Differences In Working Memory Research Articles

Eight brain structures mediate the age-related alterations of the working memory: forward and backward digit span tasks.

Working memory (WM) as one of the executive functions is an essential neurocognitive ability for daily life. Findings have suggested that aging is often associated with working memory and neural decline, but the brain structures and resting-state brain networks that mediate age-related differences in WM remain unclear. A sample consisting of 252 healthy participants in the age range of 20 to 70years was used. Several cognitive tasks, including the n-back task and the forward and backward digit span tests were used. Also, resting-state functional imaging, as well as structural imaging using a 3T MRI scanner, were performed, resulting in 85 gray matter volumes and five resting-state networks, namely the anterior and posterior default mode, the right and left executive control, and the salience networks. Also, mediation analyses were used to investigate the role of gray matter volumes and resting-state networks in the relationship between age and WM. Behaviorally, aging was associated with decreased performance in the digit span task. Also, aging was associated with a decreased gray matter volume in 80 brain regions, and with a decreased activity in the anterior default mode network, executive control, and salience networks. Importantly, the path analysis showed that the GMV of the medial orbitofrontal, precentral, parieto-occipital, amygdala, middle occipital, posterior cingulate, and thalamus areas mediated the age-related differences in the forward digit span task, and the GMV of superior temporal gyrus mediated the age-related differences in the backward digit span task. This study identified the brain structures mediating the relationship between age and working memory, and we hope that our research provides an opportunity for early detection of individuals at risk of age-related memory decline.

Comparing incidental learning of single words and collocations from different captioning conditions: The role of vocabulary knowledge and working memory

AbstractBackgroundVocabulary learning in a second language (L2) encompasses crucial aspects, including single words and collocations. Research indicates that L2 learners can incidentally learn single words from captioned videos, but less is known about the incidental learning outcomes of collocations, let alone the differences in learning gains for single words and collocations under different captioned conditions, as well as individual differences that may account for such differences.ObjectivesThis study aimed to fill this gap by comparing the learning gains of single words and collocations while investigating the influence of vocabulary knowledge (VK) and working memory (WM) on the learning results within diverse forms of captioning conditions: full captions, keyword captions, and no captions.MethodsThe study involved 129 young Chinese ESL learners who completed vocabulary tests assessing their meaning recall before, immediately after, and 2 weeks after the study, as well as tests for VK and WM.Results and ConclusionsThe results showed that full captions are the most efficacious condition for enhancing both single word and collocation learning. The depth of VK, as well as phonological and complex WM, were significant factors in the learning of new language items.TakeawaysDifferent types of captioning (full or keyword) contribute differently to the learning of various language items. Individual differences in WM and depth of VK among learners should be considered when utilizing captioned videos for language learning.

Ontogeny of working memory and behavioural flexibility in the free movement pattern (FMP) Y-maze in zebrafish

The acquisition of executive skills such as working memory, decision-making and adaptive responding occur at different stages of central nervous system development. Zebrafish (Danio rerio) are increasingly used in behavioural neuroscience for complex behavioural tasks, and there is a critical need to understand the ontogeny of their executive functions. Zebrafish across developmental stages (4, 7, 14, 30 and 90 days post fertilisation (dpf)), were assessed to track development of working memory (WM) and behavioural flexibility (BF) using the free movement pattern Y-maze (FMP Y-maze). Several differences in both WM and BF were identified during the transition from yolk-dependent to independent feeding. Specifically, WM is evident in all age groups, even from 4 dpf. However, BF is not developed until larvae start free feeding, and show significant improvement thereafter, with young adults (90 dpf) demonstrating the most well-defined BF. We demonstrate, for the first time, objective WM processes in 4 dpf zebrafish larvae. This suggests that those wishing to study WM in zebrafish may be able to do so from 4 dpf, thus drastically increasing throughput. In addition, we show that zebrafish follow distinct stages of cognitive development and age-related changes during the early developmental period. Finally, our findings indicate distinct WM and BF mechanisms, which may be useful to study for translational purposes.

