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The ability of humans to store spoken words in verbal working memory and build extensive vocabularies is believed to stem from evolutionary changes in cortical connectivity across primate species. However, the underlying neurobiological mechanisms remain unclear. Why can humans acquire vast vocabularies, while non-human primates cannot? This study addresses this question using brain-constrained neural networks that realize between-species differences in cortical connectivity. It investigates how these structural differences support the formation of neural representations for spoken words and the emergence of verbal working memory, crucial for human vocabulary building. We develop comparative models of frontotemporal and occipital cortices, reflecting human and non-human primate neuroanatomy. Using meanfield and spiking neural networks, we simulate auditory word recognition and examine verbal working memory function. The “human models”, characterized by denser inter-area connectivity in core language areas, produced larger cell assemblies than the “monkey models”, with specific topographies reflecting semantic properties of the represented words. Crucially, longer-lasting reverberant neural activity was observed in human versus monkey architectures, compatible with robust verbal working memory, a necessary condition for vocabulary building. Our findings offer insights into the structural basis of human-specific symbol learning and verbal working memory, shedding light on humans’ unique capacity for large vocabulary acquisition. [ABSTRACT FROM AUTHOR]

Previous research has suggested that there are two modular processes of perspective selection and calculation in level 1 perspective taking. Evidence further showed that verbal working memory is associated with both processes in adults. However, research has not tested whether verbal working memory may be associated with working memory in children. Moreover, since perspective taking is associated with spatial working memory, it is necessary to investigate whether spatial working memory links to both processes. By recruiting 9-year-old children and college students in the single-task paradigm and the dual-task paradigm, we conducted two experiments to answer these questions. Results in experiment 1 suggested that verbal working memory correlated with adults' perspective calculation, but with both processes in children's perspective taking. Results in experiment 2 showed that spatial working memory is associated with adults' perspective calculation and children's perspective selection. These findings suggest that different components of working memory play distinct roles in the processing of perspective taking, which is moderated by age. [ABSTRACT FROM AUTHOR]

Introduction: For a comprehensive approach in children with hearing loss (HL), some cognitive and language skills should also be considered, along with auditory skills. The main aim of this study was to evaluate the working memory and language skills in children with mild to moderate HL. Methods: Forty children with mild to moderate HL between the ages of 4 and 9 years were included in this study. The children with mild and moderate HL were evaluated in two groups. The Meaningless Word Repetition test, Test of Language Development-Primary test, and Meaningful Auditory Integration Scale were administered to assess working memory, language skills, and auditory perception, respectively. Also, the relationship between language and memory skills was evaluated. Results: The study found statistically significant correlations between language skills and working memory test scores. Additionally, statistically significant differences were found between children with mild and moderate HL in terms of language and memory skills (p < 0.001). Conclusion: The children with moderate HL demonstrated poorer performance compared to those with mild HL. Even if it is mild, the degree of HL affects children’s language and memory skills. It is emphasized that the relationship between language and working memory should be taken into consideration in auditory rehabilitation programs for these children. [ABSTRACT FROM AUTHOR]

Background: The assessment of aphasia in people with severe deficits is hampered by a paucity of tests that are appropriate for this population and that are sensitive to their underlying linguistic and short-term and working memory (STM/WM) strengths and weaknesses. The Temple Assessment of Language and Short-Term Memory in Aphasia (TALSA) provides a means of assessing people with severe aphasia (PWSA). Aims: The aim of this paper is to demonstrate the sensitivity of the TALSA to the underlying linguistic and STM/WM strengths and weaknesses in PWSA. We assessed eight PWSA on selected subtests of the TALSA and found that 1) the TALSA is sensitive to the underlying linguistic and verbal STM/WM abilities of PWSA, 2) the TALSA reveals a wide variety of linguistic and verbal STM/WM profiles in PWSA and, 3) the TALSA can potentially demonstrate common patterns of performance in PWSA. Main contributions: The TALSA allows researchers to include more PWSA in the study of aphasia and enables clinicians to establish more accurate prognoses, create precisely targeted treatment plans and document incremental progress in therapy. Conclusions: The TALSA is an important addition to the assessment of severe aphasia. It provides an in-depth evaluation of underlying linguistic and verbal STM/WM strengths and weaknesses of PWSA. [ABSTRACT FROM AUTHOR]

Reading direction affects cognitive processes such as spatial processing and attention. Testing Farsi right-to-left readers, we investigated the effect of reading direction on the involved spatial and attentional processes in a verbal working memory task. Previous research in left-to-right readers has shown that serial order in verbal WM is encoded spatially from left to right and that mechanisms of spatial attention operate on these mental representations. First, we confirmed that the spatial representation of serial information in WM follows the right-to-left reading direction of Farsi. Second, we demonstrated the influence of reading direction on the distribution of spatial attention over the reading-direction-contingent mental representation of serial information in WM. Behavioural RTs and neural markers of spatial attention shifts (EDAN and ADAN ERPs and lateralised posterior alpha activity) confirm the right-to-left representation of serial order in WM and the involvement of spatial attention in retrieving items from this mnemonic space. [ABSTRACT FROM AUTHOR]

Abstract Background Reading problems are the most prevalent type of specific learning disability. Reading problems usually result from phonological deficits; however, it is unclear how much other linguistic abilities are impacted as well. Objective To study different language parameters and cognitive skills in a group of Egyptian children with reading problems to better understand the difficulties that need to be considered in rehabilitation programs for those children. Methods A case–control study was conducted on 30 children with reading problems having IQs above 85 and 30 normal control children matched for age and gender (their ages ranged from 7 to 9 years and 11 months). They underwent testing for dyslexia by the Arabic dyslexia assessment test, language evaluation using the Receptive Expressive Arabic Language Scale (REAL scale), and the Stanford-Binet intelligence scale, fifth edition. Results There were highly significant correlations between the severity of dyslexia and total language scores, most of REAL scale subtests. Also, highly significant correlations were detected between the severity of dyslexia and the total IQ, verbal IQ, and verbal working memory subtests. The linear regression model revealed a highly significant association between dyslexia and expressive language scaled scores, total language scaled scores, and a significant association with expressive vocabulary and understanding oral instructions subtests of REAL scale. Additionally, a highly significant association has been detected between dyslexia and the verbal working memory subtest of the Stanford-Binet test. Correlations between total language scores and intellectual abilities (total IQ, verbal IQ, and non-verbal IQ) revealed highly significant positive results. Conclusion Deficits in both receptive and expressive language were observed in children with reading problems. Expressive vocabulary, listening comprehension, and verbal working memory subtests are the most affected language and cognitive skills.

