Working Memory System Research Articles

The Role of the Subthalamic Nucleus in Sequential Working Memory in De Novo Parkinson's Disease.

ABSTRACTBackgroundDeficits in maintaining and manipulating sequential information online can occur even in patients with mild Parkinson's disease. The subthalamic nucleus may play a modulatory role in the neural system for sequential working memory, which also includes the lateral prefrontal cortex.ObjectivesThe objective of this study was to investigate neural markers of sequential working memory deficits in patients with de novo Parkinson's disease.MethodsA total of 50 patients with de novo Parkinson's disease and 50 healthy controls completed a digit ordering task during functional magnetic resonance imaging scanning. The task separated the maintenance (“pure recall”) and manipulation of sequences (“reorder & recall” vs “pure recall”).ResultsIn healthy controls, individual participants' task accuracy was predicted by the regional activation and functional connectivity of the subthalamic nucleus. Healthy participants who showed lower subthalamic nucleus activation and stronger subthalamic nucleus connectivity with the putamen performed more accurately in maintaining sequences (“pure recall”). Healthy participants who showed greater ordering‐related subthalamic nucleus activation change exhibited smaller accuracy costs in manipulating sequences (“reorder & recall” vs “pure recall”). Patients performed less accurately than healthy controls, especially in “reorder & recall” trials, accompanied by an overactivation in the subthalamic nucleus and a loss of synchrony between the subthalamic nucleus and putamen. Individual patients' task accuracy was predicted only by the subthalamic nucleus connectivity. The contribution of the subthalamic nucleus activation or activation change was absent. We observed no change in the lateral prefrontal cortex.ConclusionsThe overactivation and weakened functional connectivity of the subthalamic nucleus are the neural markers of sequential working memory deficits in de novo Parkinson's disease. © 2020 The Authors. Movement Disorders published by Wiley Periodicals LLC on behalf of International Parkinson and Movement Disorder Society

Memory enhancement in Argentinian women during postpartum by the dietary intake of lignans and anthocyanins

Due to their polyphenolic content, vegetable foods have neuroprotective effects which provide health benefits for specific human groups. Thus, they may be a useful dietary component for women who experience mnesic variations during postpartum, and here we examined the hypothesis that polyphenols can differentially enhance memory functioning. In particular, we aimed to associate the dietary intake of polyphenols with different memory systems in Argentinian postpartum women. The daily intakes of polyphenol groups were calculated using a validated food frequency questionnaire and the Phenol-Explorer database. Short-term memory (STM), long-term memory (LTM), learning (L), lexical-semantic memory (LSM), and working memory (WM) were assessed. Partial Least Squares (PLS) regression models were used to analyze the dietary polyphenols (predictors) and memory domains (responses), taking into account demographic, obstetric, and psychological factors. The sample included 71 women, with an average age of 29.59 years (SE = 0.73). Most of these women lived in a couple (91%), were unemployed (63%), and had ≥12 years of formal education (72%). STM, LTM, L, and LSM correlated with lignans and anthocyanins, with LTM also being correlated with flavanones, flavonols, and tyrosols, and L and LSM also being associated with flavonols. A significant correlation was also found between WM and lignans. In conclusion, a cognitive improvement was demonstrated, mainly associated with the intake of lignans and anthocyanins, in the STM, LTM, WM, L, and LSM systems of postpartum women. This is the first study to our knowledge suggesting a role of polyphenolic effects on memory functioning during postpartum.

Non-equilibrium landscape and flux reveal the stability-flexibility-energy tradeoff in working memory.

Uncovering the underlying biophysical principles of emergent collective computational abilities, such as working memory, in neural circuits is one of the most essential concerns in modern neuroscience. Working memory system is often desired to be robust against noises. Such systems can be highly flexible for adapting environmental demands. How neural circuits reconfigure themselves according to the cognitive task requirement remains unclear. Previous studies explored the robustness and the flexibility in working memory by tracing individual dynamical trajectories in a limited time scale, where the accuracy of the results depends on the volume of the collected statistical data. Inspired by thermodynamics and statistical mechanics in physical systems, we developed a non-equilibrium landscape and flux framework for studying the neural network dynamics. Applying this approach to a biophysically based working memory model, we investigated how changes in the recurrent excitation mediated by slow NMDA receptors within a selective population and mutual inhibition mediated by GABAergic interneurons between populations affect the robustness against noises. This is realized through quantifying the underlying non-equilibrium potential landscape topography and the kinetics of state switching. We found that an optimal compromise for a working memory circuit between the robustness and the flexibility can be achieved through the emergence of an intermediate state between the working memory states. An optimal combination of both increased self-excitation and inhibition can enhance the flexibility to external signals without significantly reducing the robustness to the random fluctuations. Furthermore, we found that the enhanced performance in working memory is supported by larger energy consumption. Our approach can facilitate the design of new network structure for cognitive functions with the optimal balance between performance and cost. Our work also provides a new paradigm for exploring the underlying mechanisms of many cognitive functions based on non-equilibrium physics.

