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A review of school-based studies on the effect of acute physical activity on cognitive function in children and young people
Published in Romain Meeusen, Sabine Schaefer, Phillip Tomporowski, Richard Bailey, Physical Activity and Educational Achievement, 2017
Andy Daly-Smith, Jim McKenna, Greta Defeyter, Andrew Manley
As an example of the complexity in this area, their latest memory model has four components: a central executive; a phonological loop; a visuospatial sketchpad; and an episodic buffer (Baddeley, 2012). With four distinctive areas this gives an indication of the many ways in which physical activity might play a role in enhancing cognition in young people. The central executive itself does not store information, but acts as an ‘attentional system’ and is a vital component in nearly all complex cognitive activities commonly faced by children in the classroom, including multitasking and problem solving. The phonological loop processes and temporarily stores information in a phonological form, which may be a challenge for schools with high linguistic diversity. The visuospatial sketchpad processes and temporarily stores spatial and visual information, which may have relevance for children who lack spatial awareness. Finally, information from the phonological loop and the visuospatial sketchpad is stored in the episodic buffer. Clearly anything that expands the episodic buffer will benefit learning.
Neuroanatomy of basic cognitive function
Published in Mark J. Ashley, David A. Hovda, Traumatic Brain Injury, 2017
Mark J. Ashley, Jessica G. Ashley, Matthew J. Ashley
Working memory has been conceived to consist of a number of independent subsystems, processes, and mechanisms.182 These include a phonological loop (speech-based information), a visuospatial sketchpad (visual and spatial information), a central executive (relating the content of working memory to long-term memory), and an episodic buffer (integrating information working memory and long-term memory components into coherent complex structures).
The effect of non-verbal working memory on graphic symbol selection
Published in Augmentative and Alternative Communication, 2022
According to one popular theory, two main components drive working memory: the phonological loop and the visuospatial sketchpad (Baddeley & Hitch, 1974). The phonological loop temporarily stores and maintains verbal information through a subvocal rehearsal system. The visuospatial sketchpad stores and integrates non-verbal information, including spatial, visual (expressed in color and shape), and kinesthetic information. Some researchers argue that the type of information in the visuospatial sketchpad determines non-verbal working memory storage (Baddeley, 2003; Logie, 1986; Smyth & Pendleton, 1990). Baddeley (2000, 2003) suggested that the verbal working memory process (i.e., phonological loop) and the non-verbal working memory process (i.e., visuospatial sketchpad) are controlled and integrated by a central executive function and that the verbal and non-verbal information are combined in the episodic buffer with multi-dimensional information that has been stored in long-term memory.
Effect of informational masking on auditory working memory: role of linguistic information in the maskers
Published in Hearing, Balance and Communication, 2019
Anoop Basavanahalli Jagadeesh, Ajith Kumar U
This multi-component working memory model [26] was extended to study the perception of speech-in-noise. To understand the role of WM in speech perception, particularly when listeners encounter adverse listening conditions (such as background noise or reverberation), Rönnberg et al. [27] proposed the Ease of Language Understanding (ELU) model. According to their model, incoming speech signal is rapidly encoded as a thread of phonological information in the episodic buffer (labelled as Rapid Automatic Multimodal Binding of Phonology; RAMBPHO). The information from the episodic buffer is compared with the internal phonological representation stored in long-term memory. Depending on the accuracy of the match between the two memory traces, the speech is either automatically and quickly comprehended (in case of a good match) or perceived in a sluggish and effortful manner (in case of a mismatch). In everyday listening situations, incoming speech signal regularly suffers from distortions either at the acoustic level (background noises, reverberation, etc.) or the physiological level (hearing loss). These distortions necessitate the use of internal cognitive resources such as WM, and directed attention, along with the inhibition of irrelevant signals. The ELU model proposes that distorted listening situations result in usage of extensive cognitive resources leaving diminished cognitive reserves to be available for sustained successful speech perception [28]. This effect would be more pronounced when the background noise is a speech masker.
Working memory in school-age children with and without a persistent speech sound disorder
Published in International Journal of Speech-Language Pathology, 2018
Kelly Farquharson, Tiffany P. Hogan, John E. Bernthal
In 2000 and again in 2012, Baddeley offered updates to his seminal model from 1974. Both updates included a fourth component – the episodic buffer. The episodic buffer is conceptualised as a limited capacity space in which information from various sources is bound together for temporary use or manipulation (Baddeley, 2000). Presumably, for speech production, the episodic buffer offers a space to integrate phonological and linguistic representations with motor representations. As such, it is plausible that children with P-SSD do not have obvious or radically poor linguistic or motoric skills, but instead have poor binding. If this is true, this may explain why children with P-SSDs often have normal, albeit low average, linguistic and motor skills and, importantly, provides support for a cognitive deficit. Although some researchers have reported difficulty in determining sensitive ways to measure the episodic buffer (Henry, 2010; Nobre et al., 2013), it is a logical next step to include in the study of this population of children.