Predicting reasoning from memory.

In an effort to assess the relations between reasoning and memory, in 8 experiments, the authors examined how well responses on an inductive reasoning task are predicted from responses on a recognition memory task for the same picture stimuli. Across several experimental manipulations, such as varying study time, presentation frequency, and the presence of stimuli from other categories, there was a high correlation between reasoning and memory responses (average r = .87), and these manipulations showed similar effects on the 2 tasks. The results point to common mechanisms underlying inductive reasoning and recognition memory abilities. A mathematical model, GEN-EX (generalization from examples), derived from exemplar models of categorization, is presented, which predicts both reasoning and memory responses from pairwise similarities among the stimuli, allowing for additional influences of subtyping and deterministic responding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategy acquisition and transfer among American and German children: Environmental influences on metacognitive development.

This study explored the differential effects of strategy training on German and American elementary-school children and assessed the role of parents in the development of their children's strategic behavior and metacognition. 184 German and 161 American children were pretested on memory and metamemory tasks. Children were then assigned to either an organizational strategy training condition or a control condition. All children were tested on the maintenance and far-transfer of the strategy and task-related metamemory 1 week following training. Parents completed questionnaires about strategy instruction in the home. Strategy maintenance and metacognition were reassessed 6 months following training. German children were more strategic than American children. Instructed children performed better than control children. German parents reported more instruction of strategies in the home. These data suggest that formal education is responsible for aspects of cognitive development that have sometimes been viewed as a function of age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of working memory training on memory performance in old-old adults.

Memory impairments constitute an increasing objective and subjective problem with advancing age. The aim of the present study was to investigate the impact of working memory training on memory performance. The authors trained a sample of 80-year-old adults twice weekly over a time period of 3 months. Participants were tested on 4 different memory measures before, immediately after, and 1 year after training completion. The authors found overall increased memory performance in the experimental group compared to an active control group immediately after training completion. This increase was especially pronounced in visual working memory performance and, to a smaller degree, also in visual episodic memory. No group differences were found 1 year after training completion. The results indicate that even in old?old adults, brain plasticity is strong enough to result in transfer effects, that is, performance increases in tasks that were not trained during the intervention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory training and strategy use in older adults: Results from the ACTIVE study.

Little is known about the long-term effects of memory training in later life on strategy use. Data from the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) study (n = 1,401) were used to describe strategy use in a community-dwelling sample of older adults. Strategy clustering scores on verbal list learning tasks of episodic memory were used to test the impact of memory training on strategy use and study longitudinal associations between strategy clustering, memory performance, and everyday functioning. Results suggested that younger, female, white, healthier, and more educated participants show higher strategy clustering scores initially but no characteristics were consistently associated with different trajectories in strategy clustering across all strategy clustering measures together. Memory training had significant immediate effects on all measures of strategy use that were maintained through five years of follow-up. With respect to longitudinal mediation, pre-post training changes in most strategy clustering scores mediate changes in objective memory performance and everyday functioning, implying that strategies can be modified and are closely related to both memory ability and the ability to function independently. This study provides evidence that older adults can be trained to use cognitive strategies, the effects are durable, and strategies are associated with memory and everyday functioning. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Working memory in young children: evidence for modality-specificity and implications for cerebral reorganization in early childhood

Digit span (DS) and visual-spatial memory span (VMS) tasks have been considered indices of auditory and visual spatial processing, respectively, often classified as "primary memory" or "attention". There has been limited evidence for their modality specificity, however. We present two children who showed visual spatial processing deficiencies (including VMS) and non-dominant manual inefficiency with normal visual-spatial perception, auditory-verbal processing and dominant fine manual skills. These children support a distinction between auditory and visual-spatial memory span. These findings are discussed with regard to a hypothesis that the unique expression of VMS is time-limited, that visual-spatial processing becomes more verbalized as children learn to read and that these behavioral changes produce a lateral shift in cortical processing of visual spatial information.     

Can training in a real-time strategy video game attenuate cognitive decline in older adults?

