Is Iconic Memory Iconic?

Short-term memory in vision is typically thought to divide into at least two memory stores: a short, fragile, high-capacity store known as iconic memory, and a longer, durable, capacity-limited store known as visual working memory (VWM). This paper argues that iconic memory stores icons, i.e., image-like perceptual representations. The iconicity of iconic memory has significant consequences for understanding consciousness, nonconceptual content, and the perception–cognition border. Steven Gross and Jonathan Flombaum have recently challenged the division between iconic memory and VWM by arguing against the idea of capacity limits in favor of a flexible resource-based model of short-term memory. I argue that, while VWM capacity is probably governed by flexible resources rather than a sharp limit, the two memory stores should still be distinguished by their representational formats. Iconic memory stores icons, while VWM stores discursive (i.e., language-like) representations. I conclude by arguing that this format-based distinction between memory stores entails that prominent views about consciousness and the perception–cognition border will likely have to be revised.     

Is there a Relationship between Task Demand and Storage Space in Tests of Working Memory Capacity?

This paper considers working memory capacity, critically examining the hypothesis that counting span (the ability to count arrays of objects and store count totals) reflects a trade-off in resources available for processing and short-term storage. Previous evidence interpreted as favouring this hypothesis has confounded task difficulty with counting time. Experiment 1 validated a manipulation of the attentional demands of counting in which target objects were differentiated from non-targets by either a single feature (colour) or a feature conjunction (a combination of line orientations). The results confirmed that the two presentations involved qualitatively different attentional loads. Experiment 2 used these displays to compare counting span for children aged 6 to 11, both with and without an adjustment of target numerosity to control for differences in processing time. At all ages, span was lower when counting took longer, but there was no difference between feature and conjunction arrays once counting time was accounted for. These results argue against a resource trade-off interpretation of counting span. Rather, they support a hypothesis of resource-switching among children, implying that counting span acts as a measure of time-based forgetting.     

What Part of Working Memory is not Working in ADHD? Short-Term Memory, the Central Executive and Effects of Reinforcement

Deficits in Working Memory (WM) are related to symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD). In children with ADHD visuospatial WM is most impaired. WM is composed of Short-Term Memory (STM) and a Central Executive (CE). Therefore, deficits in either or both STM and the CE may account for WM impairments in children with ADHD. WM-component studies investigating this find deficits in both STM and the CE. However, recent studies show that not only cognitive deficits, but also motivational deficits give rise to the aberrant WM performance of children with ADHD. To date, the influence of these motivational deficits on the components of WM has not been investigated. This study examined the effects of a standard (feedback-only) and a high level of reinforcement (feedback + 10 euros) on the visuospatial WM-, visuospatial STM-, and the CE performance of 86 children with ADHD and 62 typically-developing controls. With standard reinforcement the STM, CE, and WM performance of children with ADHD was worse than that of controls. High reinforcement improved STM and WM performance more in children with ADHD than in controls, but was unable to normalize their performance. High reinforcement did not appear to improve the CE-related performance of children with ADHD and controls. Motivational deficits have a detrimental effect on both the visuospatial WM performance and the STM performance of children with ADHD. Aside from motivational deficits, both the visuospatial STM and the CE of children with ADHD are impaired, and give rise to their deficits in visuospatial WM.     

Is Event-Based Prospective Memory Resistant to Proactive Interference?

Proactive interference builds up rapidly in recall with the presentation of successive lists comprising items from a single category (e.g., animals). In two experiments, we used a similar build-up paradigm in prospective memory. Interestingly, in Experiment 1, there was no evidence of proactive interference in prospective memory, although build-up emerged in a similar recall task. In Experiment 2, by also showing proactive interference build-up in a recognition task analogous to our prospective memory task, we ruled out the possibility that it was the recognition processes inherent in the prospective memory task that might make the task easier and prevent proactive interference. We suggest that, under normal conditions, prospective memory is resistant to build-up of proactive interference and propose that this resistance is a function of the strengthening afforded by a cue-to-intention association that is a part of prospective memory tasks. We discuss the finding using the classical paired-associate learning framework.     

Does Working Memory Mediate the Link Between Dispositional Optimism and Depressive Symptoms?

The aim of this study was to explore the interplay between working memory (WM), dispositional optimism, and depressive symptoms in participants across a wide age band (16–79 years) in a nonclinical sample using a computer‐based interface. We administered tests of visuospatial WM (processing and recall), dispositional optimism (optimism and pessimism), and self‐reported depression. There were two main findings: 1) both optimism and pessimism were independent predictors of a self‐rated depression score; 2) WM recall scores predicted both optimism and pessimism. The findings suggest the following pattern: according to the negativity bias, a pessimistic outlook presents as a strong stimulus for attentional allocation, which results in depression. However, a strong WM can counter this pattern, as individuals can allocate attention to the weaker stimulus, which is an optimistic outlook. Copyright © 2016 John Wiley & Sons, Ltd.     

