Visuospatial Short-term Memory Research Articles

Differentiating Individuals with and without Alcohol Use Disorder Using Resting-State fMRI Functional Connectivity of Reward Network, Neuropsychological Performance, and Impulsivity Measures.

Individuals with alcohol use disorder (AUD) may manifest an array of neural and behavioral abnormalities, including altered brain networks, impaired neurocognitive functioning, and heightened impulsivity. Using multidomain measures, the current study aimed to identify specific features that can differentiate individuals with AUD from healthy controls (CTL), utilizing a random forests (RF) classification model. Features included fMRI-based resting-state functional connectivity (rsFC) across the reward network, neuropsychological task performance, and behavioral impulsivity scores, collected from thirty abstinent adult males with prior history of AUD and thirty CTL individuals without a history of AUD. It was found that the RF model achieved a classification accuracy of 86.67% (AUC = 93%) and identified key features of FC and impulsivity that significantly contributed to classifying AUD from CTL individuals. Impulsivity scores were the topmost predictors, followed by twelve rsFC features involving seventeen key reward regions in the brain, such as the ventral tegmental area, nucleus accumbens, anterior insula, anterior cingulate cortex, and other cortical and subcortical structures. Individuals with AUD manifested significant differences in impulsivity and alterations in functional connectivity relative to controls. Specifically, AUD showed heightened impulsivity and hypoconnectivity in nine connections across 13 regions and hyperconnectivity in three connections involving six regions. Relative to controls, visuo-spatial short-term working memory was also found to be impaired in AUD. In conclusion, specific multidomain features of brain connectivity, impulsivity, and neuropsychological performance can be used in a machine learning framework to effectively classify AUD individuals from healthy controls.

FarmApp: a new assessment of cognitive control and memory for children and young people with neurodevelopmental difficulties

ABSTRACT We introduce a new touchscreen-based method measuring aspects of cognitive control and memory, in children and young people with neurodevelopmental difficulties, including intellectual disability (ID). FarmApp is a gamified, tablet-based assessment tool measuring go/no-go response speed, response inhibition, visuospatial short-term memory span, and long-term memory. Here, we assessed the feasibility, validity, and utility of the method, including the benefits of measuring change in performance over two weeks. We observed that: 1) a higher proportion of participants completed FarmApp than traditional psychometric tests; 2) this proportion increased when participants had opportunity for two weeks of self-paced testing at home; 3) ADHD-relevant behavioral difficulties were associated with average go/no-go performance across all attempts, and change in go/no-go performance over time, indicating sensitivity of the method to cognitive differences with real-world relevance. We also addressed the potential utility of the FarmApp for exploring links between ID etiology and cognitive processes. We observed differences in go/no-go task between two groups of ID participants stratified by the physiological functions of associated genetic variants (chromatin-related and synaptic-related). Moreover, the synaptic group demonstrated higher degree of improvement in go/no-go performance over time. This outcome is potentially informative of dynamic mechanisms contributing to cognitive difficulties within this group. In sum, FarmApp is a feasible, valid, and useful tool increasing access to cognitive assessment for individuals with neurodevelopmental difficulties of variable severity, with an added opportunity to monitor variation in performance over time and determine capacity to acquire task competence.

Sex differences in the cognitive performance in adults: role of impaired sleep.

ObjectivesPoor sleep quality negatively affects cognitive performance. However, there are limited data on sex differences in functional outcomes of impaired sleep on cognition. Therefore, the aim of this study was to evaluate the association between sleep quality and performance of men and women in cognitive tests.Material and MethodsAfter screening, 97 individuals with and without insomnia complaints participated of this study. Behavioral scales were evaluated using a number of instruments and the sleep pattern was recorded by actigraph. Subsequently, the participants were submitted to visuospatial/verbal working memory (WM), visual attention, and psychomotor vigilance tests (PVT).ResultsThe actigraphic recordings indicated that men sleep later (d=-0.56, p<0.05), fall asleep faster (d=0.42, p<0.05), showed shorter sleep duration (d=0.53, p<0.05), and more sleep fragmentation than women (d=-0.41, p<0.05). The performance in the cognitive tasks also showed sex differences: the men showed better performance in the visuospatial short-term memory (d=-0.78, p<0.05); verbal (d=-0.61, p<0.05), and visuospatial-WM tests (d=-0.84, p<0.05); they also responded faster in the PVT (d=0.69, p<0.05), although made more mistakes (d=-0.85, p<0.01). Longer sleep latency was associated with poor performance in visual attention (r=0.52, p<0.05) and verbal memory tasks (r=-0.30, p<0.05) in men.ConclusionOur results suggest that difficulty in falling asleep was associated with cognitive impairment, especially in men. Sex differences in sleep quality and cognitive skills should be taken into account in future research in this field.

