Visuospatial Span Research Articles

Spatial memory in young adults: Gender differences in egocentric and allocentric performance

Spatial memory allows us to locate objects and organisms in space and move through the environment. We frequently use two strategies for this purpose: egocentric, related to the viewer’s perspective, and allocentric, associated with environmental cues. This ability is usually assessed by 2D or virtual reality-based tasks. Gender differences have been reported on these tasks. We designed two card-placing tasks with the aim of assessing egocentric and allocentric spatial memory in a real environment. This task makes it possible to separately compare egocentric and allocentric strategies, providing participants with 3D information naturally present in daily orientation activities. We will assess the performance of male and female young adults on the two strategies. Ninety-four subjects were recruited and performed egocentric and allocentric spatial memory card placing tasks. Spatial Span, forward and backward, was also assessed using the Cambridge Neuropsychological Assessment Battery (CANTAB), and the brief version of Benton’s Judge of Line Orientation Test (JoLO) was used to evaluate the ability to judge spatial relations. Our results show that men outperformed women on both spatial memory tasks. Women performed better on Allocentric tasks than on Egocentric tasks, whereas men’s scores did not show differences between strategies. Spatial memory performance on the card placing tasks was significantly correlated with performance on the backward visuospatial span from the CANTAB. This study supports the existence of gender differences in spatial memory functioning, and it provides novel tools for the neuropsychological assessment of spatial memory.

Working memory impairment in aphasia: The issue of stimulus modality

Abstract The presence of short-term/working memory deficits in aphasia has been well-established in the relevant literature. Moreover, recent studies have demonstrated such deficits in both the verbal and visuospatial modalities in patients with aphasia following a left hemisphere stroke. The present study aims to investigate the prevalence and possible lesion correlates of modality-dependent and modality-independent short-term/working memory impairment in aphasia. For this purpose, 54 individuals with post-stroke aphasia were recruited. Aphasic disturbances were assessed with the Boston Diagnostic Aphasia Examination (BDAE) and memory deficits with the digit span and Corsi block-tapping tasks. Structural imaging data were obtained for each patient and lesion sites were identified and coded by two independent neuroradiologists for 16 predetermined left hemisphere areas. Results clearly showed that visuospatial deficits were relatively common, even though verbal deficits are more frequent, and further illustrate the existence of distinct performance patterns within each modality. Analyses revealed comparable lesion extent and locations between patients demonstrating modality-independent and patients demonstrating modality-dependent deficits. Hierarchical regression analyses indicated that deficient performance on digit span forward, indicating impaired verbal short-term memory, was associated with lesions encompassing the inferior frontal gyrus and the inferior parietal cortex. Similar analyses for digit span backward, and the two conditions of Corsi did not yield significant results. However, behavioral data indicate a dissociation between forward and backward visuospatial span, which could be explained by selectively impaired primacy and recency effects. The emergence of modality-dependent and modality-independent deficits is further discussed in relation to hemispheric lateralization during the course of human evolution.

A Virtual Object-Location Task for Children: Gender and Videogame Experience Influence Navigation; Age Impacts Memory and Completion Time.

The use of virtual reality-based tasks for studying memory has increased considerably. Most of the studies that have looked at child population factors that influence performance on such tasks have been focused on cognitive variables. However, little attention has been paid to the impact of non-cognitive skills. In the present paper, we tested 52 typically-developing children aged 5–12 years in a virtual object-location task. The task assessed their spatial short-term memory for the location of three objects in a virtual city. The virtual task environment was presented using a 3D application consisting of a 120″ stereoscopic screen and a gamepad interface. Measures of learning and displacement indicators in the virtual environment, 3D perception, satisfaction, and usability were obtained. We assessed the children’s videogame experience, their visuospatial span, their ability to build blocks, and emotional and behavioral outcomes. The results indicate that learning improved with age. Significant effects on the speed of navigation were found favoring boys and those more experienced with videogames. Visuospatial skills correlated mainly with ability to recall object positions, but the correlation was weak. Longer paths were related with higher scores of withdrawal behavior, attention problems, and a lower visuospatial span. Aggressiveness and experience with the device used for interaction were related with faster navigation. However, the correlations indicated only weak associations among these variables.

