Automated Working Memory Assessment Research Articles

A Computerized Assessment of Verbal and Visuospatial Memory (Dys)functions in Patients with Rheumatoid Arthritis.

PurposeRheumatoid arthritis (RA) is a chronic inflammatory systemic disease associated with various degrees of impairment across different cognitive domains. We aimed to provide a detailed computerized investigation of verbal and visuospatial short-term and working memory (dys)functions in RA patients, assessing both accuracy and response speed, while relating them to age, disease-related activity, affective problems, psychomotor speed and other clinical parameters.Patients and MethodsThe study included 29 RA patients (mean age 50.6 ± 12.3 years, 79% female) and 30 controls (matched according to age, gender and education), assessed with short-term and working memory tasks from the Cambridge Neuropsychological Test Automated Battery (CANTAB) and the Automated Working Memory Assessment (AWMA).ResultsRA patients were significantly slower on the basic processing speed test (Motor Screening Test, p =0.003). Their short-term information storage (verbal and visuospatial) was comparable to controls, yet this similar accuracy came at the expense of a longer response time to retain information correctly (on spatial span, p = 0.04). On tasks with higher executive demands, both visuospatial and verbal working memory were compromised, as RA patients took longer (p = 0.004) and had a higher number of total errors (p = 0.02) when conducting a strategic memory-guided search (Spatial Working Memory), and had a significantly lower verbal working memory span on the backwards digit recall test (p = 0.02).ConclusionThe findings of this study emphasize the usefulness of performing computerized tests to detect subtle signs of cognitive impairment and of intact performance, which can inform memory training protocols for this vulnerable population.

A Comparison of Single and Multi-Test Working Memory Assessments in Predicting Academic Achievement in Children

Children assessed as having low working memory capacity have also been shown to perform more poorly than their same-aged peers in measures of academic achievement. Early detection of working memory problems is, therefore, an important first step in reducing the impact of a working memory deficit on the development of academic skills. In this study, we compared a single-test assessment, the Working Memory Power Test for Children (WMPT) and a multi-test assessment, the Automated Working Memory Assessment (AWMA), in their ability to predict academic achievement in reading, numeracy, and spelling. A total of 132 Australian school children (mean age 9 years, 9 months) participated in the research. Strong positive correlations between the WMPT and AWMA total scores were found, indicating good convergent validity of the single and multi-test measures. WMPT scores correlated with each of the four AWMA subtests designed to assess verbal and visuospatial short-term and working memory. WMPT and AWMA scores separately predicted performance on Word Reading, Numerical Operations, and Spelling. Compared with either measure alone, the WMPT and the AWMA in combination predicted more of the variance in Word Reading and Numerical Operations, but not in Spelling. Theoretical and practical implications of these findings are discussed.

Psychomotor Ability and Short-term Memory, and Reading and Mathematics Achievement in Children.

The aim of our study was to examine whether the findings from previous research, indicating the role of short-term memory as a mediator of the relationship between motor coordination and academic achievement in adolescents, is also evident in a younger child population. The study utilized a quantative cross-sectional design involving 133 children aged 8-12. The McCarron Assessment of Neuromuscular Development (MAND) provided four indicators of psychomotor ability (Finger Nose, Walking, Balancing, and Jumping). The Woodcock-Johnson Cognitive battery and the Automated Working Memory Assessment (AWMA) provided two measures of short-term memory (Numbers Reversed and Digit Recall) and the WJIII Achievement battery provided two measures of reading achievement (Letter-word Identification and Passage Comprehension) and two measures of mathematics achievement (Applied Problems and Calculation). Structural equation modeling was used, controlling for age, processing speed, crystallized, and fluid intelligence where appropriate. The results found support for the hypothesis that short-term memory fully mediates the relationship between psychomotor ability and reading and mathematics achievement. These findings indicate the significant affect of psychomotor ability on learning outcomes and consequently the need to assess these in considering learning difficulties, and as such these findings also advance understanding of developmental neural mechanisms underpinning the relationships.

Verbal and visual-spatial working memory performance in Arabic monolingual and English/Arabic bilingual Kuwaiti children