Memory load, distracter interference, and dynamic adjustments in cognitive control influence working memory performance across the lifespan.

Capacity-limited working memory (WM) systems have been known to degrade in older age. In line with inhibition-deficit theories of aging, WM deficits in older individuals have been attributed to failures in the ability to suppress the processing of task irrelevant, distracting information. Yet, other cognitive mechanisms underlying age-related WM deficits have been observed, including failures in WM with increasing memory load. Moreover, both distracting information and high memory load have been shown to trigger adjustments in cognitive control leading to subsequent performance benefits on later trials. However, no studies have characterized these dynamic adjustments across the life span or examined their contribution to WM deficits in older adults. We investigated the contribution of distracter interference, memory load, and dynamic adjustments in cognitive control on WM performance in 505 individuals with ages ranging from adolescence to older adulthood. Distracter interference and memory load were parametrically manipulated (high vs. low) in a delayed-recognition WM task, and accuracy was examined as a function of current (N) and previous (N-1) trial demands. Curvilinear models revealed that performance differs over the life span depending on specific WM task demands. Specifically, the ability to suppress task irrelevant distracters was greater in adulthood compared with adolescence, but worse in later life. In contrast, memory load resulted in performance deficits with increasing age, which were exacerbated when high load and interference demands combined. Dynamic adjustments in cognitive control was spared, in part, with memory-load triggered sequential trial effects maintained across the life span, but interference-triggered benefits observable up to middle age. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Intelligence demands flexibility: Individual differences in attentional disengagement strongly predict the general cognitive ability of mice

General cognitive ability (or general intelligence; g) is a latent variable that describes performance across a broad array of cognitive skills. This general influence on cognitive ability varies between individuals and shares a similar structure in both humans and mice. Evidence suggests that much of the variation in general intelligence is related to the efficacy of the working memory system. We have previously observed that one component of the working memory system, selective attention, disproportionately accounts for the relationship between working memory and general intelligence in genetically heterogeneous mice. In the three studies reported here, we test a hypothesis that emerges from human behavioral studies which suggests that attentional disengagement, a sub-component of selective attention, critically mediates its relationship with g. Studies 1 and 2 both assess the factor loadings (on a principal component analysis) of the performance of mice on an array of learning tasks as well as tasks designed to make explicit demands on attentional disengagement. We find that attentional disengagement tasks load more highly than measures of cognitive performance that place less explicit demands on disengagement and that performance in these disengagement tasks is strongly predictive of the general cognitive performance of individual animals. In Study 3 we observed that groups of mice (young and old) with known differences in general cognitive abilities differ more on a discrimination task that requires attentional disengagement than on a simple discrimination task with fewer demands on disengagement. In total, these results provide support for the hypothesis that attentional disengagement is strongly related to general intelligence, and that variations in this ability may contribute to both individual differences in intelligence as well as age-related cognitive declines.

Effects of training of shadowing and reading aloud of second language on working memory and neural systems

Shadowing and reading aloud both involve multiple complex cognitive processes, and both are considered effective methods for second-language learning. The working memory system, particularly the phonological loop, has been suggested to be involved in shadowing and reading aloud. The purpose of this study was to investigate the effects of a 4-week intensive adaptive training including shadowing and reading aloud of second language on working-memory capacity, regional gray matter volume (rGMV), and functional activation related to the n-back working-memory task in young adults. The results showed that compared with the training groups without speaking (listening to compressed speech and active control involving the second language), the training groups with speaking (shadowing and reading aloud) showed a tendency for greater test-retest increases in digit-span scores, and significantly greater test-retest decreases in N-back task reaction time (increase in working memory performance). Imaging analyses revealed compared with the active control group, shadowing group exhibited decreases in rGMV and brain activity during the working memory task (2-back task), in the left cerebellum and reading group exhibited decreases in them in the right anterior insula. These regions are parts of the phonological loop, suggesting the presence of training-induced neural plasticity in these neurocognitive mechanisms.