Role of working memory and lexical knowledge in perceptual restoration of interrupted speech.

The role of working memory (WM) capacity and lexical knowledge in perceptual restoration (PR) of missing speech was investigated using the interrupted speech perception paradigm. Speech identification ability, which indexed PR, was measured using low-context sentences periodically interrupted at 1.5 Hz. PR was measured for silent gated, low-frequency speech noise filled, and low-frequency fine-structure and envelope filled interrupted conditions. WM capacity was measured using verbal and visuospatial span tasks. Lexical knowledge was assessed using both receptive vocabulary and meaning from context tests. Results showed that PR was better for speech noise filled condition than other conditions tested. Both receptive vocabulary and verbal WM capacity explained unique variance in PR for the speech noise filled condition, but were unrelated to performance in the silent gated condition. It was only receptive vocabulary that uniquely predicted PR for fine-structure and envelope filled conditions. These findings suggest that the contribution of lexical knowledge and verbal WM during PR depends crucially on the information content that replaced the silent intervals. When perceptual continuity was partially restored by filler speech noise, both lexical knowledge and verbal WM capacity facilitated PR. Importantly, for fine-structure and envelope filled interrupted conditions, lexical knowledge was crucial for PR.

The suppression effect in visuospatial and verbal working memory span tasks in patients with Alzheimer’s disease: a 2-year follow-up study

ABSTRACTThis study adapted a new task to assess visuospatial and verbal working memory impairments in patients with Alzheimer Disease (AD), including an executive strategy of information suppression. The aim was to examine the visuospatial and verbal difficulties, and additionally to explore the average sex differences, during a 2-year follow-up study. The results indicated that patients with AD showed a significantly lower performance, compared with healthy elderly controls, especially with the suppression of information required in this new task. However, suppression did not lead to a significantly greater decline in the performance of patients when compared with the control group.

The neural correlates of auditory and visuospatial span in logopenic progressive aphasia and Alzheimer's disease

IntroductionLogopenic progressive aphasia (lv-PPA) is a form of primary progressive aphasia and is predominantly associated with Alzheimer's disease (AD) pathology. The neuropsychological profiles of lv-PPA and typical clinical AD are, however, distinct. In particular, these two syndromes differ on attention span measures, where auditory attention span is more impaired in lv-PPA than in AD and visuospatial span appears more impaired in AD than in lv-PPA. The neural basis of these span profiles, however, remains unclear. MethodSixteen lv-PPA and 21 AD matched patients, and 15 education-matched healthy controls were recruited. All participants were assessed by a neurologist and completed a neuropsychological assessment that included the Wechsler Memory Scale–III Digit and Spatial Span tasks, and underwent a high-resolution structural brain MRI to conduct cortical thickness analyses. ResultsPatient groups were impaired on all span tasks compared to Controls. In addition, performance on Digit Span Forward (DSF) was significantly lower in the lv-PPA than the AD group, while Spatial Span Forward (SSF) was significantly lower in the AD than the lv-PPA group. No differences were found between patient groups on the Digit or Spatial Span Backward tasks. Neuroimaging analyses revealed that reduced DSF performance correlated to thinning of the left superior temporal gyrus in the lv-PPA group, whereas reduced SSF performance was related to bilateral precentral sulcus and parieto-occipital thinning in the AD group. Analyses of the backward span tasks revealed that reduced Spatial Span Backward (SSB) performance in the lv-PPA group related to cortical thinning of the left superior parietal lobule. ConclusionsThis study demonstrates that while lv-PPA and AD commonly share the same underlying neuropathology, their span profiles are distinct and are mediated by divergent patterns of cortical degeneration.

Dissociation of Cross-Sectional Trajectories for Verbal and Visuo-Spatial Working Memory Development in Rubinstein-Taybi Syndrome.

