Search

The importance of working memory (WM) in reading and mathematics performance has been widely studied, with recent research examining the components of WM (i.e., storage and processing) and their roles in these educational outcomes. However, the differing relationships between these abilities and the foundational skills involved in the development of reading and mathematics have received less attention. Additionally, the separation of verbal, visual and spatial storage and processing and subsequent links with foundational skills and downstream reading and mathematics has not been widely examined. The current study investigated the separate contributions of processing and storage from verbal, visual and spatial tasks to reading and mathematics, whilst considering influences on the underlying skills of verbal comprehension and counting, respectively. Ninety-two children aged 7- to 8-years were assessed. It was found that verbal comprehension (with some caveats) was predicted by verbal storage and reading was predicted by verbal and spatial storage. Counting was predicted by visual processing and storage, whilst mathematics was related to verbal and spatial storage. We argue that resources for tasks relying on external representations of stimuli related mainly to storage, and were largely verbal and spatial in nature. When a task required internal representation, there was a draw on visual processing and storage abilities. Findings suggest a possible meaningful separability of types of processing. Further investigation of this could lead to the development of an enhanced WM model, which might better inform interventions and reasonable adjustments for children who struggle with reading and mathematics due to WM deficits.

The Cognitive Interview is a memory-enhancing interview protocol designed to optimize the access and retrieval of eyewitness memories. Its Mental Reinstatement of Context (MRC) component requires interviewees to mentally reconstruct the crime event they witnessed. Individual differences in mental time travel (MTT) relate to the extent to which a person mentally re-experiences personal events from his or her past. Individual differences in MTT have been found to predict correct recall of a simulated crime event under immediate MRC recall conditions. To explore the relationship between MTT and performance under MRC conditions further, the present study presented a simulated crime video to 30 police officers and 26 members of the public. Eyewitness recall was tested under MRC conditions either immediately or one week later. Participants’ general MTT and also MTT relating specifically to the crime video itself was measured via self-report. Less correct information and more confabulations were produced after one week but delay had no effect on the amount of incorrect information reported. No difference in recall was found between police officers and members of the public. Better quality MTT relating to the crime video was found to be a positive predictor of the amount of information correctly recalled under immediate conditions but not after one week. General MTT scores did not predict correct recall under either delay condition. Interviewers need to be aware that, due to individual differences, some witnesses may perform better under the MRC component than others.

Manufacturing industries often rely on quality control staff to ensure mistakes are detected before products are shipped to customers. Undetected errors can result in large financial and environmental costs to packaging companies and supermarkets but the contributors to such error are underexplored. The research reported in this paper investigated human error in the quality control checking of information displayed on the labels which accompany packaged fresh produce. Initial work sought to understand the demands of label-checking in the packhouse environment, through interviews with key quality control staff, in situ observations, and the study of historical error data held by a fresh produce packaging company. This work highlighted the dynamic and cognitively challenging environment in which label-checking occurred, while the historical error data indicated both the scale of the packhouse’s work and the infrequency of error occurring. In a separate strand of laboratory-based research, experienced and novice label-checkers were presented with a simulated label-checking task and a battery of computerised and pen-and-paper tests. These tasks were administered to determine whether cognitive abilities could predict label-checking accuracy in a controlled laboratory environment. Stronger abilities in two cognitive processes (information processing speed and inhibition) predicted greater overall accuracy and higher detection of labelling errors. In identifying potential contributors to human error in the quality control checking of product labels both in situ and in the laboratory, the results are relevant to manufacturing, wherever information is printed on labels, especially when labelling processes depend upon human data entry and human quality control checking. This is the peer reviewed version of the following article:Smith-Spark, J., Katz, H., Wilcockson, T., and Marchant, A. (2019). Factors affecting accuracy in the quality control checking of fresh produce labels: A situational and laboratory-based exploration. Human Factors and Ergonomics in Manufacturing & Service Industries. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

