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Previous research on working memory (WM) in children with poor mathematical skills has yielded heterogeneous results, possibly due to inconsistent consideration of the IQ-achievement discrepancy and additional reading and spelling difficulties. To examine the impact of both, the WM of 68 average-achieving and 68 low-achieving third-graders in mathematics was assessed. Preliminary analyses showed that poor mathematical skills were associated with poor WM. Afterwards, children with isolated mathematical difficulties were separated from those with additional reading and spelling difficulties. Half of each group fulfilled the IQ-achievement discrepancy, resulting in a 2 (additional reading and spelling difficulties: yes/no) by 2 (IQ-achievement discrepancy: yes/no) factorial design. Analyses revealed that not fulfilling the IQ achievement discrepancy was associated with poor visual WM, whereas additional reading and spelling difficulties were associated with poor central executive functioning in children fulfilling the IQ-achievement discrepancy. Therefore, WM in children with poor mathematical skills differs according to the IQ-achievement discrepancy and additional reading and spelling difficulties.
The pathophysiology of schizophrenia is still poorly understood. Investigating the neurophysiological correlates of cognitive dysfunction with functional neuroimaging techniques such as electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) is widely considered to be a possible solution for this problem. Working memory impairment is one of the most prominent cognitive impairments found in schizophrenia. Working memory can be divided into a number of component processes, encoding, maintenance and retrieval. They appear to be differentially affected in schizophrenia, but little is known about the neurophysiological disturbances which contribute to deficits in these component processes. The aim of this dissertation was to elucidate the neurophysiological underpinnings of the component processes of working memory and their disturbance in schizophrenia. In the first study the the neurophysiological substrates of visual working memory capacity limitations were investigated during encoding, maintenance and retrieval in 12 healthy subjects using event-related fMRI. Subjects had to encode up to four abstract visual shapes and maintain them in working memory for 12 seconds. Afterwards a test stimulus was presented, which matched one of the previously shown shapes in fifty percent of the trials. A bilateral inverted U-shape pattern of BOLD activity with increasing memory load in areas closely linked with selective attention, i.e. the frontal eye fields and areas around the intraparietal sulcus, was observed already during encoding. The increase of the number of stored items from memory load three to memory load four in these regions was negatively correlated with the increase of BOLD activity from memory load three to memory load four. These results point to a crucial role of attentional processes for the limited capacity of working memory. In the second study, the contribution of early perceptual processing deficits during encoding and retrieval to working memory dysfunction was investigated in 17 patients with schizophrenia and 17 healthy control subjects using EEG and event-related fMRI. A slightly modified version of the working memory task used in the fist study was employed. Participants only had to encode and maintain up to three items. In patients the amplitude of the P1 event-related potential was significantly reduced already during encoding in all memory load conditions. Similarly, BOLD activity in early visual areas known to generate the P1 was significantly reduced in patients. In controls, a stronger P1 amplitude increase with increasing memory load predicted better performance. These findings indicate that in addition to later memory related processing stages early visual processing is disturbed in schizophrenia and contributes to working memory dysfunction by impairing the encoding of information. In the third study, which was based on the same data set as the second study, cortical activity and functional connectivity in 17 patients with schizophrenia and 17 to healthy control subjects during the working memory encoding, maintenance and retrieval was investigated using event-related fMRI. Patients had reduced working memory capacity. During encoding activation in the left ventrolateral prefrontal cortex and extrastriate visual cortex was reduced in patients but positively correlated with working memory capacity in controls. During early maintenance patients switched from hyper- to hypoactivation with increasing memory load in a fronto-parietal network which included left dorsolateral prefrontal cortex. During retrieval right ventrolateral prefrontal hyperactivation was correlated with encoding-related hypoactivation of left ventrolateral prefrontal cortex in patients. Cortical dysfunction in patients during encoding and retrieval was accompanied by abnormal functional connectivity between fronto-parietal and visual areas. These findings indicate a primary encoding deficit in patients caused by a dysfunction of prefrontal and visual areas. The findings of these studies suggest that isolating the component processes of working memory leads to more specific markers of cortical dysfunction in schizophrenia, which had been obscured in previous studies. This approach may help to identify more reliable biomarkers and endophenotypes of schizophrenia.