Working memory (WM) impairments might amplify behavioural difference in genetic syndromes. Murine models of Rubinstein–Taybi syndrome (RTS) evidence memory impairments but there is limited research on memory in RTS. Individuals with RTS and typically developing children completed WM tasks, with participants with RTS completing an IQ assessment and parents/carers completing the Vineland Adaptive Behavior Scales. A cross-sectional trajectory analysis was conducted. There were significant WM span deficits in RTS relative to mental age. Verbal WM span was positively associated with mental age; however, this was not observed for visuo-spatial span. There is a dissociation between WM domains in RTS. Individuals may have difficulties with tasks relying on WM span, above difficulties predicted by overall ability.

How to enhance route learning and visuo-spatial working memory in aging: a training for residential care home residents

ABSTRACTObjectives: This study aimed to assess the efficacy of a route-learning training in a group of older adults living in a residential care home. We verified the presence of training-specific effects in tasks similar to those trained – route-learning tasks – as well as transfer effects on related cognitive processes – visuo-spatial short-term memory (VSSTM; Corsi Blocks Test (CBT), forward version), visuo-spatial working memory (VSWM; CBT, backward version; Pathway Span Tasks; Jigsaw Puzzle Test) – and in self-report measures. The maintenance of training benefits was examined after 3 months.Method: Thirty 70–90-year-old residential care home residents were randomly assigned to the route-learning training group or to an active control group (involved in non-visuo-spatial activities).Results: The trained group performed better than the control group in the route-learning tasks, retaining this benefit 3 months later. Immediate transfer effects were also seen in visuo-spatial span tasks (i.e., CBT forward and backward version and Pathway Span Task); these benefits had been substantially maintained at the 3-month follow-up.Conclusion: These findings suggest that a training on route learning is a promising approach to sustain older adults’ environmental learning and some related abilities (e.g., VSSTM and VSWM), even in residential care home residents.

The Effects of Repeat Testing, Malingering, and Traumatic Brain Injury on Computerized Measures of Visuospatial Memory Span.

Spatial span tests (SSTs) such as the Corsi Block Test (CBT) and the SST of the Wechsler Memory Scale are widely used to assess deficits in spatial working memory. We conducted three experiments to evaluate the test–retest reliability and clinical sensitivity of a new computerized spatial span test (C-SST) that incorporates psychophysical methods to improve the precision of spatial span measurement. In Experiment 1, we analyzed C-SST test–retest reliability in 49 participants who underwent three test sessions at weekly intervals. Intraclass correlation coefficients (ICC) were higher for a psychophysically derived mean span (MnS) metric (0.83) than for the maximal span and total correct metrics used in traditional spatial-span tests. Response times (ReTs) also showed high ICCs (0.93) that correlated negatively with MnS scores and correlated positively with response-time latencies from other tests of processing speed. Learning effects were insignificant. Experiment 2 examined the performance of Experiment 1 participants when instructed to feign symptoms of traumatic brain injury (TBI): 57% showed abnormal MnS z-scores. A MnS z-score cutoff of 3.0 correctly classified 36% of simulated malingerers and 91% of the subgroup of 11 control participants with abnormal spans. Malingerers also made more substitution errors than control participants with abnormal spans (sensitivity = 43%, specificity = 91%). In addition, malingerers showed no evidence of ReT slowing, in contrast to significant abnormalities seen on other malingered tests of processing speed. As a result, differences between ReT z-scores and z-scores on other processing speed tests showed very high sensitivity and specificity in distinguishing malingering and control participants with either normal or abnormal spans. Experiment 3 examined C-SST performance in a group of patients with predominantly mild TBI: neither MnS nor ReT z-scores showed significant group-level abnormalities. The C-SST improves the reliability and sensitivity of spatial span testing, can accurately detect malingering, and shows that visuospatial working memory is largely preserved in patients with predominantly mild TBI.