Background: Reading problems are the most prevalent type of specific learning disability. Reading problems usually result from phonological deficits; however, it is unclear how much other linguistic abilities are impacted as well. Objective: To study different language parameters and cognitive skills in a group of Egyptian children with reading problems to better understand the difficulties that need to be considered in rehabilitation programs for those children. Methods: A case–control study was conducted on 30 children with reading problems having IQs above 85 and 30 normal control children matched for age and gender (their ages ranged from 7 to 9 years and 11 months). They underwent testing for dyslexia by the Arabic dyslexia assessment test, language evaluation using the Receptive Expressive Arabic Language Scale (REAL scale), and the Stanford-Binet intelligence scale, fifth edition. Results: There were highly significant correlations between the severity of dyslexia and total language scores, most of REAL scale subtests. Also, highly significant correlations were detected between the severity of dyslexia and the total IQ, verbal IQ, and verbal working memory subtests. The linear regression model revealed a highly significant association between dyslexia and expressive language scaled scores, total language scaled scores, and a significant association with expressive vocabulary and understanding oral instructions subtests of REAL scale. Additionally, a highly significant association has been detected between dyslexia and the verbal working memory subtest of the Stanford-Binet test. Correlations between total language scores and intellectual abilities (total IQ, verbal IQ, and non-verbal IQ) revealed highly significant positive results. Conclusion: Deficits in both receptive and expressive language were observed in children with reading problems. Expressive vocabulary, listening comprehension, and verbal working memory subtests are the most affected language and cognitive skills. [ABSTRACT FROM AUTHOR]

Objective: To explore the developmental characteristics of different cognitive styles on verbal and visuospatial working memory of primary school students. Methods: The Mosaic graph test was used to test the cognitive style of students in grades 2, 4 and 6. The three-factor mixed experiment of 2 (cognitive style: field independent, field dependent) x 3 (grade: 2,4,6) x2 (task type: letter task, spatial task) was carried out. The 2-back task was used to measure the working memory characteristics of students with different cognitive styles, and the repeated measurement ANOVA was performed on the accuracy of letter and spatial tasks of 175 effective subjects. Results: The accuracy of letter task and spatial task of field independent primary school students were higher than that of field-dependent primary school students (P<0.001). The accuracy rate of letter task for field independent primary school students was higher than that of space task(P<0.001). The accuracy of two kinds of tasks of field independent students in grade 6 was better than that of field independent students in grade 2 and grade 4(P <0.05). Conclusion: There are differences in the development of verbal and visuospatial working memory of primary school students with different cognitive styles, which may also be related to task type and age. [ABSTRACT FROM AUTHOR]

This study investigated the role of language-related abilities in emotion comprehension among young people with non-specific intellectual developmental disorders (NS-IDDs). Forty children and adolescents with NS-IDDs completed tasks assessing emotion comprehension, receptive vocabulary, verbal reasoning skills, and verbal working memory. Results showed that emotion comprehension was better predicted by comprehension of abstract words and verbal working memory, and that these two predictors were themselves predicted by verbal reasoning skills. These results therefore suggest a link between emotion understanding and verbal reasoning, which could be mediated by abstract vocabulary and verbal working memory. These findings provide insight into the relationships between emotion comprehension and language-related abilities in NS-IDDs. [ABSTRACT FROM AUTHOR]

It is commonly assumed that inner speech—the experience of thought as occurring in a natural language—is a human universal. Recent evidence, however, suggests that the experience of inner speech in adults varies from near constant to nonexistent. We propose a name for a lack of the experience of inner speech—anendophasia—and report four studies examining some of its behavioral consequences. We found that adults who reported low levels of inner speech (N = 46) had lower performance on a verbal working memory task and more difficulty performing rhyme judgments compared with adults who reported high levels of inner speech (N = 47). Task-switching performance—previously linked to endogenous verbal cueing—and categorical effects on perceptual judgments were unrelated to differences in inner speech. [ABSTRACT FROM AUTHOR]

Highlights: What are the main findings? Our paradigm suggested that listening to a story standing up while copying the experimenter's movements that mimicked the actions told in the story significantly improved the semantic short-term memorization of participants. Movement priming may be a useful tool to improve auditory short-term memory in children with ADHD in challenging retention conditions. What is the repercussion of the main findings? Our results could have repercussions for the management of children with ADHD at school, particularly in terms of the educational framework imposed during school time. More freedom of movement could facilitate learning for children with ADHD in the classroom. Aim: The aim was to evaluate the effect of body actions on learning process, particularly semantic memory capabilities in drug-naïve children with attention deficit hyperactivity disorder (ADHD). Method: Thirty children had to listen to a story which was repeated three times in a row and then a fourth time five minutes later. After each listen, the child was asked what she/he remembered from the story. The whole sample was split randomly into three subgroups of equal IQ (mean 102.2 ± 12.7), age (mean age 8 ± 0.6 years), sex (ratio female to male 1:5) and severity of ADHD symptoms (34.2 ± 7.4); a G1 "Freeze" subgroup, which implied listening to the story while sitting on a chair without moving; a G2 "Minimal" subgroup, which implied listening to the story while sitting on a chair but free movement was allowed; a G3 "Prescribed movement" subgroup, which implied listening to the story standing up, while copying the experimenter movements that mimicked the actions told in the story. Results: Although our sample was limited in size, interestingly, children in the G3 subgroup showed the highest short-term semantic memory retention compared to G1. In all subgroups, repetition allowed an increase in performance. Conclusions: Our exploratory findings stress the positive role of movement in children with ADHD to increase semantic memorization. Hyperactivity may counteract the deficit of memorization related to attention impairment in children with ADHD. Our results may encourage parents or teachers to allow children with ADHD to move around during short-term memory-retention tasks. [ABSTRACT FROM AUTHOR]

Introduction: Syntactic awareness is the ability to monitor and manipulate word order within sentences. It is unclear whether children with dyslexia have syntactic awareness problems, as there are mixed results in the literature. Dyslexia is typically classified with very poor word and nonword reading and phonological processing problems are often observed in this population. It is conceivable that a phonological deficit could strain memory when performing oral syntactic awareness tasks. Here we examine if syntactic awareness problems are observed in children with dyslexia once phonological processing and memory skills are controlled. Methods: Real and nonword reading efficiency tests determined reading level. Children with dyslexia (n = 25) were compared to typically developing children (n = 24) matched for age (M = 8;8) and nonverbal abilities. Syntactic awareness was measured with an oral word order correction task (e.g., Is baking Lisa and her son in his room sleeps). Tests of phonological awareness, phonological memory, and verbal working memory were also administered and served as controls. Results: The dyslexic group performed worse than typically developing readers on syntactic awareness and this group difference persisted once phonological memory and verbal working memory were controlled. However, after controlling for phonological awareness skills, there were no group differences on the syntactic awareness test. Discussion: The results suggest that phonological awareness problems in particular might be responsible for syntactic awareness difficulties in dyslexia and future studies should control for this. The results are discussed within theoretical frameworks on the nature of oral language deficits in dyslexia. [ABSTRACT FROM AUTHOR]

