Recall Of Items Research Articles

B - 141 Research Review of Symptom and Performance Validity Tandem: Inventory of Problems-29 and Memory Module

Abstract Objective Consistent with the NAN expectations, the American Academy of Clinical Neuropsychology (Sweet et al., 2021) asserted that neuropsychologists should include symptom validity tests (SVT) and performance validity tests (PVT) to assess the credibility of psychological and cognitive complaints. Aligned with this declaration, the Inventory of Problems–29 (IOP-29), an SVT, and its Memory Module (IOP-M), a PVT based on the respondent’s recall of the IOP-29 items. Our objective is to evaluate the research support of these measures to discriminate credible from noncredible presentations. Data Selection Since the IOP was introduced in 2017, more than 20 peer-reviewed research studies on the IOP-29 and 10 studies including both the IOP-29 and IOP-M have been published with 4 meta-analyses or systematic reviews. These publications present various, commonly used statistical analyses of validity and efficacy, e.g., sensitivity and specificity, along with comparisons to other SVTs and PVTs. Data Synthesis In the quantitative research literature, the IOP-29 and IOP-M have demonstrated efficacy across countries and languages in discriminating credible from noncredible presentations related to psychosis, PTSD, depression, anxiety, and neuropsychological disorders. Conclusions These findings support adding this tandem to the multi-method evaluation of the credibility of mental health and neuropsychological presentations. The brevity of administering these two tests, i.e., approximately 20 minutes total, suggests that the cost–benefit might be strong. More research with biomarkers and specific neuropsychological disorders might be needed along with more publications for which the authors do not include the test developers.

The saving enhanced memory effect can be observed when only a subset of items are saved.

Saving one list of words, such as on a computer or by writing them down, can improve a person's ability to learn and remember a second list of words that are not saved. This phenomenon, known as the saving enhanced memory effect, is typically observed by comparing the recall of nonsaved items when other items are saved versus when they are not saved. In past research, the effect has been shown to occur when participants save an entire list before learning a new list. In the current research, we examined whether the effect can be observed when participants save a subset of items within a single list. The results of two experiments confirmed that partial saving can lead to a saving enhanced memory effect, with the effect observed regardless of whether participants saved items by clicking a button on the computer or writing them out by hand. The effect was observed on an item-specific cued-recall test (Experiment 1) as well as a free recall test that did not control the order of output (Experiment 2). However, the effect size did vary as a function of how participants attempted to recall the items on the final test. Specifically, participants who initiated their output by recalling nonsaved items exhibited a significantly larger saving enhanced memory effect than those who initiated their output by reproducing saved items. Together, these findings expand our understanding of the saving enhanced memory effect and shine new light on the impacts of cognitive offloading on human memory.

Examining the time course of post collaborative benefits across word lists and prose passages.

In the current study, we investigated how long the effects of one single collaboration session continue to influence individual memory. Participants learned categorized word lists and prose passages individually, and then they were instructed to recall learned materials either collaboratively or individually. Following initial recall, participants completed an individual recall test after a delay of 5min, 48h, or 1week. On the initial recall test, we found that collaboration reduced recall of correct items on both word lists and prose passages (collaborative inhibition), and that collaboration reduced false recall on both word lists and prose passages (error correction). However, on the subsequent individual memory test after a delay, the pattern of post collaborative effects differed across veridical and false recall. For both word lists and prose passages, post collaborative benefits on correct recall lasted 1week. However, there were no lasting effects of error correction on subsequent false recall. These results suggest that the time course of post collaborative benefits can be long lasting, but they are selective to veridical recall. The results are explained by theories of reexposure and error correction.