Differential working memory function between phonological and visuospatial strategies: a magnetoencephalography study using a same visual task.

Previous studies have reported that, in working memory, the processing of visuospatial information and phonological information have different neural bases. However, in these studies, memory items were presented via different modalities. Therefore, the modality in which the memory items were presented and the strategy for memorizing them were not rigorously distinguished. In the present study, we explored the neural basis of two working memory strategies. Nineteen right-handed young adults memorized seven sequential directions presented visually in a task in which the memory strategy was either visuospatial or phonological (visuospatial/phonological condition). Source amplitudes of theta-band (5-7 Hz) rhythm were estimated from magnetoencephalography during the maintenance period and further analyzed using cluster-based permutation tests. Behavioral results revealed that the accuracy rates showed no significant differences between conditions, while the reaction time in the phonological condition was significantly longer than that in the visuospatial condition. Theta activity in the phonological condition was significantly greater than that in the visuospatial condition, and the cluster in spatio-temporal matrix with p < 5% difference extended to right prefrontal regions in the early maintenance period and right occipito-parietal regions in the late maintenance period. The theta activity results did not indicate strategy-specific neural bases but did reveal the dynamics of executive function required for phonological processing. The functions seemed to move from attention control and inhibition control in the prefrontal region to inhibition of irrelevant information in the occipito-parietal region.

The influences of working memory updating on word association effects and thematic role assignment during sentence processing

The current study investigated how individual variability in working memory (WM) updating affects real-time processing of thematic role assignment and word association during sentence reading comprehension when ERPs were recorded. By adopting a factorial design, four types of sentences were formed by crossing word association and role assignment as independent variables. The results indicated that associated words evoked a smaller N400 effect but a larger P600 effect than unassociated words in the high WM group, whereas no word association effect was found in the low WM group. In contrast, role reversal elicited larger N400 effects for both groups. These results suggest that individual differences in WM updating influenced whether and how readers retrieved and integrated the associated word in whole sentences but did not influence the online assignment of thematic roles during sentence reading. Individuals with high WM updating, in contrast to those with low WM updating, were good at making use of word-associated information provided by the preceding context in current processing.

EngAge – A metacognitive intervention to supplement working memory training: A feasibility study in older adults

Working Memory (WM) training has shown promise in supporting cognitive functioning in older adult populations, but effects that generalize beyond the trained task have been inconsistent. Targeting cognitive processes in isolation might be a limiting factor given that metacognitive and motivational factors have been shown to impact older adults’ engagement with challenging cognitive activities, such as WM training. The current feasibility study implemented a novel metacognitive intervention in conjunction with WM training in older adults and examined its potential amplifying short- and long-term effects on cognitive and self-report outcomes as compared to WM or active control training alone. One-hundred and nineteen older adults completed acognitive training over the course of 20 sessions at home. The cognitive training targeted either WM or general knowledge. In addition, one of the WM training groups completed a metacognitive program via group seminars. We tested for group differences in WM, inhibitory control, and episodic memory, andwe assessed participants’ perceived self-efficacy and everyday memory failures. At post-test, we replicated earlier work by demonstrating that participants who completed the WM intervention outperformed the active control group in non-trained WM measures, and to some extent, in inhibitory control. However, we found no evidence that the supplemental metacognitive program led to benefits over and above the WM intervention. Nonetheless, we conclude that our metacognitive program is a step in the right directiongiven the tentative long-term effects and participants’ positive feedback, but more longitudinal data with larger sample sizes are needed to confirm these early findings.

