Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities.

The authors determined whether the cognitive processes that underlie second-language acquisition difficulties are the same as those that underlie reading difficulties. First-grade (N = 101) bilingual and nonbilingual children were administered a battery of measures in Spanish and English. English word identification and vocabulary were predicted by a language-general working-memory (WM) factor, whereas English pseudoword reading was predicted by Spanish pseudoword reading and WM. The results also showed that (a) children proficient in language were better able to access resources from WM and (b) children with reading disabilities (RD) performed poorly on Spanish measures of short-term memory. In general, second-language difficulties are related to accessing a language-independent WM system, whereas language-specific phonological memory deficits underlie RD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Text comprehension in Chinese children: Relative contribution of verbal working memory, pseudoword reading, rapid automated naming, and onset-rime phonological segmentation.

The present study examined the role of verbal working memory (memory span, tongue twister), 2-character Chinese pseudoword reading, rapid automatized naming (letters, numbers), and phonological segmentation (deletion of rimes and onsets) in inferential text comprehension in Chinese in 518 Chinese children in Hong Kong in Grades 3 to 5. It was hypothesized that verbal working memory, together with a small contribution from the other constructs, would explain individual variation in the children's text comprehension. Structural equation modeling and hierarchical multiple regression analyses generally upheld the hypotheses. Though Chinese pseudoword reading did not play an important mediating role in the effect of verbal working memory on text comprehension, verbal working memory had strong effects on pseudoword reading and text comprehension. The findings on the Chinese language support current Western literature as well as display the differential role of the constructs in Chinese reading comprehension. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory capacity and the top-down control of visual search: Exploring the boundaries of "executive attention".

The executive attention theory of working memory capacity (WMC) proposes that measures of WMC broadly predict higher order cognitive abilities because they tap important and general attention capabilities (R. W. Engle & M. J. Kane, 2004). Previous research demonstrated WMC-related differences in attention tasks that required restraint of habitual responses or constraint of conscious focus. To further specify the executive attention construct, the present experiments sought boundary conditions of the WMC-attention relation. Three experiments correlated individual differences in WMC, as measured by complex span tasks, and executive control of visual search. In feature-absence search, conjunction search, and spatial configuration search, WMC was unrelated to search slopes, although they were large and reliably measured. Even in a search task designed to require the volitional movement of attention (J. M. Wolfe, G. A. Alvarez, & T. S. Horowitz, 2000), WMC was irrelevant to performance. Thus, WMC is not associated with all demanding or controlled attention processes, which poses problems for some general theories of WMC. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory and aging: Separating the effects of content and context.

In 3 experiments, we investigated the hypothesis that age-related differences in working memory might be due to the inability to bind content with context. Participants were required to find a repeating stimulus within a single series (no context memory required) or within multiple series (necessitating memory for context). Response time and accuracy were examined in 2 task domains: verbal and visuospatial. Binding content with context led to longer processing time and poorer accuracy in both age groups, even when working memory load was held constant. Although older adults were overall slower and less accurate than young adults, the need for context memory did not differentially affect their performance. It is therefore unlikely that age differences in working memory are due to specific age-related problems with content-with-context binding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aging, memory load, and resource allocation during reading.

To test the notion that aging brings an inability to self-initiate processing, the authors investigated the effects of memory load on online sentence understanding. Younger and older adults read a series of short passages with or without a simultaneous updating task, which would be expected to deplete resources by consuming memory capacity. Regression analyses of word-by-word reading times onto text variables within each condition were used to decompose reading times into resources allocated to the array of word-level and textbase-level processes needed for comprehension. Among neither the young nor the old were word-level processes disrupted by a simultaneous memory load. However, older readers showed relatively greater levels of resource allocation to conceptual integration than the younger adults when under load, regardless of working-memory span or task priority. These results suggest that the ability to self-initiate the allocation of processing resources during reading is preserved among older readers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationships among working memory, math anxiety, and performance.

Individuals with high math anxiety demonstrated smaller working memory spans, especially when assessed with a computation-based span task. This reduced working memory capacity led to a pronounced increase in reaction time and errors when mental addition was performed concurrently with a memory load task. The effects of the reduction also generalized to a working memory-intensive transformation task. Overall, the results demonstrated that an individual difference variable, math anxiety, affects on-line performance in math-related tasks and that this effect is a transitory disruption of working memory. The authors consider a possible mechanism underlying this effect—disruption of central executive processes—and suggest that individual difference variables like math anxiety deserve greater empirical attention, especially on assessments of working memory capacity and functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Naming speed and phonological awareness as predictors of reading development.