The role of music in second-language (L2) learning has long been the object of various empirical and theoretical inquiries. However, research on whether the effect of background music (BM) on language-related task performance is facilitative or inhibitory has produced inconsistent findings. Hence, we investigated the effect of happy and sad BM on complexity, accuracy, and fluency (CAF) of L2 speaking among intermediate learners of English. A between-groups design was used, in which 60 participants were randomly assigned to three groups with two experimental groups performing an oral L2 English retelling task while listening to either happy or sad BM, and a control group performing the task with no background music. The results demonstrated the happy BM group’s significant outperformance in fluency over the control group. In accuracy, the happy BM group also outdid the controls (error-free clauses, correct verb forms). Moreover, the sad BM group performed better in accuracy than the controls but in only one of its measures (correct verb forms). Furthermore, no significant difference between the groups in syntactic complexity was observed. The study, in line with the current literature on BM effects, suggests that it might have specific impacts on L2 oral production, explained by factors such as mood, arousal, neural mechanism, and the target task’s properties.
Over the last decade, the prospect of improving or maintaining cognitive functioning has provoked a steadily increasing number of cognitive training studies. Central target populations are individuals at risk for a disadvantageous development, such as older adults exhibiting cognitive decline or children with learning impairments. They rely on cognitive resources to meet the challenges of an independent life in old age or requirements at school.
To support daily cognitive functioning, training outcomes need to generalize to other cognitive abilities. Such transfer effects are, however, highly discussed. For example, recent meta-analyses on working memory training differed in the conclusion on the presence (Au et al., 2015; Karbach and Verhaeghen, 2014) or absence of transfer effects (Melby-Lervåg and Hulme, 2013). Usually training-specific design factors such as type, intensity, duration, and feedback routines are discussed as reasons for such inconsistent findings. However, even individuals participating in exactly the same training regime highly differ in their training outcomes. We argue that it is time to study the individual development during trainings to understand these differential outcomes. It is time to have a closer look at the intraindividual training data.
Forgetting is a common phenomenon in everyday life. Although it often has negative connotations, forgetting is an important adaptive mechanism to avoid loading the memory storage with irrelevant information. A very important aspect of forgetting is its interaction with emotion. Affective events are often granted special and priority treatment over neutral ones with regards to memory storage. As a consequence, emotional information is more resistant to extinction than neutral information. It has been suggested that intentional forgetting serves as a mechanism to cope with unwanted or disruptive emotional memories and the main goal of this study was to assess forgetting of emotional auditory material using the item-method directed forgetting (DF) paradigm using a forgetting strategy based on mindfulness as a means to enhance DF. Contrary to our prediction, the mindfulness-based strategy not only did not improve DF but reduced it for neutral material. These results suggest that an interaction between processes such as response inhibition and attention is required for intentional forgetting to succeed.