Incidental vocabulary learning from captioned videos: Learners' prior vocabulary knowledge and working memory

AbstractBackgroundDespite the potential of captioned videos, limited attention has been paid to the role of vocabulary knowledge (VK) and working memory (WM) in incidental vocabulary learning under different captioning conditions.ObjectivesThe present study aimed to bridge this gap by assessing VK and WM in incidental vocabulary learning under different captioning conditions.MethodsA total of 101 Chinese primary school students were assigned to one of the three conditions: watch fully captioned videos (n = 33), watch keyword captioned videos (n = 35), and watch videos without captions (n = 33). A vocabulary test measuring recognition and recall of form and meaning served as a pretest, posttest and delayed posttest. The learners also completed tests for VK and WM.Results and ConclusionsThe findings supported that both full captions and keyword captions made significant contributions to the incidental learning of form recognition and initial meaning recall and to the retention of form recognition but not of delayed meaning recall. The parameters of breadth and depth of VK and phonological WM impacted incidental vocabulary learning outcomes. The findings emphasized the important role of full captioning and keyword captioning for incidental vocabulary learning and the need to consider the role of VK and WM in incidental vocabulary learning from captioned videos.TakeawaysCaptioning is a promising tool for vocabulary learning, but individual differences in VK and WM should be considered to maximize the benefits of captioning on vocabulary learning.

Relations between socioeconomic status, parental stress, parenting practices, and working memory in Hong Kong kindergarten children

ABSTRACT Working memory (WM) is highly predictive of academic performance, and individual differences in WM can already be observed in early childhood. However, obtaining accurate measures of WM in kindergarten-aged children is labour intensive. From an intervention perspective, identifying correlates of WM that are more readily measured can help identify children who require assistance more efficiently. This study examined the associations between socioeconomic status, parents related variables, and WM. The children (N = 258), recruited from Hong Kong kindergartens, were administered three WM tests. Their caregivers completed a questionnaire on socioeconomic status, financial worries, parental stress, psychological distress, parenting style, and the home learning environment. The results showed that socioeconomic differences were not associated with WM. However, children with parents who were more permissive had lower WM. It is suggested that the lack of parental demands that characterizes permissive parenting practices may reduce children’s engagement in activities that improve WM.

Examining the source of island effects in native speakers and second language learners of English

We investigate sensitivity to island constraints in English native speakers and Najdi Arabic learners of English, examining (1) whether second language (L2) learners whose native language (L1) does not instantiate overt wh-movement are sensitive to island constraints and (2) the source of island effects. Under a grammatical account of islands, these effects arise due to violations of syntactic constraints. Under the resource-limitation account, island effects arise due to processing difficulty. The source of island effects is interesting to examine in L2 learners because it is possible that reduced processing abilities in the L2 may lead to the low acceptance of sentences with island violations simply due to the complexity of the sentences themselves as opposed to an adherence to grammatical constraints. To tease apart these accounts, we followed Sprouse et al. in focusing on individual differences in working memory (WM). We used an acceptability judgment task (AJT) to quantify island sensitivity and an automated operation span task to measure WM. Building on Sprouse et al., the AJT tested four island types, but we made several modifications to the task design to address concerns raised by Hofmeister et al.: the stimuli included a ‘context’ sentence to improve the naturalness of the complex wh-sentences. The stimuli also included complex wh-fillers (e.g. which worker) as opposed to bare fillers ( who), as semantically rich wh-phrases have been found to be easier to process. Our results showed that learners, like natives, exhibited island sensitivity, and there was no evidence that individual differences in WM modulated island sensitivity for either natives or learners. Our results are compatible with the grammatical view of island effects and suggest that wh-dependencies in both L1 and L2 grammars are similarly constrained by syntax.