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.

The distinct contribution of verbal and visuospatial short-term memory abilities to arithmetic development

Many studies have shown that both verbal and visuospatial working memory (WM) abilities predicted arithmetic abilities but we do not know if they represent a modality-specific contribution or reflect the involvement of an often shared WM aspect: the serial order storage. We administered verbal and visuospatial short-term memory (STM) tasks with variable serial order storage requirements and a mental calculation task in children. We observed that verbal serial order STM abilities predicted early mathematical abilities independently of verbal item STM and visuospatial STM abilities. For visuospatial STM abilities, a more general link with overall arithmetic abilities was observed in 8-year-old children, with the serial order task predicting additions, and the simultaneous task predicting subtractions. In 9-year-old children, no link with mathematical abilities was observed anymore for any STM measure. These data confirm a specific and complementary role of verbal and visuospatial serial order STM abilities in mathematical development.

Shifting attention in visuospatial short-term memory does not require oculomotor planning: Insight from congenital gaze paralysis

Attention allows pieces of information stored in visuospatial short-term memory (VSSTM) to be selectively processed. Previous studies showed that shifts of attention in VSSTM in response to a retro-cue are accompanied by eye movements in the direction of the position of the memorized item although there is nothing left to look at. This finding raises the possibility that shifts of attention in VSSTM are underpinned by mechanisms originally involved in the planning and control of eye movements. To explore this possibility, we investigated the ability of an individual with congenital horizontal gaze paralysis (HGP2) to shift her attention horizontally or vertically toward a memorized item within VSSTM using a retro-cue paradigm. As efficient oculomotor programming is not innate but requires some trial and error learning and adaptation to develop, congenital paralysis prevents this development. Consequently, if shifts of attention in VSSTM rely on the same mechanisms as those supporting the programming of eye movements, then horizontal congenital gaze paralysis should necessarily prevent typical retro-cueing effect in the paralyzed axis. At odds with this prediction, HGP2 showed a typical retro-cueing effect in her paralyzed axis. This original finding indicates that selecting an item within VSSTM does not depend on the ability to program a saccade.

Cognitive Impairments in Spinocerebellar Ataxia Type 10 and Their Relation to Cortical Thickness.

Spinocerebellar ataxia type 10 is a neurodegenerative disorder caused by the expansion of an ATTCT pentanucleotide repeat. Its clinical features include ataxia and, in some cases, epileptic seizures. There is, however, a dearth of information about its cognitive deficits and the neural bases underpinning them. The objectives of this study were to characterize the performance of spinocerebellar ataxia type 10 patients in 2 cognitive domains typically affected in spinocerebellar ataxias, memory and executive function, and to correlate the identified cognitive impairments with ataxia severity and cerebral/cerebellar cortical thickness, as quantified by MRI. Memory and executive function tests were administered to 17 genetically confirmed Mexican spinocerebellar ataxia type 10 patients, and their results were compared with 17 healthy matched volunteers. MRI was performed in 16 patients. Patients showed deficits in visual and visuospatial short-term memory, reduced storage capacity for verbal memory, and impaired monitoring, planning, and cognitive flexibility, which were ataxia independent. Patients with seizures (n=9) and without seizures (n=8) did not differ significantly in cognitive performance. There were significant correlations between short-term visuospatial memory impairment and posterior cerebellar lobe cortical thickness (bilateral lobule VI, IX, and right X). Cognitive flexibility deficiencies correlated with cerebral cortical thickness in the left middle frontal, cingulate, opercular, and temporal gyri. Cerebellar cortical thickness in several bilateral regions was correlated with motor impairment. Patients with spinocerebellar ataxia type 10 show significant memory and executive dysfunction that can be correlated with deterioration in the posterior lobe of the cerebellum and prefrontal, cingulate, and middle temporal cortices. © 2021 International Parkinson and Movement Disorder Society.