Das visuelle Arbeitsgedächtnis (AG) kann visuelle Information enkodieren, über eine kurze Zeitperiode aktiv halten und mit neu wahrgenommener Information vergleichen. Dadurch ermöglicht es eine Reihe höherer kognitiver Funktionen ( z.B. Kopfrechnen). Störungen des visuellen AGs sind ein relevantes Symptom neurologischer und psychiatrischer Erkrankungen. Die funktionellen und neuronalen Prozesse, die dem visuellen AG unterliegen, stellen eine fundamentale Frage der kognitiven Neurowissenschaft dar. Bisherige Forschung hat bereits einen großen Beitrag zum Verständnis der Vorgänge während der Enkodierungs- und Halte-Phase des AGs geleistet. Die neuronalen Korrelate der Wiedererkennung (WE) hingegen sind relativ unbekannt. Ziel der vorliegenden Studie war es, die neuronalen Mechanismen der WE anhand zweier Modulationen (Gedächtnisbelastung und Ähnlichkeit zwischen Merk- und Test-Stimulus) zu erforschen. Den neuronalen Grundlagen von Ähnlichkeit zwischen wurde bislang nahezu keine Beachtung geschenkt, ihre Untersuchung stellte deshalb eine wesentliche Motivation der Arbeit dar. Da erhöhte Gedächtnislast bei einer endlichen Anzahl an Stimuli zu einer erhöhten Anzahl an möglichen ähnlichen Test-Stimuli und auf diese Weise zu einer erhöhten Ähnlichkeit zwischen Merk- und Test-Stimulus führen kann, sind die Effekte beider Modulationen konfundiert. Es sollte deshalb zusätzlich der Nachweis für einen ähnlichkeitsunabhängigen Lasteffekt erbracht werden. Im Rahmen der vorliegenden Dissertation stand der zeitliche Ablauf der zu erwartenden kortikalen Aktivationen im Mittelpunkt des Interesses. Aus diesem Grund kam die Magnetenzephalographie (MEG) mit ihrem hervorragenden zeitlichen und guten räumlichen Auflösungsvermögen zum Einsatz. Die neuronale Aktivität von 17 Probanden wurde mittels MEG erfasst. Zusätzlich wurden Verhaltensdaten (VD) in Form von Reaktionszeit (RZ) und Korrektheit (KH) der Antworten aufgezeichnet. Als Stimuli dienten 15 verschiedene Farben, die einmal den gesamten Farbkreis abbildeten. 1 oder 3 verschiedenfarbige Quadrate dienten als Merk-Stimuli und ein farbiges Quadrat, das einem der vorher gezeigten glich (G), ihm ähnlich (Ä) oder unähnlich (U) war, folgte als Test-Stimulus. Die Probanden antworteten per Fingerheben aus einer Lichtschranke, ob der Test-Stimulus dem Merk-Stimulus glich (G) oder nicht glich (Ä, U). Insgesamt führten die 2 Belastungsmodulationen und die 3 Ähnlichkeitsmodulationen zu einem 2 x 3 Design, das eine Untersuchung der Haupteffekte und Interaktionen von Ähnlichkeit und Last ermöglichte. Die Ergebnisse der VD decken sich mit früheren Erkenntnissen, die mit ansteigender Gedächtnislast und Ähnlichkeit von einer signifikanten Verminderung der KH der Antworten sowie einer signifikanten Zunahme der RZ berichteten. Zusätzlich konnte eine signifikante Interaktion beider Modulationen beobachtet werden. Mit zunehmender Gedächtnislast verlängerte sich die RZ, bzw. verminderte sich die KH der Antworten für gleiche Testreize stärker als für ungleiche (Ä, U). Es konnten wesentliche neue Erkenntnisse über die neuronalen Korrelate der WE im visuellen AG gewonnen werden. Für die Ähnlichkeits-Modulation konnten drei zeitlich, räumlich und funktionell distinkte Ereigniskorrelierte-Felder (EKF)-Komponenten detektiert werden: eine frühe Komponente, die stärker auf U im Vergleich zu Ä und G Stimuli ansprach, eine mittlere, die mit der Schwierigkeit der Aufgabe assoziiert war sowie eine späte Komponente, die als Korrelat einer kategorialen Entscheidung interpretiert wurde. Diese Ergebnisse replizieren Befunde von Studien über die Entscheidungsfindung und die summierte Ähnlichkeit im Langzeitgedächtnis (LZG) und liefern gleichzeitig neue Hinweise für eine funktionelle Dissoziation verschiedener Komponenten der WE im visuellen AG. Die WE scheint aus der Berechnung der summierten Ähnlichkeit, der Entscheidungsfindung sowie der Evidenzevaluation unter schwierigeren Bedingungen zu bestehen. Es gelang außerdem der Nachweis eines ähnlichkeitsunabhängigen Effektes der Lastmodulation. Es konnte eine bilateral parieto-okzipitale sowie eine linksseitig fronto-temporale Aktivierung erfasst werden, die wahrscheinlich allgemeinen Schwierigkeitseffekten entsprechen. Unter ansteigender Gedächtnisbelastung kam es zu einer Zunahme der Amplitude beider Aktivitäten. Diese Ergebnisse bestätigen Befunde über die Amplitudenentwicklung während der Halte-Phase, die als Heranziehung zusätzlicher Ressourcen unter schwierigeren Bedingungen gedeutet wurden. Die EKF-Daten konnten jedoch keine Bestätigung des in den VD nachgewiesenen Interaktionseffektes bringen. Vielversprechende Ansätze für zukünftige Studien bieten eine präzisere Bestimmung der räumlichen Verteilung sowie eine weitere Evaluation der kognitiven Funktion der neuronalen Aktivität der Ähnlichkeit, da die Ähnlichkeit zwischen Merk- und Test-Stimulus eine entscheidende Rolle bei der Beschränkung der WE-Leistung einzunehmen scheint.