An improved spatial span test of visuospatial memory

ABSTRACTIn the widely used Corsi Block Test and Wechsler Spatial Span Tests, participants must reproduce sequences of blocks in the order touched by the examiner until two trials are missed at the same sequence length. The examiner records either the maximum number of blocks correctly reported or the total number of correct lists. Here, we describe a computerized spatial span test (C-SST) that uses psychophysical procedures to quantify visuospatial mean span (MnS) with sub-digit precision. Results from 187 participants ranging in age from 18 to 82 years showed that accuracy declined gradually with list length around the MnS (by ∼30% per item). Simulation studies revealed high variance and biases in CBT and Wechsler measures, and demonstrated that the C-SST provided the most accurate estimate of true span (i.e., the sequence length producing 50% correct). MnS declined more rapidly with age than mean digit span (MnDS) measured in the same participants. Response times correlated with both MnS and MnDS scores. Error analysis showed that omission and transposition errors predominated, with weaker primacy and recency effects in spatial span than digit span testing. The C-SST improves the precision of spatial span testing and reveals significant differences between visuospatial and verbal working memory.

Assessment of verbal and visuospatial working memory in mild cognitive impairment and Alzheimer's dementia.

In addition to episodic memory impairment, working memory may also be compromised in mild cognitive impairment (MCI) or Alzheimer's dementia (AD), but standard verbal and visuospatial span tasks do not always detect impairments.ObjectiveTo examine whether more complex verbal and visuospatial working memory tasks result in more reliable impairment detection.MethodsThe Digit Span (forward, backward and sequencing), Spatial Span (forward and backward) and Spatial Addition test from the Wechsler batteries were administered to MCI and AD patients and performance compared to healthy older adult controls.ResultsResults showed that both the MCI and AD patients had impaired performance on the Spatial Addition test. Both groups also had impaired performance on all three Digit Span conditions, but no differences were found between forward and backward conditions in any of the groups. The sequencing condition differed from the backward condition only in the AD group. Spatial Span performance was impaired in AD group patients but not in MCI patients.ConclusionWorking memory deficits are evident in MCI and AD even on standard neuropsychological tests. However, available tests may not detect subtle impairments, especially in MCI. Novel paradigms tapping the episodic buffer component of working memory may be useful in the assessment of working memory deficits, but such instruments are not yet available for clinical assessment.

Correlation between visuo-spatial working memory and brain Magnetic Resonance Imaging (MRI) lesion five years after Traumatic Brain Injury (TBI)

To describe the changes in fractional anisotropy (FA) measured with Diffusion Tensor Imaging (DTI) and the changes in Regional Homogeneity (ReHo) signal measured with resting state functional MRI on patients with visuo-spatial working memory deficit, 5 years after a severe TBI. We included TBI patients from a neurosurgical intensive care cohort of the Pitié-Salpêtrière Parisian Hospital. Patients were hospitalized between 2005 and 2011. A French version of the Glasgow Outcome Scale Extended (GOSE) assessed the global functional outcome. A large neuropsychological assessment including working memory tests was performed. We present here the results of the backward visuo-spatial span as standard notes. FA were measured on DTI and ReHo were extracted from resting state functional MRI acquisition on a voxel-based approach. Fifty-four patients were included 65 months after their TBI. The median age at evaluation time was 34 years [19–71]. Median Glasgow Coma Score was 8 [3–15]. Seventeen patients had a GOSE score below 6, 18 had a GOSE at 6 and 19 had a GOSE higher than 6. Thirty patients had a standard note on backward visuo-spatial span inferior to 7, which corresponds to a deficit. In this group, FA was lower in the left hemisphere, in the anterior limb of the internal capsule and in the external capsule. Patients also had an increased ReHo in the right hemisphere in the superior temporal gyrus, Heschl's gyrus, putamen, medium frontal gyrus and inferior frontal gyrus triangularis. Despite the fact that axonal lesions observed after TBI are diffuse, decreased FA was predominant in the left hemisphere of patients with the most severe working memory deficits and in whom ReHo appeared higher in the right hemisphere. These observations should open the discussion about contralateral inhibition of hemispheres.