Abstract Background Primary progressive aphasia (PPA) diagnostic criteria underestimate the complex presentation of semantic (sv) and logopenic (lv) variants, in which symptoms partially overlap, and mixed clinical presentation (mixed-PPA) and heterogenous profile (lvPPA +) are frequent. Conceptualization of similarities and differences of these clinical conditions is still scarce. Methods Lexical, semantic, phonological, and working memory errors from nine language tasks of sixty-seven PPA were analyzed using Profile Analysis based on Multidimensional Scaling, which allowed us to create a distributed representation of patients’ linguistic performance in a shared space. Patients had been studied with [18F] FDG-PET. Correlations were performed between metabolic and behavioral data. Results Patients’ profiles were distributed across a continuum. All PPA, but two, presented a lexical retrieval impairment, in terms of reduced production of verbs and nouns. svPPA patients occupied a fairly clumped space along the continuum, showing a preponderant semantic deficit, which correlated to fusiform gyrus hypometabolism, while only few presented working memory deficits. Adjacently, lvPPA + presented a semantic impairment combined with phonological deficits, which correlated with metabolism in the anterior fusiform gyrus and posterior middle temporal gyrus. Starting from the shared phonological deficit side, a large portion of the space was occupied by all lvPPA, showing a combination of phonological, lexical, and working memory deficits, with the latter correlating with posterior temporo-parietal hypometabolism. Mixed PPA did not show unique profile, distributing across the space. Discussion Different clinical PPA entities exist but overlaps are frequent. Identifying shared and unique clinical markers is critical for research and clinical practice. Further research is needed to identify the role of genetic and pathological factors in such distribution, including also higher sample size of less represented groups.

The neuroanatomical changes that underpin cognitive development are of major interest in neuroscience. Of the many aspects of neuroanatomy to consider, tertiary sulci are particularly attractive as they emerge last in gestation, show a protracted development after birth, and are either human- or hominoid-specific. Thus, they are ideal targets for exploring morphological-cognitive relationships with cognitive skills that also show protracted development such as working memory (WM). Yet, the relationship between sulcal morphology and WM is unknown-either in development or more generally. To fill this gap, we adopted a data-driven approach with cross-validation to examine the relationship between sulcal depth in lateral prefrontal cortex (LPFC) and verbal WM in 60 children and adolescents between ages 6 and 18. These analyses identified 9 left, and no right, LPFC sulci (of which 7 were tertiary) whose depth predicted verbal WM performance above and beyond the effect of age. Most of these sulci are located within and around contours of previously proposed functional parcellations of LPFC. This sulcal depth model outperformed models with age or cortical thickness. Together, these findings build empirical support for a classic theory that tertiary sulci serve as landmarks in association cortices that contribute to late-maturing human cognitive abilities.

The present study aimed to establish whether habitual alcohol consumption benefits verbal and spatial working memory performance after addressing the main criticisms that have been raised against the finding that alcohol benefits cognition. An adult lifespan sample of 1,652 healthy adults between 21 and 80 years of age participated in the study. Participants were classified as lifetime nondrinkers or drinkers, and several demographic and biological variables were controlled. Alcohol consumption was assessed through a lifestyle questionnaire created for the study. Working memory was measured through a 2-back computerized task. Discrimination and speed in verbal and spatial working memory among drinkers were superior to those among nondrinkers. Total alcohol intake across life and the amount of alcohol intake per week predicted higher verbal and spatial working memory discrimination. Beer drinkers showed more accurate and faster responses in verbal and spatial working memory than nondrinkers, wine drinkers and spirit drinkers. The optimal amount of alcohol intake to benefit working memory for women and men was 100 g per week, which is equivalent to one drink per day. After consuming 350 g of alcohol per week, equivalent to 25 drinks per week, the effects of alcohol on working memory become more negative than the effects of alcohol abstinence. While alcohol consumption is considered a risk factor for several diseases, we found that moderate alcohol intake benefits working memory performance throughout the adult lifespan to a greater extent than whole-life abstinence. [ABSTRACT FROM AUTHOR]

Studies using a relatedness judgement task have found differences between prime-target word pairs that vary in the degree of semantic relatedness. However, the influence of working memory load on semantic processing in this task and the role of the type of working memory task have not yet been investigated. The present study therefore investigated for the first time the effect of working memory load (low vs. high) and working memory type (verbal vs. spatial) on semantic relatedness judgements. Semantically strongly related (e.g., hip – KNEE), weakly related (e.g., muscle – KNEE) and unrelated (e.g., office – KNEE) Polish word pairs were presented in an experiment involving a dual working memory and semantic relatedness task. The data revealed that, relative to semantically unrelated word pairs, responses were faster for strongly related pairs but slower for weakly related pairs. Importantly, the verbal working memory task decreased facilitation for strongly related pairs and increased inhibition for weakly related pairs relative to the spatial working memory task. Furthermore, working memory load impacted only weakly related pairs in the verbal but not in the spatial working memory task. These results show that working memory type and load influence semantic relatedness judgements, but the direction and size of the impact depend on the strength of semantic relations. [ABSTRACT FROM AUTHOR]

Background: Studies on the effects of aerobic exercise on working memory (WM) have mainly concentrated on the overall effects, yet there is little knowledge on how moderate intensity aerobic exercise impacts the sub-processes of verbalWM(VWM) in adolescents. To address this gap, two experiments were conducted to explore the influence of aerobic exercise on the maintenance and updating sub-processes of VWM. Methods: In Experiment 1, a mixed experimental design of 2 (exercise habit: high vs. low) x 3 (memory load: 0-back vs. 1-back vs. 2-back) was used to compareVWMand its sub-processes in 40 adolescents. In Experiment 2, a 2 (group: intervention vs. control) x 3 (time point: pretest vs. 1st post-test vs. 18th post-test) x 3 (memory load: 0-back vs. 1-back vs. 2-back) mixed experimental design was used to investigate the acute and long-term effects of moderate intensity aerobic exercise on VWM and its sub-processes in 24 adolescents with low exercise habits. Results: The results of Experiment 1 showed that VWM performance and its sub-processes in the high exercise habit group were better than those in the low exercise habit group. The results of Experiment 2 showed that the effects of the long-term exercise intervention were superior to those of the acute exercise intervention, and both were superior to the pretest. Meanwhile, it was found that aerobic exercise intervention had a greater effect size on the updating sub-process of VWM. Conclusion: In conclusion, the results indicated that moderate intensity aerobic exercise could enhance the performance of VWM and its sub-processes in adolescents, and long-term intervention showed greater improvement effects compared to acute intervention, especially in the updating sub-process of VWM. [ABSTRACT FROM AUTHOR]

Background: Primary progressive aphasia (PPA) diagnostic criteria underestimate the complex presentation of semantic (sv) and logopenic (lv) variants, in which symptoms partially overlap, and mixed clinical presentation (mixed-PPA) and heterogenous profile (lvPPA +) are frequent. Conceptualization of similarities and differences of these clinical conditions is still scarce. Methods: Lexical, semantic, phonological, and working memory errors from nine language tasks of sixty-seven PPA were analyzed using Profile Analysis based on Multidimensional Scaling, which allowed us to create a distributed representation of patients' linguistic performance in a shared space. Patients had been studied with [18F] FDG-PET. Correlations were performed between metabolic and behavioral data. Results: Patients' profiles were distributed across a continuum. All PPA, but two, presented a lexical retrieval impairment, in terms of reduced production of verbs and nouns. svPPA patients occupied a fairly clumped space along the continuum, showing a preponderant semantic deficit, which correlated to fusiform gyrus hypometabolism, while only few presented working memory deficits. Adjacently, lvPPA + presented a semantic impairment combined with phonological deficits, which correlated with metabolism in the anterior fusiform gyrus and posterior middle temporal gyrus. Starting from the shared phonological deficit side, a large portion of the space was occupied by all lvPPA, showing a combination of phonological, lexical, and working memory deficits, with the latter correlating with posterior temporo-parietal hypometabolism. Mixed PPA did not show unique profile, distributing across the space. Discussion: Different clinical PPA entities exist but overlaps are frequent. Identifying shared and unique clinical markers is critical for research and clinical practice. Further research is needed to identify the role of genetic and pathological factors in such distribution, including also higher sample size of less represented groups. [ABSTRACT FROM AUTHOR]