0111 Effects of Sleep on Working Memory

Abstract Introduction Improvements in working memory (WM) are associated with increased vagal autonomic activity during sleep. Sex hormones, which fluctuate across a menstrual cycle, influence sleep, autonomic activity, and cognitive performance. Given this complex interaction, we examined whether the relation between WM improvement and autonomic activity across a night of sleep was modulated by menstrual phase. Methods Twenty-five healthy female participants with natural, regular menstrual cycles (age = 28.14 ± 4.41 years) were enrolled. We employed a within-subject design to investigate the role of menstrual phase on autonomic activity and sleep-dependent working memory improvement. All participants completed two in-lab visits, with one visit during their low hormones phase (LH: 0 to +2 days from the start of menses) and one visit during their high hormone phase (HH: +1 to +4 days from the start of ovulation). We measured WM with the Operation-Span Task at 9PM and 8AM. Participants’ overnight sleep was monitored with EEG and ECG. We measured parasympathetic activity using the high-frequency heart rate variability (hfHRV) and the root-mean-square of successive differences between normal heartbeats (RMSSD). We used linear-mixed effect models and Pearson’s r. Results No differences in WM were found between menstrual phases (all ps &amp;gt; .223). Interestingly, however, HRV during NREM positively correlated with WM improvement in LH (hfHRV: r = .329, p = .093; RMSSD: r = .327, p = .096), but not during HH (hfHRV: r = -.197, p = .355; RMSSD: r = -.179, p = .402). The differences between correlations were significant (hfHRV: p = .038; RMSSD: p = .045). Conclusion Prior meta-analysis revealed greater vagal autonomic activity during LH (menses), compared with other phases. Though we didn’t replicate this finding, we did show a significantly stronger relation between vagal autonomic activity and overnight WM improvement during this low hormone phase. Our results suggest that menstrual phase shifts the reliance of sleep-dependent WM improvement to vagal autonomic mechanisms. Support (If Any) UCI MIND/WAM 02-2020

Effects of dancing on cognition and mobility in Spanish‐speaking older Latinos: findings from the BAILA trial

AbstractBackgroundDespite literature showing the benefits of regular physical activity (PA), 1,2 older Latinos engage in low levels of PA3 putting them at high risk for mobility disability5 and cognitive impairment.2 Engaging Latinos in culturally responsive PA programs is important to improve cognition and physical function. The purpose of the present study was to examine the effect of a 4‐month BAILAMOS™ Latin dance intervention, followed by a 4‐month maintenance program on cognition and mobility in community dwelling older Latinos.MethodSpanish‐speaking older Latinos were randomized to the dance program (n=167) or health education condition (n=166). Participants completed neuropsychological tests that assessed working memory (WM), executive function, and episodic memory and completed a 400‐meter walk test at baseline, 4‐months, and 8‐months post‐intervention. Repeated analyses of covariance were conducted to test change in the outcomes at 4‐months and 8‐months post‐intervention. Significant findings found at the multivariate level were followed by reporting results from the univariate tests.ResultA significant difference in WM was found between the two groups [Wilk’s λ = .98 F 2,329 = 3.97, p = 0.034]. Follow‐up univariate tests found that the two groups were not significantly different at 4‐months, [F 1,329 = 3.74, p = 0.235, (d = .13)], but the dance group demonstrated a significant improvement in WM at 8‐months, [F 1,329 = 6.92, p = 0.017, (d = .20)]. No significant differences were found for executive function or episodic memory. For the 400‐meter walk test, findings show a significant difference between the two groups [Wilk’s λ = .98, F 2,329 = 4.37, p = 0.022]. Univariate tests revealed that the two groups were not significantly different at 4‐months, but were significantly different at 8‐months, [F 1,329 = 7.24, p = 0.013], such that the dance group had better mobility than the health education group, (d = ‐.46).ConclusionFindings indicate that participants who received the 4‐month maintenance dance program led to changes in WM and mobility. This study highlights the cognitive and physical implications and the importance of creating sustainable community‐based PA programs. Funding: National Institute of Nursing Research: R01NR013151.

