Name: working memory training for older participants: a control group training regimen and initial intellectual functioning assessment
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<ol>
	<li>Baddeley, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Working+memory:+Looking+back+and+looking+forward.">Working memory: Looking back and looking forward.</a> Nature Reviews Neuroscience. , (2003).</li><li>Au, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Improving+fluid+intelligence+with+training+on+working+memory:+a+meta-analysis.">Improving fluid intelligence with training on working memory: a meta-analysis.</a> Psychonomic Bulletin and Review. 22, 366-377 (2015).</li><li>Karbach, J., Verhaeghen, P. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Making+working+memory+work:+A+meta-analysis+of+executive+control+and+working+memory+training+in+younger+and+older+adults.">Making working memory work: A meta-analysis of executive control and working memory training in younger and older adults.</a> Psychological Science. 25, 11-2027 (2014).</li><li>Melby-Lerv&#229;g, M., Hulme, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Is+working+memory+training+effective?+A+meta-analytic+review.">Is working memory training effective? 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Les auteurs n’ont rien à divulguer.

Dans l’étude présentée ici, nous avons étudié si les personnes âgées pourraient bénéficier d’une formation sur la mémoire de travail et si elle est liée au niveau initial de leur cognition de base. Nous avons utilisé une tâche n-back comme une intervention expérimentale et la capacité de mémoire de travail (mesurée avec la tâche OSPAN) a été la méthode pour sonder le niveau initial des participants de fonctionnement intellectuel. Nous avions deux étapes cruciales dans le protocole. Le premier et...

Dans de nombreuses études sur les formations cognitives, la double tâche n-back est utilisée comme méthode de formation de la mémoire de travail (WM). WM est une cible commune des interventions cognitives en raison de son importance pour d’autres fonctions intellectuelles de niveau supérieur1. Toutefois, l’efficacité d’une telle formation et son potentiel de création d’une amélioration plus générale de la cognition, a fait l’objet de vifs débats (pour la méta-analyse,voir 2,3,4,5,6,7,14 et pour les revues, voir4,8,9,10,11,12,13). Alors que certains chercheurs affirment que « ... il n’y avait aucune preuve convaincante de la généralisation de la formation à la mémoire de travail à d’autres compétences''4, d’autres présentent des données méta-analytiques, qui montrent des effets très significatifs de la formation WM2,3,5,6,11. Le problème distinct est l’efficacité des AMM dans la population âgée. Plusieurs études de formation wm ont rapporté de plus grands avantages chez les jeunes adultes par rapportaux personnes âgées 15,16,17,18,19,20, tandis que d’autres montrent que des effets similaires peuvent être observés dans les deux groupes d’âge21,22,23,24,25.
Divers éléments sont censés prévoir les avantages de la formation à la mémoire26. Certains de ces facteurs semblent être des modérateurs potentiels de l’efficacité de la formation wm21. La capacité mentale, décrite comme la capacité cognitive de base ou la ressource cognitive générale, semble être l’un des choix les plus forts pour ce poste. Afin d’évaluer le rôle du niveau intellectuel initial, nous mettons un accent particulier (la méthode décrite ici) sur la mesure de la capacité cognitive avant d’appliquer un régime de formation. Il a été dicté par les données montrant que les participants, qui sont caractérisés par une capacité cognitive plus élevée au début de la formation, ont obtenu des résultats de formation sensiblement meilleurs par rapport à ceux ayant des niveaux inférieurs de fonction cognitive initiale27. Un phénomène similaire est observé dans la recherche éducative, où il est appelé l’effet Matthew28, une observation que les personnes ayant initialement de meilleures compétences s’améliorent encore plus par rapport à ceux avec un niveau préliminaire inférieur de capacité en question.
Il est stimulant, cependant, qu’il n’y ait pas eu autant de rapports publiés sur cesujet 21,29. En outre, même les différences individuelles substantielles, en particulier lorsqu’il s’agit de la population âgée, sont souvent laissées sans surveillance lors de l’analyse et de l’interprétationdes données 30. Dans la présente étude, nous examinons l’impact du niveau initial de capacité de mémoire de travail sur le succès de la formation wm dans le groupe des personnes âgées en bonne santé. Afin de maintenir tous les éléments des régimes de formation aussi semblables que possible entre les groupes expérimentaux et de contrôle, nous avons utilisé une conception active de groupe témoin. Par conséquent, le contenu de formation (WM versus mémoire sémantique) est resté le seul facteur crucial déterminant la différence attendue dans les résultats de formation. Les deux groupes ont effectué des formations informatisées à domicile. Les membres du groupe expérimental ont été affectés à un programme de formation adaptatif à deux dos et à un groupe témoin actif formé à une tâche basée sur un quiz de mémoire sémantique. Nouveau dans l’approche ici est l’accent mis sur l’évaluation initiale du niveau cognitif des participants en évaluant leur capacité de mémoire de travail (WMC). En outre, la méthode d’évaluation du niveau wmc initial que nous présentons dans cet article s’est avérée être un outil efficace pour distinguer les personnes qui réussiront et ne réussiront pas au cours de la formation ultérieure sur la mémoire de travail. Nous avons déjà décrit et publié les résultats de cette étude44. Par conséquent, dans cet article, nous nous concentrons sur une description détaillée du protocole que nous avons utilisé.