Research into the impact of dyslexia on everyday cognition in adults with dyslexia is relatively limited and has tended to focus on university students.The present online study aimed to add to this small corpus by investigating the everyday effects of dyslexia on memory and attention in a larger community-based sample. One hundred and seventy-two adult volunteers completed five well-established self-report questionnaires, assessing dyslexia and Attention Deficit Hyperactivity Disorder symptomatology and everyday experiences with memory, attention, and mind-wandering.After controlling for ADHD symptomatology, hierarchical regression analyses revealed that higher levels of dyslexia-related symptomatology were associated with greater, more frequent everyday memory and attentional problems, but not with a greater propensity to mind-wandering. Increased levels of dyslexia symptomatology were positively associated with the frequency of both everyday attentional lapses (at least when performing a pair of tasks or easy tasks while inhibiting intervening stimuli) and everyday memory failures. No significant associations were found between dyslexia symptomatology and attentional lapses when performing difficult tasks in the presence of concurrent stimuli or between dyslexia symptomatology and the propensity to mind-wandering.Dyslexia symptomatology was perceived as being associated with more everyday memory and attention problems in adulthood. Adjustments to educational and workplace settings and interventions to compensate for these difficulties are proposed.

Objectives: Alcohol use remains a public health concern with accumulating evidence pointing to alcohol-associated prospective memory (PM) deficits. PM is the cognitive ability to remember to perfor...

People with dyslexia have been found to prefer spatial over verbal strategies when performing word-based syllogistic reasoning tasks that require self-generated responses. The current research investigated whether this was also the case for pictorially based syllogisms, when responses were required to either concrete or abstract stimuli, and when multiple-choice answers were presented. Adults with and without dyslexia, matched for non-verbal ability, were presented with sets of isomorphic reasoning problems in which the stimuli were either concrete words, abstract words, concrete shapes or abstract pictograms. As expected, there was no group difference in reasoning accuracy. Unlike previous findings, the adults with dyslexia preferred to use a mixed verbal and spatial strategy and performed better with this strategy, while the individuals without dyslexia preferred a verbal strategy and performed more successfully when employing this strategy. The provision of answer options to facilitate strategic change in individuals with dyslexia is discussed.

Ce commentaire examine les arguments avances dans l’article de Kolinsky et Morais du point de vue de leur application a deux domaines de la recherche et de l’interet scientifique de l’auteur. Dans un premier temps, leur pertinence pour l’etude de la cognition dans la dyslexie du developpement est evaluee, soulignant l’impact possible du port de « lunettes lettrees » dans la conception des etudes, l’interpretation des resultats et le choix des participants. Dans un deuxieme temps, les liens entre les arguments de Kolinsky et de Morais et les idees issues de la philosophie de la cognition etendue sont pris en consideration, en identifiant la maniere dont les representations partagees offertes par l’alphabetisation sont interiorisees et, par consequent, parviennent a structurer notre cognition.

Quality control checkers at fresh produce packaging facilities occasionally fail to detect incorrect information presented on labels. Despite being infrequent, such errors have significant financial and environmental repercussions. To understand why label-checking errors occur, observations and interviews were undertaken at a large packaging facility and followed up with a laboratory-based label-checking task. The observations highlighted the dynamic, complex environment in which label-checking took place, whilst the interviews revealed that operatives had not received formal training in label-checking. On the laboratory-based task, overall error detection accuracy was high but considerable individual differences were found between professional label-checkers. Response times were shorter when participants failed to detect label errors, suggesting incomplete checking or ineffective checking strategies. Furthermore, eye movement recordings indicated that checkers who adopted a systematic approach to checking were more successful in detecting errors. The extent to which a label checker adopted a systematic approach was not found to correlate with the number of years of experience that they had accrued in label-checking. To minimize the chances of label errors going undetected, explicit instruction and training, personnel selection and/or the use of software to guide performance towards a more systematic approach is recommended.

