High Working Memory Research Articles

Working memory load increases movement-related alpha and beta desynchronization

Working memory (WM) load has been well-documented to impair selective attention and inhibitory control. However, its effects on motor function remain insufficiently explored. To extend the existing literature, we investigated the impact of WM load on force control and movement-related brain activity. Sixteen healthy young participants performed a visual static force matching task using a pinch grip under varying WM loads. The task included low and high WM load conditions (memorizing one digit or six digits), and the precision level required to control force was adjusted by manipulating visual gain (low vs. high visual gains), with higher visual gain necessitating more precise force control. Peri-movement alpha and beta event-related desynchronization (ERD), along with force accuracy and steadiness, were measured using electroencephalography recorded over the central areas during the force control task. Results indicated that while force accuracy and steadiness significantly improved with higher visual gain, there was no significant effect of WM load on these measures. Alpha and beta ERD were greater under high than low visual gain, and also greater under high than low WM load. These findings suggest that in young adults, increased WM load leads to compensatory increases in sensorimotor cortical activity to mitigate potential declines in static force control performance that may result from the depletion of neural resources caused by WM load. Our findings extend current understanding of the interaction between WM and sensorimotor processes by offering new insights into how movement-related brain activity is influenced by heightened WM load.

Distractor filtering and task load in working memory training in healthy older adults.

Filtering efficiency (FE) has been suggested as a task-related process of working memory (WM) in older adults, but the interaction of distractors with WM when implemented as a training to improve WM capacity is unclear. To investigate the effect of manipulations of WM and/or FE load in a multicomponent model-based WM training in improving WM capacity. 205 healthy older adults (129 women; aged 64.0 ± 8.3 years) were randomised into three WM training groups with manipulations of WM and FE load (high WM; low FE load, high WM; high FE load and low WM; high FE load). All groups underwent three online cognitive testing sessions and twelve 40-min training sessions over three weeks using the SmartBrain smartphone application. WM capacity was measured with complex span tasks and FE using the Change Detection Task. Linear mixed-effect models adjusted for age, sex, education and pre-baseline performance showed increased WM capacity post-training, but no difference between groups. While both distractors and WM are needed to improve WM in the absence of distraction, manipulations of the FE and WM load do not influence improvements following training.

Explicit information and working memory in second-language acquisition of the Spanish subjunctive: A replication and extension of Fernández (2008)

Abstract An important issue in second-language acquisition concerns the role of explicit information (EI) and how it is affected by individual differences. The present study explored this question through a partial replication and extension of Fernández (2008: Experiment 2), which investigated the effects of EI in processing instruction (PI) for the Spanish present subjunctive. This replication compared training with EI (PI) to training without it (structured input; SI). In addition to methodological changes that balance the amount of exposure between groups, this study also includes a control group that received exposure to the target form (C+). Extending the original study, we also assessed the durability of training and whether its effects interact with individual differences in working memory (WM). Results indicate advantages for the PI group during training, supporting Fernández’s conclusions. Immediate post-tests show advantages for the PI group that are not sustained on delayed post-tests. Analyses also indicate benefits for higher WM but only for the PI and C+ groups, although this was only sustained for the C+ group. Thus, findings indicate that when paired with SI, EI and high WM may influence the initial learning of the Spanish subjunctive, but their influence may dissipate over time.

Pre-choice midbrain fluctuations affect self-control in food choice: A functional magnetic resonance imaging (fMRI) study.

Recent studies have shown that spontaneous pre-stimulus fluctuations in brain activity affect higher-order cognitive processes, including risky decision-making, cognitive flexibility, and aesthetic judgments. However, there is currently no direct evidence to suggest that pre-choice activity influences value-based decisions that require self-control. We examined the impact of fluctuations in pre-choice activity in key regions of the reward system on self-control in food choice. In the functional magnetic resonance imaging (fMRI) scanner, 49 participants made 120 food choices that required self-control in high and low working memory load conditions. The task was designed to ensure that participants were cognitively engaged and not thinking about upcoming choices. We defined self-control success as choosing a food item that was healthier over one that was tastier. The brain regions of interest (ROIs) were the ventral tegmental area (VTA), putamen, nucleus accumbens (NAc), and caudate nucleus. For each participant and condition, we calculated the mean activity in the 3-s interval preceding the presentation of food stimuli in successful and failed self-control trials. These activities were then used as predictors of self-control success in a fixed-effects logistic regression model. The results indicate that increased pre-choice VTA activity was linked to a higher probability of self-control success in a subsequent food-choice task within the low-load condition, but not in the high-load condition. We posit that pre-choice fluctuations in VTA activity change the reference point for immediate (taste) reward evaluation, which may explain our finding. This suggests that the neural context of decisions may be a key factor influencing human behavior.