The role of the motor system in visual working memory: Further findings

The role of the motor system in visual working memory: Further findings

The Long-Term Efficacy of Working Memory Training in Healthy Older Adults: A Systematic Review and Meta-Analysis of 22 Randomized Controlled Trials.

The long-lasting efficacy of working memory (WM) training has been a controversial and still ardently debated issue. In this meta-analysis, the authors explored the long-term effects of WM training in healthy older adults on WM subdomains and abilities outside the WM domain assessed in randomized controlled studies. A systematic literature search of PubMed, Web of Science, PsycINFO, Cochrane Library, ProQuest, clinicaltrials.gov, and Google Scholar was conducted. Random-effects models were used to quantitatively synthesize the existing data. Twenty-two eligible studies were included in the meta-analysis. The mean participant age ranged from 63.77 to 80.1 years. The meta-synthesized long-term effects on updating were 0.45 (95% confidence interval = 0.253-0.648, <6 months: 0.395, 0.171-0.619, ≥6 months: 0.641, 0.223-1.058), on shifting, 0.447 (0.246-0.648, <6 months: 0.448, 0.146-0.75, ≥6 months: 0.446, 0.176-0.716); on inhibition, 0.387 (0.228-0.547, <6 months: 0.248, 0.013-0.484, ≥6 months: 0.504, 0.288-0.712); on maintenance, 0.486 (0.352-0.62, <6 months: 0.52, 0.279-0.761, ≥6 months: 0.471, 0.31-0.63). The results showed that WM training exerted robust long-term effects on enhancing the WM system and improving processing speed and reasoning in late adulthood. Future studies are needed to use different tasks of the same WM construct to evaluate the WM training benefits, to adopt more ecological tasks or tasks related to daily life, to improve the external validity of WM training, and to identify the optimal implementation strategy for WM training.

Examining Second Language Listening, Vocabulary, and Executive Functioning.

Performance on second language (L2) listening tests is influenced by individual differences in listener characteristics (e.g., executive functioning and vocabulary size) and characteristics of the listening measure (e.g., text length or skills measured). For listeners, the amount of linguistic knowledge is most important for comprehension outcomes. As language proficiency increases, non-linguistic factors, like the executive functions (EF) of working memory, purportedly begin to exert influence on listening performance. EF represents the range of functions performed by the central executive (the processing component) of the working memory system and have largely been studied in the context of updating (revising information held in temporary storage) and shifting (switching attentional focus among mental representations). To test these theoretical claims, the relationship among L2 listening, vocabulary size, updating, and shifting was examined. This included a moderation analysis to investigate whether the relationship between EF and listening was dependent upon vocabulary size. The relationships among the variables were also examined for varied test characteristics to see if contributions from EF and vocabulary differed according to text length or skill measured. In total, 209 Japanese senior high school EFL learners completed a standardized listening test and tests measuring updating, shifting, and vocabulary size. Results from structural equation modeling showed that only vocabulary was predictive of listening performance, regardless of text length or skill measured on the test. Results also showed that vocabulary size did not moderate the relationship between EF and listening, suggesting that the non-linguistic factors were not important for listening regardless of vocabulary size. The findings support claims that linguistic knowledge is most important for listening and that non-linguistic factors are less important for low-level listeners. The findings also contribute empirical evidence for the relationship between L2 listening and EF, a novel conceptualization of the working memory construct.

Transfer Reinforcement Learning Using Output-Gated Working Memory

Transfer learning allows for knowledge to generalize across tasks, resulting in increased learning speed and/or performance. These tasks must have commonalities that allow for knowledge to be transferred. The main goal of transfer learning in the reinforcement learning domain is to train and learn on one or more source tasks in order to learn a target task that exhibits better performance than if transfer was not used (Taylor and Stone 2009). Furthermore, the use of output-gated neural network models of working memory has been shown to increase generalization for supervised learning tasks (Kriete and Noelle 2011; Kriete et al. 2013). We propose that working memory-based generalization plays a significant role in a model's ability to transfer knowledge successfully across tasks. Thus, we extended the Holographic Working Memory Toolkit (HWMtk) (Dubois and Phillips 2017; Phillips and Noelle 2005) to utilize the generalization benefits of output gating within a working memory system. Finally, the model's utility was tested on a temporally extended, partially observable 5x5 2D grid-world maze task that required the agent to learn 3 tasks over the duration of the training period. The results indicate that the addition of output gating increases the initial learning performance of an agent in target tasks and decreases the learning time required to reach a fixed performance threshold.

