gävle, Gävle, Sweden
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137
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Hillyer J, Elkins E, Hazlewood C, Watson SD, Arenberg JG, Parbery-Clark A. Assessing Cognitive Abilities in High-Performing Cochlear Implant Users. Front Neurosci 2019; 12:1056. [PMID: 30713488 PMCID: PMC6346679 DOI: 10.3389/fnins.2018.01056] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2018] [Accepted: 12/27/2018] [Indexed: 12/16/2022] Open
Abstract
Despite being considered one of the most successful neural prostheses, cochlear implants (CIs) provide recipients with a wide range of speech perception performance. While some CI users can understand speech in the absence of visual cues, other recipients exhibit more limited speech perception. Cognitive skills have been documented as a contributor to complex auditory processing, such as language understanding; however, there are no normative data for existing standardized clinical tests assessing cognitive abilities in CI users. Here, we assess the impact of modality of presentation (i.e., auditory-visual versus visual) for the administration of working memory tests in high-performing CI users in addition to measuring processing speed, cognitive efficiency and intelligence quotient (IQ). Second, we relate performance on these cognitive measures to clinical CI speech perception outcomes. Methods: Twenty one post-lingually deafened, high-performing, adult CI users [age range: 52–88 years; 3 unilateral CI, 13 bimodal (i.e., CI with contralateral hearing aid), 5 bilateral CI] with clinical speech perception scores (i.e., AzBio sentences in quiet for the first-ear CI) of ≥60% were recruited. A cognitive test battery assessing auditory-visual working memory (AVWM), visual working memory (VWM), processing speed, cognitive efficiency and IQ was administered, in addition to clinical measures of speech perception in quiet (i.e., AzBio sentences in quiet). AzBio sentences were assessed in two conditions: first-ear CI only, and best-aided everyday wearing condition. Subjects also provided self-reported measures of performance and benefit from their CI using standardized materials, including the Glasgow Benefit Inventory (GBI) and the Nijmegen Cochlear Implant questionnaire (NCIQ). Results: High-performing CI users demonstrated greater VWM than AVWM recall. VWM was positively related to AzBio scores when measured in the first-ear CI only. AVWM, processing speed, cognitive efficiency, and IQ did not relate to either measure of speech perception (i.e., first-ear CI or best-aided conditions). Subjects’ self-reported benefit as measured by the GBI predicted best-aided CI speech perception performance. Conclusion: In high-performing CI recipients, visual presentation of working memory tests may improve our assessment of cognitive function.
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Affiliation(s)
- Jake Hillyer
- School of Medicine, Oregon Health & Science University, Portland, OR, United States
| | - Elizabeth Elkins
- Auditory Research Laboratory, Center for Hearing and Skull Base Surgery, Swedish Neuroscience Institute, Seattle, WA, Unites States
| | - Chantel Hazlewood
- Auditory Research Laboratory, Center for Hearing and Skull Base Surgery, Swedish Neuroscience Institute, Seattle, WA, Unites States
| | - Stacey D Watson
- Auditory Research Laboratory, Center for Hearing and Skull Base Surgery, Swedish Neuroscience Institute, Seattle, WA, Unites States
| | - Julie G Arenberg
- Massachusetts Eye and Ear Infirmary, Department of Otolaryngology, Harvard Medical School, Boston, MA, United States
| | - Alexandra Parbery-Clark
- Auditory Research Laboratory, Center for Hearing and Skull Base Surgery, Swedish Neuroscience Institute, Seattle, WA, Unites States
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138
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Keerstock S, Smiljanić R. Effects of intelligibility on within- and cross-modal sentence recognition memory for native and non-native listeners. THE JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA 2018; 144:2871. [PMID: 30522310 DOI: 10.1121/1.5078589] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2018] [Accepted: 10/25/2018] [Indexed: 05/24/2023]
Abstract
The goal of the study was to examine whether enhancing the clarity of the speech signal through conversational-to-clear speech modifications improves sentence recognition memory for native and non-native listeners, and if so, whether this effect would hold when the stimuli in the test phase are presented in orthographic instead of auditory form (cross-modal presentation). Sixty listeners (30 native and 30 non-native English) participated in a within-modal (i.e., audio-audio) sentence recognition memory task (Experiment I). Sixty different individuals (30 native and 30 non-native English) participated in a cross-modal (i.e., audio-textual) sentence recognition memory task (Experiment II). The results showed that listener-oriented clear speech enhanced sentence recognition memory for both listener groups regardless of whether the acoustic signal was present during the test phase (Experiment I) or absent (Experiment II). Compared to native listeners, non-native listeners had longer reaction times in the within-modal task and were overall less accurate in the cross-modal task. The results showed that more cognitive resources remained available for storing information in memory during processing of easier-to-understand clearly produced sentences. Furthermore, non-native listeners benefited from signal clarity in sentence recognition memory despite processing speech signals in a cognitively more demanding second language.
