Visuospatial Short-term Memory Tasks Research Articles

How the Spreading and Intensity of Interictal Epileptic Activity Are Associated with Visuo-Spatial Skills in Children with Self-Limited Focal Epilepsy with Centro-Temporal Spikes.

This paper investigates brain-behaviour associations between interictal epileptic discharges and cognitive performance in a population of children with self-limited focal epilepsy with centro-temporal spikes (SeLECTS). Sixteen patients with SeLECTS underwent an extensive neuropsychological assessment, including verbal short-term and episodic memory, non-verbal short-term memory, attentional abilities and executive function. Two quantitative EEG indices were analysed, i.e., the Spike Wave Index (SWI) and the Spike Wave Frequency (SWF), and one qualitative EEG index, i.e., the EEG score, was used to evaluate the spreading of focal SW to other parts of the brain. We investigated associations between EEG indices and neuropsychological performance with non-parametric Spearman correlation analyses, including correction for multiple comparisons. The results showed a significant negative correlation between (i) the awake EEG score and the Block Tapping Test, a visuo-spatial short-term memory task, and (ii) the sleep SWI and the Tower of London, a visuo-spatial planning task (pcorr < 0.05). These findings suggest that, in addition to the usual quantitative EEG indices, the EEG analysis should include the qualitative EEG score evaluating the spreading of focal SW to other parts of the brain and that neuropsychological assessment should include visuo-spatial skills.

Examining relations between performance on non-verbal executive function and verbal self-regulation tasks in demographically-diverse populations.

Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders Task) and (b) two EF tasks (Knox Cube and Beads Tasks) that measure different components of updating: working memory and short-term memory, respectively. We compared 107 8- to 13-year-old children (64 females) across demographically-diverse populations in four low and middle-income countries, including: Tanna, Vanuatu; Keningau, Malaysia; Saltpond, Ghana; and Natal, Brazil. The communities we studied vary in market integration/urbanicity as well as level of access, structure, and quality of schooling. We found that performance on the visuospatial working memory task (Knox Cube) and the visuospatial short-term memory task (Beads) are each independently associated with performance on the self-regulation task, even when controlling for schooling and location effects. These effects were robust across demographically-diverse populations of children in low-and middle-income countries. We conclude that this study found evidence supporting visuospatial working memory and visuospatial short-term memory as distinct cognitive processes which each support the development of self-regulation.

Toward an integrative model accounting for typical and atypical development of visuospatial short-term memory

ABSTRACT The origin of visuospatial short-term memory (STM) impairment is poorly investigated and is generally considered to be the result of a more global visuospatial deficit. However, previous studies suggest an important influence of two elements on performance in visuospatial STM tasks, the mode of presentation (i.e., simultaneous and sequential), and the visuospatial arrangement (structured vs. unstructured). With regards to a recent proposal, the aim of this study was to examine the development of the two modes of presentation and the visuospatial arrangement of visuospatial information in STM in a hundred typically developing participants aged from 4 years old to adults. Moreover, we also examined how the model explains the pattern of visuospatial STM deficit in two neurodevelopmental syndromes with different profiles in terms of STM abilities, namely Williams syndrome and Down syndrome. We found distinct performance for sequential and simultaneous presentation only from 11 years old with better performance in simultaneous than in sequential presentation mode and a sensitivity to visuospatial arrangement that increases with age. Both syndromes presented deficits at different levels, people with Williams syndrome for visuospatial arrangement and with Down syndrome for simultaneous visuospatial information in STM. The results demonstrate the importance to consider the influence of preexisting visuospatial knowledge on STM abilities. A two processing route model of STM is an interesting framework to interpret the different results.