The effects of developmental dyslexia are not restricted solely to the processes involved in reading and spelling. Despite this broader impact on cognition, there has been very little dyslexia-related research on prospective memory (PM; memory for delayed intentions) until very recently. This paper focuses on reviewing a recent program of research which sought to explore this memory system in adults with dyslexia.The review focuses mainly on studies of adults with dyslexia in which PM was compared with that of IQ-matched adults without dyslexia across clinical measures, computerized tests, self-report questionnaire, and more naturalistic tasks.Across the reviewed studies, the adults with dyslexia showed a range of impairments in both laboratory and everyday settings. Dyslexia-related PM impairments occurred predominantly when cues to remembering were time-based rather than being cued by events in the environment, when delays to act upon the intention were prolonged, and when tasks were one-off events rather than being habitual. As well as being less accurate in their PM, the participants with dyslexia were also less likely to remember PM instructions over longer delay periods.PM deficits in dyslexia are considered in terms of the retrospective and prospective components of PM function. Less efficient access to verbal information in long-term memory, problems with time perception, and poorer executive functions are all considered as potential explanations for less accurate PM in dyslexia. The findings from the research program are linked to broader dyslexia theory and research. Some potential means for supporting individuals with dyslexia are considered.

The executive function of fluency describes the ability to generate items according to specific rules. Production of words beginning with a certain letter (phonemic fluency) is impaired in dyslexia, whilst generation of words belonging to a certain semantic category (semantic fluency) is typically unimpaired. However, in dyslexia, verbal fluency has generally been studied only in terms of overall words produced. Furthermore, performance of adults with dyslexia on non-verbal design fluency tasks has not been explored but would indicate whether deficits could be explained by executive control, rather than phonological processing, difficulties. Phonemic, semantic, and design fluency tasks were presented to adults with dyslexia and without dyslexia, using fine-grained performance measures and controlling for IQ. Hierarchical regressions indicated that dyslexia predicted lower phonemic fluency, but not semantic or design fluency. At the fine-grained level, dyslexia predicted a smaller number of switches between subcategories on phonemic fluency, whilst dyslexia did not predict the size of phonemically-related clusters of items. Overall, the results suggested that phonological processing problems were at the root of dyslexia-related fluency deficits; however, executive control difficulties could not be completely ruled out as an alternative explanation. Developments in research methodology, equating executive demands across fluency tasks, may resolve this issue.

This study examined working memory (WM) using complex span tasks (CSTs) to improve theoretical understanding of the relationship between WM and high-level cognition (HLC) in children. Ninety-two children aged between seven and eight years were tested on three computer-paced CSTs and measures of non-verbal reasoning, reading and mathematics. Processing times in the CSTs were restricted based on individually titrated processing speeds, and performance was compared to participant-led tasks with no time restrictions. Storage, processing accuracy, and both processing and recall times within the CSTs were used as performance indices to understand the effects of time restrictions at a granular level. Restricting processing times did not impair storage, challenging models that argue for a role of maintenance in WM. A task-switching account best explained the effect of time restrictions on performance indices and their inter-relationships. Principal component analysis showed that a single factor with all performance indices from just one CST (Counting span) was the best predictor of HLC. Storage in both the participant-led and computer-paced versions of this task explained unique and shared variance in HLC. However, the latter accounted for more variance in HLC when contributions from processing time were included in the model. Processing time in this condition also explained variance above and beyond storage. This suggests that faster processing is important to keep information active in WM; however, this is only evident when time restrictions are placed on the task and important when WM performance is applied in broader contexts that rely on this resource.

Prospective memory (PM) is memory for delayed intentions. Broadly speaking, PM tasks require responses either to events in the environment (event-based PM; EBPM) or at a specific point in time (time-based PM; TBPM). Dyslexia-related deficits in TBPM have been reported under laboratory conditions but group differences in EBPM have yet to be found. However, self-reports suggest that people with dyslexia do experience day-to-day EBPM difficulties. To determine whether EBPM was affected by dyslexia when task demands were more closely related to the demands of everyday life, a task was presented to groups of adults with and without dyslexia, matched for age and short-form IQ. The participants were required to make a response outside the laboratory setting one week after the task had been set. The group with dyslexia were worse at remembering to perform the EBPM task one week later, despite reporting equivalent levels of motivation to perform it successfully. Fewer adults with dyslexia reported remembering the PM instruction at the time it was required. However, they did not differ from adults without dyslexia in the self-reported frequency with which they thought of the PM task over the intervening period. The results suggest that EBPM deficits can be found in dyslexia over longer delay intervals. Dyslexia-related problems with EBPM may relate to the reliable access to verbal information at the point at which it is required. These results are considered in the light of the current understanding of PM impairments in dyslexia.