Previous research has suggested that there are two modular processes of perspective selection and calculation in level 1 perspective taking. Evidence further showed that verbal working memory is associated with both processes in adults. However, research has not tested whether verbal working memory may be associated with working memory in children. Moreover, since perspective taking is associated with spatial working memory, it is necessary to investigate whether spatial working memory links to both processes. By recruiting 9-year-old children and college students in the single-task paradigm and the dual-task paradigm, we conducted two experiments to answer these questions. Results in experiment 1 suggested that verbal working memory correlated with adults’ perspective calculation, but with both processes in children’s perspective taking. Results in experiment 2 showed that spatial working memory is associated with adults’ perspective calculation and children’s perspective selection. These findings suggest that different components of working memory play distinct roles in the processing of perspective taking, which is moderated by age.

IntroductionSyntactic awareness is the ability to monitor and manipulate word order within sentences. It is unclear whether children with dyslexia have syntactic awareness problems, as there are mixed results in the literature. Dyslexia is typically classified with very poor word and nonword reading and phonological processing problems are often observed in this population. It is conceivable that a phonological deficit could strain memory when performing oral syntactic awareness tasks. Here we examine if syntactic awareness problems are observed in children with dyslexia once phonological processing and memory skills are controlled.MethodsReal and nonword reading efficiency tests determined reading level. Children with dyslexia (n = 25) were compared to typically developing children (n = 24) matched for age (M = 8;8) and nonverbal abilities. Syntactic awareness was measured with an oral word order correction task (e.g., Is baking Lisa and her son in his room sleeps). Tests of phonological awareness, phonological memory, and verbal working memory were also administered and served as controls.ResultsThe dyslexic group performed worse than typically developing readers on syntactic awareness and this group difference persisted once phonological memory and verbal working memory were controlled. However, after controlling for phonological awareness skills, there were no group differences on the syntactic awareness test.Discussion:The results suggest that phonological awareness problems in particular might be responsible for syntactic awareness difficulties in dyslexia and future studies should control for this. The results are discussed within theoretical frameworks on the nature of oral language deficits in dyslexia.

Aim: The aim was to evaluate the effect of body actions on learning process, particularly semantic memory capabilities in drug-naïve children with attention deficit hyperactivity disorder (ADHD). Method: Thirty children had to listen to a story which was repeated three times in a row and then a fourth time five minutes later. After each listen, the child was asked what she/he remembered from the story. The whole sample was split randomly into three subgroups of equal IQ (mean 102.2 ± 12.7), age (mean age 8 ± 0.6 years), sex (ratio female to male 1:5) and severity of ADHD symptoms (34.2 ± 7.4); a G1 “Freeze” subgroup, which implied listening to the story while sitting on a chair without moving; a G2 “Minimal” subgroup, which implied listening to the story while sitting on a chair but free movement was allowed; a G3 “Prescribed movement” subgroup, which implied listening to the story standing up, while copying the experimenter movements that mimicked the actions told in the story. Results: Although our sample was limited in size, interestingly, children in the G3 subgroup showed the highest short-term semantic memory retention compared to G1. In all subgroups, repetition allowed an increase in performance. Conclusions: Our exploratory findings stress the positive role of movement in children with ADHD to increase semantic memorization. Hyperactivity may counteract the deficit of memorization related to attention impairment in children with ADHD. Our results may encourage parents or teachers to allow children with ADHD to move around during short-term memory-retention tasks.

The contribution of working memory to mathematics has been extensively studied. It has been proposed that verbal working memory (VWM) and visual–spatial working memory (VSWM) have distinct contributions, but results have been inconclusive. Here, we hypothesized that VWM and VSWM contribute differentially to separate sub‐domains of mathematics. To test this hypothesis, we enrolled 199 primary school students and measured their VWM and VSWM with number/letter/matrix backward span tasks, and tested mathematics performance with simple subtraction, complex subtraction, multi‐step calculation and number series completion, while controlling for several aspects of cognition. We found that while letter backward span had a significant contribution to complex subtraction, multi‐step computation and number series completion, number backward span only had a significant contribution to multi‐step computation, and matrix span had no effect on any math task. These results suggest that only VWM associated with complex mathematics, which might reflect verbal rehearsal. In contrast, VSWM does not appear to associated with mathematics. [ABSTRACT FROM AUTHOR]

The acquisition of gross motor skills in early childhood contributes to balanced development and lifetime health patterns. It has been suggested that motor skills are acquired in early childhood without reliance on working memory, as the cognitive resources of young children have yet to fully develop. In two studies, we aimed to examine the relationship of gross motor skills proficiency with working memory in young children. The first study was cross-sectional and involved children with an average age of 5.84 years (n = 107). Gross motor skills (i.e., locomotor and object control) were tested, and working memory components (i.e., verbal and visuospatial) were measured. The second study was longitudinal and involved children with an average age of 4.17 years (n = 34). Locomotor and object control skills were tested at the start (T1) and middle (T2) of the school year; working memory components were tested at T1. The two studies showed that only object control skills proficiency and verbal working memory were associated. In the second study, gross motor skills improved over the two time points, but there was no significant interaction with working memory components. It appears that neither verbal nor visuospatial working memory influences change in gross motor skills proficiency. These findings provide support for the proposition that gross motor skills are acquired in early childhood without reliance on working memory resources, and informs the design of instructional approaches to promote gross motor skills proficiency. [ABSTRACT FROM AUTHOR]

The present study investigated the impact of chunk reading training (CRT) on the online syntactic processing and verbal working memory (WM) of Japanese EFL (English as a foreign language) learners in secondary school. For four weeks, the treatment group (N = 31) underwent CRT, while the control group (N = 25) participated in reading training in block format. A reading span test (RST) was administered as the pretest, posttest, and delayed posttest in this study to assess learners' online syntactic processing and verbal WM. The results showed that syntactic processing and verbal WM increased only in the treatment group after training, but the differences between the two groups were not statistically significant. Nevertheless, these results suggest that CRT has the potential to positively affect the development of learners' online syntactic processing skills and verbal WM. [ABSTRACT FROM AUTHOR]