We examined the neural signatures of stimulus features in visual working memory (WM) by integrating functional magnetic resonance imaging (fMRI) and event-related potential data recorded during mental manipulation of colors, rotation angles, and color–angle conjunctions. The N200, negative slow wave, and P3b were modulated by the information content of WM, and an fMRI-constrained source model revealed a progression in neural activity from posterior visual areas to higher order areas in the ventral and dorsal processing streams. Color processing was associated with activity in inferior frontal gyrus during encoding and retrieval, whereas angle processing involved right parietal regions during the delay interval. WM for color–angle conjunctions did not involve any additional neural processes. The finding that different patterns of brain activity underlie WM for color and spatial information is consistent with ideas that the ventral/dorsal “what/where” segregation of perceptual processing influences WM organization. The absence of characteristic signatures of conjunction-related brain activity, which was generally intermediate between the 2 single conditions, suggests that conjunction judgments are based on the coordinated activity of these 2 streams. Keywords: EEG, fMRI, source analysis, visual, working memory
A growing body of experimental syntactic research has revealed substantial variation in the magnitude of island effects, not only across languages but also across different grammatical constructions. Adopting a well-established experimental design, the present study examines island effects in Spanish using a speeded acceptability judgment task. To quantify variation across grammatical constructions, we tested extraction from four different types of structure (subjects, complex noun phrases, adjuncts and interrogative clauses). The results of Bayesian mixed effects modelling showed that the size of island effects varied between constructions, such that there was clear evidence of subject, adjunct and interrogative island effects, but not of complex noun phrase island effects. We also failed to find evidence that island effects were modulated by participants’ working memory capacity as measured by an operation span task. To account for our results, we suggest that variability in island effects across constructions may be due to the interaction of syntactic, semantic-pragmatic and processing factors, which may affect island types differentially due to their idiosyncratic properties.
We examined whether positive transfer of cognitive training, which so far has been observed for individual tests only, also generalizes to cognitive abilities, thereby carrying greater promise for improving everyday intellectual competence in adulthood and old age. In the COGITO Study, 101 younger and 103 older adults practiced six tests of perceptual speed (PS), three tests of working memory (WM), and three tests of episodic memory (EM) for over 100 daily 1-h sessions. Transfer assessment included multiple tests of PS, WM, EM, and reasoning. In both age groups, reliable positive transfer was found not only for individual tests but also for cognitive abilities, represented as latent factors. Furthermore, the pattern of correlations between latent change factors of practiced and latent change factors of transfer tasks indicates systematic relations at the level of broad abilities, making the interpretation of effects as resulting from unspecific increases in motivation or self-concept less likely. Keywords: cognitive training, cognitive abilities, transfer, latent factors, working memory
Even though extensively investigated, the nature of working memory (WM) deficits in patients with schizophrenia (PSZ) is not yet fully understood. In particular, the contribution of different WM sub-processes to the severe WM deficit observed in PSZ is a matter of debate. So far, most research has focused on impaired WM maintenance. By analyzing different types of errors in a spatial delayed response task (DRT), we have recently demonstrated that incorrect yet confident responses (which we labeled as false memory errors) rather than incorrect/not-confident responses reflect failures of WM encoding, which was also impaired in PSZ. In the present study, we provide further evidence for a functional dissociation between confident and not-confident errors by manipulating the demands on WM maintenance, i.e., the length over which information has to be maintained in WM. Furthermore, we investigate whether these functionally distinguishable WM processes are impaired in PSZ. Twenty-four PSZ and 24 demographically matched healthy controls (HC) performed a spatial DRT in which the length of the delay period was varied between 1, 2, 4, and 6 s. In each trial, participants also rated their level of response confidence. Across both groups, longer delays led to increased rates of incorrect/not-confident responses, while incorrect/confident responses were not affected by delay length. This functional dissociation provides additional support for our proposal that false memory errors (i.e., confident errors) reflect problems at the level of WM encoding, while not-confident errors reflect failures of WM maintenance. Schizophrenic patients showed increased numbers of both confident and not-confident errors, suggesting that both sub-processes of WM—encoding and maintenance—are impaired in schizophrenia. Combined with the delay length-dependent functional dissociation, we propose that these impairments in schizophrenic patients are functionally distinguishable.