Short-term and working memory problems in dyslexia are well-documented, but other memory domains have received little empirical scrutiny, despite some evidence to suggest that they might be impaired. Prospective memory is memory for delayed intentions, whilst retrospective memory relates to memory for personally experienced past events. To gain an understanding of subjective everyday memory experience, a self-report measure designed to tap prospective and retrospective memory was administered to 28 adults with dyslexia and 26 IQ-matched adults without dyslexia. Adults with dyslexia reported experiencing significantly more frequent problems with memory than the adults without dyslexia. Group differences were found across seven out of the eight questionnaire scales. Further to these analyses, the participants' own ratings were compared with proxy ratings provided by close associates. The perception of poorer memory abilities in the participants did not differ between respondent types. The self-reported difficulties are, thus, unlikely to be the result of lowered self-esteem or metacognitive awareness. More frequent difficulties with both types of memory would seem, therefore, to be experienced by adults with dyslexia in everyday life. Further laboratory-based research is recommended to explore both memory domains in dyslexia and to identify the cognitive mechanisms by which these problems occur. Copyright © 2016 John Wiley & Sons, Ltd.

This article argues that individual differences in processing speed are important in the relationship between executive function (EF) and academic achievement in primary school children. It proposes that processing times within EF tasks can be used to predict academic attainment and aid in the development of intervention programmes.

Cognitive enhancing drugs are claimed to improve cognitive functions such as learning and attention. However, little is known presently about the characteristics of off-prescription cognitive enhancing drug users or their perceived everyday experience with these drugs. As modafinil is the most commonly used off-prescription cognitive enhancing drug, the current study aimed to provide a detailed profile of modafinil users and their experiences and perceptions of this drug. To this end, an online survey, targeting cognitive enhancing drug users and students, was advertised on forum sites. Information was obtained regarding demographic data, illicit drug use, psychiatric diagnosis and experience of modafinil. Of the 404 respondents, 219 reported taking modafinil. Of these the majority were male, American or British, university-educated and currently employed, with a mean age of 27. Overall, modafinil was perceived by users as being safe. Modafinil users reported higher levels of illicit drug use and psychiatric diagnosis than would be expected from population-based data. More frequent reported modafinil use was associated with higher numbers of perceived benefits whilst reported frequency of use was not associated with the number of perceived risks. There was also a tentative link between the reported use of modafinil and the reported presence of psychiatric disorders, largely depression and anxiety. Respondents who had reported a psychiatric diagnosis declared higher subjective benefits of modafinil. This may suggest further beneficial effects of modafinil or it may reflect insufficient medical treatment for psychiatric disorders in some people. Overall, the findings of the current study should be beneficial in informing clinicians and legislative bodies about the modafinil user profile and how modafinil is perceived.

Prospective memory (PM) is memory for delayed intentions. While deleterious effects of acute doses of alcohol on PM have been documented previously using between-subjects comparisons, the current study adopted a single blind placebo-controlled within-subjects design to explore whether the extent to which alcohol-related impairments in PM are mediated by executive functions (EFs). To this end, 52 male social drinkers with no history of substance-related treatment were tested using two parallel versions of a clinical measure of PM (the Memory for Intentions Test; Raskin, Buckheit & Sherrod, 2010), and a battery of EF measures. Testing took place on two occasions, with the order of administration of the alcohol and placebo conditions being fully counterbalanced. Overall, PM was worse under alcohol and participants showed deficits on five of the six subscales making up the clinical test. Hierarchical multiple regression analyses demonstrated that EFs did not predict PM performance decrements overall but did predict performance when time cues were presented and when verbal responses were required. Phonemic fluency was the strongest of the EF predictors; a greater capacity to gain controlled access to information in long-term memory predicted a smaller difference between placebo- and alcohol-related performance on both the time cue and verbal response scales. Prospective memory is crucial to compliance with, and response to, both therapy programmes and alcohol harm prevention campaigns. The results indicate that individual differences in cognitive function need to be taken into account when designing such interventions in order to increase their effectiveness.