Background: Children's numerical and arithmetic skills differ greatly already at an early age. Although research focusing on accounting for these large individual differences clearly demonstrates that mathematical performance draws upon several cognitive abilities, our knowledge concerning key abilities underlying mathematical skill development is still limited. Aims: First, to identify key cognitive abilities contributing to children's development of early arithmetic skills. Second, to examine the extent to which early arithmetic performance and early arithmetic development rely on different or similar constellations of domain‐specific number abilities and domain‐general cognitive abilities. Sample: In all, 134 Swedish children (Mage = 6 years and 4 months, SD = 3 months, 74 boys) participated in this study. Method: Verbal and non‐verbal logical reasoning, non‐symbolic number comparison, counting knowledge, spatial processing, verbal working memory and arithmetic were assessed. Twelve months later, arithmetic skills were reassessed. A latent change score model was computed to determine whether any of the abilities accounted for variations in arithmetic development. Results: Arithmetic performance was supported by counting knowledge, verbal and non‐verbal logical reasoning and spatial processing. Arithmetic skill development was only supported by spatial processing. Conclusions: Results show that young children's early arithmetic performance and arithmetic development are supported by different cognitive processes. The findings regarding performance supported Fuchs et al.'s model (Dev Psychol, 46, 2010b, 1731) but the developmental findings did not. The developmental findings align partially to Geary et al.'s (J Educ Psychol, 109, 2017, 680) hypothesis stating that young children's early arithmetic development is more dependent on general cognitive abilities than number abilities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to compare the working memory skills of the students with gifted and typical development in the 3rd and 4th grades of primary school. The comparative descriptive research model was used for the purpose of the study. Participants of this study consisted of a total 44 primary school 3rd and 4th grade students, 22 of whom were diagnosed with gifted in general abilities and ongoing to the Science and Art Center (SAC) and the remaining 22 of whom with typical development. In the study, the "Working Memory Scale," consisting of four dimensions and nine subtests, was used to determine the participants' working memory performance. During the data collection process of the research, the scale was individually administered by visiting the SAC and primary schools in Kirikkale. The SPSS 28 program was used for the analysis of the obtained data. Study findings showed that there were statistically significant differences between students with gifted and typically developing students in terms of verbal/visual short-term memory, verbal/visual working memory, and Working Memory Scale overall standard scores. The working memory skills with all component of the students with gifted and typical development whose tongue language Turkish were evaluated for the first time with a valid, reliable, and standard tool. The research findings were discussed in light of the related literature, and suggestions were made for further research and practices. [ABSTRACT FROM AUTHOR]

Introduction: Previous studies have shown that musical instrument training programs of 16 or more weeks improve verbal memory (Logical Memory Test delayed recall), processing speed (Digit Symbol Coding Test), and executive function (Trail Making Test Part B) of musically untrained healthy older adults. However, it is unclear whether shorter-period instrument training can yield similar effects. We sought to (1) verify those results and (2) clarify if intervention effects could be detected using other measures such as reaction time. Methods: Healthy older adults (mean age = 73.28 years) were pseudo-randomly assigned to an untrained control group (n = 30) or an intervention group (n = 30) that received a weekly 10-session musical instrument training program (using melodica). We conducted neuropsychological tests on which intervention effects or association with musical training were reported in previous studies. We newly included two reaction time tasks to assess verbal working memory (Sternberg task) and rhythm entrainment (timing task). Intervention effects were determined using a "group x time" analysis of variance (ANOVA). Results: The intervention effects were detected on the reaction time in Sternberg task and phonological verbal fluency. Although intervention effects had been reported on Logical Memory test, Digit Symbol Coding Test and Trail Making Test in previous studies with longer training periods, the present study did not show such effects. Instead, the test-retest practice effect, indicated by significant improvement in the control group, was significant on these tests. Discussion: The present results indicated the usefulness of working memory assessments (Verbal Fluency Test and Sternberg task) in detecting the effects of short-term melodica training in healthy older adults. The practice effect detected on those three tasks may be due to the shorter interval between preand post-intervention assessments and may have obscured intervention effects. Additionally, the findings suggested the requirement for an extended interval between pre- and post-tests to capture rigorous intervention effects, although this should be justified by a manipulation of training period. [ABSTRACT FROM AUTHOR]

This paper investigates how brain regions are connected while we try to hold and maintain verbal information briefly in our minds (verbal working memory). We examined this in both adults and children, and how reading difficulties (dyslexia) affect this process using a functional Magnetic Resonance Imaging (fMRI). fMRI is a non-invasive brain scan that can show changes in brain activity during a task. We examined the connectivity of these brain networks between 35 young adults and compared them to brain networks seen in 10 typically developing children. We also examined how the network connections are different in 10 children with dyslexia. The findings of this study may provide insights to understand dyslexia better. It can help improve our ability to diagnose the condition, and develop precise ways to help children struggling with reading. [ABSTRACT FROM AUTHOR]

Working memory is thought to be divided into distinct visual and verbal subsystems. Studies of visual working memory frequently use verbal working memory tasks as control conditions and/or use articulatory suppression to ensure that visual load is not transferred to verbal working memory. Using these verbal tasks relies on the assumption that the verbal working memory load will not interfere with the same processes as visual working memory. In the present study, participants maintained a visual or verbal working memory load as they simultaneously viewed scenes while their eye movements were recorded. Because eye movements and visual working memory are closely linked, we anticipated the visual load would interfere with scene-viewing (and vice versa), while the verbal load would not. Surprisingly, both visual and verbal memory loads interfered with scene-viewing behavior, while eye movements during scene-viewing did not significantly interfere with performance on either memory task. These results suggest that a verbal working memory load can interfere with eye movements in a visual task.

The current study investigated the depth of vocabulary knowledge (VK) through word definitions, examining the effect of word characteristics, breadth of VK, and verbal working memory (VWM). Forty children (11-12 years old) participated (12 Greek-Albanian children Greek-dominant, 14 Turkish-Greek children Turkish-dominant, and 14 monolinguals). An expressive vocabulary task (breadth of VK), a word definition task (depth of VK) in Greek, and a VWM task were administered. The results revealed that monolinguals had larger vocabulary than bilinguals in Greek. Greek-Albanian children had also larger vocabulary than Turkish-Greek bilinguals. In the VWM task, monolinguals had better abilities than Turkish-Greek bilinguals. Controlling for vocabulary and VWM, few differences emerged in definitional skills. In simple concrete nouns and compound verbs, Greek-Albanian children gave more formal definitions than monolingual children, exhibiting a bilingual advantage. Finally, breadth and depth of VK correlated with VWM only in Greek-Albanian and monolingual children, indicating the impact of vocabulary on VWM performance.

