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Johnson J, Howard SJ, Pascual-Leone J. Two Attentional Processes Subserving Working Memory Differentiate Gifted and Mainstream Students. J Cogn 2024; 7:47. [PMID: 38799082 PMCID: PMC11122698 DOI: 10.5334/joc.370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/01/2024] [Accepted: 05/06/2024] [Indexed: 05/29/2024] Open
Abstract
Two working memory (WM) measures were contrasted, to clarify the nature of advantages in gifted children's cognitive processing. It was predicted that cognitively gifted children would excel in WM tasks taxing mental attention (i.e., n-back) but not tasks supported by perceptual attention (i.e., self-ordered pointing, SOPT). Ninety-one children aged 9-10 and 13-14 years, in a gifted or mainstream classroom, received n-back and SOPT, plus measures of mental-attentional (M-) capacity, inhibition, and shifting. Older children generally scored higher than younger children. As predicted, gifted children outperformed mainstream peers on all tasks, except for SOPT. Results demonstrate the need to distinguish between mental and perceptual attention in measurement of WM.
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Yousef Alsheef M. The effectiveness of a program based on mental imagery on improvement working memory in children with ASD in inclusion classroom. APPLIED NEUROPSYCHOLOGY. CHILD 2023:1-9. [PMID: 38104348 DOI: 10.1080/21622965.2023.2292272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/19/2023]
Abstract
This study examines the effectiveness of a program based on mental imagery on improvement working memory in children with Autism spectrum disorder (ASD) in inclusion classroom. 30 children (both sexes; 20 boys and 10 girls) with ASD aged 7-8 years old in primary one from school for inclusion were recruited. T-tests analyses were performed to determine whether there were differences between pretest and posttest measures for both the intervention and control groups. Quantitative data obtained at the beginning and end of the experimental process were analyzed in the SPSS 23.00 package program. Then, the necessary tests were conducted to determine the difference in the working memory performance level children in the experimental and control groups. T-test analysis for the differences in post- test mean scores between control and treatment groups in working memory(WM) shows that the intervention group outperformed the control group in numerical, verbal, and visual memory.
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Bucaille A, Jarry C, Allard J, Brosseau-Beauvir A, Ropars J, Brochard S, Peudenier S, Roy A. Intelligence and Executive Functions: A Comprehensive Assessment of Intellectually Gifted Children. Arch Clin Neuropsychol 2023; 38:1035-1046. [PMID: 36852774 DOI: 10.1093/arclin/acad021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/04/2023] [Indexed: 03/01/2023] Open
Abstract
OBJECTIVE Executive functions (EFs) play a key role in cognitive and behavioral functioning. Their multiple forms and implications for daily life behaviors mean they are sometimes equated with intelligence. Several elements even suggest that intellectually gifted children (IGC) may present better executive functioning than typical developing children (TDC, children with intelligence in the average range). However, no study has ever completely tested this hypothesis by a comprehensive assessment of EFs in IGC. METHOD Results of 30 IGC and 35 TDC aged from 6 to 16 years old were compared through a comprehensive assessment of EFs (inhibition, flexibility, and planning), comprising performance-based and daily life measures. RESULTS IGC did not differ from TDC in EF performance-based measures. However, they scored higher in parents' and some teachers' ratings, suggesting higher indicators of difficulties in daily life. CONCLUSIONS Contrary to expectations, high intellectual level does not appear to be associated with superior EFs. Surprisingly, parents and teachers of IGC reported more complaints about their executive functioning in everyday life. We put forward different hypotheses to explain this contrast. Further research is needed to better understand this phenomenon, in which neuropsychology has a fundamental role to play.