The executive function of fluency describes the ability to generate items according to specific rules. Production of words beginning with a certain letter (phonemic fluency) is impaired in dyslexia, while generation of words belonging to a certain semantic category (semantic fluency) is typically unimpaired. However, in dyslexia, verbal fluency has generally been studied only in terms of overall words produced. Furthermore, performance of adults with dyslexia on non-verbal design fluency tasks has not been explored but would indicate whether deficits could be explained by executive control, rather than phonological processing, difficulties. Phonemic, semantic and design fluency tasks were presented to adults with dyslexia and without dyslexia, using fine-grained performance measures and controlling for IQ. Hierarchical regressions indicated that dyslexia predicted lower phonemic fluency, but not semantic or design fluency. At the fine-grained level, dyslexia predicted a smaller number of switches between subcategories on phonemic fluency, while dyslexia did not predict the size of phonemically related clusters of items. Overall, the results suggested that phonological processing problems were at the root of dyslexia-related fluency deficits; however, executive control difficulties could not be completely ruled out as an alternative explanation. Developments in research methodology, equating executive demands across fluency tasks, may resolve this issue. Copyright © 2017 John WileySons, Ltd.

Background\ud \ud Executive functioning (EF) deficits are well recognized in developmental dyslexia, yet the majority of studies have concerned children rather than adults, ignored the subjective experience of the individual with dyslexia (with regard to their own EFs), and have not followed current theoretical perspectives on EFs.\ud \ud Aims and Methods\ud \ud The current study addressed these shortfalls by administering a self-report measure of EF (BRIEF-A; Roth, Isquith, & Gioia, 2005) and experimental tasks to IQ-matched groups of adults with and without dyslexia. The laboratory-based tasks tested the three factors constituting the framework of EF proposed by Miyake et al. (2000).\ud \ud Results\ud \ud In comparison to the group without dyslexia, the participants with dyslexia self-reported more frequent EF problems in day-to-day life, with these difficulties centering on metacognitive processes (working memory, planning, task monitoring, and organization) rather than on the regulation of emotion and behaviour. The participants with dyslexia showed significant deficits in EF (inhibition, set shifting, and working memory).\ud \ud Conclusions and Implications\ud \ud The findings indicated that dyslexia-related problems have an impact on the daily experience of adults with the condition. Further, EF difficulties are present in adulthood across a range of laboratory-based measures, and, given the nature of the experimental tasks presented, extend beyond difficulties related solely to phonological processing.

The age of acquisition (AoA) effect refers to the processing advantage that words, objects, and people learnt earlier in life hold over those acquired later. We explored the long-term effects of AoA on performance, using naturally occurring famous names, acquired by participants cumulatively over three decades. We manipulated AoA by selecting celebrities who had first become known to our participants in the 1960s, 1970s, or 1980s and explored the effects of age by testing participants aged in their 40s, 50s, or 60s. Seventy-two participants made push-button 'Yes-No' familiarity decision judgements to the printed names of celebrities. We found a significant AoA effect. A linear increase in reaction time was uncovered, with the participants being fastest to respond to the 1960s celebrities, followed by those from the 1970s, and being slowest to respond to celebrities from the 1980s. There was no age × AoA interaction, although the AoA effect was most pronounced in the oldest participant group. Our data demonstrate the long-term persistent influence of AoA on processing speed. Moreover, they indicate that the effects of AoA are much more subtle than simply reflecting a difference between the earliest acquired stimuli in a processing domain and all later acquired items.

Two under-explored areas of developmental dyslexia research, face naming and age of acquisition (AoA), were investigated. Eighteen dyslexic and 18 non-dyslexic university students named the faces of 50 well-known celebrities, matched for facial distinctiveness and familiarity. Twenty-five of the famous people were learned early in life, while the remaining 25 were first encountered more recently. There was no overall difference between the dyslexics and the non-dyslexics in the speed or the accuracy with which they named faces, suggesting that face naming is unimpaired in dyslexic adults. In keeping with previous findings, the results indicated a speed and accuracy advantage for early-acquired over late-acquired faces. In addition, a significant participant group x AoA interaction demonstrated that the non-dyslexic group was significantly faster to name early- than late-acquired faces, while the dyslexic group showed a much smaller and non-significant effect of AoA. The results suggest that there are differences in representation in dyslexia and that these may be linked to problems with attentional/executive function and automaticity. It is proposed that a more fine-grained approach to investigating dyslexia in adulthood should be adopted, in order to uncover cognitive as well as behavioural differences between dyslexics and non-dyslexics.