A common polymorphism in the dopamine transporter gene predicts working memory performance and in vivo dopamine integrity in aging

Dopamine (DA) integrity is suggested as a potential cause of individual differences in working memory (WM) performance among older adults. Still, the principal dopaminergic mechanisms giving rise to WM differences remain unspecified. Here, 61 single-nucleotide polymorphisms, located in or adjacent to various dopamine-related genes, were assessed for their links to WM performance in a sample of 1313 adults aged 61–80 years from the Berlin Aging Study II. Least Absolute Shrinkage and Selection Operator (LASSO) regression was conducted to estimate associations between polymorphisms and WM. Rs40184 in the DA transporter gene, SLC6A3, showed allelic group differences in WM, with T-carriers performing better than C homozygotes (p<0.01). This finding was replicated in an independent sample from the Cognition, Brain, and Aging study (COBRA; baseline: n = 181, ages: 64–68 years; 5-year follow up: n = 129). In COBRA, in vivo DA integrity was measured with 11C-raclopride and positron emission tomography. Notably, WM as well as in vivo DA integrity was higher for rs40184 T-carriers at baseline (p<0.05 for WM and caudate and hippocampal D2-receptor availability) and at the 5-year follow-up (p<0.05 for WM and hippocampal D2 availability). Our findings indicate that individual differences in DA transporter function contribute to differences in WM performance in old age, presumably by regulating DA availability.

Executive dysfunction after multiple concussions is not related to cerebrovascular dysfunction

Objective. We investigated the relation between prior concussion history and working memory (WM), self-reported cognitive symptom burden, and cerebrovascular function in adolescents and young adults (14–21 years old). Approach. We recruited 59 participants, 34 clinically diagnosed with a sports-related concussion and 25 controls. Concussed subjects were studied at baseline (within 28 days of their injury) and eight weeks after, while control subjects only had one assessment. We assessed WM (n-back task up to four-back), and neurovascular coupling (cerebrovascular responses at middle cerebral artery during n-back tasks) using a transcranial Doppler ultrasonograph. Main results. There was no significant difference in WM between controls and concussed participants (p = 0.402). However, WM capacity was lower in those who had sustained ≥3 concussions (7.1% with WM capacity of four) compared to those with their first ever concussion (33.3%) and controls (28.0%, overall p = 0.025). At the sub-acute point (n = 24), self-reported cognitive symptom burden was mostly resolved in all but two participants. Despite the resolution of symptoms, WM performance was not different eight weeks post injury (p = 0.706). Neurovascular coupling was not different between controls and concussed participants regardless of prior concussion history. Significance. Up to 20% of concussed individuals experience covert sequelae lasting beyond the resolution of self-reported overt symptoms. How a prior history of concussion impacts the potential for sequelae is not well established, and the underlying mechanisms are unknown. Despite no alterations in neurovascular coupling, a history of prior concussion was associated with significant deficits in WM capacity, and lasted beyond self-reported cognitive symptom resolution.

A-26 ADHD and Neurocognitive Functioning Following Late or Moderate Preterm Birth

Abstract Objective This study sought to broaden the findings of the current research on the relationship between late and moderate preterm (LAMP) birth and long-term neurocognitive outcomes, specifically those related to Attention Deficit Hyperactivity Disorder (ADHD). LAMP children were compared to term-born children on rates of ADHD prevalence and neurocognitive functioning. Method This cross-sectional study included 169 patients, ages 8–12 years, who completed neuropsychological evaluation; 30.2% were female, 37.87% identified with a non-White racial group, 36.7% were Medicaid, 18.34% had in-utero exposure to substances, 40.8% were LAMP, 9.47% were born following pre-eclampsia, 21.3% required intensive care at birth, and 51.5% had ADHD family history. Measures of intellectual functioning (IQ), attention, working memory (WM), executive functioning (EF), and processing speed were derived from the Wechsler Intelligence Scale for Children, Fifth Edition, Conners Continuous Performance Test, Second and Third Editions (CPT-2/CPT-3), Delis-Kaplan Executive Function System, and NEPSY, Second Edition. Results ADHD prevalence was similar between LAMP (79.7%) and term-born children (75%), as were neurocognitive outcomes. Interestingly, no significant differences in performance-based WM or EF were observed between those with and without ADHD; inattention (CPT-2/CPT-3 Omissions) was the only performance-based measure that was significantly higher among those with ADHD (M = 61.93, SD = 15.35) than those without (M = 54.31, SD = 11.27), t(165) = −3.38, p &amp;lt; 0.01, 95% CI [−12.11, −3.13]. Conclusion(s) Prevalence of ADHD and measured neurocognitive outcomes were not significantly different between LAMP and term-born children. This affirms the multifactorial etiological pathways to ADHD and supports ADHD as a heterogenous neurocognitive presentation.