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Affiliation(s)
- Sandie Keerstock
- Department of Linguistics, The University of Texas at Austin, Austin, Texas 78712, USA
| | - Rajka Smiljanić
- Department of Linguistics, The University of Texas at Austin, Austin, Texas 78712, USA
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139
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Relationship between working memory and comprehension and expression of grammar in Farsi-speaking children with cochlear implants. Int J Pediatr Otorhinolaryngol 2018; 113:240-247. [PMID: 30173994 DOI: 10.1016/j.ijporl.2018.08.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Revised: 08/04/2018] [Accepted: 08/04/2018] [Indexed: 11/24/2022]
Abstract
OBJECTIVES Grammar is one of the most fundamental components of language and working memory (WM) is one of the most important cognitive features. These two skills play a vital role in learning, literacy and communication. Children with cochlear implants (CIs) experience delays in both of these skills. The aim of this study was to investigate the relationship between these two skills in children with CIs. SUBJECTS AND METHODS The sample consisted of 20 Farsi-speaking children with CIs. WM was estimated by forward and backward auditory digit spans (FBS and BDS) from the Persian (Farsi) version of the Wechsler Intelligence Scale for Children, 4th edition. The comprehension of grammar by participants was evaluated using the Persian Syntax Comprehension Test. Grammar expression was assessed using the Photographic Expressive Persian Grammar Test. Pearson's correlation and simple linear regression were used for data analysis. RESULTS The results of linear regression and correlation showed a strong correlation between comprehension of grammar and FDS (r = 0.61; p = 0.004) was obtained, between BDS and comprehension of grammar (r = 0.161; p = 0.080). FDS and expression of grammar (r = 0.163; p = 0.222) showed a positive but insignificant correlation. CONCLUSION The results indicate that WM decisively effects grammar. Enhancement of the phonological loop can improve grammar, especially comprehension of grammar. The effect of the central executive in grammar requires further research.
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140
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James AN, Fraundorf SH, Lee EK, Watson DG. Individual differences in syntactic processing: Is there evidence for reader-text interactions? JOURNAL OF MEMORY AND LANGUAGE 2018; 102:155-181. [PMID: 30713367 PMCID: PMC6350810 DOI: 10.1016/j.jml.2018.05.006] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
There remains little consensus about whether there exist meaningful individual differences in syntactic processing and, if so, what explains them. We argue that this partially reflects the fact that few psycholinguistic studies of individual differences include multiple constructs, multiple measures per construct, or tests for reliable measures. Here, we replicated three major syntactic phenomena in the psycholinguistic literature: use of verb distributional statistics, difficulty of object-versus subject-extracted relative clauses, and resolution of relative clause attachment ambiguities. We examine whether any individual differences in these phenomena could be predicted by language experience or general cognitive abilities (phonological ability, verbal working memory capacity, inhibitory control, perceptual speed). We find correlations between individual differences and offline, but not online, syntactic phenomena. Condition effects on reading time were not consistent within individuals, limiting their ability to correlate with other measures. We suggest that this might explain controversy over individual differences in language processing.
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Affiliation(s)
- Ariel N. James
- University of Illinois at Urbana-Champaign, Department of Psychology, 603 East Daniel Street, Champaign, IL 61820
| | - Scott H. Fraundorf
- University of Pittsburgh, Department of Psychology and Learning Research and Development Center, 608 Learning Research and Development Center, 3939 O’Hara Street, Pittsburgh, PA 15260
| | - Eun-Kyung Lee
- Yonsei University, Department of English Language and Literature, 50 Yonsei-ro, Seodaemun-gu, Seoul 03722, South Korea
| | - Duane G. Watson
- Vanderbilt University, Department of Psychology and Human Development, Peabody College #552, 230 Appleton Place, Nashville, TN 37203-5721
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141
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Davidson MM, Kaushanskaya M, Ellis Weismer S. Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory. J Autism Dev Disord 2018; 48:3524-3541. [PMID: 29802485 PMCID: PMC6143428 DOI: 10.1007/s10803-018-3617-7] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension.