Neurocognitive aspects of ketamine and esketamine on subjects with treatment-resistant depression: A comparative, randomized and double-blind study

The objective of this study is to evaluate cognition in patients using either ketamine or esketamine to treat TRD. We also evaluate if both ketamine and esketamine as one group influence cognition in patients with TRD. Fifty-four patients with TRD were infused with either ketamine or esketamine and were assessed at three time points: baseline, 24 h, and 7 days after infusion. We applied neuropsychological tests to evaluate executive functions, processing speed, short term memory, and auditory-verbal episodic memory. There is no cognitive difference between ketamine and esketamine, with the exception of one variable. When considered as one group, ketamine and esketamine do not impair cognition; on the contrary, they improve some neuropsychological functions such as visuospatial short-term memory, executive functions, processing speed, and several measures related to episodic verbal memory. Ketamine and esketamine do not present differing cognitive effects when used in antidepressant doses to treat TRD. Furthermore, they rapidly improve many cognitive aspects of patients with TRD at 24 h after the infusion and maintain these effects for at least 7 days.

A Comprehensive Meta-analysis on Short-term and Working Memory Dysfunction in Parkinson's Disease.

A previous meta-analysis demonstrated short-term memory (STM) and working memory (WM) dysfunction in patients with Parkinson's disease (PD). However, considerable research on the topic that calls into question the extent of such impairments in PD has since been published. The aim of the present quantitative review was to provide the largest statistical overview on STM and WM dysfunction in Parkinson's disease (PD), while simultaneously providing novel insights on moderating factors of effect size heterogeneity in PD. The systematic literature search in PubMed, PsycINFO, PsycArticles, Scopus and Web of Science databases allowed us to estimate 350 effect sizes from 145 empirical studies that reported STM and WM scores for patients with PD against healthy controls. The outcomes indicated general dysfunction in the visuospatial domain and poor verbal WM in PD. Subgroup analyses suggested that mild cognitive impairment is associated with STM and WM difficulties in PD. Furthermore, meta-regression analyses revealed that disease duration accounted for more than 80% of the visuospatial STM effect size variance (β = 0.136, p < .001, R2 = .8272), larger daily levodopa equivalent dose was associated with WM dysfunction (verbal: β = -0.001, p = .016, R2 = .1812; visuospatial: β = 0.003, p = .069, R2 = .2340), and years of education partially explained the verbal STM effect size variance (β = -0.027, p = .040, R2 = .1171). Collectively, these findings advance our understanding of underlying factors that influence STM and WM functioning in PD, while at the same time providing novel directions for future research.

Intervention Targeting Reading and Working Memory among Struggling Readers in Primary School

Working memory is one of our core cognitive functions. It allows us to keep information in mind for shorter periods of time, allowing us to process and work with that specific information. In this randomized control trial, the effects of a training program that combine reading training and working memory training among struggling readers aged 8-9 were investigated. 30 pupils were included in the intervention group and 17 were assigned to the control group. The intervention group received a total of 60 training sessions divided into two eight-week training periods with a four-week pause in between. The results show that children in the intervention group improved significantly better than children in the control group on eight tests: Reading comprehension, Word decoding, Nonsense-word reading, Short-term memory, Working memory, Visuospatial short-term memory, Visuospatial working memory and Working memory for words. The effect was not confirmed for Sight word seeing.

