Working memory (WM) is a cognitive system that strongly relates to a person’s ability to reason with novel information and direct attention to goal-relevant information. Due to the central role that WM plays in general cognition, it has become the focus of a rapidly growing training literature that seeks to affect broad cognitive change through prolonged training on WM tasks. Recent work has suggested that the effects of WM training extend to general fluid intelligence, attentional control, and reductions in symptoms of ADHD. We present a theoretically motivated perspective of WM and subsequently review the WM training literature in light of several concerns. These include (a) the tendency for researchers to define change to abilities using single tasks, (b) inconsistent use of valid WM tasks, (c) no-contact control groups, and (d) subjective measurement of change. The literature review highlights several findings that warrant further research but ultimately concludes that there is a need to directly demonstrate that WM capacity increases in response to training. Specifically, we argue that transfer of training to WM must be demonstrated using a wider variety of tasks, thus eliminating the possibility that results can be explained by task specific learning. Additionally, we express concern that many of the most promising results (e.g., increased intelligence) cannot be readily attributed to changes in WM capacity. Thus, a critical goal for future research is to uncover the mechanisms that lead to transfer of training.

https://analyseeconomique.files.wordpress.com/2012/10/is-working-memory-training-effective.pdf

Is working memory training effective

Delis‐Kaplan Executive Function System

Intellectual abilities in Alzheimer's disease patients: Contributions from the Wechsler Abbreviated Scale of Intelligence (WASI)

ADHD and the Nature of Self-Control

CLINICAL NEUROSURGERY Edited by Barnes Wordall. Vol. 18. (Pp. 557; illustrated; £8 25.) Churchill Livingstone: Edinburgh. 1971. CLINICAL NEUROSURGERY Edited by G. T. Tindall. Vol. 19. (Pp. 598; illustrated; £12.) Churchill Livingstone: Edinburgh. 1972. The Congress of Neurosurgeons began in 1951 on the initiative of a group of younger neurosurgeons. In the last 20 years its membership has grown from 69 to over 1,000, but it has retained its original intentions and virility by a constitution which ensured that the office bearers and organizers were always young men. Residents in training are encouraged to join, financial concessions make it possible for them to attend meetings, and these are organized as an educational exercise, by inviting established authorities to give lectures on selected topics, chosen to provide a balanced programme. As a result Clinical Neurosurgery is a valuable volume which all neurosurgeons look forward to each year; it is in quite a different class from the usual conference tome, full of brief and unconnected papers of widely varying quality. As the title suggests Clinical Neurosurgery includes excellent clinical reviews but the two recent volumes include also a section of seminars on fundamental research-in volume 18 on coma and sleep, in volume 19 on basic mechanisms of memory. It is also the custom to invite a senior neurosurgical citizen as guest of honour and his two or three papers afford an opportunity for historical and philosophical reflections as well as an experienced perspective on clinical and experimental work. Add to this the refreshing presidential address, from one of the (angry?) young men of neurosurgery and it will be clear that these volumes really do include something of interest for every neurosurgeon, whatever his own interests or prejudices. It is a relief to be able so warmly to recommend these books, when the question posed by so many other books is whether anyone would really want to read them. The most recent volume has a more consistent theme than former ones, and that is 'head injury'. It includes papers on mechanisms as revealed by animal experiment and by a pathologist who visited the scene of the accident before examining the brains of head injury fatalities. There are chapters on engineering and socio-psychological aspects of accident prevention, as well as down to earth clinical accounts of metabolic disorders, testing for acoustic vestibular 36 damage, and aspects of prognosis. This is a significant contribution to the literature on head injury.

https://jnnp.bmj.com/content/jnnp/37/3/361.3.full.pdf

The working brain (an introduction to neuropsychology)

Deaf children with cochlear implants (CIs) represent an intriguing opportunity to study neurocognitive plasticity and reorganization when sound is introduced following a period of auditory deprivation early in development. Although it is common to consider deafness as affecting hearing alone, it may be the case that auditory deprivation leads to more global changes in neurocognitive function. In this paper, we investigate implicit sequence learning abilities in deaf children with CIs using a novel task that measured learning through improvement to immediate serial recall for statistically consistent visual sequences. The results demonstrated two key findings. First, the deaf children with CIs showed disturbances in their visual sequence learning abilities relative to the typically developing normal-hearing children. Second, sequence learning was significantly correlated with a standardized measure of language outcome in the CI children. These findings suggest that a period of auditory deprivation has secondary effects related to general sequencing deficits, and that disturbances in sequence learning may at least partially explain why some deaf children still struggle with language following cochlear implantation.