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Affiliation(s)
- A Bucaille
- Learning Disabilities Reference Center, Brest University Hospital, Brest Cedex, France
- Psychology Laboratory of the Pays de la Loire (EA 4638), University of Angers, Angers, France
| | - C Jarry
- Psychology Laboratory of the Pays de la Loire (EA 4638), University of Angers, Angers, France
| | - J Allard
- Coordination Platform for Neurodevelopmental Disorders, Saint-Nazaire, France
| | - A Brosseau-Beauvir
- Learning Disabilities Reference Center, Brest University Hospital, Brest Cedex, France
- Pediatric Rehabilitation Department, ILDYS Foundation, Brest Cedex 2, France
| | - J Ropars
- Laboratory of Medical Information Processing (LaTIM), INSERM UMR 1101, Brest Cedex, France
- Pediatrics Department, Brest University Hospital, Brest, France
| | - S Brochard
- Pediatric Rehabilitation Department, ILDYS Foundation, Brest Cedex 2, France
- Laboratory of Medical Information Processing (LaTIM), INSERM UMR 1101, Brest Cedex, France
- Pediatric Rehabilitation Department, Brest University Hospital, Brest, France
| | - S Peudenier
- Learning Disabilities Reference Center, Brest University Hospital, Brest Cedex, France
- Pediatrics Department, Brest University Hospital, Brest, France
| | - A Roy
- Psychology Laboratory of the Pays de la Loire (EA 4638), University of Angers, Angers, France
- Learning Disabilities Reference Center, Nantes University Hospital, Nantes Cedex 1, France
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Tsigeman E, Silas S, Frieler K, Likhanov M, Gelding R, Kovas Y, Müllensiefen D. The Jack and Jill Adaptive Working Memory Task: Construction, Calibration and Validation. PLoS One 2022; 17:e0262200. [PMID: 35085289 PMCID: PMC8794187 DOI: 10.1371/journal.pone.0262200] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2021] [Accepted: 12/20/2021] [Indexed: 12/21/2022] Open
Abstract
Visuospatial working memory (VSWM) is essential to human cognitive abilities and is associated with important life outcomes such as academic performance. Recently, a number of reliable measures of VSWM have been developed to help understand psychological processes and for practical use in education. We sought to extend this work using Item Response Theory (IRT) and Computerised Adaptive Testing (CAT) frameworks to construct, calibrate and validate a new adaptive, computerised, and open-source VSWM test. We aimed to overcome the limitations of previous instruments and provide researchers with a valid and freely available VSWM measurement tool. The Jack and Jill (JaJ) VSWM task was constructed using explanatory item response modelling of data from a sample of the general adult population (Study 1, N = 244) in the UK and US. Subsequently, a static version of the task was tested for validity and reliability using a sample of adults from the UK and Australia (Study 2, N = 148) and a sample of Russian adolescents (Study 3, N = 263). Finally, the adaptive version of the JaJ task was implemented on the basis of the underlying IRT model and evaluated with another sample of Russian adolescents (Study 4, N = 239). JaJ showed sufficient internal consistency and concurrent validity as indicated by significant and substantial correlations with established measures of working memory, spatial ability, non-verbal intelligence, and academic achievement. The findings suggest that JaJ is an efficient and reliable measure of VSWM from adolescent to adult age.
