Hitch Model Research Articles

Examining the role of the visuospatial sketchpad in children's math calculation skills using Baddeley and Hitch's model of working memory

Math difficulties (MDs) occur in about 3–7 % of children and have been associated with academic, health, and occupational challenges. To date, findings about the role of working memory in MDs have been conflicting. The Automated Working Memory Assessment Battery (AWMA), which assesses all components of Baddeley and Hitch's model of working memory, was used to investigate which component of the model was most related to math calculation skills in elementary-school children. Participants were 94 (52 male) children (M age = 9 years 1 month; Range = 6 years 0 months to 11 years 8 months). As hypothesized, math calculation scores were correlated with all four working memory components (phonological loop, visuospatial sketchpad, verbal and visuospatial central executive). After accounting for age, phonological processing, and attention, the visuospatial sketchpad was the only memory component that contributed to the prediction of math calculation scores, explaining an additional 10.2 % of unique variance. Short-term visuospatial memory should be assessed in children having difficulty with math and children could benefit from interventions that include attention to the development of both visuospatial memory and math calculation skills. This study did not use a longitudinal design and so we cannot conclude that weak visuospatial memory impedes the development of math calculation skills. Future research should use longitudinal designs and investigate other types of math skills.

An application of neuroimaging to satisfy unmet medical needs associated with autism spectrum disorders

This study investigated the structure of working memory in young school-age children by testing the fit of three competing theoretical models using a wide variety of tasks. The best fitting models were then used to assess the relationship between working memory and nonverbal measures of fluid reasoning (Gf) and visual processing (Gv) intelligence. One hundred sixty-eight English-speaking 7–9 year olds with typical development, from three states, participated. Results showed that Cowan’s three-factor embedded processes model fit the data slightly better than Baddeley and Hitch’s (1974) three-factor model (specified according to Baddeley, 1986) and decisively better than Baddeley’s (2000) four-factor model that included an episodic buffer. The focus of attention factor in Cowan’s model was a significant predictor of Gf and Gv. The results suggest that the focus of attention, rather than storage, drives the relationship between working memory, Gf, and Gv in young school-age children. Our results do not rule out the Baddeley and Hitch model, but they place constraints on both it and Cowan’s model. A common attentional component is needed for feature binding, running digit span, and visual short-term memory tasks; phonological storage is separate, as is a component of central executive processing involved in task manipulation. The results contribute to a zeitgeist in which working memory models are coming together on common ground (cf. Cowan, Saults, & Blume, 2014; Hu, Allen, Baddeley, & Hitch, 2016).

The Structure of Working Memory in Young Children and Its Relation to Intelligence.

This study investigated the structure of working memory in young school-age children by testing the fit of three competing theoretical models using a wide variety of tasks. The best fitting models were then used to assess the relationship between working memory and nonverbal measures of fluid reasoning (Gf) and visual processing (Gv) intelligence. One hundred sixty-eight English-speaking 7-9 year olds with typical development, from three states, participated. Results showed that Cowan's three-factor embedded processes model fit the data slightly better than Baddeley and Hitch's (1974) three-factor model (specified according to Baddeley, 1986) and decisively better than Baddeley's (2000) four-factor model that included an episodic buffer. The focus of attention factor in Cowan's model was a significant predictor of Gf and Gv. The results suggest that the focus of attention, rather than storage, drives the relationship between working memory, Gf, and Gv in young school-age children. Our results do not rule out the Baddeley and Hitch model, but they place constraints on both it and Cowan's model. A common attentional component is needed for feature binding, running digit span, and visual short-term memory tasks; phonological storage is separate, as is a component of central executive processing involved in task manipulation. The results contribute to a zeitgeist in which working memory models are coming together on common ground (cf. Cowan, Saults, & Blume, 2014; Hu, Allen, Baddeley, & Hitch, 2016).

Working Memory as Separable Subsystems: a Study with Portuguese Primary School Children

Although much research has been done to study the working memory structure in children in their first school years, the relation of cognitive constructs involved in this process remains uncertain. In particular, it is unclear whether working memory is a domain general construct that coordinates separate codes of verbal and visuospatial storage or whether it is a domain-specific construct with distinct resources of verbal and visuospatial information. This paper investigates the structure of working memory, by using the Working Memory Test Battery for Children (WMTB-C) and by doing confirmatory factor analyses (CFAs) on a sample of Portuguese children (n = 103) between 8 and 9 years of age. The results of the confirmatory factor analyses that provide the best fit of the data correspond to the model that includes Central Executive and Visuospatial Sketchpad in the same factor, co-varying with a Phonological Loop factor. Moreover, the traditional working memory tripartite structure--based on the Baddeley and Hitch Model--revealed good fit to the data.

