Search results for "SHORT-TERM"

The passive state: A protective mechanism for information in working memory tasks.

2021

Memory representations can be stored in a passive state in a visual working memory (VWM) task. However, it remains unclear whether the representations stored in the passive state are prone to interference and decay. To explore this issue, we asked participants to successively remember two sets of memory items (M1 and M2) in three test manners: a combined test (both M1 and M2 are probed simultaneously), a backward test (probe M2 first and M1 second), or a forward test (probe M1 first and M2 second). We found that the contralateral delay activity (CDA) amplitude after the onset of M2 only tracked M2 independently of M1 in the two separate tests (Experiments 1-3), and the accuracy of M1 was we…

Synaptic Scaling Enables Dynamically Distinct Short- and Long-Term Memory Formation

2013

Memory storage in the brain relies on mechanisms acting on time scales from minutes, for long-term synaptic potentiation, to days, for memory consolidation. During such processes, neural circuits distinguish synapses relevant for forming a long-term storage, which are consolidated, from synapses of short-term storage, which fade. How time scale integration and synaptic differentiation is simultaneously achieved remains unclear. Here we show that synaptic scaling – a slow process usually associated with the maintenance of activity homeostasis – combined with synaptic plasticity may simultaneously achieve both, thereby providing a natural separation of short- from long-term storage. The inter…

Inter-item distortions in visual working memory

2016

Perceptual boost of stimulus memorability on visual short-term memory formation

2022

Auditory and Cognitive Deficits Associated with Acquired Amusia after Stroke: A Magnetoencephalography and Neuropsychological Follow-Up Study

2010

Acquired amusia is a common disorder after damage to the middle cerebral artery (MCA) territory. However, its neurocognitive mechanisms, especially the relative contribution of perceptual and cognitive factors, are still unclear. We studied cognitive and auditory processing in the amusic brain by performing neuropsychological testing as well as magnetoencephalography (MEG) measurements of frequency and duration discrimination using magnetic mismatch negativity (MMNm) recordings. Fifty-three patients with a left (n = 24) or right (n = 29) hemisphere MCA stroke (MRI verified) were investigated 1 week, 3 months, and 6 months after the stroke. Amusia was evaluated using the Montreal Battery of …

Predictors of developmental dyslexia in European orthographies with varying complexity

2012

Background: The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. Methods: General cognitive, phonological and literacy skills were tested in 1,138 control and 1,114 dyslexic children speaking six different languages spanning a large range of orthographic complexity (Finnish, Hungarian, German, Dutch, French, English). Results: Phoneme deletion and RAN were strong concurrent predictors of developmental dyslexia, while verbal ST/WM and general verbal abilities played a comparatively minor role…

Adult age differences in inhibitory processes and their predictive validity for fluid intelligence.

2008

According to the inhibition-deficit hypothesis age differences in working memory capacity and fluid intelligence have been attributed to a decline in inhibitory efficiency. Conceptualizing inhibition as multifaceted, 88 participants (49 younger and 39 elderly) completed two versions of the negative priming paradigm (identification and localization), and two variants of the directed forgetting paradigm (listwise and itemwise). Two tasks of the Wechsler Intelligence Test with high loadings on general fluid intelligence (Gf) served as validation criteria. Results revealed task-specific and speed-independent inhibitory deficits in the elderly (lower negative priming in both paradigms; more intr…

Does IQ matter in adolescents' reading disability?

2009

Abstract We studied the connection of IQ, reading disability (RD) and their interaction with reading, spelling and other cognitive skills in adolescents with average IQ and RD (n = 22), average IQ, non-RD (n = 71), below average IQ and RD (n = 29), and below average IQ non-RD (n = 33). IQ was not connected to reading and spelling in subjects without RD, but a connection to non-word spelling in subjects with RD existed. IQ and RD showed a connection to other cognitive skills (IQ to working memory, verbal memory and syntactic skills, RD to poor performance in text reading and rapid naming and both of them to reading comprehension, phonological and arithmetic skills), but no interaction existe…

Very early phonological and language skills: estimating individual risk of reading disability

2007

Background: Analyses from the JyvaskylaLongitudinal Study of Dyslexia project show that the key childhood predictors (phonological awareness, short-term memory, rapid naming, expressive vocabu- lary, pseudoword repetition, and letter naming) of dyslexia differentiate the group with reading disability (n ¼ 46) and the group without reading problems (n ¼ 152) at the end of the 2nd grade. These measures were employed at the ages of 3.5, 4.5 and 5.5 years and information regarding the familial risk of dyslexia was used to find the most sensitive indices of an individual child's risk for reading disabil- ity. Methods: Age-specific and across-age logistic regression models were constructed to pro…

The effectiveness of multimedia programmes in children's vocabulary learning

2009

The present experiment investigated the effect of three different presentation modes in children's vocabulary learning with a self-guided multimedia programmes. Participants were 135 third and fourth grade children who read a short English language story presented by a computer programme. For 12 key (previously unknown) words in the story, children received verbal annotations (written translation), visual annotations (picture representing the word), or both. Recall of word translations was better for children who only received verbal annotations than for children who received simultaneously visual and verbal annotations or visual annotations only. Results support previous research about cog…