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Affiliation(s)
- Elina Tsigeman
- Sirius University of Science and Technology, Sochi, Russia
- Department of Psychology, Tomsk State University, Tomsk, Russia
| | - Sebastian Silas
- Department of Psychology, Goldsmiths University of London, London, United Kingdom
- Hochschule für Musik, Theater und Medien, Hannover, Germany
| | - Klaus Frieler
- Max-Planck-Institute of Empirical Aesthetics, Frankfurt a.M., Germany
| | | | | | - Yulia Kovas
- Sirius University of Science and Technology, Sochi, Russia
- Department of Psychology, Tomsk State University, Tomsk, Russia
- Department of Psychology, Goldsmiths University of London, London, United Kingdom
| | - Daniel Müllensiefen
- Department of Psychology, Goldsmiths University of London, London, United Kingdom
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Cognitive Advantages of Multilingual Learning on Metalinguistic Awareness, Working Memory and L1 Lexicon Size: Reconceptualization of Linguistic Giftedness from a DMM Perspective. J Cogn 2022; 5:10. [PMID: 35083413 PMCID: PMC8740650 DOI: 10.5334/joc.201] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Accepted: 11/15/2021] [Indexed: 11/20/2022] Open
Abstract
The relation between multilingual learning and cognition through (linguistic) giftedness has not been studied yet in third language acquisition, multilingualism or cognition studies. Even though ‘giftedness’ appears to be enigmatic and advantageous in a number of areas, in the field of language learning it is not clear whether multilingual learning or giftedness fulfils the triggering role in a number of cognitive skills. For that purpose, the present study observed the possible cognitive advantages of multilingual learning on metalinguistic awareness (Jessner 2006), working memory (Baddeley & Hitch 1974; Robinson 2002; 2012) and first language lexicon size of a number of children from regular and gifted education programmes in a Dynamic Model of Multilingualism perspective (Herdina & Jessner 2002). The study was analyzed with the multiple linear regression model based on the scores gathered from the data of working memory and vocabulary sub-tests of the Turkish adaptation version (Savaşır & Şahin 1995) of the Wechsler Intelligence Scale for Children—Revised, and metalinguistic awareness test (Pinto et al. 1999) of a number of mono-, bi- and multilingual participants from various schools. The results not only provided positive correlations between multilingual learning and metalinguistic awareness, working memory and first language lexicon size but also contributed to the identification and reconceptualization of linguistic giftedness.
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Aubry A, Gonthier C, Bourdin B. Explaining the high working memory capacity of gifted children: Contributions of processing skills and executive control. Acta Psychol (Amst) 2021; 218:103358. [PMID: 34216982 DOI: 10.1016/j.actpsy.2021.103358] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2020] [Revised: 06/10/2021] [Accepted: 06/22/2021] [Indexed: 10/21/2022] Open
Abstract
Intellectually gifted children tend to demonstrate especially high working memory capacity, an ability that holds a critical role in intellectual functioning. What could explain the differences in working memory performance between intellectually gifted and nongifted children? We investigated this issue by measuring working memory capacity with complex spans in a sample of 55 gifted and 55 nongifted children. Based on prior studies, we expected the higher working memory capacity of intellectually gifted children to be driven by more effective executive control, as measured using the Attention Network Test. The findings confirmed that intellectually gifted children had higher working memory capacity than typical children, as well as more effective executive attention. Surprisingly, however, working memory differences between groups were not mediated by differences in executive attention. Instead, it appears that gifted children resolve problems faster in the processing phase of the working memory task, which leaves them more time to refresh to-be-remembered items. This faster problem solving speed mediated their advantage in working memory capacity. Importantly, this effect was specific to speed on complex problems: low-level processing speed, as measured with the Attention Network Test, did not contribute to the higher working memory capacity of gifted children.
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Kißler C, Schwenk C, Kuhn JT. Two Dyscalculia Subtypes With Similar, Low Comorbidity Profiles: A Mixture Model Analysis. Front Psychol 2021; 12:589506. [PMID: 34234706 PMCID: PMC8255685 DOI: 10.3389/fpsyg.2021.589506] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Accepted: 04/26/2021] [Indexed: 11/13/2022] Open
Abstract
Several studies have aimed to identify subtypes of dyscalculia. In many of these studies, either pre-defined groups (e.g., children with reading and mathematical difficulties vs. children with isolated mathematical difficulties) were analyzed regarding their cognitive profiles (top-down approach), or clusters of children with dyscalculia (CwD) were identified based on a narrow range of cognitive and mathematical skills (data-driven or bottom-up approach). However, it has remained difficult to establish robust subtypes of dyscalculia across studies. Against this background, we conducted a mixture model analysis in order to explore and identify subtypes of dyscalculia based on a broad range of variables (intelligence, reading fluency, working memory, attention, and various mathematical skills). The total sample comprised 174 elementary school CwD (IQ > 70; mathematical abilities: percentile rank <10), which consisted of two subsamples. The first subsample was based on a diagnostic test focusing on calculation (HRT 1–4; n = 71; 46 girls, 25 boys; age: M = 9.28 years, SD = 0.94) whereas the second subsample was based on a diagnostic test with a strong focus on basic numerical capacities (ZAREKI-R; n = 103; 78 girls, 25 boys; age: M = 8.94 years, SD = 1.05). Results provided convincing evidence for the existence of two subtypes in CwD: A slightly impaired subtype and a strongly impaired subtype. Subtypes differed most strongly regarding mathematical abilities, but the analyses suggest that differences in attention could also be a key factor. Therefore, comorbid attention difficulties seem to be a relevant factor that needs to be considered when establishing subtypes. Substantial intelligence differences between dyscalculia subtypes could not be found. Differences in working memory and reading fluency were negligible. Overall, the results seemed to be robust regardless of the diagnostic test used for assessing dyscalculia. When planning interventions for CwD, the existence of a subtype with substantial attention problems should be kept in mind.