Declines in various cognitive abilities, particularly executive control functions, are observed in older adults. An important goal of cognitive training is to slow or reverse these age-related declines. However, opinion is divided in the literature regarding whether cognitive training can engender transfer to a variety of cognitive skills in older adults. In the current study, the authors trained older adults in a real-time strategy video game for 23.5 hr in an effort to improve their executive functions. A battery of cognitive tasks, including tasks of executive control and visuospatial skills, were assessed before, during, and after video-game training. The trainees improved significantly in the measures of game performance. They also improved significantly more than the control participants in executive control functions, such as task switching, working memory, visual short-term memory, and reasoning. Individual differences in changes in game performance were correlated with improvements in task switching. The study has implications for the enhancement of executive control processes of older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of two types of phonological awareness training on word learning in kindergarten children.

The effects of 2 types of oral-language training programs on development of phonological awareness skills and word learning ability were examined. One of the training programs provided explicit instruction on both analytic (segmenting) and synthetic (blending) phonological tasks; the other program trained synthetic skills only. Effects of these programs were contrasted with a language-experience control group that received no phonologically oriented training. 48 kindergarten children participated in small-group training sessions 3 times per week for 7–8 wks. Children who received both analytic and synthetic training improved significantly on both types of skills, whereas children receiving the synthetic skills training alone improved only on blending skills. Only children receiving training on both types of tasks showed a positive training effect for the word learning or reading analog task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deficits in complex visual perception following unilateral temporal lobectomy

Although human temporal cortex is known to be important for short- and long-term memory, its role in visual perception is not well understood. In this study, we compared the performance of three patients with unilateral temporal lobectomies to that of normal controls on both "simple" and "complex" visual discriminations that did not involve explicit memory components. Two types of complex tasks were tested that involved discriminations secondary to texture segmentation. These were contrasted with simple discriminations using luminance-defined stimuli. Patients showed impaired thresholds only on tasks involving texture segmentation, performing as well as controls when the targets were defined by luminance rather than texture. The minimum stimulus presentation times for threshold performance were also measured for all tasks and found to be elevated in temporal lobectomy patients relative to controls. Although the magnitude of the deficits observed was substantial, loss was equivalent in ipsi- and contra-lesional regions of the visual field. Additional control experiments showed that the patients' perceptual deficits were not due, even in part, to disturbances of basic visual capacities such as acuity and contrast sensitivity. Our results indicate that temporal lobe damage disrupts complex, but not simple, visual discriminations throughout the visual field.     

Categorization as a preferred memory strategy: Developmental changes during elementary school.

20 2nd, 20 4th, and 20 6th graders (a) judged the relative effectiveness of 4 memory strategies (looking, naming, rehearsing, and categorizing) and (b) studied and recalled sets of stimuli. The order of tasks was counterbalanced within grade. Ss in all grades chose rehearsal and categorization over looking or naming. Second graders in both conditions and 4th graders who did the memory tasks first judged rehearsal and categorization as equally effective. Fourth graders who made strategy judgments first and 6th graders in both conditions significantly preferred categorization over rehearsal. On the memory task, 4th graders who judged strategy effectiveness prior to doing the memory tasks recalled more than those doing the memory task first. There was no difference due to condition for the other 2 grades. Degree of strategic awareness was related to recall only for children who made the strategy judgment prior to doing the memory tasks. Findings illustrate developmental changes in awareness of the relative benefits of categorization over rehearsal during elementary school and suggest that performance on a memory task may be affected by the degree to which appropriate metamemorial awareness is "activated." (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Computer assisted training of attention and concentration with healthy children

The intention of this study was to analyze in how far a computer assisted training for brain damaged adults can be used for the practice with children. Healthy children of different ages were trained with this attention and concentration programme. The results should help to adapt the training programme for the use in brain damaged children. Age-groups differed significantly in level of performance. Data showed that in comparison to Kindergarten-children, first-grade children showed a higher benefit from the training. Implications for modifications of the training-programme are discussed. Other parameter of performance (reaction-time, errors) in relation to school age provide clues to the distribution of structure of difficulty in the programmes. A questionnaire assessing motivation before and during the training, intelligibility of the task, feasibility of the computer and adequacy of the test in children showed that sustained motivation can be achieved provided the training is used in an adaptive way. Thereby demotivating with too easy tasks as well as frustration caused by difficult tasks can be avoided. In general, there was good acceptance of the computerised cognitive training. The presence of a therapist during every training session proved to be necessary in children under the age of 6 years.     

Age difference patterns of psychometric intelligence in adulthood: Generalizability within and across ability domains.