Error monitoring under working memory load: Anelectrocortical investigation.

Error monitoring is essential for detecting errors and may facilitate behavioral adjustments that can reduce or prevent future errors. At times, error monitoring must occur while individuals are engaged in other, cognitively demanding tasks that might consume processing resources necessary for error monitoring. Here, we set out to determine whether concurrent working memory (WM) load interferes with error monitoring, as measured using event-related potentials, the error-related negativity (Ne/ERN), and error positivity (Pe). Fifty-four participants (n = 33 female) completed an arrowhead flanker task, with trials presented under low (2 letter) or high (6 letter) WM load. Participants were required to hold letter strings in memory and to recall these letters at the end of a set of flanker trials. Results showed that WM load reduced the Pe but did not affect the Ne/ERN. Therefore, WM load appeared to attenuate later, more elaborated stages of error processing, though initial error detection was unaffected. Additionally, high WM load slowed reaction times overall, but did not lead to a significant increase in errors. As such, slower responses may have helped participants maintain comparable accuracy for low-load versus high-load trials. Overall, results indicate that WM load interferes with the evaluation of error significance, which could interfere with behavioral adaptations over time.

Susceptibility to attentional capture by target-matching distractors predicts high visual working memory capacity

Susceptibility to attentional capture by target-matching distractors predicts high visual working memory capacity

Experience of regret is unaffected by concurrent working memory load

Background When facing the consequences of decisions, people often experience evaluative emotions such as regret. The experience of regret is the result of the comparison between the actual outcome of one’s actions and a better counterfactual outcome that could have occurred had one acted differently in the past. Despite increasing interest in counterfactual thinking and regret, little is known about the type of cognitive processes involved with regret –whether it is underpinned by reflective or intuitive processes. The extant literature provides contradictory evidence: theoretical assertions and developmental work point towards reflective processes, requiring access to capacity-limited cognitive resources whereas, some experimental and neuroscientific evidence point towards intuitive processes. Methods In the current study, adults (N = 20) completed a commonly used gambling task known to elicit regret under high or low working memory load. Results Ratings of regret were not affected by concurrent working memory load (Bayes Factors provided strong evidence for the null hypothesis). Conclusions We conclude that the experience of regret in a commonly used gambling task is unaffected by concurrent working memory load. This suggests that, in adults, regret is not always reliant on reflective cognitive processes and does not require access to central cognitive resources.

Cognitive abilities predict performance in everyday computer tasks

Fluency with computer applications has assumed a crucial role in work-related and other day-to-day activities. While prior experience is known to predict performance in tasks involving computers, the effects of more stable factors like cognitive abilities remain unclear. Here, we report findings from a controlled study (N=88) covering a wide spectrum of commonplace applications, from spreadsheets to video conferencing. Our main result is that cognitive abilities exert a significant, independent, and broad-based effect on computer users’ performance. In particular, users with high working memory, executive control, and perceptual reasoning ability complete tasks more quickly and with greater success while experiencing lower mental load. Remarkably, these effects are similar to or even larger in magnitude than the effects of prior experience in using computers and in completing tasks similar to those encountered in our study. However, the effects are varying and application-specific. We discuss the role that user interface design bears on decreasing ability-related differences, alongside benefits this could yield for functioning in society.

Impact of Wall Material-to-Active Ratio in the Stability of Spray-Dried Ascorbic Acid Using Maltodextrin and Gum Arabic.

Encapsulation revolutionizes industries through enhanced stability, controlled release, and targeted performance of active ingredients. The novel aspect of this study explores the impact of the wall material-to-active (WM:A) ratio on the stability of ascorbic acid (AA) encapsulated in a maltodextrin (MD) and gum arabic (GA) blend (2:1 w/w). Microparticles were spray-dried and analyzed using SEM, TGA, DSC, thermal stability, and antioxidant activity assessments. Stability tests under different conditions revealed that a higher WM:A ratio (7:1) improved the active stability and antioxidant activity during storage, highlighting its importance in the encapsulation process. SEM analysis confirmed particles with no cracks, and the particles demonstrated excellent thermal stability up to 200 °C with minimal degradation. These findings underscore the critical role of the WM:A ratio in determining the stability of encapsulated AA within a carbohydrate matrix, offering valuable insights for advancing encapsulation technologies.