IntroductionResearch in psycholinguistics focusing on cognitive processing in bilinguals and the role played by working memory about cognitive processing indicated that Working Memory (WM) was instrumental in cognitive processing in bilinguals, but that its role was different and generally more complex than it was in monolinguals. However, the specific manner in which the use of WM differed between monolinguals and bilinguals was not always clear.ObjectivesThis research explored the verbal and visual-spatial WM performance in an Arabic monolingual group and a bilingual English/Arabic group.MethodsThe participants were 396 Kuwaiti (198 monolingual aged 7.99 ± 1.97 years and 198 bilingual aged 8.03 ± 1.92) with no significant age differences (t = 0.23, P > 0.05). The two groups were compared on how they performed in the Automated Working Memory Assessment (AWMA), to measure a verbal and visual-spatial WM tasks. The tasks were Listening Recall, Counting Recall, Mr. X, Backward Digit Recall, Odd-one-out and Spatial Span. All tasks were internally consistent (Alpha = 0.91, 0.93, 0.87, 0.88, 0.87, and 0.91 respectively). The data was analyzed using Independent Sample t Test.ResultsThe findings showed that there was significant group difference as the monolingual Arabic group (L1) performed better than bilingual English/Arabic group (L2) on both of verbal WM (t = 3.25, P < 0.002) and visuospatial WM (t = 3.04, P < 0.002).ConclusionThe monolingual children obtained higher scores on both verbal and visuospatial WM. These findings were explained in terms of the complexity of the Arabic language and cultural context in which the second language is being practiced. This warrants further investigation.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Self-regulation assessment among preschoolers with externalizing behavior problems.

This study examined the construct validity and clinical utility of a brief self-regulation assessment (Head-Toes-Knees-Shoulders, HTKS) among a clinical sample of children with externalizing behavior problems (EBP). Participants for this study included 101 preschool children (72% male; Mage = 5.10 years; 79% Hispanic) with at-risk or clinically elevated levels of EBP. Self-regulation measures included the HTKS task, 4 standardized subtests from the Automated Working Memory Assessment (AWMA), parent and teacher reports of children's executive functioning (EF), and children's self-regulation performance across a series of executive functioning classroom games conducted as part of a summer treatment camp. Additional outcomes included school readiness as measured by standardized achievement tests, and parent and teacher reports of kindergarten readiness and behavioral impairment related to academic functioning. Performance on the HTKS task was moderately correlated with children's performance on the standardized working memory tasks and observed self-regulation performance in the classroom. Low to moderate correlations were observed between performance on the HTKS task and parent report of children's EF difficulties, as well as parent and teacher reports of children's kindergarten readiness and behavioral impairment related to academic functioning. Moderate to high correlations were observed between performance on the HTKS task and standardized academic outcomes. These findings highlight the promise of the HTKS task as a brief, ecologically valid, and integrative EF task tapping into both behavioral and cognitive aspects of self-regulation that are important for children with EBP's success in school.

Working Memory abilities, attachment relationships and learning process in children of primary school age: an empirical research

Several studies underline a definite link between “working memory” (WM) and the learning process (deficit and learning disorder in children). WM abi-lities mainly affect written language learning and arithmetic learning. According to studies related to the Attachment Theory, it is possible to rationalize that child with a secure attachment to the caregiver and/or to the teacher have higher skills in school adaptability. In this study—based on previous pilot study (Del Villano, Ce-cere, Sapuppo, & Caviglia., 2011)—the relationship between: cognitive test (WM measurement test), learning test and the student’s attachment style (both with his caregivers and his teacher) have been empirically evaluated. This pilot study was performed in several of the primary schools in Campania Italy between 2009 and 2011. The selected sample was composed of 80 children 6-7 years old (38 Female and 42 Male) who, after parental and school consent, were tested by the tools de-scribed in the main body of this research paper. The pilot study shows an absence of linguistic deficit, and a relationship between cognitive abilities and the learning le-vel achieved in reading and mathematical calculation, furthermore it has shown a modulation effect of the attachment on the relationship between the WM ability and MT calculation and reading tests. This modulation effect is more evident if we consider the unsecure or disorganized attachment, especially if we consider the data accumulated with reference to the attachment to the teacher. Our research was conducted with the sole intention to widen the sample and make the outcomes more valid and reliable. The recruited sample was composed of 130 children age 6-7 who, after parenentalt and school consent, were tested with the TVL -Linguistic As-sessment Test , the short version of AWMA (Automated Working Memory As-sessment), the SAT-Separation Anxiety Test, both family and school versions, and the Reading Trials MT -AC-MT 6-11- Calculation Ability Assessment Test. The re-sults underline the absence of deficit or malfunctions in the subjects’ linguistic de-velopment, a significant connection between the learning performances and the verbal and visual-spatial trials assessed with the AWMA, and a moderating effect of the attachment style upon the connection itself.

Poor Sleep and Lower Working Memory in Grade 1 Children: Cross-Sectional, Population-Based Study

ObjectivePoor sleep and working memory difficulties are both associated with learning difficulties, but it is not known whether they are linked with each other in childhood. We aimed to determine, in a population-based sample of grade 1 children, whether poor sleep is associated with reduced working memory capacity. MethodsCross-sectional population-based study. All grade 1 children in 44 elementary schools in metropolitan Melbourne, Australia; 1749 children were included (participation rate 65%, mean age 6.9 years). Parents completed a written questionnaire at home, after which researchers administered one-on-one child computerized assessments at school. Predictor measures were parent-reported 1) perceptions of poor sleep, 2) regularity of bedtime, 3) sleep duration, and 4) sleep onset latency. Outcome measures were backward digit recall (verbal working memory) and Mister X (visuospatial working memory) subtests of the Automated Working Memory Assessment (AWMA). Associations were examined using linear regression, adjusted for duration of schooling, gender, age, and social status. ResultsIncreasing poor sleep (P = .03), less regularity of bedtime (P < .001), and shorter sleep duration (P = .03) were all associated with poorer verbal working memory, with effect sizes ranging from 0.3 to 1.2. Poor sleep was not associated with visuospatial working memory. ConclusionsAt a population level, poor sleep in early school-age children is associated with poorer verbal working memory, an important predictor of academic difficulties.

