Phonological similarity effects in verbal complex span

Positive correlation between working memory and face-to-face social interaction in everyday life

Working memory (WM) plays a crucial role in various cognitive tasks from language comprehension to problem-solving. However, its influence on social activities has remained largely unexplored. The current two studies on individual differences, a pilot (N = 329) and a pre-registered direct replication (N = 338) study, investigated the relationship between WM and outside-the-lab social interaction by using a listening span task and three social network questionnaires (e.g., how many people a participant had contacted in the past month). The consistent patterns in the two studies were (a) WM recall was positively correlated with social network size, (b) WM recall remained positively correlated with social network size even when accounting for online interactions on WhatsApp and Facebook, and (c) WM recall was positively correlated with social network size by face-to-face interaction. These novel findings would suggest connections between WM and face-to-face social interaction. It was, however, acknowledged that the obtained effect sizes were small, and that further investigation is indeed necessary. In light of this, we also clarify future directions for understanding the relationship between WM and social interaction.

Eye-closure effects and the influence of short-term storage and processing capacity on episodic memory

Two experiments investigated differences in short-term storage and processing capacity on the magnitude of eye-closure effects on episodic memory. Experiment 1 compared individuals with high (vs. low) forward and backward spans in the free-recall of words retrieved under both eyes closed and open conditions. Main effects of both forward and backward span capacity (greater recall for the high span group) and eye-closure (higher recall with eyes closed) were found. Eye-closure was also associated with more "remember" responses. Experiment 2 compared individuals with high (vs. low) reading spans and found both main effects for reading span and eye-closure (greater recall for the high span group and with eyes closed). Remember responses were associated with both high reading span and eye-closure. The absence of interactions is discussed in terms of explanations of eye-closure effects that differentiate between modality-general and modality-specific processes.

Dissociating rehearsal and refreshing in the maintenance of verbal information in 8-year-old children

Recent models of working memory suggest that two systems are involved in verbal working memory: one is dedicated to the maintenance of phonological representations through verbal rehearsal, while the other would maintain multimodal representations through attentional refreshing (Camos et al., 2009; Baddeley, 2012). Previous studies provided evidence on the existence of these two maintenance systems, on their independence, and how they affect recall performance in adults. However, only one study had already explored the relationships between these two systems in children ( Tam et al., 2010). The aim of the present study was to further examine how the two systems account for working memory performance in children. Eight-year-old children performed complex span tasks in which the availability of either the rehearsal or the refreshing was impeded by a concurrent articulation or an attention-demanding task, respectively. Moreover, the phonological similarity of the memoranda was manipulated. Congruently with studies showing that older children can used these maintenance systems, impeding any of the two systems reduced recall performance. Moreover, the manipulation of the two mechanisms did not interact, as previously observed in adults. This suggests that the two maintenance mechanisms are independent in 8-year-old children as they are in adults. However, the results concerning the phonological similarity effect (PSE) differed from what is observed in adults. Whereas the PSE relies only on the availability of rehearsal in adults, a more complex pattern appeared in children: the concurrent articulation as well as the concurrent task modulated the emergence of the PSE.

Working Memory Differences Between Children Living in Rural and Urban Poverty

This study was designed to investigate if the working memory profiles of children living in rural poverty are distinct from the working memory profiles of children living in urban poverty. Verbal and visuospatial working memory tasks were administered to sixth-grade students living in low-income rural, low-income urban, high-income rural, and high-income urban developmental contexts. Both low-income rural and low-income urban children showed working memory deficits compared with their high-income counterparts, but their deficits were distinct. Low-income urban children exhibited symmetrical verbal and visuospatial working memory deficits compared with their high-income urban counterparts. Meanwhile, low-income rural children exhibited asymmetrical deficits when compared with their high-income rural counterparts, with more extreme visuospatial working memory deficits than verbal working memory deficits. These results suggest that different types of poverty are associated with different working memory abilities.

Phonological Similarity Effect in Complex Span Task

The aim of our study was to test the hypothesis that two systems are involved in verbal working memory; one is specifically dedicated to the maintenance of phonological representations through verbal rehearsal while the other would maintain multimodal representations through attentional refreshing. This theoretical framework predicts that phonologically related phenomena such as the phonological similarity effect (PSE) should occur when the domain-specific system is involved in maintenance, but should disappear when concurrent articulation hinders its use. Impeding maintenance in the domain-general system by a concurrent attentional demand should impair recall performance without affecting PSE. In three experiments, we manipulated the concurrent articulation and the attentional demand induced by the processing component of complex span tasks in which participants had to maintain lists of either similar or dissimilar words. Confirming our predictions, PSE affected recall performance in complex span tasks. Although both the attentional demand and the articulatory requirement of the concurrent task impaired recall, only the induction of an articulatory suppression during maintenance made the PSE disappear. These results suggest a duality in the systems devoted to verbal maintenance in the short term, constraining models of working memory.