The Correlation of Field Cognitive Style and Working Memory Capacity with English Reading Strategy of Second Language Learners

Understanding written text is crucial in language acquisition, and the cognitive style and working memory capacity of an individual play crucial roles in determining their level of reading comprehension. Individual differences may result in different reading strategies being employed during the reading process. Research has demonstrated that cognitive style and working memory capacity can impact language learning outcomes like vocabulary acquisition, grammar comprehension, and speaking fluency. However, there is a lack of research on how these cognitive factors relate to the reading strategies utilized by English as a second Language learners. The purpose of this study is to explore the relationship between Field-Independent and Field-Dependent (FI/FD) cognitive styles and working memory capacity in relation to the utilization of English reading strategies among freshmen engineering majors at BIPT. Data is gathered utilizing the theoretical model of FI/FD cognitive styles, working memory capacity and English reading strategies. The collected data includes results from the Cognitive Style Figure Test (CSFT), Reading Span Test, and a questionnaire on English reading strategies, which are then analyzed using SPSS 22.0. The findings from the thorough analysis show that there exists a notable relationship between working memory capacity and the utilization of reading strategies in relation to FI/FD cognitive styles. Students exhibiting an FI cognitive style tend to favor the implementation of cognitive and metacognitive strategies, whereas those with an FD style are inclined towards employing social/affective strategies. Additionally, disparities in the use of reading strategies are observed between students with high and low working memory capacity. Students with high working memory capacity demonstrate a higher tendency to employ cognitive strategies, metacognitive strategies, and social/emotional strategies when compared to those with low memory capacity.

Lesion-symptom Mapping of Acceptability Judgments in Chronic Poststroke Aphasia Reveals the Neurobiological Underpinnings of Receptive Syntax.

Disagreements persist regarding the neural basis of syntactic processing, which has been linked both to inferior frontal and posterior temporal regions of the brain. One focal point of the debate concerns the role of inferior frontal areas in receptive syntactic ability, which is mostly assessed using sentence comprehension involving complex syntactic structures, a task that is potentially confounded with working memory. Syntactic acceptability judgments may provide a better measure of receptive syntax by reducing the need to use high working memory load and complex sentences and by enabling assessment of various types of syntactic violations. We therefore tested the perception of grammatical violations by people with poststroke aphasia (n = 25), along with matched controls (n = 16), using English sentences involving errors in word order, agreement, or subcategorization. Lesion data were also collected. Control participants performed near ceiling in accuracy with higher discriminability of agreement and subcategorization violations than word order; aphasia participants were less able to discriminate violations, but, on average, paralleled control participants discriminability of types of violations. Lesion-symptom mapping showed a correlation between discriminability and posterior temporal regions, but not inferior frontal regions. We argue that these results diverge from models holding that frontal areas are amodal core regions in syntactic structure building and favor models that posit a core hierarchical system in posterior temporal regions.

Seeing to understand better? The interplay between cognitive traits and nonverbal visual cues in L2 video comprehension

This study delves into the relationship between the cognitive traits of L2 learners and nonverbal visual scaffolds, specifically beat gestures and facial articulatory features, embedded in training materials. These scaffolds have been proven to enhance L1 comprehension. The research further investigates how this relationship impacts the effects of these scaffolds on learners' comprehension performance post-training. For this purpose, the study recruited 120 English as a Foreign Language (EFL) learners aged 20–24, all at the B2 level of English proficiency, for a 4-week hybrid instructional period. The findings suggest that working memory (WM) plays a significant role in L2 learners' processing of nonverbal visual cues. High-WM learners showed improved comprehension with facial cues, while low-WM individuals leaned towards treatments with fewer nonverbal cues. Additionally, learners’ modality preferences were pivotal for their comprehension. Auditory verbalizers—those who prefer spoken texts—favored treatments emphasizing auditory elements. In contrast, textual verbalizers—those inclined towards written texts and with high working memory—benefited more from exposure to rich nonverbal cues. This study highlights the importance of a balanced instructional strategy that integrates both verbal and nonverbal cues, tailored specifically for learners with distinct cognitive traits and preferences.

Working memory load modulates anticipatory postural adjustments during step initiation.

Working memory (WM) can influence selective attention. However, the effect of WM load on postural standing tasks has been poorly understood, even though these tasks require attentional resources. The purpose of this study was to examine whether WM load would impact anticipatory postural adjustments (APAs) during step initiation. Sixteen healthy young adults performed stepping tasks alone or concurrently with a WM task in a dual-task design. The stepping tasks involved volitional stepping movements in response to visual stimuli and comprised of simple and choice reaction time tasks and the Flanker task which consisted of congruent and incongruent (INC) conditions. In the dual-task condition, subjects were required to memorize either one or six digits before each stepping trial. Incorrect weight transfer prior to foot-lift, termed APA errors, reaction time (RT), and foot-lift time were measured from the vertical force data. The results showed that APA error rate was significantly higher when memorizing six-digit than one-digit numerals in the INC condition. In addition, RT and foot-lift time were significantly longer in the INC condition compared to the other stepping conditions, while there was no significant effect of WM load on RT or foot-lift time. These findings suggest that high WM load reduces the cognitive resources needed for selective attention and decision making during step initiation.

