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Memory
Published in Andrea Utley, Motor Control, Learning and Development, 2018
Another rehearsing system is the visuospatial sketchpad, which is used to rehearse visual images. This is used in the temporary storage and manipulation of spatial and visual information and so is very useful in everyday life. More recently, Logie (1995) has proposed that the visuospatial sketchpad can be further subdivided into the visual cache, which stores information about form and color, and the inner scribe, which deals with spatial and movement information.
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
The PFC has been shown to reliably activate during working memory tasks and is critical in the maintenance and integration of verbal and spatial information.183 PFC appears engaged in tasks involving both the central executive and the episodic buffer. Tasks that involve the episodic buffer activate the right PFC.182 The phonological loop activates areas associated with linguistic processing. The visuospatial sketchpad activates the inferior and superior parietal cortices, which are implicated in integration of spatial cognition and visual information.184
Working Memory and Manual Dexterity in Dyslexic Children: A Systematic Review and Meta-Analysis
Published in Developmental Neuropsychology, 2023
Sara Edith Souza de Assis Leão, Guilherme Menezes Lage, Renan Pedra de Souza, Nathálya Gardênia de Holanda Marinho Nogueira, Ângela Maria Vieira Pinheiro
A very important cognitive function involved in the learning process is working memory (WM), defined as a multi-component system with limited capacity that allows the temporary storage, processing, and manipulation of information necessary for complex tasks such as comprehension, learning, and reasoning (Baddeley, 1986). This information processing is based on four distinct components for its functioning and hierarchy, with a central executive and two subsystems for specific modalities: the phonological loop and the visuospatial sketchpad (Baddeley, 2000), which are responsible for short-term storage. Working in parallel, the phonological loop is responsible for temporary storage of spoken information while the visuospatial sketchpad stores visuospatial information (Baddeley, 2003). The remaining component involved in this model was the episodic buffer or retainer, which integrates information from temporary storage systems (Baddeley, Allen, & Hitch, 2017).
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.
Assessing working memory capacity through picture span and feature binding with visual-graphic symbols during a visual search task with typical children and adults
Published in Augmentative and Alternative Communication, 2021
Barry T. Wagner, Lauren A. Shaffer, Olivia A Ivanson, James A. Jones
These results of the current study support the notion that regardless of developmental age, both children and adults demonstrate challenges when sequencing (contextual memory) multiple visual-graphic noun symbols on experimental grid displays. These challenges are at least partially attributed to the working memory demands placed on the processing components of the visuospatial sketchpad. The inner scribe of Baddeley’s (2000) model would likely account for sequencing information in contextual memory. The central executive perhaps designated processing responsibilities to the visual cache at the expense of the inner scribe. The visual cache is responsible for retaining symbols (target memory) while the inner scribe primarily integrates visual (target memory) and spatial information (contextual memory). Regardless of the exact memory systems responsible for processing and maintaining visuospatial information in working memory, it is clear from these data that memory systems begin to break down when they are overloaded. Using compensatory strategies to reduce memory capacity constraints is a logical means to explore when assisting feature binding, especially when target and contextual memory (binding symbols and locations to sequence) performance is impacted so significantly for typical adults (Tegler, Demmelmajer, Johansson, & Norén, 2020).