Effects of backpack weight on the performance of basic short-term/working memory tasks during flat-surface standing

This study empirically investigated the effects of backpack weight on the performance of three basic short-term/working memory (STM/WM) tasks during flat-surface standing. Four levels of backpack weight were considered: 0, 15, 25 and 40% of the body weight. The three STM/WM tasks were the Corsi block, digit span and 3-back tasks, corresponding to the visuo-spatial sketchpad, phonological loop and central executive of WM, respectively. Thirty participants conducted the STM/WM tasks while standing with loaded backpack. Major study findings were that (1) increased backpack weight adversely affected the scores of all three STM/WM tasks; and, (2) the adverse effect of backpack weight was less pronounced for the phonological loop STM task than the other STM/WM tasks. The study findings may help understand and predict the impacts of body-worn equipment weight on the worker’s mental task performance for various work activities requiring simultaneous performance of mental and physical tasks.Practitioner summary: The current study empirically examined the effects of backpack weight on the performance of three basic STM/WM tasks. The study findings entail that reduces the weight of body-worn equipment can positively impact the worker’s mental task performance in addition to reducing the worker's bodily stresses.Abbreviations: ACC: anterior cingulate cortex; AP: anterior-posterior; BW: body weight; CoP: centre of pressure; C-S: central executive working memory task and standing; DLPFC: dorsolateral prefrontal cortex; HIP: human information processing; ML: medio-lateral; PMC: premotor cortex; P-S: phonological loop short-term memory task and standing; SMA: supplementary motor area; STM: short-term memory; VLPFC: ventrolateral prefrontal cortex; V-S: visuo-spatial short-term memory task and standing; WM: working memory

Preferential processing of task-irrelevant beloved-related information and task performance: Two event-related potential studies

People who are in love have better attention for beloved-related information, but report having trouble focusing on other tasks, such as (home)work. So, romantic love can both improve and hurt cognition. Emotional information is preferentially processed, which improves task performance when the information is task-relevant, but hurts task performance when it is task-irrelevant. Because beloved-related information is highly emotional, the effects of romantic love on cognition may resemble these effects of emotion on cognition. We examined whether beloved-related information is preferentially processed even when it is task-irrelevant and whether this hurts task performance. In two event-related potential studies, participants who had recently fallen in love performed a visuospatial short-term memory task. Task-irrelevant beloved, friend, and stranger faces were presented during maintenance (Study 1), or encoding (Study 2). The Early Posterior Negativity (EPN) reflecting early automatic attentional capturing and the Late Positive Potential (LPP) reflecting sustained motivated attention were largest for beloved pictures. Thus, beloved pictures are preferentially processed even when they are task-irrelevant. Task performance and reaction times did not differ between beloved, friend, and stranger conditions. Nevertheless, self-reported obsessive thinking about the beloved tended to correlate negatively with task performance, and positively with reaction times, across conditions. So, although task-irrelevant beloved-related information does not impact task performance, more obsessive thinking about the beloved might relate to poorer and slower overall task performance. More research is needed to clarify why people experience trouble focusing on beloved-unrelated tasks and how this negative effect of love on cognition could be reduced.

The relationship between different exercise modes and visuospatial working memory in older adults: a cross-sectional study.

The purpose of the study was to investigate the relationship between different exercise modes and visuospatial working memory in healthy older adults. A cross-sectional design was adopted. A total of 111 healthy older adults were enrolled in the study. They were classified by the exercise-related questionnaire to be in an open-skill group, closed-skill group or sedentary group. In experiment 1, the participants performed a visuospatial working memory task. The results indicated that both closed-skill (p < 0.05) and open-skill (p < 0.01) groups reached a higher accuracy than the sedentary group. Experiment 2 examined whether the exercise-induced benefit of working memory was manifested in passive maintenance or active manipulation of working memory which was assessed by visuospatial short-term memory task and visuospatial mental rotation task, respectively. The results showed that the open-skill (p < 0.01) group was more accurate than the sedentary group in the visuospatial short-term memory task, whereas the group difference in the visuospatial mental rotation task was not significant. These findings combined to suggest that physical exercise was associated with better visuospatial working memory in older adults. Furthermore, open-skill exercises that demand higher cognitive processing showed selective benefit for passive maintenance of working memory.