Accelerated long-term forgetting in children with genetic generalized epilepsy: The temporal trajectory and contribution of executive skills

PurposeLong-term memory, which is critical for social and vocational functioning, is impaired in children with genetic generalized epilepsy (GGE). In this study, we examined the relationship between the temporal pattern of long-term forgetting for visual and verbal materials and executive skills in children with GGE. MethodThirty-two children, 17 with GGE and 25 typically developing age-matched controls completed standardized tests of short-term memory (recall after a 30-minute delay), executive skills, and experimental long-term memory tasks (one verbal and one visual) involving recall after one short (30-minute), and two long (1-day, 2-week) delays. ResultsOn the long-term visual memory task, children with GGE performed comparably with typically developing children at a 30-minute delay (p = .298), although obtained lower object placement accuracy score, at 1 day (p = .039) and at 2 weeks (p = .022) relative to typically developing children. On the verbal task, the between-group difference was not significant at any delay. In children with GGE, poorer object placement accuracy at two weeks correlated with lower visuospatial short-term memory (r = −0.624, p = .005) and verbal working memory (r = −0.448, p = .041). ConclusionsThis study provided several novel findings. For the first time, accelerated long-term forgetting (ALF) was found in long-term visual memory in children with GGE, despite comparable learning and recall at 30 min. Study results indicated that deficits in long-term visual memory are present after one day, increase over time, and may relate to reduced executive skills. Our findings can be used to inform our understanding of the temporal trajectory of ALF and contribution of executive skills.

Charting the Diversity of Strategic Processes in Visuospatial Short-Term Memory

Despite the abundant literature on visuospatial short-term memory, researchers have devoted little attention to strategic processes: What procedures do subjects implement to memorize visuospatial material? Evidence for various strategies exists, but it is spread across a variety of fields. This integrative review of the literature brings together scattered evidence to provide an overview of strategic processes in visuospatial memory tasks. The diversity of strategies and their proposed operating mechanisms are reviewed and discussed. The evidence leads to proposing seven broad strategic processes used in visuospatial short-term memory, each with multiple variants. Strategies can vary across individuals, but the same subjects also appear to use multiple strategies depending on the perceptual features of to-be-remembered displays. These results point to a view of visuospatial strategies as a functional library of facilitatory processes on which subjects can draw to support visuospatial short-term memory performance. Implications are discussed for the difference between visual and spatial tasks, for the appropriate measurement of strategic behaviors, and for the interpretation of performance in visuospatial memory tasks.

Working memory and short-term memory deficits in ADHD: A bifactor modeling approach.

Objective: Attention-deficit/hyperactivity disorder (ADHD) has been associated with large magnitude impairments in working memory, whereas short-term memory deficits, when detected, tend to be less pronounced. However, confidence in these findings is limited due to task impurity combined with methodological and statistical limitations of the current evidence base. Method: A well-characterized, clinically evaluated sample of 172 children ages 8-13 years (M = 10.30, SD = 1.42; 72 girls; 64% White/non-Hispanic) were administered multiple, counterbalanced working memory tests. Bifactor-(s-1) modeling was used to characterize the presence and magnitude of central executive working memory, phonological short-term memory, and visuospatial short-term memory deficits in pediatric ADHD. Results: ADHD status was associated with very large magnitude impairments in central executive working memory that are present in most pediatric cases (d = 1.63-2.03; 75%-81% impaired), and these deficits covaried with ADHD inattentive and hyperactive/impulsive symptom severity based on both parent and teacher report. There was also evidence for a unique, albeit significantly smaller, impairment in visuospatial short-term memory (d = 0.60; 38% impaired); however, visuospatial short-term memory abilities did not covary with ADHD symptom severity. There was no evidence linking ADHD with phonological short-term memory deficits across either the dimensional or categorical analyses. Conclusion: These findings provide strong evidence that ADHD is associated with marked central executive working memory deficits that covary with their behavioral symptom presentation across settings. In contrast, visuospatial short-term memory deficits, when present, are likely epiphenomenal, and the most parsimonious conclusion appears to be that phonological short-term memory is intact in pediatric ADHD. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Association between anti-inflammatory interleukin-10 and executive function in African American women at risk for Alzheimer’s disease