Which 'Working' Components of Working Memory aren't Working in Youth with ADHD?

Despite replicated evidence for working memory deficits in youth with ADHD, no study has comprehensively assessed all three primary 'working' subcomponents of the working memory system in these children. Children ages 8-13 with (n = 45) and without (n = 41) ADHD (40% female; Mage = 10.5; 65% Caucasian/Non-Hispanic) completed a counterbalanced battery of nine tasks (three per construct) assessing working memory reordering (maintaining and rearranging information in mind), updating (active monitoring of incoming information and replacing outdated with relevant information), and dual-processing (maintaining information in mind while performing a secondary task). Detailed analytic plans were preregistered. Bayesian t-tests indicated that, at the group level, children with ADHD exhibited significant impairments in working memory reordering (BF10 = 4.64 × 105; d = 1.34) and updating (BF10 = 9.49; d = 0.64), but not dual-processing (BF01 = 1.33; d = 0.37). Overall, 67%-71% of youth with ADHD exhibited impairment in at least one central executive working memory domain. Reordering showed the most ADHD-related impairment, with 75% classified as below average or impaired, and none demonstrating strengths. The majority of children with ADHD (52%-57%) demonstrated average or better abilities in the remaining two domains, with a notable minority demonstrating strengths in updating (8%) and dual-processing (20%). Notably, impairments in domain-general central executive working memory, rather than individual subcomponents, predicted ADHD severity, suggesting that common rather than specific working memory mechanisms may be central to understanding ADHD symptoms. These impairment estimates extend prior work by providing initial evidence that children with ADHD not only exhibit heterogeneous profiles across cognitive domains but also exhibit significant heterogeneity within subcomponents of key cognitive processes.

Event Segmentation Reveals Working Memory Forgetting Rate

It is evident that past experiences are remembered as episodes although the world is encountered as a continuous flow of events. Working memory plays a key role in tracking and segmenting the flow of events during encoding. Despite that generally event segment is triggered by perception of a salient event, empirical data shows that the number of identified segments is variable across a tested population. It is yet unclear which aspect of working memory – capacity or forgetting rate - is related to individual variability in segmentation. Here, we used computational modeling to estimate the working memory capacity and forgetting rate of healthy adults performing an association learning task, and we determined a relationship between working memory and event segmentation that was determined of three movies with different storylines. The results revealed a U-shaped relationship between forgetting rate and event segmentation, so that the individuals who reported either a very low (coarse- segmenters) or a very high (fine-segmenters) number of events had a faster forgetting rate. The results from the long-term memory tests suggested that two different strategies were used by the fine- and coarse-segemneters. The coarse-segmenters had better recognition of temporal order of events and benefited from the storyline of the movie, specifically for temporally distant events, in contrast to the fine-segmenters, who performed better at free recall. Accordingly, the variability in event segmentation was related to the variability in utilizing working memory and long-term memory systems.

Working Memory from the Perspective of the Multicomponent Model and Embedded-Processes Model

In this article, we focus on working memory, the ability to store and actively manipulate information for a short period of time, and present two prominent theoretical frameworks for its study: Baddeley and Hitch's multicomponent model of working memory and Cowan's embedded-processes model. The multicomponent model assumes modality specific slave components for temporary storage and rehearsal of information and a central executive component that controls the entire system and determines what information enters and leaves the stores. The embedded-processes model, on the other hand, gives a more general description of the working memory system by focusing on its processes. It assumes that attention allocated to representations stored in the long-term memory underlies the short-term maintenance of information. We further describe in more detail how models conceptualize and define working memory, its components, and the processes involved, as well as factors in limiting its capacity. Finally, we describe similarities and differences between the models and present how the components of the models can be mapped to one another and to the brain systems.

The Effect of Emotional Valence and Arousal on Visuo-Spatial Working Memory: Incidental Emotional Learning and Memory for Object-Location.