Learning in the navigational space: Age differences in a short-term memory for objects task

Age differences during development in visuospatial short-term memory (VSTM) in navigation have not been sufficiently proven. The performance of typically developing children from five age groups (from 5 to 9years old) and one group of young adults (from 25 to 30years old) was studied in an Augmented Reality navigational VSTM task that involved remembering the location of objects presented in increasing span lengths. The main results showed that navigational VSTM has not fully developed at the age of 9. The measures of performance significantly improved between ages 8 and 9. The overall performance on our navigational task was not influenced by gender, but there was a slight advantage for males when the difficulty of the task increased regarding the performance accuracy and the errors committed. The Augmented Reality task correlated with traditional spatial tests. Possible cognitive, biological, and methodological explanations for the findings are discussed.

Visuo-spatial memory deficits following medial temporal lobe damage: A comparison of three patient groups

The contributions of the hippocampal formation and adjacent regions of the medial temporal lobe (MTL) to memory are still a matter of debate. It is currently unclear, to what extent discrepancies between previous human lesion studies may have been caused by the choice of distinct patient models of MTL dysfunction, as disorders affecting this region differ in selectivity, laterality and mechanisms of post-lesional compensation. Here, we investigated the performance of three distinct patient groups with lesions to the MTL with a battery of visuo-spatial short-term memory tasks. Thirty-one subjects with either unilateral damage to the MTL (postsurgical lesions following resection of a benign brain tumor, 6 right-sided lesions, 5 left) or bilateral damage (10 post-encephalitic lesions, 10 post-anoxic lesions) performed a series of tasks requiring short-term memory of colors, locations or color–location associations. We have shown previously that performance in the association task critically depends on hippocampal integrity. Patients with postsurgical damage of the MTL showed deficient performance in the association task, but performed normally in color and location tasks. Patients with left-sided lesions were almost as impaired as patients with right-sided lesions. Patients with bilateral post-encephalitic lesions showed comparable damage to MTL sub-regions and performed similarly to patients with postsurgical lesions in the association task. However, post-encephalitic patients showed additional impairments in the non-associative color and location tasks. A strikingly similar pattern of deficits was observed in post-anoxic patients. These results suggest a distinct cerebral organization of associative and non-associative short-term memory that was differentially affected in the three patient groups. Thus, while all patient groups may provide appropriate models of medial temporal lobe dysfunction in associative visuo-spatial short-term memory, additional deficits in non-associative memory tasks likely reflect damage of regions outside the MTL. Importantly, the choice of a patient model in human lesion studies of the MTL significantly influences overall performance patterns in visuo-spatial memory tasks.

Gaze direction affects visuo-spatial short-term memory

Hemispheric asymmetries were investigated by changing the horizontal position of stimuli that had to be remembered in a visuo-spatial short-term memory task. Observers looked at matrices containing a variable number of filled squares on the left or right side of the screen center. At stimulus offset, participants reproduced the positions of the filled squares in an empty response matrix. Stimulus and response matrices were presented in the same quadrant. We observed that memory performance was better when the matrices were shown on the left side of the screen. We distinguished between recall strategies that relied on visual or non-visual (verbal) cues and found that the effect of gaze position occurred more reliably in participants using visual recall strategies. Overall, the results show that there is a solid enhancement of visuo-spatial short-term memory when observers look to the left. In contrast, vertical position had no influence on performance. We suggest that unilateral gaze to the left activates centers in the right hemisphere contributing to visuo-spatial memory.

Computerized Memory Training Leads to Sustained Improvement in Visuospatial Short-Term Memory Skills in Children with Down Syndrome

This study evaluated the impact of a computerized visuospatial memory training intervention on the memory and behavioral skills of children with Down syndrome. Teaching assistants were trained to support the delivery of a computerized intervention program to individual children over a 10-16 week period in school. Twenty-one children aged 7-12 years with Down syndrome were randomly allocated to either an intervention or waiting list control group. Following training, performance on trained and non-trained visuospatial short-term memory tasks was significantly enhanced for children in the intervention group. This improvement was sustained four months later. These results suggest that computerized visuospatial memory training in a school setting is both feasible and effective for children with Down syndrome.