ABSTRACT Introduction African-Americans (AAs) are 64% more likely to be diagnosed with AD than non-Hispanic Whites. AAs with elevated AD biomarkers exhibit greater neurodegeneration in AD signature regions compared to non-Hispanic Whites with elevated AD biomarkers. This pilot trial examined whether normal or elevated plasma levels of interleukin (IL)-10 are associated with changes in executive function and short-term memory in AA women at risk for developing AD due to parental history. Method Observational study comparing groups with elevated and normal plasma IL-10 levels. Study included 31 AA women (age=58.9±8 years) with parental history of AD. Measures included inflammatory blood biomarkers, executive function and visuospatial short-term memory tests. Multivariate linear regression with adjustment for comorbidities, and Bonferroni corrections for multiple comparisons were used to compare groups. Effect sizes (Cohen’s d) were generated. Using endpoints with moderate-large effects between groups, Pearson correlations determined associations between biomarker levels and cognitive performance. Results The elevated IL-10 group performed worse on the Trail-Making Test proportional score ((B-A)/A) (effect size (d =-0.87 (−1.6, −.1)). Moderate effects with large confident intervals were noted in inhibition, set-switching, and body position spatial memory. Significant differences between groups in levels of other inflammatory markers were noted, including IL-7 (p=0.002) and interferon γ (p=0.02). IL-7 remained significant after Bonferroni correction. Correlation matrices revealed moderate-large, significant correlations (yet with wide confidence intervals) between levels of IL-10 and IL-9 with BPST total correct trials, and between interferon γ and delayed recall. Conclusions Interleukins may incite inflammation, leading to impaired aspects of executive function and short-term memory in this sample of African American women at risk for developing AD. This research provides effect sizes that will be used to power future research that will further investigate the relationship between inflammation, AD biomarkers, and cognitive function in an understudied population.

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.

Reading–writing disorder in children with idiopathic epilepsy

Several studies have documented learning disabilities (LDs) in subjects with epilepsy, who have been shown to be at greater risk of mild neuropsychological damage, with the consequent risk of academic failure.This retrospective study aimed to investigate the peculiarities of reading and writing disorders in subjects with idiopathic epilepsy. The reading and writing performance of 35 children affected by reading and writing disorders and idiopathic epilepsy (R/WD + E group) has been compared with the performance of 37 children with only reading and writing disorders (R/WD group). A comparison group of 22 typical developing healthy children (TDC group) was also included in the study.As expected, the TDC group reached better performances in the reading and writing tests administered. Between R/WD + E and R/WD groups, there was a substantial analogy in reading and writing disabilities. The differences between the two clinical groups concern writing ability in sentences dictation and verbal and visuospatial short-term memory in digit span and memory-for-location (MFL) tests.

Difference Between Young and Old Adults' Performance on the Psychology Experiment Building Language (PEBL) Test Battery: What Is the Role of Familiarity With Technology in Cognitive Performance?

Objective: The Psychology Experiment Building Language (PEBL) Test Battery is a recent computerized software for the assessment of cognitive functioning in clinical and healthy populations. However, its applicability for the assessment of old adults and the role of level of familiarity with technology on performance have not been tested. Method: To verify if PEBL Test Battery is sensitive to aging cognitive decline, we assessed young and older adults' performance on the neuropsychological tests relative to the following domains: verbal and visuospatial short-term memory, selective attention, inhibition to interference, planning and problem-solving, set-shifting, and cognitive flexibility. The difference between the two groups was studied taking into account the self-reported level of familiarity with technology, measured through the Attitudes Toward Computers Questionnaire. Results: Old participants showed a lower level of cognitive performance compared with the younger group, in line with the traditional literature about cognitive function decline in aging. However, this difference was not related to the level of familiarity with technology. Conclusion: Our descriptive study seemed to support the applicability of PEBL Test Battery for testing old adults' cognitive functioning. However, some criticisms and future improvements about this computerized battery were discussed for its applicability in clinical, rehabilitative and research contexts.