Thinking about meaning: level-of-processing modulates semantic auditory distraction

ABSTRACT An effect is reported of a level-of-processing manipulation on the between-sequence semantic similarity effect, the finding that the correct recall of visually-presented target items is disrupted more by the presence of to-be-ignored auditory items (distracters) drawn from the same as compared to a different semantic category. Participants engaged in either a vowel-counting task (shallow-processing) or a pleasantness-rating task (deep-processing) on lists during study. The between-sequence semantic similarity effect was observed in the deep-processing but not shallow-processing condition. Thinking about meaning therefore yielded susceptibility to disruption via the semantic properties of the irrelevant material. Intrusions of related distracters were found with both deep and shallow-processing, but shallow-processing resulted in more intrusions. We propose a two-process account of these findings wherein distracters have independent effects on response-generation and source-monitoring.

Performance of GPT-3.5 and GPT-4 on standardized urology knowledge assessment items in the United States: a descriptive study.

This study aimed to evaluate the performance of Chat Generative Pre-Trained Transformer (ChatGPT) with respect to standardized urology multiple-choice items in the United States. In total, 700 multiple-choice urology board exam-style items were submitted to GPT-3.5 and GPT-4, and responses were recorded. Items were categorized based on topic and question complexity (recall, interpretation, and problem-solving). The accuracy of GPT-3.5 and GPT-4 was compared across item types in February 2024. GPT-4 answered 44.4% of items correctly compared to 30.9% for GPT-3.5 (P>0.0001). GPT-4 (vs. GPT-3.5) had higher accuracy with urologic oncology (43.8% vs. 33.9%, P=0.03), sexual medicine (44.3% vs. 27.8%, P=0.046), and pediatric urology (47.1% vs. 27.1%, P=0.012) items. Endourology (38.0% vs. 25.7%, P=0.15), reconstruction and trauma (29.0% vs. 21.0%, P=0.41), and neurourology (49.0% vs. 33.3%, P=0.11) items did not show significant differences in performance across versions. GPT-4 also outperformed GPT-3.5 with respect to recall (45.9% vs. 27.4%, P<0.00001), interpretation (45.6% vs. 31.5%, P=0.0005), and problem-solving (41.8% vs. 34.5%, P=0.56) type items. This difference was not significant for the higher-complexity items. s: ChatGPT performs relatively poorly on standardized multiple-choice urology board exam-style items, with GPT-4 outperforming GPT-3.5. The accuracy was below the proposed minimum passing standards for the American Board of Urology's Continuing Urologic Certification knowledge reinforcement activity (60%). As artificial intelligence progresses in complexity, ChatGPT may become more capable and accurate with respect to board examination items. For now, its responses should be scrutinized.

Can an isolated middle-series item make a "Dent" in the bow-shaped serial-position curve of comparative judgments?

Studies have shown that local (e.g., midseries) items' specific properties, including being isolated from rest of the items, can generate a local distinctiveness effect, enhancing the memory performance for the local items in serial recall or absolute judgments. However, this has not been the case in relative (comparative) judgments. For the first time, the present study found a local distinctiveness effect in comparative judgments by using an opposite-gender name for the midseries item in an otherwise uniformly one-gender name serial list. The reasons for the previous studies' failure to produce this effect in comparative judgments and the present study's success in obtaining it were discussed. The implication of the finding for the item/order information opponent-process theories was also suggested.

Testing expectations and retrieval practice modulate repetition learning of visuospatial arrays.

One of the best-known demonstrations of long-term learning through repetition is the Hebb effect: Immediate recall of a memory list repeated amidst nonrepeated lists improves steadily with repetitions. However, previous studies often failed to observe this effect for visuospatial arrays. Souza and Oberauer (2022) showed that the strongest determinant for producing learning was the difficulty of the test: Learning was consistently observed when participants recalled all items of a visuospatial array (difficult test) but not if only one item was recalled, or recognition procedures were used (less difficult tests). This suggests that long-term learning was promoted by increased testing demands over the short term. Alternatively, it is possible that lower testing demands still lead to learning but prevented the application of what was learned. In four preregistered experiments (N = 981), we ruled out this alternative explanation: Changing the type of memory test midway through the experiment from less demanding (i.e., single item recall or recognition) to a more demanding test (i.e., full item recall) did not reveal hidden learning, and changing it from the more demanding to a less demanding test did not conceal learning. Mixing high and low demanding tests for nonrepeated arrays, however, eventually produced Hebb learning even for the less demanding testing conditions. We propose that testing affects long-term learning in two ways: Expectations of the test difficulty influence how information is encoded into memory, and retrieval consolidates this information in memory. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Recall and recognition of similarities items in neuropsychological assessment: Memory, validity, and meaning