To date, the evidence regarding the effect of bilingualism/multilingualism on short-term memory (STM) and working memory (WM) capacity is inconclusive. This study investigates whether multilingualism has a positive effect on the verbal STM and WM capacity of neurotypical middle-aged and older individuals. Eighty-two L1-Norwegian sequential bilingual/multilingual academics were tested with tasks measuring verbal STM/WM capacity. Degree of bilingualism/multilingualism for each participant was estimated based on a comprehensive questionnaire. Different measures of bilingualism/multilingualism were used. Data on potentially influencing non-linguistic factors were also collected. Correlation and regression analyses showed that multilingualism impacts both verbal STM and verbal WM. In particular, all analyses showed that number of known foreign languages was the strongest predictor of verbal STM and WM capacity. The results are discussed in light of recent studies on the impact of bilingualism on STM/WM and on recent proposals regarding the mechanism underlying so-called bilingual advantage. [ABSTRACT FROM AUTHOR]

The ability of persons with non-fluent aphasia (PWAs) to produce sentential negation has been investigated in several languages, but only in small samples. Accounts of (morpho)syntactic impairment in PWAs have emphasized various factors, such as whether the negative marker blocks or interferes with verb movement, the position of the Negation Phrase in the syntactic hierarchy or the interpretability of negation. This study investigates the ability of German- and Italian-speaking PWAs to construct negative sentences, as well as the role of verbal working memory (WM) capacity and education in task performance and production of sentential negation. German and Italian differ in the syntactic properties of the negative markers that are relevant here (nicht and non, respectively). A sentence anagram task tapping into the construction of negative and affirmative declarative sentences was administered to 9 German- and 7 Italian-speaking PWAs, and to 14 German- and 11 Italian-speaking age- and education-matched healthy volunteers. We fitted generalized linear mixed-effects models to the datasets. There was no significant difference between negative and affirmative sentences in either group of PWAs. There was a main effect of verbal WM capacity on task performance, but no interaction between verbal WM capacity and production of negative vs. affirmative sentences. Education did not affect task performance. The results are discussed in light of different linguistically-informed accounts of (morpho)syntactic impairment in non-fluent aphasia. [ABSTRACT FROM AUTHOR]

Short-term memory (STM) and working memory (WM) capacity, which are at the centre of information processing, are significant predictors of learning in both children with typical hearing (TH) and hearing loss. We compared the performance of long-term cochlear implant (CI) users with their typical hearing (TH) peers on verbal short-term memory (STM), verbal working memory (WM), visuospatial STM, and visuospatial WM. Through a database search, we identified relevant articles published up to 14 February 2021. Twenty articles met the inclusion criteria for a systematic analysis. Meta-analysis was performed on both verbal STM and WM. Limitation in verbal STM was found to have a large effect size, and limitation in verbal WM was found to have a medium to large effect size in long-term CI users in a WM task. There was no significant difference between long-term CI users and their TH peers in two verbal WM (reading span and visual digit span) tasks. Results revealed that the long-term CI users have more difficulty in storing than processing information. The outcomes of this meta-analysis have clinical and educational implications for CI users. The visual representation of verbal items compensated for the limitation in verbal WM in long-term CI users. The opposite was observed for verbal STM tasks. A significant difference between TH and long-term CI users was observed for the visuospatial STM with a small to medium effect size in individual studies. However, our findings should be interpreted very cautiously in this preliminary systematic review and meta-analysis because of small samples. All interpretations have been made according to current findings. There is a need for more studies about verbal and visuospatial STM and WM in long-term CI users. [ABSTRACT FROM AUTHOR]

The importance of verbal and visuospatial working memory(WM) for co-speech gesture comprehension was tested in twoexperiments using the dual task paradigm. Healthy, college-aged participants encoded either a dot locations in a grid(Experiment 1), or a series of digits (Experiment 2), andrehearsed them as they performed a discourse comprehensiontask. The discourse comprehension task involved watching avideo of a man describing household objects, and judgingwhich of two words probes was most related to the video.Following the discourse comprehension task, participantsrecalled either the verbally or visuo-spatially encodedinformation. In both experiments, performance on thediscourse comprehension task was faster when gesturalinformation was congruent with the speech than when it wasincongruent. Moreover, performance on the discoursecomprehension task was impacted both by increasing the loadon the visuospatial WM system (Experiment 1) and the verbalWM system (Experiment 2). However, in both studies effectsof WM load and gesture congruency were additive,suggesting they were independent.

Working memory (WM) plays a crucial role in the development of arithmetic ability. However, research findings related to which factors influence the relationship between WM and arithmetic skills are inconsistent. The present meta-analysis aimed to examine the links between WM and arithmetic in primary school children and investigate whether this is dependent on WM domains (i.e., verbal, visual, spatial), child age, arithmetic operation type, and arithmetic task type. A total of 11,224 participants with an age range of 6- to 12 years, from 55 independent samples were included in the meta-analysis. Analysis of 46 studies with 187 effect sizes revealed an overall significant and medium correlation between WM and arithmetic. Heterogeneity analyses indicated that verbal WM showed a stronger correlation with arithmetic than visuospatial WM, and that correlations between verbal WM and arithmetic declined with age, whereas correlations between spatial-sequential, and spatial-simultaneous WM and arithmetic remained stable throughout development. Addition and subtraction were more involved in verbal WM than multiplication and division. Moreover, mental and written arithmetic showed comparable correlations with WM in all domains. These findings suggest moderation effects of WM domains, age, and operation types in the WM-arithmetic relationship and highlight the significant role of verbal WM in arithmetic ability in primary school children. [ABSTRACT FROM AUTHOR]

Information that is particularly relevant for upcoming behavior can be prioritized within working memory, by directing attention to it. Receiving focused attention during retention is assumed to be associated with specific benefits, such as increased memory performance and reduced vulnerability to perceptual distractions. This has been demonstrated in visuospatial working memory. Given the domain-general nature of the focus of attention, these benefits should extend to verbal working memory as well. This was tested in the current study. In particular, we examined and compared the effects of cue-based and reward-based prioritization in verbal working memory across a series of five preregistered experiments. These experiments varied in their memory materials, set size, interference, and memory task. Our results collectively revealed several key findings. Firstly, both cue-based and reward-based prioritization led to a clear and consistent memory boost for prioritized information in verbal working memory. Secondly, the memory boost induced by cue-based prioritization was mostly comparable to that induced by reward-based prioritization. Thirdly, memory for verbal information did not drastically suffer when exposed to perceptual interference. And lastly, the effect of perceptual interference on verbal information was not drastically influenced by whether the information was prioritized or not. Overall, this series of experiments contributes to understanding the consequences of directed attention in verbal working memory and highlights similarities and differences from findings in visuospatial working memory.

We have previously shown that schizophrenia (SCZ) participants with high community functioning demonstrate better verbal working memory (vWM) performance relative to those with low community functioning. In the present study, we investigated whether neuroanatomical differences in regions supporting vWM also exist between schizophrenia groups that vary on community functioning. Utilizing magnetic resonance imaging, shape features of deep-brain nuclei known to be involved in vWM were calculated in samples of high functioning (HF-SCZ, n = 23) and low functioning schizophrenia participants (LF-SCZ, n = 18), as well as in a group of healthy control participants (CON, n = 45). Large deformation diffeomorphic metric mapping was employed to characterize surface anatomy of the caudate nucleus, globus pallidus, hippocampus, and thalamus. Statistical analyses involved linear mixed-effects models and vertex-wise contrast mapping to assess between-group differences in structural shape features, and Pearson correlations to evaluate relationships between shape metrics and vWM performance. We found significant between-group main effects in deep-brain surface anatomy across all structures. Post-hoc comparisons revealed HF-SCZ and LF-SCZ groups significantly differed on both caudate and hippocampal shape, however, significant correlations with vWM were only observed in hippocampal shape for both SCZ groups. Specifically, more abnormal hippocampal deformation was associated with lower vWM suggesting hippocampal shape is both a neural substrate for vWM deficits and a potential biomarker to predict or monitor the efficacy of cognitive rehabilitation. These findings add to a growing body of literature related to functional outcomes in schizophrenia by demonstrating unique shape patterns across the spectrum of community functioning in SCZ.

