Showing papers by "Alan D. Baddeley published in 2004"

Is There a Specific Executive Capacity for Dual Task Coordination? Evidence From Alzheimer's Disease

Abstract: Three experiments compared groups of Alzheimer’s disease (AD) patients and healthy older and younger participants on visuospatial tracking and digit sequence recall, as single tasks and performed concurrently. In Experiment 1, tasks were performed concurrently with very low demand relative to span. Only the AD patients showed a dual task deficit. In Experiment 2, single task demand was manipulated on each task from below span to above span for each individual. All groups showed the same performance reductions with increasing demand. In Experiment 3, demand on 1 task was constant, whereas demand on the concurrent task was varied. AD patients showed a clear dual task deficit but were no more sensitive than control groups to varying demand. Results suggest an identifiable cognitive resource for dual task coordination within a multiple component working memory system.

Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability

Abstract: Background: The Neale Analysis of Reading Ability (NARA) (Neale, 1997) is widely used in education and research. It provides measures of reading accuracy (decoding) and comprehension, which are frequently interpreted separately. Aims: Three studies were conducted to investigate the degree to which the NARA measures could be separated. Samples: British 7- and 8-year-olds participated in Study 1 (N=114) and Study 2 (N=212). In Study 3, 16 skilled and less-skilled comprehenders were identified from the Study 2 sample. Methods: Study 1: By investigating their contribution to silent reading comprehension, the independence of NARA decoding and comprehension scores was determined. Study 2: Decoding groups matched for listening comprehension were compared on the NARA comprehension measure, and population performance was compared across listening comprehension and NARA reading comprehension. Study 3: Comprehension groups were compared on ability to answer open-ended and forcedchoice questions. Results: Firstly, NARA comprehension performance depended on decoding, to the extent that children with high listening comprehension ability but low decoding ability attained low NARA comprehension scores. Secondly, 32% of children who attained low NARA comprehension scores exhibited high listening comprehension. Thirdly, comprehension groups differed when assessed with open-ended questions but not when assessed with forced-choice questions. Conclusions: The NARA can underestimate the comprehension ability of children with weak decoding skills and children who have some difficulty with open-ended questions. The decoding and comprehension measures of the NARA cannot be separated. These findings have important implications for the interpretation of the measures provided by the NARA, in education and research.

The essential handbook of memory disorders for clinicians

Abstract: About the Editors List of Contributors Preface Chapter 1: The Psychology of Memory (Alan D Baddeley) Chapter 2: The Amnesic Syndrome: Overview and Subtypes (Margaret O' Connor and Mieke Verfaellie) Chapter 3: Posttraumatic Amnesia and Residual Memory Deficit after Closed Head Injury (Harvey S Levin and Gerri Hanten) Chapter 4: Psychogenic Amnesia (Michael D Kopelman) Chapter 5: Developmental Amnesias and Acquired Amnesias of Childhood (Christine M Temple) Chapter 6: The Memory Deficit in Alzheimer's Disease (James T Becker and Amy A Overman) Chapter 7: Memory Disorders in Subcortical Dementia (Jason Brandt and Cynthia A Munro) Chapter 8: Assessment of Memory Disorders (Barbara A Wilson) Chapter 9: Separating Memory from Other Cognitive Disorders (Diane B Howieson and Muriel D Lezak) Chapter 10: Management and Remediation of Memory Problems in Brain-injured Adults (Barbara A Wilson) Chapter 11: Assessment and Management of Memory Problems in Children (Judith A Middleton) Chapter 12: Assessment and Intervention in Dementia of Alzheimer Type (Linda Clare) Chapter 13: Reducing the Impact of Cognitive Impairment in Dementia (Bob Woods) Chapter 14: External Memory Aids and Computers in Memory Rehabilitation (Narinder Kapur, Elizabeth L Glisky and Barbara A Wilson) Chapter 15: Emotional and Social Consequences of Memory Disorders (Robyn L Tate) Author Index Subject Index

Retroactive effects of irrelevant speech on serial recall from short-term memory.

Abstract: ' This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.' Original article can be found at: http://content.apa.org/journals/0278-7393 Copyright American Psychological Association

Irrelevant sound disrupts speech production: exploring the relationship between short-term memory and experimentally induced slips of the tongue.

Abstract: To explore the relationship between short-term memory and speech production, we developed a speech error induction technique. The technique, which was adapted from a Japanese word game, exposed participants to an auditory distractor word immediately before the utterance of a target word. In Experiment 1, the distractor words that were phonologically similar to the target word led to a greater number of errors in speaking the target than did the dissimilar distractor words. Furthermore, the speech error scores were significantly correlated with memory span scores. In Experiment 2, memory span scores were again correlated with the rate of the speech errors that were induced from the task-irrelevant speech sounds. Experiment 3 showed a strong irrelevant-sound effect in the serial recall of nonwords. The magnitude of the irrelevant-sound effects was not affected by phonological similarity between the to-be-remembered nonwords and the irrelevant-sound materials. Analysis of recall errors in Experiment 3 also suggested that there were no essential differences in recall error patterns between the dissimilar and similar irrelevant-sound conditions. We proposed two different underlying mechanisms in immediate memory, one operating via the phonological short-term memory store and the other via the processes underpinning speech production.