/pdf/implicit-sequence-learning-in-deaf-children-with-cochlear-3in5t86tfl.pdf

Implicit sequence learning in deaf children with cochlear implants.

Purpose This study investigated the feasibility and efficacy of a working memory training program for improving memory and language skills in a sample of 9 children who are deaf (age 7–15 years) with cochlear implants (CIs). Method All children completed the Cogmed Working Memory Training program on a home computer over a 5-week period. Feasibility and acceptability of the program were evaluated using parent report and measures of children’s performance on the training exercises. Efficacy measures of working memory and sentence repetition were obtained prior to training, immediately after training, and 1 month and 6 months after training. Results Children’s performance improved on most training exercises, and parents reported no problems with children’s hearing or understanding of the exercises. After completion of working memory training, children demonstrated significant improvement on measures of verbal and nonverbal working memory, parent-reported working memory behavior, and sentence-repetition skill...

/pdf/working-memory-training-for-children-with-cochlear-implants-402t72zg32.pdf

Working memory training for children with cochlear implants: a pilot study.

Objective To investigate differences in executive functioning between deaf children with cochlear implants (CIs) and normal-hearing (NH) peers. The cognitive effects of auditory deprivation in childhood may extend beyond speech–language skills to more domain-general areas including executive functioning. Methods Executive functioning skills in a sample of 53 prelingually deaf children, adolescents, and young adults who received CIs prior to age 7 years and who had used their CIs for ≥7 years were compared with age- and nonverbal IQ-matched NH peers and with scale norms. Results Despite having above average nonverbal IQ, the CI sample scored lower than the NH sample and test norms on several measures of short-term/working memory, fluency–speed, and inhibition–concentration. Executive functioning was unrelated to most demographic and hearing history characteristics. Conclusions Prelingual deafness and long-term use of CIs was associated with increased risk of weaknesses in executive functioning.

Executive Functioning Skills in Long-Term Users of Cochlear Implants: A Case Control Study

Neurocognitive processes such as executive functioning (EF) may influence the development of speech-language skills in deaf children after cochlear implantation in ways that differ from normal-hearing, typically developing children. Conversely, spoken language abilities and experiences may also exert reciprocal effects on the development of EF. The purpose of this study was to identify EF domains that are related to speech-language skills in cochlear implant (CI) users, compared to normal-hearing peers. Sixty-four prelingually deaf, early-implanted, long-term users of CIs and 74 normal-hearing peers equivalent in age and nonverbal intelligence completed measures of speech-language skills and three domains of EF: working memory, fluency-speed, and inhibition-concentration. Verbal working memory and fluency-speed were more strongly associated with speech-language outcomes in the CI users than in the normal-hearing peers. Spatial working memory and inhibition-concentration correlated positively with language skills in normal-hearing peers but not in CI users. The core domains of EF that are associated with spoken language development are different in long-term CI users compared to normal-hearing peers, suggesting important dissociations in neurocognitive development.

/pdf/executive-functioning-and-speech-language-skills-following-4r0latr8g2.pdf

Executive Functioning and Speech-Language Skills Following Long-Term Use of Cochlear Implants

Neurocognitive processes such as executive functioning (EF) may influence the development of speech-language skills in deaf children after cochlear implantation in ways that differ from normal-hearing, typically developing children Conversely, spoken language abilities and experiences may also exert reciprocal effects on the development of EF The purpose of this study was to identify EF domains that are related to speech-language skills in cochlear implant (CI) users, compared to normal-hearing peers Sixty-four prelingually deaf, early-implanted, long-term users of CIs and 74 normal-hearing peers equivalent in age and nonverbal intelligence completed measures of speech-language skills and three domains of EF: working memory, fluency-speed, and inhibition-concentration Verbal working memory and fluency-speed were more strongly associated with speech-language outcomes in the CI users than in the normal-hearing peers Spatial working memory and inhibition-concentration correlated positively with language skills in normal-hearing peers but not in CI users The core domains of EF that are associated with spoken language development are different in long-term CI users compared to normal-hearing peers, suggesting important dissociations in neurocognitive development

Shirley C. Henning

Papers

Implicit sequence learning in deaf children with cochlear implants.

Working memory training for children with cochlear implants: a pilot study.

Executive Functioning Skills in Long-Term Users of Cochlear Implants: A Case Control Study

Executive Functioning and Speech-Language Skills Following Long-Term Use of Cochlear Implants

Executive functioning and speech-language skills following long-term use of cochlear implants