Working memory, which is an important determinant of learning capacity, is a structure that affects the acquisition and development process of many academic skills, especially reading and writing. On the other hand, it is stated that the effect of working memory on these skills differs according to grade levels. The effect of the verbal and visual components of working memory creates different effects in different dimensions such as fluent reading and comprehension, and the orthographic characteristics of a language are an important determinant on the level of this effect. From this point of view, this study aims to examine longitudinally the prediction of first- and second-grade participants' reading fluency and reading comprehension performances in terms of their verbal and visual working memory performances. These participants were evaluated in the kindergarten in a transparent orthography with an extremely high letter-sound relationship like Turkish. The research was carried out in schools that were randomly assigned from each stratum, representing the lower-middle and upper socioeconomic levels in the province of Ankara. The participants in the study consisted of 450 children (224 girls, 250 boys) who were aged five (Mean= 66.29 months, SD= 3.91) at the beginning of the study and who were not diagnosed with any cognitive and/or sensory disability. Measurements of the working memory performance of the participants in the kindergarten were conducted using the Working Memory Scale (WMS), and the measurements of the reading fluency and reading comprehension performances in the first and second grades were carried out using the Literacy Evaluation Battery (LAB). The results obtained from the study, in which working memory measurements were determined to predict reading fluency and reading comprehension skills, using the structural equation model, revealed that reading fluency and reading comprehension performances increased from the first grade to the second grade and from the fall semester to the spring semester at each grade level. The results also showed that the verbal and visual working memory performance in the kindergarten contributed to the reading fluency and reading comprehension success of the first and second grades in the fall and spring semesters at different levels. [ABSTRACT FROM AUTHOR]

Cognitive Reserve (CR), according to a recent consensus definition of the NIH-funded Reserve and Resilience collaboratory,1 is constituted by any mechanism contributing to cognitive performance beyond, or interacting with, brain structure in the widest sense. To identity multivariate activation patterns fulfilling this postulate, we investigated a verbal Sternberg fMRI task and imaged 181 people with age coverage in the ranges 20–30 (44 participants) and 55–70 (137 participants). Beyond task performance, participants were characterized in terms of demographics, and neuropsychological assessments of vocabulary, episodic memory, perceptual speed, and abstract fluid reasoning. Participants studied an array of either one, three, or six upper-case letters for 3 s (=encoding phase), then a blank fixation screen was presented for 7 s (=maintenance phase), to be probed with a lower-case letter to which they responded with a differential button press whether the letter was part of the studied array or not (=retrieval phase). We focused on identifying maintenance-related activation patterns showing memory load increases in pattern score on an individual participant level for both age groups. We found such a pattern that increased with memory load for all but one person in the young participants (p < 0.001), and such a pattern for all participants in the older group (p < 0.001). Both patterns showed broad topographic similarities; however, relationships to task performance and neuropsychological characteristics were markedly different and point to individual differences in Cognitive Reserve. Beyond the derivation of group-level activation patterns, we also investigated the inter-subject spatial similarity of individual working memory rehearsal patterns in the older participants' group as a function of neuropsychological and task performance, education, and mean cortical thickness. Higher task accuracy and neuropsychological function was reliably associated with higher inter-subject similarity of individual-level activation patterns in older participants. [ABSTRACT FROM AUTHOR]

Being strangled, or "choked," by a sexual partner has emerged as a prevalent, often wanted and consensual sexual behavior among adolescent and young adult women, yet the neurological consequences of repeated exposure to this behavior are unknown. The objective of the study was to examine the association between a history of repeated, recent choking/strangling episodes during sex and fMRI activation during working memory tasks in young adult women. This case-control study involved young adult women (18–30 years old) at a large, public university, and consisted of two study groups: a choking group consisting of participants who were recently and frequently choked/strangled during sex by a partner (≥4 times in the past 30 days) and a choking-naïve (control) group who had never been choked/strangled during sex. Participants completed two variations of the N-back (0-back, 1-back, and 2-back) working memory task during functional magnetic resonance imaging (fMRI): verbal and visual N-back tasks. Data from 20 participants per group were available for analysis. Between-group differences for accuracy and reaction time were not significant for either variation of the N-back task. Significant differences in fMRI activation patterns were detected between the choking and the choking-naïve groups for the three contrasts of interest (1-back > 0-back, 2-back > 0-back, and 2-back > 1-back). The choking group exhibited increased activation in multiple clusters relative to the choking-naïve group for the contrasts between the 1-back and 2-back conditions compared to the 0-back conditions (e.g., superior frontal gyrus, corpus callosum). However, the choking-naïve group exhibited increased activation relative to the choking group in several clusters for the 2-back > 1 back contrast (e.g., splenium, middle frontal gyrus). These data indicate that recent, frequent exposure to partnered sexual strangulation is associated with different neural activation patterns during verbal and visual working memory tasks compared to controls, suggesting that being choked/strangled during sex may modify the allocation of neural resources at increasing levels of cognitive load. Further investigation into the neurologic effects of this sexual behavior is warranted, given the prevalence of sexual choking among adolescent and young adult women. [ABSTRACT FROM AUTHOR]

Background: Previous research showed a significant association between mathematics and working memory (WM). However, evidence regarding the different effects of verbal and visuospatial WM on mathematical abilities was very limited. Aims: The current research aims to explore the relationship between verbal and visuospatial WM with mathematical abilities, and how this relationship is moderated by age and math domains. We also wonder whether the results would change when we use several tests for each component and use a latent variable approach for more reliable measurement. Sample: 131 first graders and 144 fifth graders from a primary school in Hangzhou, Zhejiang province, China, participated our research. Methods: All participants completed three verbal and three visuospatial WM tasks, mathematics tests, and fluid intelligence test. Hierarchical multiple regression analysis was used to examine the pattern of relations among these constructs. Results: The results of hierarchical multiple regression analysis showed that verbal WM significantly predicted mathematics achievement for fifth graders, while failed for first graders. However, visuospatial WM played a substantive role in both graders' mathematical performance. The different role of the two WM components also depend on various fields of mathematics. Conclusion: Our results indicated the distinct influence of verbal and visuospatial WM on primary school students' mathematical abilities and highlighted the developmental and domain‐specific effects of WM on mathematics. [ABSTRACT FROM AUTHOR]