Remembering places in which emotional events occur is essential for individual’s survival. However, the mechanisms through which emotions modulate information processing in working memory, especially in the visuo-spatial domain, is little understood and controversial. The present research was aimed at investigating the effect of incidentally learned emotional stimuli on visuo-spatial working memory (VSWM) performance by using a modified version of the object-location task. Eight black rectangles appeared simultaneously on a computer screen; this was immediately followed by the sequential presentation of eight pictures (selected from IAPS) superimposed onto each rectangle. Pictures were selected considering the two main dimensions of emotions: valence and arousal. Immediately after presentation, participants had to relocate the rectangles in the original position as accurately as possible. In the first experiment arousal and valence were manipulated either as between-subject (Experiment 1A) or as within-subject factors (Experiment 1B and 1C). Results showed that negative pictures enhanced memory for object location only when they were presented with neutral ones within the same encoding trial. This enhancing effect of emotion on memory for object location was replicated also with positive pictures. In Experiment 2 the arousal level of negative pictures was manipulated between-subjects (high vs. low) while maintaining valence as a within-subject factor (negative vs. neutral). Objects associated with negative pictures were better relocated, independently of arousal. In Experiment 3 the role of emotional valence was further ascertained by manipulating valence as a within-subject factor (neutral vs. negative in Experiment 3A; neutral vs. positive in Experiment 3B) and maintaining similar levels of arousal among pictures. A significant effect of valence on memory for location was observed in both experiments. Finally, in Experiment 4, when positive and negative pictures were encoded in the same trial, no significant effect of valence on memory for object location was observed. Taken together results suggest that emotions enhance spatial memory performance when neutral and emotional stimuli compete with one another for access into the working memory system. In this competitive mechanism, an interplay between valence and arousal seems to be at work.

What cognitive processes are "sluggish" in sluggish cognitive tempo?

Sluggish cognitive tempo refers to a constellation of symptoms that include slowed behavior/thinking, reduced alertness, and getting lost in one's thoughts. Despite the moniker "sluggish cognitive tempo," the evidence is mixed regarding the extent to which it is associated globally with slowed (sluggish) mental (cognitive) information processing speed (tempo). A well-characterized clinical sample of 132 children ages 8-13 years (M = 10.34, SD = 1.51; 47 girls; 67% White/non-Hispanic) were administered multiple, counterbalanced neurocognitive tests and assessed for sluggish cognitive tempo symptoms via multiple-informant reports. Bayesian linear regressions revealed significant evidence against associations between sluggish cognitive tempo and computationally modeled processing speed (BF01 > 3.70), and significant evidence for associations with slower working memory manipulation speed. These findings were consistent across parent and teacher models, with and without control for attention-deficit/hyperactivity disorder inattentive symptoms and IQ. There was also significant evidence linking faster inhibition speed with higher parent-reported sluggish cognitive tempo symptoms. These findings provide strong evidence against characterizing children with sluggish cognitive tempo symptoms as possessing a globally sluggish cognitive tempo. Instead, these symptoms appear to be related, to a significant extent, to executive dysfunction characterized by working memory systems that are too slow and inhibition systems that are too fast. Behaviorally, these findings suggest that requiring extra time to rearrange the active contents of working memory delays responding, whereas an overactive inhibition system likely terminates thoughts too quickly and therefore prevents intended behaviors from starting or completing, thereby giving the appearance that children are absent-minded or failing to act when expected. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Math problem-solving and cognition among emerging bilingual children at risk and not at risk for math difficulties

ABSTRACTCognitive processes that underlie individual differences in mathematical problem-solution accuracy in elementary emerging bilingual children (English Learners) at risk and not at risk for math problem-solving difficulties (MD) were examined. A battery of tests was administered in both English and Spanish that assessed problem-solving, achievement, and cognitive processing in children in first (N = 155/MD N = 23), second (N = 129/MD N = 44) and third grades (N = 110/MD N = 39). The results were that (a) the executive component of working memory (WM) predicted MD status independent of measures of fluid intelligence, reading, calculation, knowledge of algorithms, processing speed, short-term memory, and inhibition, (b) low performance on Spanish measures of numeracy and executive component of WM were major predictors of the odds of being classified as MD and (c) bilingual proficiency primarily moderated English rather than Spanish measures of cognition. The results support the notion that the executive system of WM is an important predictor of emerging bilingual children’s math problem-solving difficulties.

Psicolinguística do bilinguismo: implicações em processos formais de aquisição de línguas

In this article we discuss the interrelationships between contextual and individual variables in the acquisition and use of L2, based on researches developed by our team. We assume that in the late acquisition of L2 there is variability in the proficiency of the learners, and that it is necessary to (re)know the effects of the individual variables in the teaching-learning processes. The experiments, which were created according to the Psycholinguistics of bilingualism and carried out in formal contexts of acquisition, evaluated associations between attention and working memory systems and the performance of bilinguals in their L2. The results, although incipient, indicate that effects of pedagogical approaches can be affected by individual differences. In addition, they reveal the need of more experiments that focus these variables on L2 teaching-learning processes.