Gesturers Tell a Story Creatively; Non-Gesturers Tell it like it Happened

ABSTRACT Previous research has shown that using gestures helps children remember more information. Here, we designed two studies to test whether children who gesture tend to rely on visuospatial cognitive resources more than children who do not gesture. We also test whether children who gesture demonstrate more creativity in their narrative productions. Preschool children watched a cartoon and then were asked to tell back the story of the cartoon. In the first study, some children were asked to tell the story with gestures constrained while others could move their hands if they chose. Children who did not spontaneously gesture told shorter stories than children who gestured. The sequencing of story events was significantly closer to the original among the Non-Gesturers than among children whose gestures were constrained. In the follow-up study, Non-Gesturers again told shorter stories than Gesturers. Moreover, Non-Gesturers’ story length was positively correlated with both verbal and visuospatial short-term memory. Overall, these results suggest that, when retelling narratives, preschoolers who gesture may be relying upon visuospatial cognitive resources to a greater extent and show a tendency to incorporate more creativity into their narratives compared to preschoolers who did not spontaneously gesture.

1830P - Child development at 6 years after maternal cancer diagnosis and treatment during pregnancy

BackgroundData on the long-term effects of prenatal exposure to maternal cancer and its treatment on child development are scarce. MethodsIn a multicentre cohort study, the neurologic and cardiac outcomes of 6-year-old children born to women diagnosed with cancer during pregnancy (study group) were compared to the outcome of children born after an uncomplicated pregnancy (control group) (ClinicalTrials.gov, NCT00330447). Neurodevelopment was assessed by clinical evaluation and neuropsychological testing (including intelligence, attention and memory tests) and by general health and behaviour questionnaires. Cardiac evaluation included electro- and echocardiography. ResultsIn total, 132 study children and 132 controls (mean age 6.2 years) were included. In the study group, 97 children (73.5%) were prenatally exposed to chemotherapy (alone or in combination with other treatments), 14 (10.6%) to radiotherapy (alone or in combination), 1 (0.8%) to trastuzumab, 12 (9.1%) to surgery alone and 16 (12.1%) to no treatment. Although within normal ranges, the mean Verbal IQ score was significantly lower in the study versus control group (98.9 vs 103.0, p=0.001, q<0.001). Also, children in the study group had a significantly lower score for visuospatial long-term memory compared to the control group (3.9 vs 4.5, p=0.005, q=0.043). No significant differences were found in Full Scale IQ, Performance IQ, Processing Speed, memory span, verbal and visuospatial short-term memory, attention and behaviour problems or in cardiac dimensions and left ventricular function. ConclusionsChildren prenatally exposed to maternal cancer and its treatment may be at risk for lower Verbal IQ and visuospatial long-term memory scores, but other cognitive functions and cardiac outcomes were normal at the age of 6 years. Clinical trial identificationNCT00330447. Legal entity responsible for the studyUniversity Hospitals Leuven, Belgium. FundingEuropean Union’s Horizon 2020 research and innovation programme under grant agreement No. 647047, Research Foundation-Flanders (F.W.O)., Stichting tegen Kanker, Belgian Cancer Plan, Koningin Wilhemina Fonds (K.W.F.), Kom Op Tegen Kanker, Stichting Mitialto and Charles University grant Progres Q-34. DisclosureAll authors have declared no conflicts of interest.

Mathematics students demonstrate superior visuo-spatial working memory to humanities students under conditions of low central executive processing load

Previous research has demonstrated that working memory performance is linked to mathematics achievement. Most previous studies have involved children and arithmetic rather than more advanced forms of mathematics. This study compared the performance of groups of adult mathematics and humanities students. Experiment 1 employed verbal and visuo-spatial working memory span tasks using a novel face-matching processing element. Results showed that mathematics students had greater working memory capacity in the visuo-spatial domain only. Experiment 2 replicated this and demonstrated that neither visuo-spatial short-term memory nor endogenous spatial attention explained the visuo-spatial working memory differences. Experiment 3 used working memory span tasks with more traditional verbal or visuo-spatial processing elements to explore the effect of processing type. In this study mathematics students showed superior visuo-spatial working memory capacity only when the processing involved had a comparatively low level of central executive involvement. Both visuo-spatial working memory capacity and general visuo-spatial skills predicted mathematics achievement.