Complex working memory span in cochlear implanted and normal hearing teenagers.

The individual’s capacity to maintain attention and process new information in the face of distraction is known in the literature as working memory (WM). Short term memory (STM) is used to encode and retain information for a short period of time. WM tasks are functionally distinct from STM tasks because they require not only information encoding, storage and rehearsal, but also include a processing/manipulation component requiring a dual task load, such as judging semantic acceptability of a sentence. STM tasks, such as word span or digit span, may be considered a subset of WM. STM requires simple storage, whereas WM requires a storage component as well as an active attention and control process. WM tasks have been found to differ from simple span tasks in their predictive validity, measuring variance that is unique from STM 1. The current model of working memory developed by Baddeley and his colleagues consists of four components2, (1) a domain-general central executive that controls attention and processing activities and regulates the flow of information in the processing system, (2) the phonological loop that is used for the temporary storage of verbal phonological memory codes, (3) the visual-spatial sketchpad that maintains and processes visual and spatial representations, and (4) the episodic buffer that is used to integrate and bind memory codes from different processing domains into larger chunks of information. The complex reading span task developed by Daneman & Carpenter 3 is among the most widely used tools for measuring the central executive function. The reading span task requires the participant to perform two operations at once: 1) read a series of sentences aloud and make a semantic acceptability judgment about the sentence and 2) keep track of the last word of each sentence so that the words can be recalled later. Reading span tasks have been found to have good reliability (i.e., .70 to .90) across a number of studies. Furthermore, performance on reading span tasks has been found to predict complex cognitive processes such as comprehension, problem solving and reasoning – all tasks that require “executive attention” 1. Reading span is thought to measure the capacity of the central executive because it requires simultaneous storage and processing of phonological and lexical information. Verbal storage uses a phonological loop, composed of a short-term phonological store subject to rapid decay plus a subvocal rehearsal process that can be used to refresh decaying representations within the store. Individuals with normal hearing perform similarly whether the task is presented through listening or through reading 3. However, WM estimates might be expected to differ considerably for reading and listening tasks in populations with significant hearing loss. Memory skills in Children with Hearing Loss Memory studies of children with hearing loss have primarily used STM tasks. Stiles et al, 4 compared performance of 6-9 year olds with mild to moderate HL with NH age mates on both phonological and visuospatial STM tasks. Although articulation rate and vocabulary were lower in children with hearing loss than in age-mates with normal hearing, there was no significant effect of hearing loss on memory performance,. This stands in contrast to results for children with greater hearing losses who use CIs. Watson, et al, 5 found a marked impairment on digit span and non-word repetition measures for children with CIs compared to NH children. Similar results were reported by Pisoni6 for digit span results obtained in CI users tested in both elementary grades and high school. When WM processes rely on verbal rehearsal and serial scanning of phonological information in STM, early severe-profound auditory deprivation seems to impair normal development. Reinstatement of auditory sensation in children with CIs was not sufficient to enable adequate development. Further evidence of this impairment is provided by examining the relationship between mismatch negativity activation and memory span. Connections between pre-attentive auditory sensory memory and “higher language functions” were apparent in NH children but not in age-matched CI users 5.

Orienting to external versus internal regions of space: Consequences of attending in advance versus after the fact

We examined effects of knowing where to attend to-be-remembered information in advance versus after the fact. Participants performed a visuospatial short-term memory task with orienting cues that appeared before or after a memory display and reported whether a probe item had appeared on the cued side. Event-related potentials (ERPs) were recorded for cues, memory displays, and probes. Performance was better in precued versus postcued conditions. ERPs to orienting cues and memory displays were lateralized in relation to the direction of attention in precued but not postcued conditions. ERPs to recognition probes were lateralized, but this was similar between pre- and postcued conditions. Results suggest that we can orient visuospatial attention outwardly to external events and inwardly to remembered events alike, but knowing where to attend information in advance gives a bigger boost to brain and behavior.