<table><tbody><tr><td>GEx</td><td>n/a</td><td>authorial online platform:&lt;br/&gt; used for N-back training, Quiz</td><td></td></tr><tr><td>IBM SPSS Statistics 26.0</td><td>IBM Corporation</td><td>SPSS software was used to compute statistical analysis.</td><td></td></tr><tr><td>Inquisit version 4.0.8.0</td><td>Millisecond Software</td><td>software: tool for designing and administering experiments&lt;br/&gt; used for: The Sternberg Task, The Linear Syllogism Task and presenting the instructions for baseline EEG recording</td><td></td></tr><tr><td>MATLAB R2018b</td><td>The MathWorks, Inc</td><td>MATLAB software was used to compute statistics and to export databases and&amp;nbsp; visualisation of the results</td><td></td></tr><tr><td>PsychoPy version 2 v.1.83.04</td><td>Jonathan Peirce; supported by University of Nottingham</td><td>open-source software&lt;br/&gt; used for: Go/no Go Task, The Switching Task, Running Memory Span Taskckage based on Python</td><td></td></tr><tr><td>Sublime Text (version 2.0.2)</td><td>n/a</td><td>open-source software: HTML editor&lt;br/&gt; used for: online OSPAN Task</td><td></td></tr></tbody></table>

working memory training for older participants: a control group training regimen and initial intellectual functioning assessment

L’efficacité des interventions de formation cognitive fait récemment l’objet de vifs débats. Il n’y a pas de consensus sur le type de régime de formation le plus efficace. De plus, les caractéristiques individuelles en tant que prédicteurs des résultats de la formation sont encore à l’étude. Dans cet article, nous montrons la tentative d’aborder cette question en examinant non seulement l’impact de la formation sur la mémoire de travail (WM) sur l’efficacité cognitive chez les personnes âgées, mais aussi l’influence de la capacité initiale des AMM (WMC) sur les résultats de la formation. Nous décrivons en détail comment effectuer 5 semaines d’une formation adaptative à double dos avec un groupe de contrôle actif (quiz mémoire). Nous nous concentrons ici sur les aspects techniques de la formation ainsi que sur l’évaluation initiale du WMC des participants. L’évaluation de la performance avant et après l’entraînement d’autres dimensions cognitives était basée sur les résultats des tests de mise à jour de la mémoire, d’inhibition, de déplacement de l’attention, de mémoire à court terme (STM) et de raisonnement. Nous avons constaté que le niveau initial de WMC prédit l’efficacité de l’intervention de formation n-back. Nous avons également remarqué l’amélioration post-formation dans presque tous les aspects du fonctionnement cognitif que nous avons mesurés, mais ces effets étaient pour la plupart indépendants de l’intervention.

Effets liés à la formation
85 sujets ont participé à l’étude (29 étaient des hommes) et ils avaient en moyenne 66,7 ans. En raison de problèmes techniques, les données d’un participant au groupe de formation n-back n’ont pas été enregistrées. Enfin, les données de 43 participants au groupe de formation n-back et de 42 membres du groupe de formation Quiz ont été analysées. L’analyse multiva...