This article investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. The authors use regression analyses to predict reading development, with mental ability and prior achievement controlled, and follow the reading development of children having combinations of adequate or inadequate PA and NS. PA was most strongly related to reading in the first 2 years of school, and NS's initially weaker relationship increased with grade level. Children with weak PA and slow NS were most likely to develop reading difficulties by Grade 5, followed by children with slow NS alone. The authors discuss the roles of NS and PA in reading development and the need to clarify the constructs underlying NS. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Relationship Between Age, Verbal Working Memory, and Language Comprehension.

A structural modeling approach was used to examine the relationships between age, verbal working memory (vWM), and 3 types of language measures: online syntactic processing, sentence comprehension, and text comprehension. The best-fit model for the online-processing measure revealed a direct effect of age on online sentence processing, but no effect mediated through vWM. The best-fit models for sentence and text comprehension included an effect of age mediated through vWM and no direct effect of age. These results indicate that the relationship among age, vWM, and comprehension differs depending on the measure of language processing and support the view that individual differences in vWM do not affect individuals' online syntactic processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-sectional and incremental changes in working memory and mathematical problem solving.

Cross-sectional and incremental age effects on cognitive processes that underlie individual differences in components of working memory (WM; phonological loop, visual-spatial sketchpad, executive processing) and mathematical problem-solving accuracy were examined in elementary schoolchildren. A battery of tests was administered that assessed problem solving, achievement, memory, and cognitive processing (inhibition, speed, phonological coding) in children in Grades 1, 2, and 3 (Wave 1) and 1 year later (Wave 2). The results showed that (a) 31% of the explainable within-person changes across testing waves and 42% of the age-related differences in word problem-solving accuracy were related to executive processing and (b) executive processing and reading performance in Year 1 were the only variables that contributed unique variance to Year 2 problem-solving performance. The results support the notion that growth in the executive system is an important predictor of children's problem solving abilities beyond the contribution of reading and calculation skills and that growth in executive processing can operate independently of individual differences in phonological processing, inhibition, and processing speed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Growth in working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties.

The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition, naming speed, phonological coding) in children in 1st, 2nd, and 3rd grade across 3 testing waves. The results were that (a) children identified as at risk for serious math problem solving difficulties in Wave 1 showed less growth rate and lower levels of performance on cognitive measures than did children not at risk; (b) fluid intelligence and 2 components of WM (central executive, visual-spatial sketchpad) in Wave 1 (Year 1) predicted Wave 3 word problem solving solution accuracy; and (c) growth in the central executive and phonological storage component of WM was related to growth in solution accuracy. The results support the notion that growth in WM is an important predictor of children's problem solving beyond the contribution of reading, calculation skills, and individual differences in phonological processing, inhibition, and processing speed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory plasticity in old age: Practice gain, transfer, and maintenance.

Adult age differences in cognitive plasticity have been studied less often in working memory than in episodic memory. The authors investigated the effects of extensive working memory practice on performance improvement, transfer, and short-term maintenance of practice gains and transfer effects. Adults age 20-30 years and 70-80 years practiced a spatial working memory task with 2 levels of processing demands across 45 days for about 15 min per day. In both age groups and relative to age-matched, no-contact control groups, we found (a) substantial performance gains on the practiced task, (b) near transfer to a more demanding spatial n-back task and to numerical n-back tasks, and (c) 3-month maintenance of practice gains and near transfer effects, with decrements relative to postpractice performance among older but not younger adults. No evidence was found for far transfer to complex span tasks. The authors discuss neuronal mechanisms underlying adult age differences and similarities in patterns of plasticity and conclude that the potential of deliberate working memory practice as a tool for improving cognition in old age merits further exploration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal knowledge, working memory, and processing speed as predictors of verbal learning in older adults.

The present study aimed at modeling individual differences in a verbal learning task by means of a latent structured growth curve approach based on an exponential function that yielded 3 parameters: initial recall, learning rate, and asymptotic performance. Three cognitive variables—speed of information processing, verbal knowledge, working memory—and the participant's age were included in the model in order to explain individual differences in the learning parameters. The data come from the second wave of the Zurich Longitudinal Study on Cognitive Aging (D. Zimprich, Martin, et al., 2008) comprising 334 participants ranging in age from 66 to 81 years (M = 74.43, SD = 4.41). Among the logistic, the Gompertz, and the hyperbolic function, the exponential function described the data best. Reliable individual differences were found in all 3 learning parameters. The cognitive predictor variables affected the verbal learning parameters differentially: All 3 predictors affected positively initial recall, the asymptotic performance increased with better working memory and faster processing speed, and the learning rate was positively associated with verbal knowledge only. Age did not affect the learning parameters but correlated negatively with working memory and processing speed. The finding of large and reliable individual differences in learning is seen as evidence that the potential for positive change, or plasticity in adulthood is maintained and that it is worthwhile to enhance the determinants of learning or learning itself. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Understanding the function of visual short-term memory: Transsaccadic memory, object correspondence, and gaze correction.