The current study examined whether the Memory Similarities Extended Test (M-SET), a memory test based on the Similarities subtest of the Wechsler Abbreviated Scale of Intelligence, Second Edition (WASI-II), has value in neuropsychological testing. The relationship of M-SET measures of cued recall (CR) and recognition memory (REC) to brain injury severity and memory scores from the Wechsler Memory Scale, Fourth Edition (WMS-IV) was analyzed in examinees with traumatic brain injuries ranging from mild to severe. Examinees who passed standard validity tests were divided into groups with intracranial injury (CT + ve, n = 18) and without intracranial injury (CT-ve, n = 50). In CT + ve only, CR was significantly correlated with Logical Memory I (LMI: rs = .62) and Logical Memory II (LMII: rs = .65). In both groups, there were smaller correlations with delayed visual memory (VRII: rs = .38; rs = .44) and psychomotor speed (Coding: rs = .29; rs = .29). The REC score was neither an indicator of memory ability nor an internal indicator of performance validity. There were no differences in M-SET or WMS-IV scores for CT-ve and CT + ve, and reasons for this are discussed. It is concluded that M-SET has utility as an incidental cued recall measure.

The role of mediators for the pretesting effect

ABSTRACT Taking a pretest (e.g., smoke – ?) before material is studied (smoke – fog) can improve later recall of that material, compared to material which was initially only studied. The goal of the present study was to evaluate for this pretesting effect the potential role of semantic mediators, i.e., of unstudied information that is semantically related to the study material. In all three experiments, subjects studied weakly associated word pairs (e.g., smoke – fog), half of which received a pretest. Subjects then either completed a recognition test (Experiment 1) or a cued-recall test (Experiments 2 and 3), during which they were presented with both the original study material and never-before-seen semantic mediators that were strongly related to the cue item of a pair (e.g., cigarette). Strikingly, presenting semantic mediators as lures led to higher false alarm rates for mediators following initial pretesting than study only (Experiment 1), and presenting semantic mediators as retrieval cues led to better recall of target items following pretesting than study only (Experiments 2 and 3). We argue that these findings support the elaboration account of the pretesting effect but are difficult to reconcile with other prominent accounts of the effect.

Can speech perception deficits cause phonological impairments? Evidence from short-term memory for ambiguous speech.

Poor performance on phonological tasks is characteristic of neurodevelopmental language disorders (dyslexia and/or developmental language disorder). Perceptual deficit accounts attribute phonological dysfunction to lower-level deficits in speech-sound processing. However, a causal pathway from speech perception to phonological performance has not been established. We assessed this relationship in typical adults by experimentally disrupting speech-sound discrimination in a phonological short-term memory (pSTM) task. We used an automated audio-morphing method (Rogers & Davis, 2017) to create ambiguous intermediate syllables between 16 letter name-letter name ("B"-"P") and letter name-word ("B"-"we") pairs. High- and low-ambiguity syllables were used in a pSTM task in which participants (N = 36) recalled six- and eight-letter name sequences. Low-ambiguity sequences were better recalled than high-ambiguity sequences, for letter name-letter name but not letter name-word morphed syllables. A further experiment replicated this ambiguity cost (N = 26), but failed to show retroactive or prospective effects for mixed high- and low-ambiguity sequences, in contrast to pSTM findings for speech-in-noise (SiN; Guang et al., 2020; Rabbitt, 1968). These experiments show that ambiguous speech sounds impair pSTM, via a different mechanism to SiN recall. We further show that the effect of ambiguous speech on recall is context-specific, limited, and does not transfer to recall of nonconfusable items. This indicates that speech perception deficits are not a plausible cause of pSTM difficulties in language disorders. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Associations between item characteristics and statistical performance for paediatric medical student multiple choice assessments.