Patients with a diagnosis of Parkinson's disease and age- and IQ-matched controls estimated the duration of short 500-Hz tones (325–1,225 ms), on trials where the tone was either preceded by 3 s of 5-Hz clicks, or presented without clicks. The click manipulation had been shown in earlier studies with student participants to make verbal estimates longer. Patients were tested both on and off their dopaminergic medication, and controls were also tested in two sessions. Verbal estimates were markedly and significantly longer on trials with clicks than on those without clicks for both the patients and the controls, but there were no significant performance differences between patients or controls, nor between the on and off medication sessions in the patients. The study shows that a manipulation of subjective time, which has had small but consistent effects in student participants, also affects timing in patients and adds to a growing body of evidence that timing in patients with Parkinson's disease may in many cases have the same characteristics as those of neurologically intact control groups.

Previous literature suggests that Parkinson's disease is marked by deficits in timed behaviour. However, the majority of studies of central timing mechanisms in patients with Parkinson's disease have used timing tasks with a motor component. Since the motor abnormalities are a defining feature of the condition, the status of timing in Parkinson's disease remains uncertain. Data are reported from patients with mild to moderate Parkinson's disease (both on and off medication) and age- and IQ-matched controls on a range of stimulus timing tasks without counting. Tasks used were temporal generalization, bisection, threshold determination, verbal estimation, and a memory for duration task. Performance of patients was generally "normal" on all tasks, but significant differences from performance of controls were found on the memory for duration task. Among the "normal" effects noted were arithmetic mean bisection, asymmetric temporal generalization gradients, and subjective shortening on the memory for duration task. The results suggest (a) that some previous reports of timing "deficits" in Parkinson's patients were possibly due to the use of tasks requiring a timed manual response and (b) small differences between patients and controls may be found on tasks where two stimuli are presented on each trial, whether patients are on medication or off it.

Summary Objectives : Developing a care plan for a patient is a complex task, requiring an understanding of interactions and dependencies between procedures and of their possible outcomes for an individual patient. Decision support for planning has broader requirements than are typically considered in medical informatics applications. We consider the appropriate design of software to assist medical planning. Methods : The likely cognitive loads imposed by planning tasks were assessed with a view to directly supporting these via software. Results : Five types of cognitive load are likely to be important. A planning support system, REACT, was designed to ameliorate these cognitive loads by providing targeted dynamic feedback during planning. An initial evaluation study in genetic counselling indicates that the approach is successful in that role. Conclusions : The approach provides the basis of a general aid for visualizing, customizing and evaluating care plans.

Working memory impairments in dyslexia are well documented. However, research has mostly been limited to the phonological domain, a modality in which people with dyslexia have a range of problems. In this paper, 22 adult students with dyslexia and 22 age- and IQ-matched controls were presented with both verbal and visuospatial working memory tasks. Performance was compared on measures of simple span, complex span (requiring both storage and processing), and dynamic memory updating in the two domains. The dyslexic group had significantly lower spans than the controls on all the verbal tasks, both simple and complex, and also on the spatial complex span measure. Impairments remained on the complex span measures after controlling statistically for simple span performance, suggesting a central executive impairment in dyslexia. The novelty of task demands on the initial trials of the spatial updating task also proved more problematic for the dyslexic than control participants. The results are interpreted in terms of extant theories of dyslexia. The possibility of a supervisory attentional system deficit in dyslexia is also raised. It seems clear that working memory difficulties in dyslexia extend into adulthood, can affect performance in both the phonological and visuospatial modalities, and implicate central executive dysfunction, in addition to problems with storage.