Watch this Scientific Journal Video about Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment at JoVE.com

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Une intervention de formation cognitive dans la population âgée ainsi que l’évaluation des capacités cognitives de pré-formation est présentée. Nous montrons deux versions de la formation - le contrôle expérimental et actif - et démontrons leurs effets sur la gamme des tests cognitifs.

Formation sur la mémoire de travail pour les participants plus âgés : un régime de formation du groupe témoin et une évaluation initiale du fonctionnement intellectuel

The efficacy of cognitive training interventions is recently highly debated. There is no consensus on what kind of training regimen is the most effective. ...

working-memory-training-for-older-participants-control-group-training

Research

JoVE Journal

Behavior

4.5K vues.  SWPS University of Social Sciences and Humanities. Une intervention de formation cognitive dans la population âgée ainsi que l’évaluation des capacités cognitives de pré-formation est présentée. Nous montrons deux versions de la formation - le contrôle expérimental et actif - et démontrons leurs effets sur la gamme des tests cognitifs.

Vidéo: Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

The main goal of this study was to assess the usability of a tablet-computer-based application (EmoCogMeter) in investigating the effects of age on cognitive functions across the lifespan in a sample of 378 healthy subjects (age range 18-89 years). Consistent with previous findings we found an age-related cognitive decline across a wide range of neuropsychological domains (memory, attention, executive functions), thereby proving the usability of our tablet-based application. Regardless of prior computer experience, subjects of all age groups were able to perform the tasks without instruction or feedback from an experimenter. Increased motivation and compliance proved to be beneficial for task performance, thereby potentially increasing the validity of the results. Our promising findings underline the great clinical and practical potential of a tablet-based application for detection and monitoring of cognitive dysfunction.

We tested the usability of a tablet-computer-based application (EmoCogMeter) in investigating the effects of age on cognition. Results show an age-related cognitive decline, thereby proving the usability of our application. Findings underline the great clinical and practical potential of a tablet-based application for detection and monitoring of cognitive dysfunction.

Évaluation des changements liés au vieillissement des fonctions cognitives à l&#39;aide EmoCogMeter, une nouvelle approche Tablet Computer Based

The main goal of this study was to assess the usability of a tablet-computer-based application (EmoCogMeter) in investigating the effects of age on ...

Recherche

Sciences du comportement

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Goal-directed behavior is often impaired by interference from the external environment, either in the form of distraction by irrelevant information that one attempts to ignore, or by interrupting information that demands attention as part of another (secondary) task goal. Both forms of external interference have been shown to detrimentally impact the ability to maintain information in working memory (WM). Emerging evidence suggests that these different types of external interference exert different effects on behavior and may be mediated by distinct neural mechanisms. Better characterizing the distinct neuro-behavioral impact of irrelevant distractions versus attended interruptions is essential for advancing an understanding of top-down attention, resolution of external interference, and how these abilities become degraded in healthy aging and in neuropsychiatric conditions. This manuscript describes a novel cognitive paradigm developed the Gazzaley lab that has now been modified into several distinct versions used to elucidate behavioral and neural correlates of interference, by to-be-ignored distractors versus to-be-attended interruptors. Details are provided on variants of this paradigm for investigating interference in visual and auditory modalities, at multiple levels of stimulus complexity, and with experimental timing optimized for electroencephalography (EEG) or functional magnetic resonance imaging (fMRI) studies. In addition, data from younger and older adult participants obtained using this paradigm is reviewed and discussed in the context of its relationship with the broader literatures on external interference and age-related neuro-behavioral changes in resolving interference in working memory.

A novel cognitive paradigm is developed to elucidate behavioral and neural correlates of interference by to-be-ignored distractors versus interference by to-be-attended interruptors during a working memory task. In this manuscript, several variants of this paradigm are detailed, and data obtained with this paradigm in younger/older adult participants is reviewed.

Un paradigme cognitif chargé d&#39;enquêter sur l&#39;ingérence dans la mémoire de travail par des distractions et interruptions

Goal-directed behavior is often impaired by interference from the external environment, either in the form of distraction by irrelevant information that ...