Utility of the Baddeley and Hitch Model of Short-Term Working Memory To Investigate Spoken Language Understanding: A Tutorial.

Spoken speech understanding can be challenging, particularly in the presence of competing information such as background noise. Researchers have shown that dynamic observable phonetic facial cues improve speech understanding in both quiet and noise. Additionally, cognitive functions such as short-term working memory influence spoken language understanding. Currently, we do not know the utility of visual cues for the improvement of spoken language understanding. Although there are many theoretical models of short-term memory, the Baddeley and Hitch (1974) multicomponent model of short-term working memory is well-suited as a cognitive framework through which the utility of visual cues in spoken language understanding could be investigated. In this tutorial, we will describe the components of the Baddeley and Hitch model, illustrate their contributions to spoken language understanding, and provide possible applications for the model.

Modeling and validation of hitch loading effects on tractor yaw dynamics

This paper develops a yaw dynamic model for a farm tractor with a hitched implement, which can be used to understand the effect of tractor handling characteristics for design applications and for new automated steering control systems. Dynamic equations which use a tire-like model to capture the characteristics of the implement are found to adequately describe the tractor implement yaw dynamics. This model is termed the “3-wheeled” Bicycle Model since it uses an additional wheel (from the traditional bicycle model used to capture lateral dynamics of passenger vehicles) to account for the implement forces. The model only includes effects of lateral forces as it neglects differential longitudinal or draft forces between inner and outer sides of the vehicle. Experiments are taken to verify the hitch model using a three-dimensional force dynamometer. This data shows the implement forces are indeed proportional to lateral velocity and that differential draft forces can be neglected as derived in the “3-wheeled” Bicycle Model. Steady state and dynamic steering data are used for implements at varying depths and speeds to quantify the variation in the hitch loading. The dynamic data is used to form empirical transfer function estimates (ETFEs) of the implements and depths in order to determine the coefficients used in the “3-wheeled” Bicycle Model. Changes in a single parameter, called the hitch cornering stiffness, can capture the various implement configurations. Finally, a model that includes front wheel drive forces is derived. Experiments are taken which provide a preliminary look into the effect of four-wheel drive traction forces, and show a difference with two-wheel versus four-wheel drive, on the yaw dynamics of a tractor with the hitched implement.

Bilateral Generic Working Memory Circuit Requires Left-Lateralized Addition for Verbal Processing

According to the Baddeley-Hitch model, phonological and visuospatial representations are separable components of working memory (WM) linked by a central executive. The traditional view that the separation reflects the relative contribution of the 2 hemispheres (verbal WM--left; spatial WM--right) has been challenged by the position that a common bilateral frontoparietal network subserves both domains. Here, we test the hypothesis that there is a generic WM circuit that recruits additional specialized regions for verbal and spatial processing. We designed a functional magnetic resonance imaging paradigm to elicit activation in the WM circuit for verbal and spatial information using identical stimuli and applied this in 33 healthy controls. We detected left-lateralized quantitative differences in the left frontal and temporal lobe for verbal > spatial WM but no areas of activation for spatial > verbal WM. We speculate that spatial WM is analogous to a "generic" bilateral frontoparietal WM circuit we inherited from our great ape ancestors that evolved, by recruitment of additional left-lateralized frontal and temporal regions, to accommodate language.

An investigation of executive function abilities in adults with Prader–Willi syndrome