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Affiliation(s)
- Meghan M Davidson
- Communication Sciences and Disorders and the Waisman Center, University of Wisconsin-Madison, Madison, WI, USA.
- School of Behavioral and Brain Sciences and the Callier Center for Communication Disorders, The University of Texas at Dallas, 1966 Inwood Road, Dallas, TX, 75235, USA.
| | - Margarita Kaushanskaya
- Communication Sciences and Disorders and the Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
| | - Susan Ellis Weismer
- Communication Sciences and Disorders and the Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
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142
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Castles A, Rastle K, Nation K. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychol Sci Public Interest 2018; 19:5-51. [PMID: 29890888 DOI: 10.1177/1529100618772271] [Citation(s) in RCA: 190] [Impact Index Per Article: 31.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
There is intense public interest in questions surrounding how children learn to read and how they can best be taught. Research in psychological science has provided answers to many of these questions but, somewhat surprisingly, this research has been slow to make inroads into educational policy and practice. Instead, the field has been plagued by decades of "reading wars." Even now, there remains a wide gap between the state of research knowledge about learning to read and the state of public understanding. The aim of this article is to fill this gap. We present a comprehensive tutorial review of the science of learning to read, spanning from children's earliest alphabetic skills through to the fluent word recognition and skilled text comprehension characteristic of expert readers. We explain why phonics instruction is so central to learning in a writing system such as English. But we also move beyond phonics, reviewing research on what else children need to learn to become expert readers and considering how this might be translated into effective classroom practice. We call for an end to the reading wars and recommend an agenda for instruction and research in reading acquisition that is balanced, developmentally informed, and based on a deep understanding of how language and writing systems work.
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Affiliation(s)
- Anne Castles
- 1 Department of Cognitive Science, Macquarie University.,2 Australian Research Council Centre of Excellence in Cognition and its Disorders
| | - Kathleen Rastle
- 3 Department of Psychology, Royal Holloway, University of London
| | - Kate Nation
- 2 Australian Research Council Centre of Excellence in Cognition and its Disorders.,4 Department of Experimental Psychology, University of Oxford
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143
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Effects of single versus dual-site High-Definition transcranial direct current stimulation (HD-tDCS) on cortical reactivity and working memory performance in healthy subjects. Brain Stimul 2018; 11:1033-1043. [DOI: 10.1016/j.brs.2018.06.005] [Citation(s) in RCA: 54] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2018] [Revised: 05/12/2018] [Accepted: 06/12/2018] [Indexed: 11/20/2022] Open
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144
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Kim YSG, Petscher Y, Wanzek J, Al Otaiba S. Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6. READING AND WRITING 2018; 31:1591-1618. [PMID: 30174374 PMCID: PMC6112820 DOI: 10.1007/s11145-018-9855-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
We investigated developmental trajectories of and the relation between reading and writing (word reading, reading comprehension, spelling, and written composition), using longitudinal data from students in Grades 3 to 6 in the US. Results revealed that word reading and spelling were best described as having linear growth trajectories whereas reading comprehension and written composition showed nonlinear growth trajectories with a quadratic function during the examined developmental period. Word reading and spelling were consistently strongly related (.73 ≤ rs ≤ .80) whereas reading comprehension and written composition were weakly related (.21 ≤ rs ≤ .37). Initial status and linear slope were negatively and moderately related for word reading (-.44) whereas they were strongly and positively related for spelling (.73). Initial status of word reading predicted initial status and growth rate of spelling; and growth rate of word reading predicted growth rate of spelling. In contrast, spelling did not predict word reading. When it comes to reading comprehension and writing, initial status of reading comprehension predicted initial status (.69), but not linear growth rate, of written comprehension. These results indicate that reading-writing relations are stronger at the lexical level than at the discourse level and may be a unidirectional one from reading to writing at least between Grades 3 and 6. Results are discussed in light of the interactive dynamic literacy model of reading-writing relations, and component skills of reading and writing development.