Background: Multiple choice questions (MCQs) are commonly used in medical student assessments but often prepared by clinicians without formal education qualifications. This study aimed to inform the question writing process by investigating the association between MCQ characteristics and commonly used statistical measures of individual item quality for a paediatric medical term. Methods: Item characteristics and statistics for five consecutive annual barrier paediatric medical student assessments (each n=60 items) were examined retrospectively. Items were characterised according to format (single best answer vs. extended matching); stem and option length; vignette presence and whether required to answer the question, inclusion of images/tables; clinical skill assessed; paediatric speciality; clinical relevance/applicability; Bloom's taxonomy domain and item flaws. For each item, we recorded the facility (proportion of students answering correctly) and point biserial (discrimination). Results: Item characteristics significantly positively correlated (p<0.05) with facility were relevant vignette, diagnosis or application items, longer stem length and higher clinical relevance. Recall items (e.g., epidemiology items) were associated with lower facility. Characteristics significantly correlated with higher discrimination were extended matching question (EMQ) format, longer options, diagnostic and subspeciality items. Variation in item characteristics did not predict variation in the facility or point biserial (less than 10% variation explained). Conclusions: Our research supports the use of longer items, relevant vignettes, clinically-relevant content, EMQs and diagnostic items for optimising paediatric MCQ assessment quality. Variation in item characteristics explains a small amount of the observed variation in statistical measures of MCQ quality, highlighting the importance of clinical expertise in writing high quality assessments.

3 Relation of Stress and Cortisol to Primacy and Recency Performance Patterns in Older Adult Caregivers of People with Dementia

Objective:The serial position effect is the tendency to recall items at the beginning (primacy) and end (recency) of a word list best and middle items the worst, demonstrated by a 'U-shaped’ profile. Individuals with memory impairment often demonstrate a 'J-shaped’ profile, with a diminished primacy effect. An attenuated primacy effect could be one of the earliest indicators of cognitive decline in older adults. Chronic elevations in cortisol are related to hippocampal atrophy and decreased learning and recall. Given the rehearsal and encoding required to recall words at the beginning of a list, we hypothesized that reduced primacy would be related to higher cortisol levels, measured via hair cortisol concentration, in older adults, particularly caregivers of people with dementia (PWD), who are under increased stress.Participants and Methods:Data were taken from a deidentified dataset of 60 community-dwelling older adults (&gt; 50) with no evidence of dementia who participated in a larger study on memory and caregiving stress; 26 identified themselves as caregivers of PWD. The sample was 83% women and 98% White, with a mean age of 67.58 (SD=8.85) and 80% holding at least a college degree. Stress was measured with the Perceived Stress Scale. The List Learning and List Recall subtests from the Repeatable Battery for the Assessment of Neuropsychological Status were used to assess the serial position effect. Primacy and recency were determined by the first three and last three words on the list, respectively, and were measured for trials 1-4. Relative strength of primacy versus recency at delayed recall was also calculated such that positive scores indicate better primacy than recency and negative scores indicate worse primacy than recency (J-shaped profile). Hair samples were collected, and the first one cm of hair was used to assay hair cortisol concentration, reflecting the past month of cortisol.Results:Caregivers were younger than non-caregivers (p&lt;.001), but groups did not differ in gender (p=.412). Age was controlled for in all subsequent analyses. Caregivers reported more stress (p&lt;.001), but groups were not different in hair cortisol (p=.093). On memory tasks, caregivers showed lower list learning raw scores (p=.002) and lower list recall raw score (p=.046); groups were not different in primacy learning (p=.114), but caregivers showed worse recency over learning trials (p&lt;.001). Caregivers were not more likely to show the J-shaped serial position profile at recall (p=.285). Collapsed across groups, perceived stress was not related to cortisol (p=.124) but was related to recency (p=.001) and list learning raw (p=.004), but not list recall raw (p=.485) or primacy (p=.109). Cortisol was not related to primacy (p=.277) or recency (p=.538).Conclusions:Contrary to predictions, caregivers were not worse on primacy but were worse on recency. Caregivers also reported more stress; collapsed across groups, stress was associated with recency performance. This may suggest that stress is related more to poor attention and short-term memory (recency) than encoding and recall related memory problems (primacy).