The Effects of Adult Aging and Culture on Theory of Mind.

Older adults tend to have poorer Theory of Mind (ToM) than their younger counterparts, and this has been shown in both Western and Asian cultures. We examined the role of working memory (WM) in age differences in ToM, and whether this was moderated by education and culture (the United Kingdom vs. Malaysia). We used 2 ToM tests with differing demands on updating multiple mental states (false belief) and applying social rules to mental state processing (faux pas). We also looked at the role of education, socioeconomic status, and WM. A total of 298 participants from the United Kingdom and Malaysia completed faux pas, false belief, and WM tasks. Age effects on some aspects of ToM were greater in the Malaysian compared to the UK sample. Malaysian older adults were poorer at faux pas detection, aspects of false belief, and WM compared to young adults. In subsequent moderated mediation analyses, we found that, specifically in the Malaysian sample, the mediating effects of WM on the age and ToM relationship occurred at the lowest levels of education. This pattern of results may reflect changes in the familiarity and cognitive load of explicit mental state attribution, along with cultural differences in the pace and nature of cognitive aging. Cultural differences in education and WM should be considered when researching age differences in ToM.

Guilty, Innocent, or Just Not Proven? Bayesian Verdicts in the Case of Inhibitory Deficits

ABSTRACT Background: This study addresses two issues: Whether age-related differences in working memory (WM) can be studied in online samples, and whether such differences reflect an inhibitory deficit. Currently, the evidence is mixed, but the playing field was not level because traditional statistics cannot provide evidence for the null hypothesis. Experiment 1: MTurk workers (ages 19–74) performed simple and complex visuospatial WM tasks to determine whether a secondary task affected the rate of age-related decline. Performance on both tasks replicated previous laboratory studies, establishing that age-related differences in WM can be studied online. Bayesian analyses revealed it is ten times as likely that there is no inhibitory deficit on visuospatial WM tasks as that there is. Experiment 2: The effects of irrelevant location information on visuospatial WM were examined in older (M age = 64.0) and younger (M age = 25.0) MTurk workers. Irrelevant locations produced interference, but both groups were equally affected. Bayesian analyses provided support for the null hypothesis of no age difference. Conclusions: The results of both experiments on working memory not only revealed equivalent visuospatial inhibitory function in older and younger adults, they also demonstrated that age-related differences in visuospatial WM can be effectively studied online as well as in the laboratory.

The Role of Task-Essential Training and Working Memory in Offline and Online Morphological Processing

This study investigates the effects of task-essential training on offline and online processing of verbal morphology and explores how working memory (WM) modulates the effects of training. We compare a no-training control group to two training groups who completed a multisession task-essential training focused on Spanish verbal inflections related to person–number agreement and tense. Effects of training were evaluated using an offline aural interpretation task and an online self-paced reading (SPR) assessment, administered as a pretest, posttest, and delayed posttest. Results showed that training led to more accurate interpretation of both person-number and tense information in the offline interpretation test. While higher WM was associated generally with greater accuracy, higher WM did not lead to greater gains from training. The SPR results showed that training did not increase sensitivity to subject–verb agreement or adverb–verb tense violations. However, among participants who underwent training, WM enhanced sensitivity under some conditions. These results demonstrate a role for individual differences in WM for offline and online processing, and they suggest that while task-essential training has been shown repeatedly to improve offline processing of target forms, its effects on online processing of redundant verbal morphology are more limited. Implications for L2 learning are discussed.