Mental time travel ability marks how well the phenomenological aspects of events are mentally re-experienced during recall. The Cognitive Interview (CI) elicits eyewitness information. One of its techniques, Mental Reinstatement of Context (MRC), asks eyewitnesses to reinstate the incident's context mentally before recall. Fifty-six participants watched a simulated crime video. Self-report measures were then taken to estimate general mental time travel ability. Participants were questioned subsequently about the video. Eyewitness performance under MRC was compared with the CI's Report Everything (RE) technique, wherein eyewitnesses recall everything they can but with no invitation to mentally reinstate the context. There was no effect of interview condition on accuracy of recall; however, general mental time travel ability was positively associated with the amount of correct and incorrect information produced under MRC, but not RE, conditions. This is the first empirical demonstration that MRC instructions engage the mental time travel capacities they purport to.

BACKGROUND: Prospective memory (PM; memory for delayed intentions) would seem to be impaired in dyslexia but evidence is currently limited in scope. AIMS: There is a need, therefore, firstly, to explore PM under controlled conditions using a broader range of PM tasks than used previously and, secondly, to determine whether objectively measured and self-reported PM problems can be found in the same individuals with dyslexia. METHODS AND PROCEDURES: The responses of 30 adults with dyslexia were compared with those of 30 IQ-matched adults without dyslexia on a self-report and a clinical measure of PM. OUTCOMES AND RESULTS: Dyslexia-related deficits were shown on the clinical measure overall and, more particularly, when PM responses had to be made to cues based on time rather than environmental events. Adults with dyslexia were also more likely to forget to carry out an intention under naturalistic conditions 24h later. On the self-report questionnaire, the group with dyslexia reported significantly more frequent problems with PM overall, despite using more techniques to aid their memory. In particular, problems were identified with longer-term PM tasks and PM which had to be self-initiated. CONCLUSIONS AND IMPLICATIONS: Dyslexia-related PM deficits were found under both laboratory and everyday conditions in the same participants; the first time that this has been demonstrated. These findings support previous experimental research which has highlighted dyslexia-related deficits in PM when the enacting of intentions is based on time cues and/or has to be self-initiated rather than being in prompted by environmental events.

Short-term and working memory problems in dyslexia are well-documented, but other memory domains have received little empirical scrutiny, despite some evidence to suggest that they might be impaired. Prospective memory is memory for delayed intentions, whilst retrospective memory relates to memory for personally experienced past events. To gain an understanding of subjective everyday memory experience, a self-report measure designed to tap prospective and retrospective memory was administered to 28 adults with dyslexia and 26 IQ-matched adults without dyslexia. Adults with dyslexia reported experiencing significantly more frequent problems with memory than the adults without dyslexia. Group differences were found across seven out of the eight questionnaire scales. Further to these analyses, the participants' own ratings were compared with proxy ratings provided by close associates. The perception of poorer memory abilities in the participants did not differ between respondent types. The self-reported difficulties are, thus, unlikely to be the result of lowered self-esteem or metacognitive awareness. More frequent difficulties with both types of memory would seem, therefore, to be experienced by adults with dyslexia in everyday life. Further laboratory-based research is recommended to explore both memory domains in dyslexia and to identify the cognitive mechanisms by which these problems occur. Copyright © 2016 John WileySons, Ltd.

Matching stimuli across a range of influencing variables is no less important for studies of face recognition than it is for those of word processing. Whereas a number of corpora exist to allow experimenters to select a carefully controlled set of word stimuli, similar databases for famous faces do not exist. This article, therefore, provides researchers in the area of face recognition with a useful resource on which to base their stimulus selection. In the first phase of the investigation, British adults over 40 years of age were requested to generate the names of famous people (or celebrities) that they thought they would recognize and to write these down. The most frequently named celebrities were then rated by adults from the same age population for familiarity, distinctiveness, and age of acquisition. The result is a database of 696 famous people, with an indication of their relative eminence in the public consciousness and rated for these important variables. Phoneme counts are also provided for each famous person, together with family name frequency counts in the general population, where available. Materials and links may be accessed at www.psychonomic.org/archive.