Sequential syntactic knowledge supports item but not order recall in verbal working memory.

Previous studies have shown that psycholinguistic effects such as lexico-semantic knowledge effects mainly determine item recall in verbal working memory (WM). However, we may expect that syntactic knowledge, involving knowledge about word-level sequential aspects of language, should also impact serial-order aspects of recall in WM. Evidence for this assumption is scarce and inconsistent and has been conducted in language with deterministic syntactic rules. In languages such as French, word position is determined in a probabilistic manner: an adjective is placed before or after a noun, depending on its lexico-semantic properties. We exploited this specificity of the French language for examining the impact of syntactic positional knowledge on both item and serial order recall in verbal WM. We presented lists with adjective-noun pairs for immediate serial recall, the adjectives being in regular or irregular position relative to the nouns. We observed increased recall performance when adjectives occurred in regular position; this effect was observed for item recall but not order recall scores. We propose an integration of verbal WM and syntactic processing models to account for this finding by assuming that the impact of syntactic knowledge on serial-order WM recall is indirect and mediated via syntax-dependent item-retrieval processes.

Frequency and correlates of subjective cognitive complaints and objective cognitive screening results in African American adults following COVID-19 infection

BackgroundSubjective cognitive complaints are frequent following COVID-19 infection, but assessment of whether these complaints map onto objective cognitive findings may not be routine in busy clinical settings. Consequently, opportunities to confirm these complaints and to provide follow-up referrals and appropriate care may be missed, thereby impacting patients’ functional independence and quality of life. African Americans are vulnerable to poor outcomes from COVID-19, and thus represent a minority group in whom subjective concerns are especially important to investigate. Towards this end, we examined the frequency and correlates of subjective complaints and objective screening results of African American patients referred to the Post-Acute Sequelae of SARS-CoV-2 (PASC) Clinic at Grady Memorial Hospital, a large county teaching hospital in Atlanta, Georgia. MethodsEighty seven African American patients (mean age = 52.5, SD = 10.5, range = 30–73) were evaluated between January 28, 2021–October 14, 2021 in the Grady PASC clinic. They ranged from 1 to 17 months post positive SARS-COV-2 antigen testing. Patients were administered a subjective cognitive complaint questionnaire (PROMIS Cognitive Function Scale Short Form 8a) as well as cognitive screening measures including the Mini-Cog (3 item recall, clock) and the Digit Symbol Substitution Test (timed visuomotor sequencing). Mood was assessed via the Patient Health Questionnaire-9, and anxiety via the Generalized Anxiety Disorders Scale. Published norms were used to identify clinically elevated scores. ResultsSixty six (76%) patients denied experiencing meaningful cognitive concerns, and of these, 25 (38%) had positive cognitive screens indicating impaired performance on objective testing. Of 21 patients with subjectively elevated cognitive concerns, 17 (81%) also had positive cognitive screens. There were no significant differences in sociodemographic factors (p values = .07-.71), days post-acute positive SARS-COV-2 Antigen Test (p = .99), disease severity (p values = .67-.75), or COVID-19 comorbidity indices (medical conditions (p values = .20-.77), substance abuse (p = .79), psychiatric history (p values = .11-.99) in those with or without subjective complaints and objective cognitive findings. However, patients with subjective complaints and objective cognitive findings reported more post-COVID-19 anxiety (p = .02) and depression (p = .001). ConclusionsFindings indicate a high concordance between subjective complaints on the PROMIS Cognitive Scale and objectively confirmed cognitive impairments in African Americans. Further, almost 40% who reported no cognitive complaints screened positive for cognitive impairment. Although depression and anxiety are associated with subjective complaints, they do not account for positive cognitive screening results, as those patients without depressive complaints also had similar rates of positive objective screens. The findings suggest that cognitive screening using assessment tools should be routinely performed in African Americans, especially those reporting cognitive symptoms on outcome scales. While future studies are needed to assess long-term outcomes, we highly recommend follow-ups in those with positive screens to characterize the specific domains that are impacted and that could affect activities of daily living and quality of life.