Two systems of maintenance in verbal working memory: evidence from the word length effect

The extended time-based resource-sharing (TBRS) model suggested a working memory architecture in which an executive loop and a phonological loop could both support the maintenance of verbal information. The consequence of such a framework is that phonological effects known to impact the maintenance of verbal information, like the word length effect (WLE), should depend on the use of the phonological loop, but should disappear under the maintenance by the executive loop. In two previous studies, introducing concurrent articulation in complex span tasks barely affected WLE, contradicting the prediction from the TBRS model. The present study re-evaluated the WLE in a complex span task while controlling for time parameters and the amount of concurrent articulation. Specifically, we used a computer-paced span task in which participants remembered lists of either short or long words while concurrently either articulating or making a location judgment. Whereas the WLE appeared when participants remained silent, concurrent articulation eliminated the effect. Introducing a concurrent attention demand reduced recall, but did not affect WLE, and did not interact with concurrent articulation. These results support the existence of two systems of maintenance for verbal information.

The influence of working memory capacity on experimental heat pain

Pain processing and attention have a bidirectional interaction that depends upon one's relative ability to use limited-capacity resources. However, correlations between the size of limited-capacity resources and pain have not been evaluated. Working memory capacity, which is a cognitive resource, can be measured using the reading span task (RST). In this study, we hypothesized that an individual's potential working memory capacity and subjective pain intensity are related. To test this hypothesis, we evaluated 31 healthy participants' potential working memory capacity using the RST, and then applied continuous experimental heat stimulation using the listening span test (LST), which is a modified version of the RST. Subjective pain intensities were significantly lower during the challenging parts of the RST. The pain intensity under conditions where memorizing tasks were performed was compared with that under the control condition, and it showed a correlation with potential working memory capacity. These results indicate that working memory capacity reflects the ability to process information, including precise evaluations of changes in pain perception.

PERSPECTIVE

In this work, we present data suggesting that changes in subjective pain intensity are related, depending upon individual potential working memory capacities. Individual working memory capacity may be a phenotype that reflects sensitivity to changes in pain perception.

Adaptive choice between articulatory rehearsal and attentional refreshing in verbal working memory

Because both articulatory rehearsal and attentional refreshing aid in the maintenance of verbal information in the short term, the present study evaluated the adaptive use of these mechanisms, using a complex span paradigm. In Experiment 1, the phonological similarity of memory list words and the attentional demand of concurrent processing were manipulated. As was predicted, a phonological similarity effect (PSE) appeared only when the concurrent task was attention demanding, thus impairing the use of refreshing and encouraging rehearsal. To verify that PSE indicates the use of rehearsal, participants were instructed to use one of the two mechanisms in Experiments 2 and 3. In accordance wih Experiment 1, the PSE was observed only under rehearsal. Thus, adults could adaptively choose between the two mechanisms. When remembering phonologically confusable materials, they prefer refreshing in order to reduce the impact of phonological characteristics. When available attention is reduced, they favor a less attention-demanding mechanism, rehearsal.

A Standard Computerized Version of the Reading Span Test in Different Languages

The Reading Span Test (RST) is a verbal working-memory test. The original RST ( Daneman & Carpenter, 1980 ), and derivatives of it, are being used increasingly as assessments of central executive functioning and for research on aging-associated cognitive decline ( Whitney, Arnett, Driver, & Budd, 2001 ). Several versions have been made in order to further improve the test or to develop a version in a different language. However, all versions changed different things, making direct comparisons of the results with the RST between different research groups and across different languages impossible. This paper presents the results of testing a new standard computerized version of the RST in four languages (Dutch, English, German, and Norwegian). The new RST meets strict methodological criteria that are the same for all four language versions. A plausibility test, an abstract-concrete rating scale, and a pilot-study were conducted on native speakers to test the new RST. In addition, the internal and external reliability and the ecological validity of the new RST were tested. The results showed that the new RST is a suitable test to investigate verbal working memory. Finally, an important advantage of the new RST is that the different language versions make cross-linguistic comparisons of RST results possible.

Dissociation between nonpropositional and propositional speech: a single case study

In the aphasic literature, it is not rare to find patients with a clear dissociation between preserved automatic speech in the context of very severe compromised linguistic abilities. We present the case of a patient, who, although almost recovered from her aphasia, showed a selective inability to produce any kind of overlearned sequences. Her cognitive profile was intact except for her short-term memory span. Results are discussed in terms of a possible relation between an impairment in phonological processes, mediated by the short-term memory store, and automatic speech production.

Short-term and working memory in specific language impairment

BACKGROUND

Investigations of the cognitive processes underlying specific language impairment (SLI) have implicated deficits in the storage and processing of phonological information, but to date these abilities have not been studied in the same group of children with SLI.

AIMS

To examine the extent to which deficits in immediate verbal short-term and working memory may co-occur in a group of children with SLI.

METHODS & PROCEDURES

Twenty children aged 7-11 years with SLI completed a comprehensive battery of short-term and working memory, as well as two phonological awareness tasks.

OUTCOMES & RESULTS

The majority of the group had deficits in both verbal short-term and working memory, which persisted after the general language abilities of the children were taken into account. A substantial minority showed deficits on visuospatial short-term memory, while impairments of phonological awareness were less marked.

CONCLUSIONS

The data indicate dual deficits in verbal short-term and working memory that exceed criterial language abilities characteristic of SLI and may plausibly underpin some of the language learning difficulties experienced by these children.