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Affiliation(s)
- Christian Kißler
- Methods of Educational Research, Faculty of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
| | - Christin Schwenk
- Methods of Educational Research, Faculty of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
| | - Jörg-Tobias Kuhn
- Methods of Educational Research, Faculty of Rehabilitation Sciences, TU Dortmund University, Dortmund, Germany
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Gelding RW, Harrison PMC, Silas S, Johnson BW, Thompson WF, Müllensiefen D. An efficient and adaptive test of auditory mental imagery. PSYCHOLOGICAL RESEARCH 2020; 85:1201-1220. [PMID: 32356009 PMCID: PMC8049941 DOI: 10.1007/s00426-020-01322-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2019] [Accepted: 03/14/2020] [Indexed: 11/27/2022]
Abstract
The ability to silently hear music in the mind has been argued to be fundamental to musicality. Objective measurements of this subjective imagery experience are needed if this link between imagery ability and musicality is to be investigated. However, previous tests of musical imagery either rely on self-report, rely on melodic memory, or do not cater in range of abilities. The Pitch Imagery Arrow Task (PIAT) was designed to address these shortcomings; however, it is impractically long. In this paper, we shorten the PIAT using adaptive testing and automatic item generation. We interrogate the cognitive processes underlying the PIAT through item response modelling. The result is an efficient online test of auditory mental imagery ability (adaptive Pitch Imagery Arrow Task: aPIAT) that takes 8 min to complete, is adaptive to participant's individual ability, and so can be used to test participants with a range of musical backgrounds. Performance on the aPIAT showed positive moderate-to-strong correlations with measures of non-musical and musical working memory, self-reported musical training, and general musical sophistication. Ability on the task was best predicted by the ability to maintain and manipulate tones in mental imagery, as well as to resist perceptual biases that can lead to incorrect responses. As such, the aPIAT is the ideal tool in which to investigate the relationship between pitch imagery ability and musicality.
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Affiliation(s)
- Rebecca W. Gelding
- Department of Cognitive Science, Macquarie University, Sydney, Australia
| | - Peter M. C. Harrison
- School of Electronic Engineering and Computer Science, Queen Mary, University Of London, London, UK
- Department of Psychology, Goldsmiths, University of London, London, UK
| | - Sebastian Silas
- Department of Psychology, Goldsmiths, University of London, London, UK
| | - Blake W. Johnson
- Department of Cognitive Science, Macquarie University, Sydney, Australia
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Measuring working memory capacity in children using adaptive tasks: Example validation of an adaptive complex span. Behav Res Methods 2019. [PMID: 28643158 DOI: 10.3758/s13428-017-0916-4] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Working memory tasks designed for children usually present trials in order of ascending difficulty, with testing discontinued when the child fails a particular level. Unfortunately, this procedure comes with a number of issues, such as decreased engagement from high-ability children, vulnerability of the scores to temporary mind-wandering, and large between-subjects variations in number of trials, testing time, and proactive interference. To circumvent these problems, the goal of the present study was to demonstrate the feasibility of assessing working memory using an adaptive testing procedure. The principle of adaptive testing is to dynamically adjust the level of difficulty as the task progresses to match the participant's ability. We used this method to develop an adaptive complex span task (the ACCES) comprising verbal and visuo-spatial subtests. The task presents a fixed number of trials to all participants, allows for partial credit scoring, and can be used with children regardless of ability level. The ACCES demonstrated satisfying psychometric properties in a sample of 268 children aged 8-13 years, confirming the feasibility of using adaptive tasks to measure working memory capacity in children. A free-to-use implementation of the ACCES is provided.