Cross-sectional data from the 5th wave (1984) of the Seattle Longitudinal Study are reported with regard to the generalizability of age differences in psychometric intelligence within and across ability domains. Ss were 1,628 community-dwelling individuals drawn from a Pacific Northwest HMO. Age difference patterns of 9 groups with mean ages from 29 to 88 yrs are examined for the ability domains of verbal ability, spatial orientation, inductive reasoning, numeric ability, verbal memory, and perceptual speed. Each ability is marked by 3 or 4 observed variables. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pilot neuropsychological findings from a treatment regimen consisting of intensive chemotherapy and bone marrow rescue for young children with newly diagnosed malignant brain tumors

Ten children (6 girls and 4 boys) who completed a protocol in which their localized brain tumors were successfully treated without cranial irradiation were referred for neuropsychological assessment. At the time of testing, they were disease free without any neuroaxis dissemination or leptomeningeal disease. Tumor types included pineoblastoma, glioblastoma, ependymoma, PNET and medulloblastoma. They had a mean age of 5 years and 8 months (SD = 1.86; range = 2.1-8.9 years) and were an average of 37.8 months post bone marrow transplant (SD = 16.42; range = 14-58 months). Neuropsychological data from this study reveal that the mean scores for this nonradiated group of children were within the average range for the following domains: academic achievement tests of reading, spelling and mathematics, verbal and visual memory, visual-motor integration, social-emotional and behavioral functioning. Furthermore, this group of children were performing within the low average range of overall Intelligence, as well as both verbal IQ/verbal reasoning and performance IQ/abstract visual reasoning. On tasks of fine motor dexterity, this group was within the low average range when using their dominant hand; however, they performed within the borderline range when using their non-dominant hand. Of note, this group of children demonstrated significant deficits within the borderline to impaired ranges on language tasks of expressive picture naming and receptive picture vocabulary.     

Effects of speech intelligibility level on concurrent visual task performance

Four experiments were performed to determine if changes in the level of speech intelligibility in an auditory task have an impact on performance in concurrent visual tasks. The auditory task used in each experiment was a memory search task in which subjects memorized a set of words and then decided whether auditorily presented probe items were members of the memorized set. The visual tasks used were an unstable tracking task, a spatial decision-making task, a mathematical reasoning task, and a probability monitoring task. Results showed that performance on the unstable tracking and probability monitoring tasks was unaffected by the level of speech intelligibility on the auditory task, whereas accuracy in the spatial decision-making and mathematical processing tasks was significantly worse at low speech intelligibility levels. The findings are interpreted within the framework of multiple resource theory.     

Predicting conversion to dementia of the Alzheimer’s type in a healthy control sample: The power of errors in stroop color naming.

In the present study, we investigated which cognitive functions in older adults at Time A are predictive of conversion to dementia of the Alzheimer’s type (DAT) at Time B. Forty-seven healthy individuals were initially tested in 1992–1994 on a trial-by-trial computerized Stroop task along with a battery of psychometric measures that tap general knowledge, declarative memory, visual–spatial processing, and processing speed. Twelve of these individuals subsequently developed DAT. The errors on the color incongruent trials (along with the difference between congruent and incongruent trials) and changes in the reaction time distributions were the strongest predictors of conversion to DAT, consistent with recent arguments regarding the sensitivity of these measures. Notably in the psychometric measures, there was little evidence of a difference in declarative memory between converters and nonconverters, but there was some evidence of changes in visual-spatial processing. Discussion focuses on the accumulating evidence suggesting a role of attentional control mechanisms as an early marker for the transition from healthy cognitive aging to DAT. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

“Cognitive control and lexical access in younger and older bilinguals”: Correction.

Reports an error in "Cognitive control and lexical access in younger and older bilinguals" by Ellen Bialystok, Fergus Craik and Gigi Luk (Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008[Jul], Vol 34[4], 859-873). An incorrect figure was printed due to an error in the production process. The correct version of Figure 1b is provided in the correction. (The following abstract of the original article appeared in record 2008-08549-012.) Ninety-six participants, who were younger (20 years) or older (68 years) adults and either monolingual or bilingual, completed tasks assessing working memory, lexical retrieval, and executive control. Younger participants performed most of the tasks better than older participants, confirming the effect of aging on these processes. The effect of language group was different for each type of task: Monolinguals and bilinguals performed similarly on working memory tasks, monolinguals performed better on lexical retrieval tasks, and bilinguals performed better on executive control tasks, with some evidence for larger language group differences in older participants on the executive control tasks. These results replicate findings from individual studies obtained using only 1 type of task and different participants. The confirmation of this pattern in the same participants is discussed in terms of a suggested explanation of how the need to manage 2 language systems leads to these different outcomes for cognitive and linguistic functions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Crisis in training pediatric psychologists.