Cognitive Testing of Items Measuring Movement Behaviours in Young Children Aged Zero to Five Years: Development of the Movement Behaviour Questionnaires for -Baby (MBQ-B) and -Child (MBQ-C).

This paper describes the cognitive interview phase of the development of two brief surveys, the Movement Behaviour Questionnaire-Baby (MBQ-B) and Movement Behaviour Questionnaire-Child (MBQ-C), which measure the duration of physical activity, screen time, and sleep of children aged 0-5 years. The aims were (1) review the format, content, and clarity of questionnaire items and response options, (2) understand how parents retrieve, encode, and formulate responses when asked about their child's movement behaviours, and (3) identify potential sources of response error and make appropriate modifications. Interviews with parents of children aged 0-5 years were conducted using concurrent think-aloud techniques and probing questions. Parents reviewed the MBQ-B and/or MBQ-C depending on the developmental stage of their child(ren). Twenty-nine interviews were conducted with 20 parents, over four iterative rounds. Participants recalled usual family routines and rules when estimating the duration/frequency of behaviours. To estimate active play, parents referred to the child's daily routine considering wake and bedtimes, naps, and mealtimes. Participants were influenced by the examples provided, being unable to interpret these as exemplars only. Decomposing general items into specific questions with examples was well received. Use of numeracy skills when estimating duration was evident. Interviews informed revisions to item wording, examples, and recall prompts, which will be taken forward into the MBQ-B and MBQ-C validation studies. Utilising cognitive interviewing can enhance confidence that questionnaire items are correctly interpreted and understood by participants.

Penn Healthy Diet survey: pilot validation and scoring.

Though diet quality is widely recognised as linked to risk of chronic disease, health systems have been challenged to find a user-friendly, efficient way to obtain information about diet. The Penn Healthy Diet (PHD) survey was designed to fill this void. The purposes of this pilot project were to assess the patient experience with the PHD, to validate the accuracy of the PHD against related items in a diet recall and to explore scoring algorithms with relationship to the Healthy Eating Index (HEI)-2015 computed from the recall data. A convenience sample of participants in the Penn Health BioBank was surveyed with the PHD, the Automated Self-Administered 24-hour recall (ASA24) and experience questions. Kappa scores and Spearman correlations were used to compare related questions in the PHD to the ASA24. Numerical scoring, regression tree and weighted regressions were computed for scoring. Participants assessed the PHD as easy to use and were willing to repeat the survey at least annually. The three scoring algorithms were strongly associated with HEI-2015 scores using National Health and Nutrition Examination Survey 2017-2018 data from which the PHD was developed and moderately associated with the pilot replication data. The PHD is acceptable to participants and at least moderately correlated with the HEI-2015. Further validation in a larger sample will enable the selection of the strongest scoring approach.

To-be-forgotten information shows more relative forgetting over time than to-be-remembered information

People can intentionally forget studied material when cued to do so. Corresponding evidence has arisen from studies on item-method directed forgetting, in which participants are asked to forget single items directly upon presentation. We measured memory performance of to-be-remembered (TBR) and to-be-forgotten (TBF) items across retention intervals of up to 1 week and fitted power functions of time to the observed recall (Experiment 1) and recognition (Experiment 2) rates. In both experiments and each retention interval condition, memory performance for the TBR items was higher than for the TBF items, supporting the view that directed forgetting effects are lasting. Recall and recognition rates of both TBR and TBF items were well fit by the power function. However, the relative forgetting rates of the two item types differed, with a higher forgetting rate for the TBF than the TBR items. The findings are consistent with the view that TBR and TBF items differ (mainly) in recruitment of rehearsal processes and resulting memory strength.

The Use of an Iterative Strategy of Cognitive Interview and Expert Consultation to Revise the Quality of Life Scale for Patients with Aplastic Anemia (QLS-AA).