The 4 Mountains Test: A Short Test of Spatial Memory with High Sensitivity for the Diagnosis of Pre-dementia Alzheimer's Disease

This protocol describes the administration of the 4 Mountains Test (4MT), a short test of spatial memory, in which memory for the topographical layout of four mountains within a computer-generated landscape is tested using a delayed match-to-sample paradigm. Allocentric spatial memory is assessed by altering the viewpoint, colors and textures between the initially presented and target images.
Allocentric spatial memory is a key function of the hippocampus, one of the earliest brain regions to be affected in Alzheimer&#39;s disease (AD) and impairment of hippocampal function predates the onset of dementia. It was hypothesized that performance on the 4MT would aid the diagnosis of predementia AD, which manifests clinically as Mild Cognitive Impairment (MCI).
The 4MT was applied to patients with MCI, stratified further based on cerebrospinal fluid (CSF) AD biomarker status (10 MCI biomarker positive, 9 MCI biomarker negative), and with mild AD dementia, as well as healthy controls. Comparator tests included tests of episodic memory and attention widely accepted as sensitive measures of early AD. Behavioral data were correlated with quantitative MRI measures of the hippocampus, precuneus and posterior cingulate gyrus.
4MT scores were significantly different between the two MCI groups (p = 0.001), with a test score of &#8804;8/15 associated with 100% sensitivity and 78% specificity for the classification of MCI with positive AD biomarkers, i.e., predementia AD. 4MT test scores correlated with hippocampal volume (r = 0.42) and cortical thickness of the precuneus (r = 0.55).
In conclusion, the 4MT is effective in identifying the early stages of AD. The short duration, easy application and scoring, and favorable psychometric properties of the 4MT fulfil the need for a simple but accurate diagnostic test for predementia AD.

This article describes the 4 Mountains Test (4MT), a hippocampus-dependent test of working allocentric spatial memory. The hippocampus is affected early in Alzheimer's disease (AD) and this article outlines the 4MT methodology and results of patient testing, which demonstrates the value of the 4MT in the diagnosis of pre-dementia AD.

Le 4 Montagnes Test: Un test court de la mémoire spatiale avec la haute sensibilité pour le diagnostic de pré-démence Maladie d&#39;Alzheimer

This protocol describes the administration of the 4 Mountains Test (4MT), a short test of spatial memory, in which memory for the topographical layout of ...

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &#8211; Working Memory (CABC-WM)

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of working memory in young school-age children. Working memory deficits have been identified in children with language-based learning disabilities, including dyslexia1,2 and language impairment3,4, but it is not clear whether these children exhibit deficits in subcomponents of working memory, such as visuospatial or phonological working memory. The CABC-WM is administered on a desktop computer with a touchscreen interface and was specifically developed to be engaging and motivating for children. Although the long-term goal of the CABC-WM is to provide individualized working memory profiles in children, the present study focuses on the initial success and utility of the CABC-WM for measuring central executive, visuospatial, phonological loop, and binding constructs in children with typical development. Immediate next steps are to administer the CABC-WM to children with specific language impairment, dyslexia, and comorbid specific language impairment and dyslexia.

Working memory predicts a significant amount of variance for a variety of cognitive tasks, including speaking, reading, and writing. However, few tools are available to assess working memory in children. We present an innovative, computer-based battery that comprehensively assesses different components of working memory in school-age children.

Évaluation de la mémoire de travail chez les enfants: la batterie d&#39;évaluation complète pour les enfants - Mémoire de travail (CABC-WM)

The Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) is a computer-based battery designed to assess different components of ...