Development of executive functioning in school-age Tunisian children

Research regarding executive functioning (EF) in children rarely focuses on populations in African or Middle-Eastern Arabic-speaking countries. The current study used a cross-sectional design to examine the developmental trajectories of school-age Tunisian children in three domains of executive control (inhibition of prepotent responses, cognitive flexibility, and working memory) as well as their mutual interactions and the effects of gender and parents’ education level. Inhibitory processes, cognitive flexibility, and working memory were assessed using the Stroop test, a version of the Hayling test adapted for children, simple and alternating tasks of verbal fluency, and verbal and visuospatial span tasks (forward and backward spans). The study population included 120 7- to 12-year-old Tunisian children (60 girls, 60 boys) who were grouped and matched for age, gender, and parents’ education level. The results revealed an overall effect of age on executive performance, whereas gender and parents’ education level showed non-significant effects. In addition, executive indices were significantly associated with fluid intelligence level. Partial correlation analyses (controlled for age) found significant links between indices that assessed the same executive process, except for inhibitory processes; the temporal indices for inhibitory processes showed relative independence. The correlations between indices that assessed distinct executive processes were weaker (but significant). Overall, the results suggest that executive components in school-age Tunisian children operate according to relatively homogeneous developmental trajectories, marked by peaks of maturity that differ according to the assessed index. A transcultural approach to EF is discussed in terms of the unity and diversity of its components.

Working Memory in Schizophrenia

Introduction Working memory refers to a restrictedsystem for the temporary maintenanceand information processing capacity. His exploration inpatients with schizophrenia hasbeen the subject of numerousstudies on different types ofpeople and using a wide range of cognitive tests Objectives Explore workingmemory in patients during thedifferent phases of schizophrenia Materials and Methods We enrolled 15 patients hospitalized for a firstepisode of schizophrenia and 15 hospitalized for schizophrenia according toDSM-IV. The control group consisted of 15 healthy participants matched group ofpatients by sex, age and educational level. Clinical evaluation was performedby the Positive and Negative Syndrome Scale. Working memory was assessed by theboard Corsi for visuo-spatial span. Results For first episode patients: The average age was 26.8years. The average number of years of education is 10.13 years. The score on thegeneral psychopathology scale of the PANSSwas 38.5. The score at the Direct Spanis 4.13. The scoreSpan Indirect is3.2. For multi-episodes patients: The average age was 38.1years. The average years ofeducation is 8.53 years. The score on the overallscale of the PANSS psychopathology is 43.13. The score at the DirectSpan is 3.2. The scorein Indirect Spanis 2.06. Conclusion In recent years, thecognitive dimension in schizophrenia has been increasing interest. Cognitive deficits observed in patientswith schizophrenia are better recognized, tracked and taken into account in the pharmacologicaland psychosocial treatment of the disease

Are memory deficits dependent on the presence of aphasia in left brain damaged patients?

While memory deficits in aphasia have been reported in several studies, it has been suggested that these deficits are not due to the presence of aphasia, but rather to the left hemisphere lesion per se. In order to investigate this hypothesis, we tested 64 aphasic and 15 non-aphasic patients with left brain damage on verbal and visuospatial span tasks. Analyses revealed lower than expected performance on all four primary memory tasks for the aphasic, but not for the non-aphasic group. Moreover, comparison of the three lesion-location groups (posterior, anterior, and global) did not reveal statistically significant differences. The present data show that aphasic patients demonstrate memory deficits, which are not specific to the verbal modality, and contradict the notion that primary memory impairment is not due to the presence of aphasia, but rather to a lesion in the left hemisphere per se. Overall our study suggests that verbal and visuospatial, primary memory deficits in patients with left hemisphere lesions are possibly dependent on the presence of aphasia, but not on lesion location or lesion size.

The structure of visuospatial memory in adulthood

The present study aimed to investigate the structure of visuospatial memory in adulthood. Adults 40–89years of age (n=160) performed simple storage and complex visuospatial span tasks. Simple storage tasks were distinguished into three presentation formats: (i) visual, which involved maintaining shapes and textures; (ii) spatial-sequential, which involved maintaining sequentially-presented locations; and (iii) spatial-simultaneous, which involved maintaining patterns of locations. Confirmatory factor analyses showed that, among the domain-differentiated models, the one considering visuospatial memory in its simple visual, spatial-sequential and spatial-simultaneous components and complex visuospatial memory yielded a good fit to our data. Structural equation modeling also showed that age had a direct effect on visual, spatial-sequential and spatial-simultaneous memory, and on complex visuospatial memory. Altogether these results suggest the importance of considering both the type of processing involved (in simple storage vs. complex visuospatial tasks) and the presentation format of the stimuli in the visuospatial domain.