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Relational reasoning and divergent thinking: An examination of the threshold hypothesis with quantile regression. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2018. [DOI: 10.1016/j.cedpsych.2018.01.003] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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11
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Abstract
Visual-spatial working memory measures are widely used in clinical and experimental settings. Furthermore, it has been argued that the male advantage in spatial abilities can be explained by a sex difference in visual-spatial working memory. Therefore, sex differences in visual-spatial working memory have important implication for research, theory, and practice, but they have yet to be quantified. The present meta-analysis quantified the magnitude of sex differences in visual-spatial working memory and examined variables that might moderate them. The analysis used a set of 180 effect sizes from healthy males and females drawn from 98 samples ranging in mean age from 3 to 86 years. Multilevel meta-analysis was used on the overall data set to account for non-independent effect sizes. The data also were analyzed in separate task subgroups by means of multilevel and mixed-effects models. Results showed a small but significant male advantage (mean d = 0.155, 95 % confidence interval = 0.087-0.223). All the tasks produced a male advantage, except for memory for location, where a female advantage emerged. Age of the participants was a significant moderator, indicating that sex differences in visual-spatial working memory appeared first in the 13-17 years age group. Removing memory for location tasks from the sample affected the pattern of significant moderators. The present results indicate a male advantage in visual-spatial working memory, although age and specific task modulate the magnitude and direction of the effects. Implications for clinical applications, cognitive model building, and experimental research are discussed.
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Kuhn JT. Controlled attention and storage: An investigation of the relationship between working memory, short-term memory, scope of attention, and intelligence in children. LEARNING AND INDIVIDUAL DIFFERENCES 2016. [DOI: 10.1016/j.lindif.2015.04.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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13
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Colbert A, Bo J. Evaluating working memory: Comparing change-detection tasks and Wechsler working memory subtests in school-age children. J Clin Exp Neuropsychol 2016; 39:636-645. [DOI: 10.1080/13803395.2016.1252726] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Alison Colbert
- Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA
| | - Jin Bo
- Department of Psychology, Eastern Michigan University, Ypsilanti, MI, USA
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Kuhn JT, Ise E, Raddatz J, Schwenk C, Dobel C. Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2016; 44:365-375. [DOI: 10.1024/1422-4917/a000450] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS.
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Affiliation(s)
| | - Elena Ise
- Department of Child and Adolescent Psychiatry and Psychotherapy, Medical Faculty, University of Cologne
| | | | | | - Christian Dobel
- Department of Otorhinolaryngology, Friedrich-Schiller University Jena
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Kornmann J, Kammerer Y, Anjewierden A, Zettler I, Trautwein U, Gerjets P. How children navigate a multiperspective hypermedia environment: The role of spatial working memory capacity. COMPUTERS IN HUMAN BEHAVIOR 2016. [DOI: 10.1016/j.chb.2015.08.054] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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16
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Loesche P, Wiley J, Hasselhorn M. How knowing the rules affects solving the Raven Advanced Progressive Matrices Test. INTELLIGENCE 2015. [DOI: 10.1016/j.intell.2014.10.004] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
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17
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Alavash M, Doebler P, Holling H, Thiel CM, Gießing C. Is functional integration of resting state brain networks an unspecific biomarker for working memory performance? Neuroimage 2014; 108:182-93. [PMID: 25536495 DOI: 10.1016/j.neuroimage.2014.12.046] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2014] [Revised: 12/04/2014] [Accepted: 12/15/2014] [Indexed: 01/29/2023] Open
Abstract