Exploring developmental differences in visual short-term memory and working memory.

Although visuospatial short-term memory tasks have been found to engage more executive resources than do their phonological counterparts, it remains unclear whether this is due to intrinsic differences between the tasks or differences in participants' experience with them. The authors found 11-year-olds' performances on both visual short-term and working memory tasks to be more greatly impaired by an executive suppression task (random number generation) than were those of 8-year-olds. Similar findings with adults (e.g., Kane & Engle, 2000) suggest that the imposition of a suppression task may have overloaded the older children's executive resources, which would otherwise be used for deploying strategies for performing the primary tasks. Conversely, the younger children, who probably never had the capacity or know-how to engage these facilitative strategies in the first place, performed more poorly in the single task condition but were less affected in the dual task condition. These findings suggest that differences in the children's ability to deploy task-relevant strategy are likely to account for at least part of the executive resource requirements of visual memory tasks.

Cognitive abilities in children with specific language impairment: consideration of visuo‐spatial skills

The study is concerned with the cognitive abilities of children with specific language impairment (SLI). Previous research has indicated that children with SLI demonstrate difficulties with certain cognitive tasks despite normal non-verbal IQ scores. It has been suggested that a general processing limitation might account for the pattern of language and cognitive difficulties seen in children with SLI. The performances on a visuo-spatial short-term memory task and a visuo-spatial processing task were considered in a group of young children with SLI. Verbal short-term memory was also measured. To identify whether children with SLI demonstrate difficulties with visuo-spatial memory as well as verbal short-term memory. To see whether a visuo-spatial processing task without short-term memory requirements is problematic for children with SLI. To consider performance on these tasks over time. Nine children with SLI (mean age 3;9 years at the study outset) and nine typically developing children (mean age 3;9 years at the study outset) were visited on three occasions over 1 year. Verbal short-term memory, visuo-spatial short-term memory and visuo-spatial processing tasks were administered to the children, and performance over time was compared between the two groups. The children with SLI performed at a lower level than the typically developing children on the verbal short-term memory task. Both groups showed similar development on the verbal short-term memory task and the visuo-spatial processing task over time. Only the visuo-spatial short-term memory task showed slower development over time in the children with SLI relative to the typically developing children. Children with SLI demonstrated slower development on a visuo-spatial short-term memory task relative to typically developing children of the same chronological age. This finding has implications for speech and language therapists and other professionals working with children with SLI. It may mean that only certain types of visual support are suitable, and that children with SLI will have difficulty with tasks requiring a high level of processing, or a number of mental manipulations.

Dynamics of parietofrontal networks underlying visuospatial short-term memory encoding

Brain imaging studies in TEP, functional magnetic resonance imaging (fMRI) and electroencephalography (EEG) have shown that visuospatial short-term memory tasks depend on dorsal parietofrontal networks. Knowing the spatiotemporal dynamics of this network would provide further understanding of the neural bases of the encoding process. We combined magnetoencephalography (MEG) with EEG and fMRI techniques to study this network in a task, in which participants had to judge the symmetry in position of two dots, presented either simultaneously (“immediate comparison”) or successively (“memorization” of a first dot and “delayed comparison”, after 3 s, with a second dot). With EEG, larger amplitude was observed in the parietocentral P3b component (350–500 ms) in the immediate and “delayed comparisons” than in “memorization” condition, where topography at this time was more anterior and right lateralized. MEG provided a more accurate localization and temporal variations of sources, revealing a strong M4 component at 450 ms in the “memorization” condition, with two sources localized in parietal and right premotor regions. These localizations are consistent with both fMRI foci and EEG cortical current source densities (CSD), but only MEG revealed the strong increase in premotor region at 450 ms related to “memorization”. These combined results suggest that EEG P3B and MEG M4 components reflect two different dynamics in parietofrontal networks: the parietocentral P3b indexes a decision mechanism during the immediate and “delayed comparisons”, whereas the MEG M4 component, with a larger right premotor source, reflects the encoding process in visuospatial short-term memory.