Executive Function and IQ Predict Mathematical and Attention Problems in Very Preterm Children

Objective of this study was to examine the impact of executive function (EF) on mathematical and attention problems in very preterm (gestational age ≤ 30 weeks) children. Participants were 200 very preterm (mean age 8.2 ± 2.5 years) and 230 term children (mean age 8.3 ± 2.3 years) without severe disabilities, born between 1996 and 2004. EFs assessed included verbal fluency, verbal working memory, visuospatial span, planning, and impulse control. Mathematics was assessed with the Dutch Pupil Monitoring System and parents and teachers rated attention problems using standardized behavior questionnaires. The impact of EF was calculated over and above processing speed indices and IQ. Interactions with group (very preterm versus term birth status) were examined. Analyses were conducted separately for two subsamples: children in preschool and children in primary school. Very preterm children performed poorer on tests for mathematics and had more parent and teacher rated attention problems than term controls (ßs>.11, Ps<.01). IQ contributed unique variance to mathematics in preschool and in primary school (ßs>.16, Ps<.007). A significant interaction of group with IQ (ß = −. 24, P = .02) showed that IQ contributed unique variance to attention problems as rated by teachers, but that effects were stronger for very preterm than for term infants. Over and above IQ, EF contributed unique variance to mathematics in primary school (ß = .13, P<.001), to parent rated inattention in preschool and in primary school (ßs>−.16, Ps<.04), and to teacher rated inattention in primary school (ß = −.19; ß = .19, Ps<.009). In conclusion, impaired EF is, over and above impaired IQ, an important predictor for poor mathematics and attention problems following very preterm birth.

Working memory capacity: the need for process task-analysis

Working memory capacity: the need for process task-analysis

Working memory development in monolingual and bilingual children

Two studies are reported comparing the performance of monolingual and bilingual children on tasks requiring different levels of working memory. In the first study, 56 5-year-olds performed a Simon-type task that manipulated working memory demands by comparing conditions based on two rules and four rules and manipulated conflict resolution demands by comparing conditions that included conflict with those that did not. Bilingual children responded faster than monolinguals on all conditions and bilinguals were more accurate than monolinguals in responding to incongruent trials, confirming an advantage in aspects of executive functioning. In the second study, 125 children 5- or 7-year-olds performed a visuospatial span task that manipulated other executive function components through simultaneous or sequential presentation of items. Bilinguals outperformed monolinguals overall, but again there were larger language group effects in conditions that included more demanding executive function requirements. Together, the studies show an advantage for bilingual children in working memory that is especially evident when the task contains additional executive function demands.

Spanish normative studies in a young adult population (NEURONORMA young adults project): Guidelines for the span verbal, span visuo-spatial, Letter-Number Sequencing, Trail Making Test and Symbol Digit Modalities Test

IntroductionVerbal and visuospatial span, Letter-Number Sequencing (LNS), Trail Making Test (TMT), and Symbol Digit Modalities Test (SDMT) are frequently used in clinical practice to assess attention, executive functions and memory.In the present study, as part of the Spanish normative studies of NEURONORMA young adults Project, normative data adjusted by age and education are provided for Digits, Corsi Block-Tapping Task, LNS, TMT, and SDMT. Subjects and methodsThe sample consisted of 179 participants from 18 to 49 years old, who were cognitively normal. Tables to convert raw scores to scaled scores are provided. Age and education adjusted scores are provided by applying linear regressions. ResultsEducation affected scores in most of the attention tests; age was found to be related to the visuospatial span and to speed of visuomotor tracking, and there was no relationship as regards sex. ConclusionsThe current normative data should provide clinically useful data for evaluating young Spanish adults.