Is there one optimal topology of functional brain networks at rest from which our cognitive performance would profit? Previous studies suggest that functional integration of resting state brain networks is an important biomarker for cognitive performance. However, it is still unknown whether higher network integration is an unspecific predictor for good cognitive performance or, alternatively, whether specific network organization during rest predicts only specific cognitive abilities. Here, we investigated the relationship between network integration at rest and cognitive performance using two tasks that measured different aspects of working memory; one task assessed visual-spatial and the other numerical working memory. Network clustering, modularity and efficiency were computed to capture network integration on different levels of network organization, and to statistically compare their correlations with the performance in each working memory test. The results revealed that each working memory aspect profits from a different resting state topology, and the tests showed significantly different correlations with each of the measures of network integration. While higher global network integration and modularity predicted significantly better performance in visual-spatial working memory, both measures showed no significant correlation with numerical working memory performance. In contrast, numerical working memory was superior in subjects with highly clustered brain networks, predominantly in the intraparietal sulcus, a core brain region of the working memory network. Our findings suggest that a specific balance between local and global functional integration of resting state brain networks facilitates special aspects of cognitive performance. In the context of working memory, while visual-spatial performance is facilitated by globally integrated functional resting state brain networks, numerical working memory profits from increased capacities for local processing, especially in brain regions involved in working memory performance.
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Affiliation(s)
- Mohsen Alavash
- Biological Psychology Lab, Department of Psychology, European Medical School, Carl von Ossietzky Universität, 26111 Oldenburg, Germany.
| | - Philipp Doebler
- Department of Psychology and Sport Sciences, Westfälische Wilhelms-Universität, 48149 Münster, Germany.
| | - Heinz Holling
- Department of Psychology and Sport Sciences, Westfälische Wilhelms-Universität, 48149 Münster, Germany.
| | - Christiane M Thiel
- Biological Psychology Lab, Department of Psychology, European Medical School, Carl von Ossietzky Universität, 26111 Oldenburg, Germany.
| | - Carsten Gießing
- Biological Psychology Lab, Department of Psychology, European Medical School, Carl von Ossietzky Universität, 26111 Oldenburg, Germany.
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Working Memory and Dynamic Measures of Analogical Reasoning as Predictors of Children's Math and Reading Achievement. INFANT AND CHILD DEVELOPMENT 2013. [DOI: 10.1002/icd.1833] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Mann C, Canny BJ, Reser DH, Rajan R. Poorer verbal working memory for a second language selectively impacts academic achievement in university medical students. PeerJ 2013; 1:e22. [PMID: 23638357 PMCID: PMC3628612 DOI: 10.7717/peerj.22] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2012] [Accepted: 01/08/2013] [Indexed: 11/20/2022] Open
Abstract
Working memory (WM) is often poorer for a second language (L2). In low noise conditions, people listening to a language other than their first language (L1) may have similar auditory perception skills for that L2 as native listeners, but do worse in high noise conditions, and this has been attributed to the poorer WM for L2. Given that WM is critical for academic success in children and young adults, these speech in noise effects have implications for academic performance where the language of instruction is L2 for a student. We used a well-established Speech-in-Noise task as a verbal WM (vWM) test, and developed a model correlating vWM and measures of English proficiency and/or usage to scholastic outcomes in a multi-faceted assessment medical education program. Significant differences in Speech-Noise Ratio (SNR50) values were observed between medical undergraduates who had learned English before or after five years of age, with the latter group doing worse in the ability to extract whole connected speech in the presence of background multi-talker babble (Student-t tests, p < 0.001). Significant negative correlations were observed between the SNR50 and seven of the nine variables of English usage, learning styles, stress, and musical abilities in a questionnaire administered to the students previously. The remaining two variables, Perceived Stress Scale (PSS) and the Age of Acquisition of English (AoAoE) were significantly positively correlated with the SNR50, showing that those with a poorer capacity to discriminate simple English sentences from noise had learnt English later in life and had higher levels of stress – all characteristics of the international students. Local students exhibited significantly lower SNR50 scores and were significantly younger when they first learnt English. No significant correlation was detected between the SNR50 and the students’ Visual/Verbal Learning Style (r = −0.023). Standard multiple regression was carried out to assess the relationship between language proficiency and verbal working memory (SNR50) using 5 variables of L2 proficiency, with the results showing that the variance in SNR50 was significantly predicted by this model (r2 = 0.335). Hierarchical multiple regression was then used to test the ability of three independent variable measures (SNR50, age of acquisition of English and English proficiency) to predict academic performance as the dependent variable in a factor analysis model which predicted significant performance differences in an assessment requiring communications skills (p = 0.008), but not on a companion assessment requiring knowledge of procedural skills, or other assessments requiring factual knowledge. Thus, impaired vWM for an L2 appears to affect specific communications-based assessments in university medical students.