Being strangled, or “choked,” by a sexual partner has emerged as a prevalent, often wanted and consensual sexual behavior among adolescent and young adult women, yet the neurological consequences of repeated exposure to this behavior are unknown. The objective of the study was to examine the association between a history of repeated, recent choking/strangling episodes during sex and fMRI activation during working memory tasks in young adult women. This case-control study involved young adult women (18–30 years old) at a large, public university, and consisted of two study groups: a choking group consisting of participants who were recently and frequently choked/strangled during sex by a partner (≥4 times in the past 30 days) and a choking-naïve (control) group who had never been choked/strangled during sex. Participants completed two variations of the N-back (0-back, 1-back, and 2-back) working memory task during functional magnetic resonance imaging (fMRI): verbal and visual N-back tasks. Data from 20 participants per group were available for analysis. Between-group differences for accuracy and reaction time were not significant for either variation of the N-back task. Significant differences in fMRI activation patterns were detected between the choking and the choking-naïve groups for the three contrasts of interest (1-back > 0-back, 2-back > 0-back, and 2-back > 1-back). The choking group exhibited increased activation in multiple clusters relative to the choking-naïve group for the contrasts between the 1-back and 2-back conditions compared to the 0-back conditions (e.g., superior frontal gyrus, corpus callosum). However, the choking-naïve group exhibited increased activation relative to the choking group in several clusters for the 2-back > 1 back contrast (e.g., splenium, middle frontal gyrus). These data indicate that recent, frequent exposure to partnered sexual strangulation is associated with different neural activation patterns during verbal and visual working memory tasks compared to controls, suggesting that being choked/strangled during sex may modify the allocation of neural resources at increasing levels of cognitive load. Further investigation into the neurologic effects of this sexual behavior is warranted, given the prevalence of sexual choking among adolescent and young adult women.

Cognitive Reserve (CR), according to a recent consensus definition of the NIH-funded Reserve and Resilience collaboratory,1 is constituted by any mechanism contributing to cognitive performance beyond, or interacting with, brain structure in the widest sense. To identity multivariate activation patterns fulfilling this postulate, we investigated a verbal Sternberg fMRI task and imaged 181 people with age coverage in the ranges 20–30 (44 participants) and 55–70 (137 participants). Beyond task performance, participants were characterized in terms of demographics, and neuropsychological assessments of vocabulary, episodic memory, perceptual speed, and abstract fluid reasoning. Participants studied an array of either one, three, or six upper-case letters for 3 s (=encoding phase), then a blank fixation screen was presented for 7 s (=maintenance phase), to be probed with a lower-case letter to which they responded with a differential button press whether the letter was part of the studied array or not (=retrieval phase). We focused on identifying maintenance-related activation patterns showing memory load increases in pattern score on an individual participant level for both age groups. We found such a pattern that increased with memory load for all but one person in the young participants (p

This study focuses on the assessment of working memory and linguistic skills in 21 Italian–Russian speaking bilingual children who were born in Italy and inherited Russian from their parents. Their performance was compared to that of 21 monolingual Russian-speaking and 21 monolingual Italian-speaking peers. For the assessment of the two languages (Russian and Italian) in bilinguals and the respective languages (Russian OR Italian) in monolinguals, the equivalent forms of the same battery of tests were used. Overall, the bilinguals showed enhanced verbal working memory with respect to Italian monolinguals but not Russian ones. The lexical skills of the participants in the bilingual group, as measured via semantic fluency, naming and lexical comprehension, appeared to be rather limited in Russian when compared to those of the monolingual group. Their vocabulary was mainly made of words with medium-to-high frequency. Passive, reversible and negative sentences appeared to be the most difficult for the participants who inherited Russian from their parents. The findings are discussed in the light of current theories of heritage languages acquisition. [ABSTRACT FROM AUTHOR]

The problem of how the mind can retain sequentially organized information has a long research tradition that remains unresolved. While various computational models propose a mechanism of binding serial order information to position markers, the representational nature and processes that operate on these position markers are not clear. Recent behavioral work suggests that space is used to mark positions in serial order and that this process is governed by spatial attention. Based on the assumption that brain areas controlling spatial attention are also involved in saccadic planning, we continuously tracked the eye-movements as a direct measure of the spatial attention during retrieval from a verbal WM sequence. Participants memorized a sequence of auditory numbers. During retention, they heard a number-cue that did or did not belong to the memorized set. After this number-cue, a target-beep could be presented to which they had to respond if the number-cue belonged to the memorized sequence. In Experiment 1, the target-beep was either presented to the left or right ear, and in Experiment 2 bilaterally (removing any spatial aspect). We tested the hypothesis that systematic eye-movements are made when people retrieve items of sequences of auditory words and found that the retrieval of begin items resulted in leftward eye-movements and the retrieval of end items in rightward eye-movements. These observations indicate that the oculomotor system is also involved in the serial order processes in verbal WM thereby providing a promising novel approach to get insight into abstract cognitive processes. [ABSTRACT FROM AUTHOR]

It is well-known that ageing is associated with a decrease in working memory abilities. It is not so clear at what age the decline begins and if there are differences in the decline of verbal and visuo-spatial working memory. This study investigates the effect of ageing on verbal and visuo-spatial working memory by comparing the performance of 880 subjects aged between 15- and 80-year old who were subdivided into five groups. The results show that age is negatively correlated with performance on both verbal and visuo-spatial working memory tasks. Specifically, we observed a gradual deterioration in performance with increasing age starting at 36-year old. Comparing the performance of the five groups, it is possible to observe a clear decline in both verbal and visuo-spatial working memory domains in subjects over 66-year old. However, in the next youngest age group, it is possible to notice differences in performance depending on the type of material being processed and the cognitive load required. This variability is discussed by analyzing the factors that may have influenced test performance. [ABSTRACT FROM AUTHOR]

Language processing involves other cognitive domains, including Working Memory (WM). Much detail about the neural correlates of language and WM interaction remains unclear. This review summarizes the evidence for the interaction between WM and language obtained via functional Magnetic Resonance Imaging (fMRI) in the past two decades. The search was limited to PubMed, Google Scholar, Science direct and Neurosynth for working memory, language, fMRI, neuroimaging, cognition, attention, network, connectome keywords. The exclusion criteria consisted of studies including children, older adults, bilingual or multilingual population, clinical cases, music, sign language, speech, motor processing, review papers, meta-analyses, electroencephalography/event-related potential, and positron emission tomography. A total of 20 articles were included and discussed in four categories: language comprehension, language production, syntax, and networks. Studies on neural correlates of WM and language interaction are rare. Language tasks that involve WM activate common neural systems. Activated areas can be associated with cognitive concepts proposed by Baddeley and Hitch (1974), including the phonological loop of WM (mainly Broca and Wernicke's areas), other prefrontal cortex and right hemispheric regions linked to the visuospatial sketchpad. There is a clear, dynamic interaction between language and WM, reflected in the involvement of subcortical structures, particularly the basal ganglia (caudate), and of widespread right hemispheric regions. WM involvement is levered by cognitive demand in response to task complexity. High WM capacity readers draw upon buffer memory systems in midline cortical areas to decrease the WM demands for efficiency. Different dynamic networks are involved in WM and language interaction in response to the task in hand for an ultimate brain function efficiency, modulated by language modality and attention.