Exploring the Impact of Cognition on Young Children's Ability to Navigate a Speech-Generating Device

This study examined the impact of cognition on young children's ability to navigate a speech-generating device (SGD) with dynamic paging. Knowledge of which cognitive factors impact navigational skills could help clinicians select the most appropriate SGD for children who have complex communication needs. A total of 65 typically developing children aged 48–77 months were assessed using the Leiter International Performance Scale-Revised (Leiter-R) and the Automated Working Memory Assessment (AWMA). Although significant correlations were found between the ability to navigate an SGD (using a taxonomic organization) and all cognitive factors except for cognitive flexibility, a stepwise linear regression revealed that sustained attention, categorization, and fluid reasoning were the most pragmatic set of factors to predict navigational skills. Future studies are needed to further understand the factors that impact children's navigational skills.

1506 – Gender differences in working memory among kuwaiti children

The ability to maintain relevant information mentally while performing complex cognitive tasks, e.g. decision making, reading comprehension, and problem solving, memorizing a poem or even driving a car is conceptualized as Working Memory (WM), which became a workspace to general mental functioning. Nevertheless, as to yet, this topic is relatively ignored in literature in the Arab World. The aim of the current investigation was to explore gender related differences in WM performance among Kuwaiti children. The participants were 200 Kuwaiti pupils living in Farwaniyah governorate. The participants aged 128.76 ±6.75 months (100 girls aged 128.76 ±6.75 months and 100 boys aged 128.76 ±6.75 months. Moreover, the participants were identical in age, economic level and school grade. All participants in the two groups were compared on how they performed in the Automated Working Memory Assessment (AWMA), a computerized instrument developed by Alloway (2007). Independent Sample t Test was used to examine gender differences in WM performance. The mean score for visuospatial WM boys and girls samples (13.95±4.43) and (9.23 ±4.07) respectively. It was significantly lower in girls (t=7.85, p< .001). Also, the mean score for verbal WM boys and girls samples (15.75±4.01) and (10.94 ±5.12) respectively. It was significantly lower in girls (t=7.40, p< .001). Gender differences in working memory capacity exist. Results showed that gender contributed to the variations in WM resources, which were efficient among the Kuwaiti children. This warrants further investigation.

Treino musical e capacidade da memória operacional em crianças iniciantes, veteranas e sem conhecimentos musicais

A memoria operacional e a atividade musical ativam areas encefalicas reciprocas e homologas, contudo nao ha evidencias se o treino musical pode ampliar a capacidade da memoria operacional. Objetivo: Avaliar o desempenho do treino musical sob a memoria operacional em criancas de 9 e 10 anos de idade, praticantes de treino musical e sem experiencia musical. PARTICIPANTES: Criancas Iniciantes (n=20), Veteranas (n=20) e Grupo Controle (n=20). MATERIAIS: Instrumentos computadorizados para avaliacao da memoria operacional. RESULTADOS: Criancas veteranas apresentaram melhores pontuacoes no BCPR (Teste de Repeticao de Pseudopalavras para criancas brasileiras) e em subtestes da AWMA (Avaliacao Automatizada da Memoria Operacional). CONCLUSAO: O treino musical parece ter contribuido para o desenvolvimento da memoria operacional em criancas veteranas no programa de treino musical.

Evaluating the validity of the Automated Working Memory Assessment

The aim of the present study was to investigate the construct stability and diagnostic validity of a standardised computerised tool for assessing working memory: the Automated Working Memory Assessment (AWMA). The purpose of the AWMA is to provide educators with a quick and effective tool to screen for and support those with memory impairments. Findings indicate that working memory skills in children with memory impairments are relatively stable over the course of the school year. There was also a high degree of convergence in performance between the AWMA and the WISC‐IV Working Memory Index. The educational implications are discussed.

The working memory rating scale: A classroom-based behavioral assessment of working memory

The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal reliability and adequate psychometric properties for use as a screening tool by teachers. Higher (i.e., more problematic) teacher ratings on the WMRS were associated with lower memory scores on direct assessments of working memory skills, as measured by the Automated Working Memory Assessment (AWMA) and the WISC-IV Working Memory Index. The use of the WMRS will allow educators to draw on their expertise in the classroom for early detection of children with working memory failures.