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Affiliation(s)
- Collette Mann
- Department of Physiology, Faculty of Medicine Nursing and Health Sciences , Monash University , Clayton, VIC , Australia
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Ferreira AI, Almeida LS, Prieto G. Construction of a Memory Battery for Computerized Administration, Using Item-Response Theory. Psychol Rep 2012; 111:585-609. [DOI: 10.2466/03.04.pr0.111.5.585-609] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
In accordance with Item Response Theory, a computer memory battery with six tests was constructed for use in the Portuguese adult population. A factor analysis was conducted to assess the internal structure of the tests ( N = 547 undergraduate students). According to the literature, several confirmatory factor models were evaluated. Results showed better fit of a model with two independent latent variables corresponding to verbal and non-verbal factors, reproducing the initial battery organization. Internal consistency reliability for the six tests were α = .72 to .89. IRT analyses (Rasch and partial credit models) yielded good Infit and Outfit measures and high precision for parameter estimation. The potential utility of these memory tasks for psychological research and practice will be discussed.
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Ferreira AI, Almeida LS, Prieto G. The role of processes and contents in human memory: An item response theory approach. JOURNAL OF COGNITIVE PSYCHOLOGY 2011. [DOI: 10.1080/20445911.2011.584692] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Vock M, Preckel F, Holling H. Mental abilities and school achievement: A test of a mediation hypothesis. INTELLIGENCE 2011. [DOI: 10.1016/j.intell.2011.06.006] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Rugby versus Soccer in South Africa: Content familiarity contributes to cross-cultural differences in cognitive test scores. INTELLIGENCE 2010. [DOI: 10.1016/j.intell.2010.07.004] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Abstract
The article responds to the need for evidence-based dynamic assessment. The article is divided into two sections: In Part 1 we examine the scientific answer to the question of how far human mental activities and capabilities are domain general (DG) I domain specific (DS). A highly complex answer emerges from the literature review of domains such as intelligence, traits, emotions and working memory. Thus, for each domain we must base ourselves on the research findings in order to decide how far a domain can be generalized. In Part 2, the conclusions of Part 1 are applied to the field of dynamic assessment (DA). The main conclusion is that assessors tend to over-generalize and generate incorrect rules having relied on the premise that DG is the rule, even though the research literature shows the relationship to be complex. Several solutions to over-generalization are proposed: (A) Replace the concept of “domain” with “task”, (B) Establish a relationship between tasks and concepts as part of a theory of mind, (C) Preserve the principle that the burden of proof of generalizibility of dynamic assessment findings rests with the assessor in fact, (D). Make the dynamic assessor the case manager, (E) Base selection and construction of assessment tasks on four principles: (1) Theory-based tasks, (2) Tasks excelled in by the child assessed, (3) Tasks using standardized instruments, (4) Curriculum-based tasks which the assessed child failed the assessment. Although the solutions demand substantial change from dynamic assessors, the moral and ethical implications of flawed dynamic assessment mean that we must try to change them.
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Affiliation(s)
- Shlomo Kaniel
- School of Education, Bar Ilan University, Ramat Gan, Israel
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