Writing Impairments in Spanish Children With Developmental Dyslexia

This study investigated which components of the writing production process are impaired in Spanish children with developmental dyslexia (DD) aged 8 to 12 years. Children with and without dyslexia (n = 60) were assessed in their use of the lexical and the sublexical routes of spelling as well as the orthographic working memory system by manipulating lexical frequency, phonology-to-orthography (P-O) consistency, and word length in a copying task and a spelling-to-dictation task. Results revealed that children with dyslexia produced longer written latencies than chronological age-matched (CA) controls, more errors than CA and reading age-matched (RA) controls, and writing durations similar to CA controls. Latencies were more affected by frequency, consistency, and length in the DD group and the RA group than in CA controls. Children in the DD and RA groups produced longer written latencies in the copying than in the spelling-to-dictation task, while controls in the CA group were not affected by the task. Results indicate that spelling impairments in Spanish children with dyslexia affect the relative involvement of lexical and sublexical information during handwriting. Meanwhile, effects on writing speed seem to be related to deficits in reading ability, and accuracy scores seem to be poorer than expected by children’s reading skill.

Working memory in action: inspecting the systematic and unsystematic errors of spatial memory across saccades.

Our ability to interact with the world depends on memory buffers that flexibly store and process information for short periods of time. Current working memory research, however, mainly uses tasks that avoid eye movements, whereas in daily life we need to remember information across saccades. Because saccades disrupt perception and attention, the brain might use special transsaccadic memory systems. Therefore, to compare working memory systems between and across saccades, the current study devised transsaccadic memory tasks that evaluated the influence of memory load on several kinds of systematic and unsystematic spatial errors, and tested whether these measures predicted performance in more established working memory paradigms. Experiment 1 used a line intersection task that had people integrate lines shown before and after saccades, and it administered a 2-back task. Experiments 2 and 3 asked people to point at one of several locations within a memory array flashed before an eye movement, and we tested change detection and 2-back performance. We found that unsystematic transsaccadic errors increased with memory load and were correlated with 2-back performance. Systematic errors produced similar results, although effects varied as a function of the geometric layout of the memory arrays. Surprisingly, transsaccadic errors did not predict change detection performance despite the latter being a widely accepted measure of working memory capacity. Our results suggest that working memory systems between and across saccades share, in part, similar neural resources. Nevertheless, our data highlight the importance of investigating working memory across saccades.

Examining Online Syntactic Processing of Spoken Complex Sentences in Chinese Using Dual-Modal Interference Tasks.

Working memory (WM) plays a central role in the comprehension of complex sentences. Its function in the processing of spoken complex sentences is especially evident because spoken complex sentence processing is memory-intensive. The dual-modal interference paradigm has been used to examine how the WM system is involved in complex syntactic processing. This article presents two exemplar experiments involving auditory processing with either intra- or extrasentential interferences. In the first experiment, auditory stimuli [spoken-Chinese relative clause (RC) sentences with two syntactic types: subject-gapped (SRC) vs. object-gapped (ORC)] are interfered with via a visually presented lexical decision task within a sentence and manipulated using three different interference timepoints. In the second experiment, the same auditory stimuli, presented via an auditory window moving technique, are interfered with via a visually presented digital recall task beyond the sentence and manipulated using three digital memory loads. By assessing how the primary task of comprehending the RC sentences is affected by the secondary task, we can tackle the controversial issue concerning Chinese RC processing asymmetry. Our results reveal different patterns of RC processing compared to those reported in previous studies. Experiment 1 manifests no clear RC processing advantages in either SRC or ORC; however, a preference for ORC is observed at the ends of sentences, and a preference for SRC is found at the main verb site. Likewise, Experiment 2 presents a dynamic pattern. Under a no-digit load, SRCs show processing advantages in the RC marker region. However, under higher-digit-load interference, ORCs show processing advantages in the same region. These results lead to the conjecture that no obvious or intrinsic processing asymmetry exists in the processing of Chinese RCs. Using the approach of assessing specific interference during syntactic processing, these experiments demonstrate future research applications that explore the processing metrics of spoken sentences involving working memory.