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

As life expectancy increases, aging has become a major health challenge, resulting in a huge effort to better discriminate between normal and pathological cognitive decline. It is thus essential that cognitive tests and their administration are as fair as possible. However, an important source of bias during cognitive testing comes from negative aging stereotypes that can impair the memory performance of older adults and inflate age differences on cognitive tasks. The fear of confirming negative aging stereotypes creates an extra pressure among older adults which interferes with their intellectual functioning and leads them to perform below their true abilities. Here, we present a protocol that highlights simple but efficient interventions to alleviate this age-based stereotype threat effect. The first study showed that simply informing older participants about the presence of younger participants (threat condition) led older adults to underperform on a standardized memory test compared with younger participants, and that this performance difference was eliminated when the test was presented as age-fair (reduced-threat condition). The second study replicated these findings on short cognitive tests used to screen for predementia in clinical settings and showed that teaching older adults about stereotype threat inoculated them against its effects. These results provide useful recommendations about how to improve older adults' memory assessment both in Iab studies and in clinical settings.

Here, we present a protocol designed to show how negative aging stereotypes can impair memory performance of older adults during cognitive testing and how to reduce this deleterious effect. This method can help older people to perform at an optimal level during testing in both lab studies and clinical settings.

Mettre en évidence et réduire l'impact des stéréotypes négatifs sur le vieillissement pendant les tests cognitifs des personnes âgées

As life expectancy increases, aging has become a major health challenge, resulting in a huge effort to better discriminate between normal and pathological ...

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations for their chronological age in the areas of reading, writing, and/or mathematics. Each of the disorders making up the LDs involve different deficits; however, some commonalities can be found within that heterogeneity, such in terms of learning self-regulation and metacognition. Unlike in early ages and later educational levels, there are hardly any evidence-based evaluation protocols for adults with LDs. LDs influence academic performance but also have serious consequences in professional, social, and family contexts. In response to this, the current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs. The assessment is carried out through analysis of the on-line learning process using a variety methods, techniques, and sensors (e.g., eye tracking, facial expressions of emotion, physiological responses, concurrent verbalizations, log files, screen recordings of human-machine interactions) and off-line methods (e.g., questionnaires, interviews, and self-report measures). This theoretically-driven and empirically-based guideline aims to provide an accurate assessment of LDs in adulthood in order to design effective prevention and intervention proposals.

The current work proposes a multimodal evaluation protocol focused on metacognitive, self-regulation of learning, and emotional processes, which make up the basis of the difficulties in adults with LDs.

Protocole multimodal pour l’évaluation de la métacognition et de l’autorégulation chez les adultes ayant des difficultés d’apprentissage

Learning disabilities (LDs) encompass disorders of those who have difficulty learning and using academic skills, exhibiting performance below expectations ...

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Today, many functional skills are technology-based, so development of a technology-based training program has broad importance. Here we present a computerized functional skills training program that was paired in half of the participants with a commercially available cognitive training (CCT) program.
Non-impaired older individuals (NC) aged 60+ (n=45) and similarly aged individuals with mild cognitive impairment (MCI; n=50) were randomized to receive 12 weeks of twice-weekly computerized functional skills training (CFST) or 12 weeks of twice-weekly sessions split between CCT and CFST. Skills trained were use of an ATM; internet banking; ticket kiosk; telephone and internet prescription refill; medication management; and internet shopping. As with previous functional capacity assessments, we focus on completion time for each simulation.
51 participants completed the training program, either by mastering all 6 tasks (34) or completing 12 weeks of training. 44 more participants completed 4 or more training sessions so they were also analyzed for improvement up to their last training session. Completion time for all 6 tests significantly improved from the baseline assessment to the final training session in both groups of participants (all p&#60;0.001 with an average improvement in task completion time of 45%). Further, there was no differential improvement in MCI and NC in the 6 tests from baseline to end of training (all t&#60;1.66, all p&#62;0.12). Finally, combined CCT plus CFST did not differ from CSFT alone on any of the percent-change score measures (all t&#60;1.64, all p&#62;0.11).
Both NC and MCI groups evidenced substantial improvements in performance. CCT supplementation led to similar functional gains with half as many training sessions. The NC participants proceeded through the training fairly rapidly even without CCT supplementation; MCI participants required more training but learned equivalently. These findings suggest that even in cases with memory impairments, functional skills can be efficiently learned with training.

This training protocol uses computerized training to teach technology-related everyday functional skills. These skills include financial skills, travel and transit, as well as medication management.

Un programme informatisé d’évaluation et de formation des compétences fonctionnelles ciblant la technologie basée sur les compétences fonctionnelles quotidiennes

Today, many functional skills are technology-based, so development of a technology-based training program has broad importance. Here we present a ...