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145
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Bulut T, Cheng SK, Xu KY, Hung DL, Wu DH. Is There a Processing Preference for Object Relative Clauses in Chinese? Evidence From ERPs. Front Psychol 2018; 9:995. [PMID: 30038589 PMCID: PMC6046449 DOI: 10.3389/fpsyg.2018.00995] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2017] [Accepted: 05/28/2018] [Indexed: 11/29/2022] Open
Abstract
A consistent finding across head-initial languages, such as English, is that subject relative clauses (SRCs) are easier to comprehend than object relative clauses (ORCs). However, several studies in Mandarin Chinese, a head-final language, revealed the opposite pattern, which might be modulated by working memory (WM) as suggested by recent results from self-paced reading performance. In the present study, event-related potentials (ERPs) were recorded when participants with high and low WM spans (measured by forward digit span and operation span tests) read Chinese ORCs and SRCs. The results revealed an N400-P600 complex elicited by ORCs on the relativizer, whose magnitude was modulated by the WM span. On the other hand, a P600 effect was elicited by SRCs on the head noun, whose magnitude was not affected by the WM span. These findings paint a complex picture of relative clause processing in Chinese such that opposing factors involving structural ambiguities and integration of filler-gap dependencies influence processing dynamics in Chinese relative clauses.
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Affiliation(s)
- Talat Bulut
- Institute of Cognitive Neuroscience, National Central University, Taoyuan City, Taiwan.,Department of Speech and Language Therapy, Istanbul Medipol University, Istanbul, Turkey
| | - Shih-Kuen Cheng
- Institute of Cognitive Neuroscience, National Central University, Taoyuan City, Taiwan
| | - Kun-Yu Xu
- Institute of Cognitive Neuroscience, National Central University, Taoyuan City, Taiwan
| | - Daisy L Hung
- Institute of Cognitive Neuroscience, National Central University, Taoyuan City, Taiwan.,College of Humanities and Social Sciences, Taipei Medical University, Taipei, Taiwan
| | - Denise H Wu
- Institute of Cognitive Neuroscience, National Central University, Taoyuan City, Taiwan
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146
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Adams EJ, Nguyen AT, Cowan N. Theories of Working Memory: Differences in Definition, Degree of Modularity, Role of Attention, and Purpose. Lang Speech Hear Serv Sch 2018; 49:340-355. [PMID: 29978205 PMCID: PMC6105130 DOI: 10.1044/2018_lshss-17-0114] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Revised: 01/25/2018] [Accepted: 02/18/2018] [Indexed: 11/09/2022] Open
Abstract
Purpose The purpose of this article is to review and discuss theories of working memory with special attention to their relevance to language processing. Method We begin with an overview of the concept of working memory itself and review some of the major theories. Then, we show how theories of working memory can be organized according to their stances on 3 major issues that distinguish them: modularity (on a continuum from domain-general to very modular), attention (on a continuum from automatic to completely attention demanding), and purpose (on a continuum from idiographic, or concerned with individual differences, to nomothetic, or concerned with group norms). We examine recent research that has a bearing on these distinctions. Results Our review shows important differences between working memory theories that can be described according to positions on the 3 continua just noted. Conclusion Once properly understood, working memory theories, methods, and data can serve as quite useful tools for language research.
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Affiliation(s)
- Eryn J. Adams
- Department of Psychological Sciences, University of Missouri, Columbia
| | - Anh T. Nguyen
- Department of Psychological Sciences, University of Missouri, Columbia
| | - Nelson Cowan
- Department of Psychological Sciences, University of Missouri, Columbia
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147
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Brydges CR, Gignac GE, Ecker UK. Working memory capacity, short-term memory capacity, and the continued influence effect: A latent-variable analysis. INTELLIGENCE 2018. [DOI: 10.1016/j.intell.2018.03.009] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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148
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Spencer M, Wagner RK. The Comprehension Problems of Children with Poor Reading Comprehension despite Adequate Decoding: A Meta-Analysis. REVIEW OF EDUCATIONAL RESEARCH 2018; 88:366-400. [PMID: 29785063 PMCID: PMC5959806 DOI: 10.3102/0034654317749187] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
The purpose of this meta-analysis was to examine the comprehension problems of children who have a specific reading comprehension deficit (SCD), which is characterized by poor reading comprehension despite adequate decoding. The meta-analysis included 86 studies of children with SCD who were assessed in reading comprehension and oral language (vocabulary, listening comprehension, storytelling ability, and semantic and syntactic knowledge). Results indicated that children with SCD had deficits in oral language (d = -0.78, 95% CI [-0.89, -0.68], but these deficits were not as severe as their deficit in reading comprehension (d = -2.78, 95% CI [-3.01, -2.54]). When compared to reading comprehension age-matched normal readers, the oral language skills of the two groups were comparable (d = 0.32, 95% CI [-0.49, 1.14]), which suggests that the oral language weaknesses of children with SCD represent a developmental delay rather than developmental deviance. Theoretical and practical implications of these findings are discussed.