Aplastic anemia is characterized by anemia, hemorrhage and infection, and is accompanied by a variety of complications and psychological burden. Therefore, the quality of life of AA patients is not optimistic. Our team is committed to developing an assessment tool for the quality of life of AA patients, and adopting an iterative strategy of cognitive interview and expert consultation to solve the challenges encountered in item revision. We aim to use the strategy of cognitive interview and expert consultation to inform revision of the QLS-AA into a user-friendly tool with unambiguous items and improve the content validity of the scale. We used an iterative strategy of cognitive interview and expert consultation. Two rounds of cognitive interview were conducted to identify problems with item comprehension, recall and other cognitive processes. As well as, a multi-disciplinary group of expert consultation was consulted to review the rationality of item revisions. In the first round of cognitive interview, 16 participants responded to 107 items. Among them, the most common problems were "clarification" and "item duplication". Based on the results of the first round of interview, an expert consultation was organized. A total of 16 amendments were put forward by the expert and 14 were adopted. In the second round of cognitive interviews, A total of 5 participants were included and 64 items were evaluated. Two items were suggested to be revised, and the remaining items were accurately understood and recognized by all participants. This study highlights the key issues to consider when incorporating patient perspectives into quality measurement. The revision of QLS-AA through the strategy of cognitive interview and expert consultation may provide valuable insights into the measurement of quality of life in aplastic patients. ChiCTR2100047575.

Neural evidence for advantaged representation of first items in memory

Visual areas activated during perception can retain specific information held in memory without the presence of physical stimuli via distributed activity patterns. Neuroimaging studies have shown that the delay-period representation of information in visual areas is modulated by factors such as memory load and task demands, raising the possibility of serial position as another potential modulator. Specifically, enhanced representation of first items during the post-encoding delay period may serve as a mechanism underlying the well-established but not well-understood primacy effect – the mnemonic advantage of first items. To test this hypothesis, 13 males and 16 females performed a human fMRI task, wherein each trial consisted of the sequential encoding of two stimuli (a famous face and landscape, order counterbalanced), followed by a distracting task, a delay period, and then a cued recall of one of the items. Participants exhibited the expected behavioral primacy effect, manifested as faster recall of the first items. In order to elucidate the still debated neural underpinnings of this effect, using multivariate decoding, a classifier was trained on data collected during encoding to differentiate stimulus categories (i.e., faces vs. landscapes) and tested on data collected during the post-encoding period. Greater reactivation of first versus second items was observed in the ventral occipito-temporal cortex during the entire post-encoding period but not during encoding. Moreover, trial-level analyses revealed that the degree of first-item neural advantage during the post-encoding delay predicted the behavioral primacy effect. These findings highlight the role of item reinstatement in ventral occipito-temporal cortex in the primacy effect and are discussed in the context of the uniqueness of the very first item and event boundaries, illuminating putative neural mechanisms underlying the effect.

Cognitive processes associated with working memory in children with developmental language disorder

The current study examined how individual differences in language, nonverbal, and attention abilities relate to working memory in children with developmental language disorder (DLD) relative to age-matched typically developing (TD) peers using an interference-based model of working memory as our theoretical framework. Our experimental paradigm involved varying the domain (verbal/nonverbal) of recall items and an interference processing task, testing effects of interference. We examined the relative importance of language, nonverbal, and attention skills in predicting working memory performance by using Bayesian leave-one-out cross-validation to compare models with varied combinations of these skills as predictors. We then statistically tested selected models. Selected models were similar between groups for nonverbal, but not verbal, working memory. Language, nonverbal, and attention skills were associated with performance regardless of whether the working memory task was verbal or nonverbal for the DLD group, yet only attention was associated with verbal working memory for the TD group. A broader set of cognitive processes was involved in verbal recall in children with DLD than in TD peers, potentially reflecting diminished specialization of cognitive processes underlying language. The interference-based model of working memory accounted for interrelationships among language, processing speed, and inhibition of interference, revealing new insights into verbal processing.