Médecine

A Metric Test for Assessing Spatial Working Memory in Adult Rats Following Traumatic Brain Injury

Impairments to sensory, short-term, and long-term memory are common side effects after traumatic brain injury (TBI). Due to the ethical limitations of human studies, animal models provide suitable alternatives to test treatment methods, and to study the mechanisms and related complications of the condition. Experimental rodent models have historically been the most widely used due to their accessibility, low cost, reproducibility, and validated approaches. A metric test, which tests the ability to recall the placement of two objects at various distances and angles from one another, is a technique to study impairment in spatial working memory (SWM) after TBI. The significant advantages of metric tasks include the possibility of dynamic observation, low cost, reproducibility, relative ease of implementation, and low stress environment. Here, we present a metric test protocol to measure impairment of SWM in adult rats after TBI. This test provides a feasible way to evaluate physiology and pathophysiology of brain function more effectively.

Traumatic brain injury (TBI) is commonly associated with memory impairment. Here, we present a protocol to assess spatial working memory after TBI via a metric task. A metric test is a useful tool to study spatial working memory impairment after TBI.

Un test métrique pour évaluer la mémoire de travail spatiale chez les rats adultes après une lésion cérébrale traumatique

Impairments to sensory, short-term, and long-term memory are common side effects after traumatic brain injury (TBI). Due to the ethical limitations of ...

Neurosciences

Metacognitive Development: How Children Estimate Their Memory

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
Human memory is fallible, and people often cannot accurately recall what they have seen or heard. Adults are aware of their limited memory capacity, so they use strategies, such as rehearsal and mnemonic devices, to improve their recall of important information. Because adults understand the limits of memory, they know it makes more sense to write down the items on their shopping list rather than to try to remember the items when they get to the store. This ability to think about one&#8217;s own memory is called metamemory. Metamemory is one component of a broader set of cognitive processes that allow humans to think about their own knowledge and thinking, which is called metacognition.
Although young children understand that people have thoughts and a limited amount of knowledge, they often have trouble acknowledging the limits of their own knowledge and cognitive skills. Children&#8217;s ability to accurately estimate their own memory capacity and abilities improves over the elementary school years. One common way of measuring metamemory and its development is by giving children an opportunity to predict how well they can remember something, and then observing how well their prediction matches their actual recall.
This experiment demonstrates how to measure children&#8217;s metamemory based on the methods developed by Shin, Bjorklund, and Beck.1

Développement métacognitif : comment les enfants évaluent leur mémoire

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
Human memory is fallible, and people often cannot accurately ...

Enseignement

JoVE Science Education

Psychologie

Psychologie du développement

Measuring Verbal Working Memory Span

Source: Laboratory of Jonathan Flombaum&#8212;Johns Hopkins University

Why is it relatively hard to remember everything on a shopping list if it includes more than just a handful of items? Why is it possible to remember a phone number that one just heard, but not two or three phone numbers at once? Why is it difficult to remember names when several new people are introduced at the same time?
The answer has to do with the fact that over short-durations people rely on a specialized memory system called working memory. Unlike long-term memory, working memory has a very limited capacity. It is there so that information can be kept in mind, studied, manipulated, and then transferred to other memory and cognitive systems. But in order to serve in this active role, it needs to be selective, admitting only limited amounts of information at a time.
Experimental psychologists tend to think that people possess independent working memory systems for different kinds of information, with a major division between verbal and visual information. Each of these systems has an independent capacity limit.
To measure a person&#8217;s verbal working memory capacity limit&#8212;often called, his or her memory span&#8212;experimental psychologists often use a verbal list paradigm.
This video will demonstrate the measurement of verbal working memory span using a verbal list paradigm.

Mesurer la durée de la mémoire de travail verbale

Source: Laboratory of Jonathan Flombaum&#8212;Johns Hopkins University

Why is it relatively hard to remember everything on a shopping list if it includes ...

Formation sur la mémoire de travail pour les participants plus âgés : un régime de formation du groupe témoin et une évaluation initiale du fonctionnement intellectuel

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