Examines the shortage in the US of personnel who are trained in child mental health care that results in underservice to children, youth, and families. Doctoral programs offering specialty training are in short supply, as are pediatric psychology training programs. In addition, many clinical psychology programs are ill-equipped to offer curriculae for the development of skills and knowledge bases required by child psychologists. It is concluded that a training conference is needed to communicate the issues involved in this mental health provider crisis if children are to have access to psychological services. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychometrically matched visual-processing tasks in schizophrenia spectrum disorders.

Patients with schizophrenia show deficits in visual perception and working memory, but the relationship between these deficits has not been characterized with psychometrically matched tasks. The authors administered 2 visual discrimination and 6 recognition tasks to 43 schizophrenia spectrum patients and 22 nonpsychiatric subjects. When performing difficulty-matched tasks, spectrum subjects showed more severe impairments for motion compared with form processing. When tasks were matched on true score variance, spectrum subjects exhibited worse performance on both form and motion discrimination, and a differential deficit in motion recognition with a short display duration and long interstimulus interval. These results provide evidence of differential deficits in visual processing in schizophrenia that appear to be dependent on the temporal characteristics of the tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A computational model of naming in Alzheimer's disease: Unitary or multiple impairments?

The predominant explanation for difficulty naming objects in Alzheimer's disease (AD) is impaired semantic memory. Two classes of findings challenge this. The lower the visual quality of the stimulus the less likely AD patients are to name it, suggesting a deficit of visual perception. The lower the name frequency, the less likely AD patients are to name an object, suggesting a deficit of lexical access. A mechanistic explanation is given for why a semantic memory deficit is sufficient to account for this range of data, provided components underlying task performance are interactive. Interactive parallel distributed processing networks were trained to associate visual patterns with semantic and lexical patterns. When semantic units were lesioned, networks were more sensitive to impoverished visual inputs. Networks also made a disproportionate number of errors to items trained with lower frequency and benefited from phonemic cues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychometrically matched tasks evaluating differential fMRI activation during form and motion processing.

Objective: Deficits in visual perception and working memory are commonly observed in neuropsychiatric disorders and have been investigated using functional MRI (fMRI). However, interpretation of differences in brain activation may be confounded with differences in task performance between groups. Differences in task difficulty across conditions may also pose interpretative issues in studies of visual processing in healthy subjects. Method: To address these concerns, the present study characterized brain activation in tasks that were psychometrically matched for difficulty; fMRI was used to assess brain activation in 10 healthy subjects during discrimination and working memory judgments for static and moving stimuli. For all task conditions, performance accuracy was matched at 70.7%. Results: Areas associated with V2 and V5 in the dorsal stream were activated during motion processing tasks and V4 in the ventral stream were activated during form processing tasks. Frontoparietal areas associated with working memory were also statistically significant during the working memory tasks. Conclusions: Application of psychophysical methods to equate task demands provides a practical method to equate performance levels across conditions in fMRI studies and to compare healthy and cognitively impaired groups at comparable levels of effort. These psychometrically matched tasks can be applied to patients with a variety of cognitive disorders to investigate dysfunction of multiple a priori defined brain regions. Measuring the changes in typical activation patterns in patients with these diseases can be useful for monitoring disease progression, evaluating new drug treatments, and possibly for developing methods for early diagnosis. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Can decline in adult intellectual functioning be reversed?

Examined whether or not cognitive decline in the elderly that has been reliably demonstrated over a 14-yr period can be reversed. 97 male and 132 female participants (aged 64–95 yrs) in a long-term longitudinal study were classified into those who had declined (n?=?122) and those who had remained stable (n?=?107) on the abilities of inductive reasoning and spatial orientation, based on their performances on the Primary Mental Ability Reasoning and Spatial Orientation Tests. Ss were assigned to 5-hr training programs on either ability in a pretest–posttest design that used Ss trained on 1 target ability as controls for those trained on the other. Results show that cognitive training techniques reliably reverse decline in spatial and reasoning ability documented over a 14-yr period in a substantial number of Ss. Training procedures also enhanced the performance of many Ss who had remained stable. Training improvement on spatial orientation was found to be greater for decliners than for those who remained stable and greater for females than for males. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)