Search

Research findings concerning working memory impairment of children with learning disabilities, poor readers, and individuals with severe learning difficulties are examined within the framework of working memory. Results from developmental and experimental studies indicate a close link between the function of working memory and performance on academic tasks. Converging evidence suggests that a deficit in working memory can affect children's ability to master language. Nevertheless, the causal relationship between working memory and learning disabilities is less well established. Limitations of the current study are discussed and suggestions for future investigations are made.

The aim of the present study was to evaluate the effect of information processing speed on the functioning of specific working memory components, i.e. phonological loop, visuospatial sketchpad, central executive and episodic buffer. Cognitive tasks that assess working memory ("word lists recall" for the phonological loop, "block recall" for the spatial component of visuospatial sketchpad, "listening recall" for the central executive and "immediate story recall" for the episodic buffer) and information processing speed (symbol digit modalities test- oral form) were administered to 38 patients with multiple sclerosis. Results showed that the central executive and episodic buffer components were significantly related to information processing speed. However, when age was included in the regression model, information processing speed significantly predicted only the episodic buffer scores. Further research on the relationship between the episodic buffer and information processing speed is recommended. [ABSTRACT FROM AUTHOR]

This study investigated working memory skills in a small group of 13 nine‐year‐old Greek children facing reading difficulties and a group of 14 age matched typical Greek readers. The children were assessed on working memory tasks measuring separately the four components of the working memory model of Baddeley and Hitch (1974) as revised by Baddeley (2000): the phonological loop, visuo‐spatial sketchpad, episodic buffer and central executive. Both groups completed tests of accuracy of reading, speed of reading and text understanding. The children with reading difficulties performed significantly more poorly than typical readers on all aspects of working memory apart from visual‐spatial short‐term memory. These results indicate a similar verbal working memory impairment in Greek children with reading difficulties as in their English peers, despite the fact that they are learning to read a language with a transparent rather than an opaque orthography. [ABSTRACT FROM AUTHOR]

Although it is generally accepted that burnout has an effect on cognitive functioning, very few studies have so far examined the link between cognitive functioning and job burnout. The purpose of this systematic review was to explore the reported association between burnout and cognitive functioning, as assessed objectively (that is, using psychometric tests rather than self-reports). The review identified 15 English-language articles published between 2005 and 2013. The results suggest that burnout is connected to specific cognitive deficits. In particular, burnout has been found to be associated with a decline in three main cognitive functions: executive functions, attention and memory. These results have clear implications, in particular for professions that are characterized by high levels of both work pressure and cognitive demands. Due to the scarcity and heterogeneity of available articles, future longitudinal prospective studies are needed, in order to determine the cognitive functions predominantly impaired as a result of burnout, and to establish causal relationships. [ABSTRACT FROM PUBLISHER]

Aim: The aim of the present study was the qualitative comparison of working memory capacity of young children and older adults through the investigation of the latent structure stability or change in Working Memory capacity (WM) in childhood and aging, using Multiple Group Confirmatory Factor Analysis (MGCFA)., Method: The sample consisted of 62 kindergarten and 56 elementary school students (age range: 4-8 years) and 52 young-old adults and 54 old-old adults (age range: 60-94 years). Adults were asked to complete the Mini-Mental State Examination (MMSE) and the Geriatric Depression Scale-15 (GDS-15) as screening tests. The children were examined via the Raven Colored Progressive Matrix (CMP) test for the same reason. WM was examined via four measures of Working Memory Test Battery for Children (WMTB-C)., Results: MGCFA applied to the data of the kindergarten students' subsample, elementary school students' subsample, young-old and old-old adults' subsamples as well as of older adults with low (0-9 years of education) educational level. Initially, through MGCFA, four "models" were confirmed, one for each age-related subsample, and they were different from each other. However, when the same method was applied exclusively to young-old and old-old adults with low educational level, the models that emerged were similar to the kindergarten students' model., Conclusion: When we "keep" the educational level equal (low) for all, the hypothesis of retrogenesis is confirmed. Cognitive reserve appears to be protective, keeping differentiated WM's components in every age group other than that of kindergarten students. The results support the "retrogenetic" hypothesis, mainly due to the finding of a delay in WM components' development in the group of kindergarten students, and their dedifferentiation in the low-educated young-old and old-old adults.

The contributions of phonological short-term memory and existing foreign vocabulary knowledge to the learning of new words in a second language were compared in a sample of 40 Greek children studying English at school. The children's speed of learning new English words in a paired-associate learning task was strongly influenced by their current English vocabulary, but was independent of phonological memory skill, indexed by nonword repetition ability. However, phonological memory performance was closely linked to English vocabulary scores. The findings suggest that in learners with considerable familiarity with a second language, foreign vocabulary acquisition is mediated largely by use of existing knowledge representations.