Finger counting to relieve working memory in children with developmental coordination disorder: Insights from behavioral and three-dimensional motion analyses

A limited number of studies have attempted to understand how motor deficits affect numerical abilities in children with developmental coordination disorder (DCD). The purpose of this study was to explore the functionality of finger-counting (FC) in children with DCD. The participants, 15 children with DCD and 15 typically developing (TD) children matched on school level and fluid reasoning abilities, were asked to use FC to solve an ordinal task with high working memory (WM) load. Behavioral measures supplemented with biomechanical measures, from three-dimensional motion analysis synchronized to a voice recording were used to assess children’s performance and FC functionality (total duration, inter-finger [IF] transition, IF variance, finger/voice synchronization, and automatization of FC movements). Children with DCD were less accurate than TD children in using FC to solve ordinal problems with high WM load. This group difference could not be accounted for by poor FC skills given that FC movement turned out to be as functional in children with DCD as in their TD peers. When added to the model as a covariate, WM captured a greater proportion of intergroup variability than manual dexterity, further suggesting that their difficulties would be better accounted for by limited WM resources than by fine motor skills.

Optimizing the input for learning of L2-specific constructions: The roles of Zipfian and balanced input, explicit rules and working memory

AbstractUsage-based theory has proposed that learning of linguistic constructions is facilitated by input that contains few high-frequency exemplars, in what is known as a skewed (or Zipfian) input distribution. Early empirical work provided support to this idea, but subsequent L2 research has provided mixed findings. However, previous approaches have not explored the impact that cognitive traits (e.g., working memory) have on the effectiveness of skewed or balanced input. The experiment reported here tested learners’ ability to develop new L2 categories of adjectives that guide lexical selection in Spanish verbs of “becoming.” The results showed that, when explicit rules are provided, low-working memory learners benefitted from reduced variability in skewed input, while high-working memory individuals benefitted from balanced input, which better allows for rule-based hypothesis testing. The findings help clarify the mixed findings in previous studies and suggest a way forward for optimizing the L2 input based on individual traits.

Working memory load impairs tacit coordination but not inter-brain EEG synchronization.

Coordinating actions with others is thought to require Theory of Mind (ToM): the ability to take perspective by attributing underlying intentions and beliefs to observed behavior. However, researchers have yet to establish a causal role for specific cognitive processes in coordinated action. Since working memory load impairs ToM in single-participant paradigms, we tested whether load manipulation affects two-person coordination. We used EEG to measure P3, an assessment of working memory encoding, as well as inter-brain synchronization (IBS), which is thought to capture mutual adjustment of behavior and mental states during coordinated action. In a computerized coordination task, dyads were presented with novel abstract images and tried selecting the same image, with selections shown at the end of each trial. High working memory load was implemented by a concurrent n-back task. Compared with a low-load control condition, high load significantly diminished coordination performance and P3 amplitude. A significant relationship between P3 and performance was found. Load did not affect IBS, nor did IBS affect performance. These findings suggest a causal role for working memory in two-person coordination, adding to a growing body of evidence challenging earlier claims that social alignment is domain-specific and does not require executive control in adults.

Association between visuo-spatial working memory and gait motor imagery

Although motor imagery and working memory (WM) appear to be closely linked, no previous studies have demonstrated direct evidence for the relationship between motor imagery and WM abilities. This study investigated the association between WM and gait motor imagery and focused on the individual differences in young adults. This study included 33 participants (mean age: 22.2 ± 0.9 years). We used two methods to measure the ability of different WM domains: verbal and visuo-spatial WM. Gait motor imagery accuracy was assessed via the mental chronometry paradigm. We measured the times participants took to complete an actual and imagined walk along a 5 m walkway, with three different path widths. The linear mixed effects model analysis revealed that visuo-spatial WM ability was a significant predictor of the accuracy of gait motor imagery, but not of verbal WM ability. Specifically, individuals with lower visuo-spatial WM ability demonstrated more inaccuracies in the difficult path-width conditions. However, gait motor imagery was not as accurate as actual walking even in the easiest path width or in participants with high visuo-spatial WM ability. Further, visuo-spatial WM ability was significantly correlated with mental walking but not with actual walking. These results suggest that visuo-spatial WM is related to motor imagery rather than actual movement.