Prader-Willi syndrome (PWS) is a genetic disorder caused by the absence of expression of maternally imprinted genes on the long arm of chromosome 15 (15q 11-13). There are two main genetic sub-types: (1) deletion, caused by the absence of paternally derived genetic material; and (2) uniparental disomy (UPD), where two copies of maternally derived chromosome 15 are present. In addition to generally mild/borderline intellectual disability (ID) and the almost universal feature of hyperphagia, PWS is associated with high rates of behaviour problems including temper tantrums, compulsive behaviour, perseverative speech, skin picking and rigid thinking. The present study seeks to explore whether these behaviours are associated with relative deficits in executive function (EF), which comprises the set of non-automatic processes utilized by an individual when faced with a novel situation. Eighteen adult participants with a clinical diagnosis of PWS (12 with deletion sub-type, 6 with UPD) were recruited from a UK Health Service PWS clinic, and compared with 15 participants of similar age and verbal ability on a series of EF tasks and also Digit Span Forwards. An informant completed two ratings of behaviour, the Aberrant Behavior Checklist (ABC) and the Dysexecutive Questionnaire (DEX). The PWS group had significantly higher scores on the ABC but not on the DEX. There were no significant differences between the whole PWS group and the comparison group on any of the EF tasks. The deletion sub-type group was significantly poorer at a non-executive task, Digit Span Forwards. There was an unexpected trend for the deletion sub-type group to show more efficient performance on a visuospatial planning task, the Tower of London (TOL), but this trend did not reach significance. The lack of relative deficits in EF task performance does not support the hypothesis that EF differences could account for the high levels of behaviour problems found in PWS. Applying the Baddeley and Hitch model of working memory it is suggested that the PWS group have a relatively intact central executive and visuospatial sketchpad but a relative impairment in the phonological loop, perhaps relating to the capacity of the phonological store. This latter finding seems to be particularly salient for those with a deletion. As differences in EF ability were not found, it is suggested that a region of the brain involved in the modulation of emotion but not particularly with EF, the orbitofrontal cortex (OFC), may be implicated in the behaviour problems reported in PWS.

Reduced phonological similarity effects in patients with damage to the cerebellum

Ten cerebellar patients were compared to 10 control subjects on a verbal working memory task in which the phonological similarity of the words to be remembered and their modality of presentation were manipulated. Cerebellar patients demonstrated a reduction of the phonological similarity effect relative to controls. Further, this reduction did not depend systematically upon the presentation modality. These results first document that qualitative differences in verbal working memory may be observed following cerebellar damage, indicating altered cognitive processing, even though behavioral output as measured by the digit span may be within normal limits. However, the results also present problems for the hypothesis that the cerebellar role is specifically associated with articulatory rehearsal as conceptualized in the Baddeley–Hitch model of working memory.

The case for sensorimotor coding in working memory.

The highly influential Baddeley and Hitch model of working memory (Baddeley & Hitch, 1974; see also Baddeley, 1986) posited analogical forms of representation that can be broadly characterized as sensorimotor, both for verbal and for visuospatial material. However, difficulties with the model of verbal working memory in particular have led investigators to develop alternative models that avoid appealing either to sensory coding or to motoric coding, or to both. This paper examines the evidence for sensorimotor coding in working memory, including evidence from neuropsychology and from sign language research, as well as from standard working memory paradigms, and concludes that only a sensorimotor model can accommodate the broad range of effects that characterize verbal working memory. In addition, several findings that have been considered to speak against sensorimotor involvement are reexamined and are argued to be in fact compatible with sensorimotor coding. These conclusions have broad implications, in that they support the emerging theoretical viewpoint of embodied cognition.

Phonological working memory in children with phonological impairment

Phonological working memory was examined in a group of children with phonological impairment and a group of normal age-matched controls. Based on the Baddeley and Hitch model of working memory, traditional serial recall tasks of word length and phonological similarity were used to examine the efficiency of subvocal rehearsal and short-term storage, respectively. Analysis of recall performance for lists of four and six words revealed that, in comparison to agematched controls, children with phonological impairment are similarly sensitive to the effects of word length and phonological similarity, but demonstrate poorer overall recall for word lists of unrelated items. Theoretically, these findings suggest that the subvocal rehearsal mechanism and the phonological short-term store appear to be operating efficiently in this group of children with phonological impairment. Therefore their poorer recall performance may be attributable to interactions between short-term memory processes and aspects of phonological knowledge stored in long-term memory rather than to specific components of a phonological loop.

A Comment on the Functional Localization of the Phonological Storage Subsystem of Working Memory

Working memory, as defined by Baddeley and Hitch, is an interactive set of cognitive processes responsible for holding information online and available for analysis. Part of that system is a specialized subsystem devoted to maintaining verbal information; the verbal “slave” subsystem has as a core component a phonological store. For many years, the anatomical locus of the phonological store has been thought to be in the supramarginal and angular gyri of the speech dominant hemisphere, and functional neuroimaging studies provide broad support for this localization. However, a finer grained analysis of published experiments reveals two possible foci for the phonological store within the parietal lobe, neither of which has a pattern of functional activation that is fully consistent with the Baddeley and Hitch model. The purpose of the present paper is to review several studies relevant to the question of the localization of the phonological store and to suggest possible reasons the results are discrepant.