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Affiliation(s)
- Mercedes Spencer
- Florida State University and the Florida Center for Reading Research
| | - Richard K Wagner
- Florida State University and the Florida Center for Reading Research
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149
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Jiang H, Farquharson K. Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison. READING AND WRITING 2018; 31:1449-1477. [PMID: 30147241 PMCID: PMC6096896 DOI: 10.1007/s11145-018-9840-y] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
We investigated the extent to which working memory and behavioral attention predicted reading and listening comprehension in grades 1 through 3 and, whether their relative contributions differed by modality and grade. Separate grade samples (N = 370; ns = 125, 123, and 122 for grades 1, 2, and 3 respectively) completed multiple measures of word reading, working memory, and parallel measures of reading and listening comprehension. Teachers and parents provided behavioral attention ratings. Concurrently, working memory was more important for listening than for reading comprehension and predicted significant variance in both modalities across grades, after controlling for background measures and behavioral attention ratings. For both modalities, working memory explained the greatest proportion of variance in grade 3. Behavioral attention predicted variance in grades 1 and 2 for reading comprehension and all grades for listening comprehension. Subsidiary analyses demonstrated that the influence of working memory and behavioral attention on reading comprehension was indirect, through word reading and listening comprehension both concurrently and also longitudinally between grades 1-3. These findings indicate that delivery of classroom materials orally will not always be beneficial to the young beginner reader or one who struggles with word decoding, and that children with poor working memory/attention may require additional support to access meaning from both written and spoken text.
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Affiliation(s)
| | - H. Jiang
- Ohio State University, Columbus, USA
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150
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Atkinson AL, Berry EDJ, Waterman AH, Baddeley AD, Hitch GJ, Allen RJ. Are there multiple ways to direct attention in working memory? Ann N Y Acad Sci 2018; 1424:115-126. [PMID: 29635690 PMCID: PMC6849770 DOI: 10.1111/nyas.13634] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2017] [Revised: 01/08/2018] [Accepted: 01/16/2018] [Indexed: 11/29/2022]
Abstract
In visual working memory tasks, memory for an item is enhanced if participants are told that the item is relatively more valuable than others presented within the same trial. Experiment 1 explored whether these probe value boosts (termed prioritization effects in previous literature) are affected by probe frequency (i.e., how often the more valuable item is tested). Participants were presented with four colored shapes sequentially and asked to recall the color of one probed item following a delay. They were informed that the first item was more valuable (differential probe value) or as valuable as the other items (equal probe value), and that this item would be tested more frequently (differential probe frequency) or as frequently (equal probe frequency) as the other items. Probe value and probe frequency boosts were observed at the first position, though both were accompanied by costs to other items. Probe value and probe frequency boosts were additive, suggesting the manipulations yield independent effects. Further supporting this, experiment 2 revealed that probe frequency boosts are not reliant on executive resources, directly contrasting with previous findings regarding probe value. Taken together, these outcomes suggest there may be several ways in which attention can be directed in working memory.
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Affiliation(s)
- Amy L Atkinson
- School of Psychology, University of Leeds, Leeds, United Kingdom
| | - Ed D J Berry
- School of Psychology, University of Leeds, Leeds, United Kingdom
| | | | - Alan D Baddeley
- Department of Psychology, University of York, Heslington, York, United Kingdom
| | - Graham J Hitch
- Department of Psychology, University of York, Heslington, York, United Kingdom
| | - Richard J Allen
- School of Psychology, University of Leeds, Leeds, United Kingdom
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