Visual short-term memory (VSTM) has received intensive study over the past decade, with research focused on VSTM capacity and representational format. Yet, the function of VSTM in human cognition is not well understood. Here, the authors demonstrate that VSTM plays an important role in the control of saccadic eye movements. Intelligent human behavior depends on directing the eyes to goal-relevant objects in the world, yet saccades are very often inaccurate and require correction. The authors hypothesized that VSTM is used to remember the features of the current saccade target so that it can be rapidly reacquired after an errant saccade, a task faced by the visual system thousands of times each day. In 4 experiments, memory-based gaze correction was accurate, fast, automatic, and largely unconscious. In addition, a concurrent VSTM load interfered with memory-based gaze correction, but a verbal short-term memory load did not. These findings demonstrate that VSTM plays a direct role in a fundamentally important aspect of visually guided behavior, and they suggest the existence of previously unknown links between VSTM representations and the occulomotor system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eye movements of young and older adults during reading.

The eye movements of young and older adults were tracked as they read sentences varying in syntactic complexity. In Experiment 1, cleft object and object relative clause sentences were more difficult to process than cleft subject and subject relative clause sentences; however, older adults made many more regressions, resulting in increased regression path fixation times and total fixation times, than young adults while processing cleft object and object relative clause sentences. In Experiment 2, older adults experienced more difficulty than young adults while reading cleft and relative clause sentences with temporary syntactic ambiguities created by deleting the that complementizers. Regression analyses indicated that readers with smaller working memories need more regressions and longer fixation times to process cleft object and object relative clause sentences. These results suggest that age-associated declines in working memory do affect syntactic processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory capacity and go/no-go task performance: Selective effects of updating, maintenance, and inhibition.

The ability to temporarily maintain information in order to successfully perform a task is important in many daily activities. However, the ability to quickly and accurately update existing mental representations in distracting situations is also imperative in many of these same circumstances. In the current studies, individuals varying in working memory capacity (WMC) performed different varieties of go/no-go tasks that have been hypothesized to measure inhibitory ability. The results indicated that low-WMC individuals relative to high-WMC individuals showed worse performance specifically in certain conditions of the conditional go/no-go task. Further analyses showed that increasing the temporal lag/number of intervening items between the previous target and the current lure had a deleterious effect on the performance of the low-WMC group only. The results indicate a relationship between WMC and the ability to selectively update, maintain, and retrieve information, especially in interference-rich conditions. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Phonological Processing Skills and Early Reading Abilities in Hong Kong Chinese Kindergarteners Learning to Read English as a Second Language.

The present 9-month longitudinal study investigated relations between Chinese native language phonological processing skills and early Chinese and English reading abilities among 227 kindergarteners in Hong Kong. Phonological awareness, rapid automatized naming, and short-term verbal memory differed in their relations to concurrent and subsequent Chinese and English word recognition. The significant bidirectional relations between phonological awareness and Chinese reading ability remained even after accounting for the variance due to age, vocabulary, and visual skills performance. When all predictors were considered simultaneously, only phonological awareness remained a significant predictor of Chinese and English reading abilities both concurrently and longitudinally. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual short-term memory in the first year of life: Capacity and recency effects.

A span task was developed to assess the amount of information infants could hold in short-term memory. In this task, infants were presented with up to 4 items in succession and then tested for recognition by successively pairing each item with a novel one. A large sample of full-terms and low-birth-weight preterms (     

Working memory, attention control, and the n-back task: A question of construct validity.

The n-back task requires participants to decide whether each stimulus in a sequence matches the one that appeared n items ago. Although n-back has become a standard "executive" working memory (WM) measure in cognitive neuroscience, it has been subjected to few behavioral tests of construct validity. A combined experimental- correlational study tested the attention-control demands of verbal 2- and 3-back tasks by presenting n = 1 "lure" foils. Lures elicited more false alarms than control foils in both 2- and 3-back tasks, and lures caused more misses to targets that immediately followed them compared with control targets, but only in 3-back tasks. N-back thus challenges control over familiarity-based responding. Participants also completed a verbal WM span task (operation span task) and a marker test of general fluid intelligence (Gf; Ravens Advanced Progressive Matrices Test; J. C. Raven, J. E. Raven, & J. H. Court, 1998). N-back and WM span correlated weakly, suggesting they do not reflect primarily a single construct; moreover, both accounted for independent variance in Gf. N-back has face validity as a WM task, but it does not demonstrate convergent validity with at least 1 established WM measure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)