The age at which an item is acquired has been shown to affect naming latency of words, objects, and faces. The phonological completeness hypothesis situates the effects of age of acquisition (AoA) at speech output. Ellis and Lambon Ralph (2000) argue that the effects of age of acquisition result from a “mapping” between representations of orthography to phonology. However, neither “phonological completeness” nor “mapping” of phonological representations can account for the effects of age of acquisition on familiarity decisions to celebrities' faces and names (Moore & Valentine, 1999). This is because a familiarity decision requires a push button response rather than a verbal response. Moore and Valentine argued that exposure to new exemplars of information peg out the parameters of recognition for that type of information that will facilitate subsequent learning. Thus, the prediction is derived that age of acquisition will affect other perceptual classifications of any familiar stimulus class. We report t...

There is long-standing evidence for verbal working memory impairments in both children and adults with dyslexia. By contrast, spatial memory appears largely to be unimpaired. In an attempt to distinguish between phonological and central executive accounts of the impairments in working memory, a set of phonological and spatial working memory tasks was designed to investigate the key issues in working memory, task type, task demands (static, dynamic, and updating), and task complexity. Significant differences emerged between the dyslexic and nondyslexic participants on the verbal working memory tasks employed in Experiment 1, thereby providing further evidence for continuing dyslexic impairments of working memory into adulthood. The nature of the deficits suggested a problem with the phonological loop, with there being little evidence to implicate an impairment of the central executive. Due to the difficulties associated with separating verbal working memory and phonological processing, however, performance was investigated in Experiment 2 using visuospatial measures of working memory. The results of the visuospatial tasks indicated no between-group differences in static spatial memory, which requires the short-term storage of simultaneously presented information. In almost all conditions there were no between-group differences in dynamic spatial memory that demands the recall of both locationand order of stimuli presented sequentially. However, a significant impairment occurred on the dynamic task under high memory updating load, on which dyslexic adults showed nonphonological working memory deficits. In the absence of an explanation involving verbal recoding, this finding is interpreted in terms of a central executive or automaticity impairment in dyslexia.

The age of acquisition (AoA) and the amount of biographical information known about celebrities have been independently shown to influence the processing of famous people. In this experiment, we investigated the facilitative contribution of both factors to famous name processing. Twenty-four mature adults participated in a familiarity judgement task, in which the names of famous people were grouped orthogonally by AoA and by the number of bits of biographical information known about them (number of facts known; NoFK). Age of acquisition was found to have a significant effect on both reaction time (RT) and accuracy of response, but NoFK did not. The RT data also revealed a significant AoA×NoFK interaction. The amount of information known about a celebrity played a facilitative role in the processing of late-acquired, but not early-acquired, celebrities. Once AoA is controlled, it would appear that the semantic system ceases to have a significant overall influence on the processing of famous people. The pre-eminence of AoA over semantic connectedness is considered in the light of current theories of AoA and how their influence might interact.

Patients with a diagnosis of Parkinson's disease and age- and IQ-matched controls estimated the duration of short 500-Hz tones (325-1,225 ms), on trials where the tone was either preceded by 3 s of 5-Hz clicks, or presented without clicks. The click manipulation had been shown in earlier studies with student participants to make verbal estimates longer. Patients were tested both on and off their dopaminergic medication, and controls were also tested in two sessions. Verbal estimates were markedly and significantly longer on trials with clicks than on those without clicks for both the patients and the controls, but there were no significant performance differences between patients or controls, nor between the on and off medication sessions in the patients. The study shows that a manipulation of subjective time, which has had small but consistent effects in student participants, also affects timing in patients and adds to a growing body of evidence that timing in patients with Parkinson's disease may in many cases have the same characteristics as those of neurologically intact control groups.

There is growing evidence that Parkinson's disease patients without dementia exhibit cognitive deficits in some executive, memory and selective attention tasks. However, the impact of these deficits on their everyday cognitive functioning remains largely unknown. This issue was explored using self-report questionnaires. Twenty-four Parkinson's patients and 24 age-matched controls rated how frequently they make particular cognitive errors, such as forgetting what they were about to say. In addition, a partner or significant other also rated each participant's propensity for making cognitive errors. Rather than simply rating themselves as making more of all types of errors, these results indicate that PD patients make more of specific types of error. Further analysis suggests that some of these errors are related to attentional processes (being more distractible) whereas others are related to retrieval processes (being unable to recall important details from the previous day).