Training Executive Functions Within the Mathematical Domain: A Pilot Study with an Integrated Digital‐Paper Procedure in Primary Second‐Grade

AbstractInterventions targeting cognitive control processes, such as Executive Functions (EF) have recently been experimented to enhance early math skills. This pilot study explored the feasibility and effectiveness of an intervention integrating EF activities into the mathematical domain among second‐grade students. One hundred and four typically‐developing‐children were assigned to either a group that underwent the intervention (Trained Group; n = 58) or a group that continued with daily didactic activities (Control Group; n = 46). The training lasted for 8 weeks and included both home‐based digital and school‐based paper activities. According to teachers' feedback, the intervention was highly appreciated by children and compatible with classical school curricula. The Trained Group improved in behavioral self‐regulation, math abilities and problem‐solving in comparison to the Control Group. Notably, within the Trained Group, benefits of the training were higher in children with high working memory. This training offers a model to support math learning in primary school, considering inter‐individual differences in EF.

The Effect of Hearing Loss and Working Memory Capacity on Context Use and Reliance on Context in Older Adults.

Older adults often complain of difficulty in communicating in noisy environments. Contextual information is considered an important cue for identifying everyday speech. To date, it has not been clear exactly how context use (CU) and reliance on context in older adults are affected by hearing status and cognitive function. The present study examined the effects of semantic context on the performance of speech recognition, recall, perceived listening effort (LE), and noise tolerance, and further explored the impacts of hearing loss and working memory capacity on CU and reliance on context among older adults. Fifty older adults with normal hearing and 56 older adults with mild-to-moderate hearing loss between the ages of 60 and 95 years participated in this study. A median split of the backward digit span further classified the participants into high working memory (HWM) and low working memory (LWM) capacity groups. Each participant performed high- and low-context Repeat and Recall tests, including a sentence repeat and delayed recall task, subjective assessments of LE, and tolerable time under seven signal to noise ratios (SNRs). CU was calculated as the difference between high- and low-context sentences for each outcome measure. The proportion of context use (PCU) in high-context performance was taken as the reliance on context to explain the degree to which participants relied on context when they repeated and recalled high-context sentences. Semantic context helps improve the performance of speech recognition and delayed recall, reduces perceived LE, and prolongs noise tolerance in older adults with and without hearing loss. In addition, the adverse effects of hearing loss on the performance of repeat tasks were more pronounced in low context than in high context, whereas the effects on recall tasks and noise tolerance time were more significant in high context than in low context. Compared with other tasks, the CU and PCU in repeat tasks were more affected by listening status and working memory capacity. In the repeat phase, hearing loss increased older adults' reliance on the context of a relatively challenging listening environment, as shown by the fact that when the SNR was 0 and -5 dB, the PCU (repeat) of the hearing loss group was significantly greater than that of the normal-hearing group, whereas there was no significant difference between the two hearing groups under the remaining SNRs. In addition, older adults with LWM had significantly greater CU and PCU in repeat tasks than those with HWM, especially at SNRs with moderate task demands. Taken together, semantic context not only improved speech perception intelligibility but also released cognitive resources for memory encoding in older adults. Mild-to-moderate hearing loss and LWM capacity in older adults significantly increased the use and reliance on semantic context, which was also modulated by the level of SNR.

Learning functional human anatomy with a new interactive three-dimensional digital tool.

Human anatomy requires understanding spatial relationships among anatomical structures and is often perceived as difficult to learn by students. To overcome this concern, several digital tools exist with some strengths and limitations among which the lack of interactivity especially for complex functional anatomy learning. In this way, a new interactive three-dimensional tool called Antepulsio was designed. Antepulsio was assessed by comparing three groups of first year kinesiology students to test whether it is likely to favor functional anatomy learning during three training sessions spread over a week. The experiment was conducted during a real academic course. Laterality judgment, 3D spatial abilities and working memory abilities from all participants were previously collected to create three homogeneous groups: the active group (n = 17, 17.76 ± 0.56 years) interacted with Antepulsio, the passive group (n = 18, 17.89 ± 0.83 years) watched videos of Antepulsio while the control group (n = 15, 18.07 ± 0.80 years) performed a neutral activity unrelated to anatomy. Anatomy knowledge was also assessed during pretest, posttest, and retention test (8 weeks after the posttest). The most significant outcome of this study revealed that in case of better working visual memory, the active group outperformed the passive group between pretest and retention test (p < 0.01). In other words, Antepulsio tool is efficient only for students with high visuospatial working memory. These selective benefits of Antepulsio are discussed in terms of cognitive load, training duration and the necessary period of familiarization with the tool.