No Effects of Acute Psychosocial Stress on Working Memory in Older People With Type 2 Diabetes.

Type 2 diabetes (T2D) has been considered a public health threat due to its growing prevalence, particularly in the older population. It is important to know the effects of psychosocial stress and its potential consequences for some basic cognitive processes that are important in daily life. Currently, there is very little information about how people with T2D face acute psychosocial stressors, and even less about how their response affects working memory (WM), which is essential for their functionality and independence. Our aim was to characterize the response to an acute laboratory psychosocial stressor and its effects on WM in older people with T2D. Fifty participants with T2D from 52 to 77 years old were randomly assigned to a stress (12 men and 12 women) or control (12 men and 14 women) condition. Mood and physiological (cortisol, C, and salivary alpha-amylase, sAA) responses to tasks were measured. In addition, participants completed a WM test before and after the stress or control task. Our results showed that the TSST elicited higher negative affect and greater C and sAA responses than the control task. No significant differences in WM were observed depending on the exposure to stress or the control task. Finally, participants who showed higher C and sAA responses to the stressor had lower WM performance. Our results indicate that medically treated older adults with T2D show clear, typical mood and physiological responses to an acute psychosocial stressor. Finally, the lack of acute psychosocial stress effects on WM suggests that it could be related to aging and not to this disease, at least when T2D is adequately treated.

Between-person variation in naturally occurring affect does not relate to working memory performance: a latent variable modelling study.

Some studies have shown that induced positive and negative affective states have differential effects on verbal and spatial working memory (WM) performance, such that positive affect improves verbal WM and impairs spatial WM, while negative affect improves spatial WM and impairs verbal WM. However, other evidence based on mood induction procedures or clinical levels of negative affect has supported a nonspecific influence of affect on WM performance where negative affect impairs, and positive affect improves, both verbal and spatial WM. The present study employed a latent variable approach to investigate whether differences in naturally occurring affect between individuals are related to verbal and spatial WM performance across six WM tasks in an unselected sample of undergraduate students (N = 112, M age = 20; 84% female). Results were consistent with previous evidence demonstrating a hierarchical model of WM. Naturally occurring positive and negative affect were not significantly related to WM performance on each task, and this lack of significant association held for the overall WM latent variable, verbal and spatial WM latent variables, as well as complex span and 2-back latent variables. In contrast to research demonstrating a relationship between induced affect or clinical levels of negative affect and WM, the non-significant relationship between naturally occurring affect and WM performance in the current nonclinical unselected sample suggests that typical levels of affect are not related to WM differences across individuals.

Community Violence Exposure and Youth Aggression: The Moderating Role of Working Memory.

Community violence exposure (CVE) is associated with aggression among youth, particularly those who reside in low-income, urban neighborhoods. However, not all youth who experience CVE exhibit aggression. Working memory (WM) difficulties may interfere with attributions or retrieval of nonaggressive responses, suggesting that individual differences in WM may contribute to proactive and/or reactive aggression among youth who experience CVE. Participants were 104 low-income, urban youth (M = 9.92 ± 1.22years old; 50.5% male; 95% African American). Youth reported on frequency of direct victimization and witnessing of violence in the community and completed two WM tasks. Teachers reported on youth proactive and reactive aggression. WM moderated the relation between direct victimization and proactive and reactive aggression, and between witnessing violence and reactive aggression. Among youth reporting less frequent victimization and witnessing, lower WM was associated with higher levels of proactive and reactive aggression. Among youth reporting more frequent direct victimization, lower WM was associated with higher levels of proactive aggression. Proactive and reactive aggression levels were similar among youth reporting more frequent witnessing regardless of WM levels. WM represents a potential target for early identification and intervention efforts to reduce reactive and proactive aggression among low-income, urban youth who are at elevated risk for CVE.