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Deficient Phonological Processing in Disabled Readers Implicates Processing Deficits Beyond the Phonological Module
Published in Kees P. van den Bos, Linda S. Siegel, Dirk J. Bakker, David L. Share, Current Directions in Dyslexia Research, 2020
Is there evidence for deficient control processes among poor readers at the level of the central executive? The existing evidence suggests that their reduced memory spans are not primarily attributable to either motivational, metacognitive or attentional factors (Cohen, 1983; Torgesen & Houck, 1980; Pelham, 1979). Although poor readers are less efficient in their use of mnemonic strategies such as chunking, and semantic organization (Jorm, 1983; Torgesen & Houck, 1980) this has doubtful relevance to simple memory span tasks. Above all, it is difficult to reconcile the notion of a central deficit with the specific nature of poor readers’ memory difficulties. That is, a deficit in central executive functioning would presumably affect all slave subsystemsphonological and non-phonological alike, and this is patently not the case.
Human Development and Its Theories
Published in Mohamed Ahmed Abd El-Hay, Understanding Psychology for Medicine and Nursing, 2019
Information processing skills improve as children grow, e.g., the ability to focus attention and to shift attentional focus, and processing speed increase with age (Nettelbeck & Burns, 2010; Rebok et al., 1997). With age, children also show improvements in working memory span (Bayliss, Jarrold, Baddeley, Gunn, & Leigh, 2005), visual working memory (Riggs, McTaggart, Simpson, & Freeman, 2006), and conceptual explicit memory (Perez, Peynircioglu, & Blaxton, 1998). However, theorists of this approach did not agree on whether development is best understood as a series of qualitatively distinct stages or as a continuous process of change. Some theorists suggest separate skills develop smoothly and continuously rather than in a series of discrete stages. Others agree with Piaget about the presence of stages but only in more narrow domains, e.g., language skills, mathematical understanding, and social reasoning may develop in a stage-like fashion, but each domain proceeds relatively independently of the others and at its own speed. The later theorists are called “neo-Piagetians.”
Memory
Published in Andrea Utley, Motor Control, Learning and Development, 2018
The memory span for short-term memory is very short and holds information for a limited duration only, normally less than 60 s. Although everyone is different, generally the short-term memory can carry between five and nine separate items of information. However, this can be improved by chunking (Miller 1956). For example, the numbers 5, 7, 7, 1, 9, 8, 6, 1, 0 could be chunked to 577, 198, 610. Now only three bits of information have to be retained. Miller (1956) found that healthy participants normally show a greater recall of material at the beginning and end of a list. For example, read these words aloud to a friend and then ask them to repeat them back to you and note which words they remembered: Ball, Coach, Whistle, Bat, Field, Goal, Crowd.
Temporal fine structure: associations with cognition and speech-in-noise recognition in adults with normal hearing or hearing impairment
Published in International Journal of Audiology, 2022
Rachel J. Ellis, Jerker Rönnberg
The reading span test (Daneman and Carpenter 1980; RöNnberget al. 1989) is a measure of complex working memory span, focussing on both processing and storage of information. The test consists of a series of sentences presented visually on a computer screen. The sentences were presented one word at a time at a rate of one word every 800 ms. The sentences presented are always grammatically correct, but half of the sentences are semantically meaningless (e.g. “The fox wrote poetry”). Immediately after having read the sentence, participants are asked to make a yes-no judgement about whether the sentence made sense (processing component). After each block of sentences, participants are asked to recall as many of the first or last words of each sentence as possible (storage component). All responses are typed by the participants, who were asked to respond as quickly and accurately as possible. The number of sentences in a block varies from two to five, with two blocks of each length. This gives a maximum score of 28. The blocks were presented in ascending order of difficulty.
A Systematic Review of Cognitive Function in Adults with Spina Bifida
Published in Developmental Neurorehabilitation, 2021
Sarika Sachdeva, Michaela Z. Kolarova, Bronwen E. Foreman, Samantha J. Kaplan, Joan M. Jasien
Furthermore, Gmeiner et al. (2019) found that 2 out of 6 patients with SBM demonstrated impaired performance on the Cognitrone Test, a measure of selective attention and concentration. On the Wechsler Memory Scale for Memory, 3 out of 6 participants had below average results in verbal memory and general memory and 4 out of 6 were below average in delayed recall.25 Ware et al. (2017) retrospectively recruited 68 adults with SBM and 52 TD adults to investigate aspects of cognitive control. The participants with SBM had significantly lower Full Scale IQ scores (p < .001) compared to TD adults. Participants completed the Working Memory Span Task and the Working Memory Manipulation Task. Compared to the TD group, the SBM group had significantly lower accuracy in the Working Memory Span Task (p < .001) as well as in the Working Memory Manipulation Task (p = .002). Inhibitory Control was also measured and adults with SBM exhibited “less accurate and more sluggish” inhibition of response tendencies.26
Immediate effects of an acute bout of repeated soccer heading on cognitive performance
Published in Science and Medicine in Football, 2021
Jake Ashton, Ginny Coyles, James J. Malone, James W. Roberts
Memory span was assessed in two forms: digit (Jacinski et al. 2011) and spatial (Lo et al. 2012). The digit span task (DS) involved the participants listening to a series of numbers that were read out by the experimenter in a predetermined order. Therein, the participants would have to verbally repeat the sequence of numbers in the corresponding (forward) or reverse (backward) order. The spatial span task (SS) involved the participants observing a series of blocks on a board being tapped by the experimenter in a predetermined order. In a similar vein to DS, the participants then had to repeat the sequence by tapping the blocks in the corresponding (forward) or reverse (backward) order. The backward variants of these tasks are principally more difficult given the added need to manipulate the current items in storage courtesy of the central executive (Baddeley and Hitch 1974). The number of items was progressively increased every 2 trials. Participants were awarded one point for each of the correctly recalled order of items, and no points for an incorrect recall of items and/or order. When participants scored no points on both trials of any particular item, then the test was ceased. Memory span (digit/spatial) was formally derived from the total number of points scored (max. = 16).