Short-Term Memory and Working Memory in Children with Blindness: Support for a Domain General or Domain Specific System?

The study explored the contribution of two component processes (phonological and executive) to blind children's memory performance. Children with blindness and sight were matched on gender, chronological age, and verbal intelligence and compared on measures of short-term memory (STM) and working memory (WM). Although the measures were highly correlated, the results from two experiments indicated that the blind children were superior to sighted children on measures of STM, but not on measures of WM. The results supported the notion that children with blindness have advantages on memory tasks that draw upon resources from the phonological loop. However, comparable performance between the ability groups on WM measures suggests there are domain specific aspects in the executive system.     

Does Controlling for Temporal Parameters Change the Levels-of-Processing Effect in Working Memory?

The distinguishability between working memory (WM) and long-term memory has been a frequent and long-lasting source of debate in the literature. One recent method of identifying the relationship between the two systems has been to consider the influence of long-term memory effects, such as the levels-of-processing (LoP) effect, in WM. However, the few studies that have examined the LoP effect in WM have shown divergent results. This study examined the LoP effect in WM by considering a theoretically meaningful methodological aspect of the LoP span task. Specifically, we fixed the presentation duration of the processing component a priori because such fixed complex span tasks have shown differences when compared to unfixed tasks in terms of recall from WM as well as the latent structure of WM. After establishing a fixed presentation rate from a pilot study, the LoP span task presented memoranda in red or blue font that were immediately followed by two processing words that matched the memoranda in terms of font color or semantic relatedness. On presentation of the processing words, participants made deep or shallow processing decisions for each of the memoranda before a cue to recall them from WM. Participants also completed delayed recall of the memoranda. Results indicated that LoP affected delayed recall, but not immediate recall from WM. These results suggest that fixing temporal parameters of the LoP span task does not moderate the null LoP effect in WM, and further indicate that WM and long-term episodic memory are dissociable on the basis of LoP effects.     

Working Memory and Learning in Early Alzheimer’s Disease

Cognitive deficits associated with early Alzheimers disease (AD) have been recently operationalised in terms of an acquisition deficit and the research supporting this view is presented. However, there is still debate concerning the nature of this deficit and how underlying cognitive processes may be detrimentally affecting the ability to acquire new information in early AD. This review argues that the pattern of cognitive deficits contributing to the acquisition impairment in early AD patients may be readily interpreted within the context of a working memory model. Isolating the component processes of working memory that underlie the acquisition deficit in early AD patients will aid in the design of clinical applications that are focussed at enhancing the ability to acquire new information in everyday life.     

Is Memory for Head Orientation Based on a Left-Looking Schema?

Research has shown that people misremember right-looking heads on coins as facing to the left, suggesting a general memory schema that favors left-lookers. This hypothesis was investigated in a study of 241 subjects in three experiments who were shown photographs of faces looking to the left, to the right, or at the observer and were later asked to identify whether each one had subsequently been left-right reversed. Also, in Experiments 2 and 3, respectively, initial judgments of liking and of orientation were obtained. Unexpectedly, orientation memory accuracy was lower after a 5-s exposure than after a 1-s exposure, and after initial judgments of lateral orientation than after judgments of liking. Although the difference between left- and right-lookers was significant in only 2 of 14 comparisons, aggregated data showed that identification accuracy was generally higher for left-lookers, with a mean effect size of 0.16. Although small, this difference is consistent with the hypothesis of a left-looking schema for heads.     

Working Memory Rating Scale's Utility to Identify Children's Memory Difficulties in Diverse Educational Environments: Can It Work in Every School?

The aim of the present study was to explore the psychometric properties of the observer‐based Working Memory Rating Scale (WMRS) tool, in a sample of 6‐ to 12‐year‐old Greek primary school children. Results established a good internal consistency; appropriate factorial, criterion‐related and convergent validity; and diagnostic utility of the scale in the Greek population. However, the relationship between teacher's ratings and the objective assessment of children's working memory abilities was mediated by children's vocabulary knowledge, suggesting that verbal skills can constitute a form of bias in this particular educational environment. In conclusion, the WMRS can provide a reliable assessment of children's working memory capacity in Greek schools. Nevertheless, characteristics of the child such as verbal abilities could bias teacher's judgments. Therefore, the WMRS in Greek schools should be used as an initial screener, and objective working memory measures should be included in the assessment if warranted. Copyright © 2015 John Wiley & Sons, Ltd.     

Working memory in multilingual children: Is there a bilingual effect?

This research investigates whether early childhood bilingualism affects working memory performance in 6- to 8-year-olds, followed over a longitudinal period of 3 years. The study tests the hypothesis that bilinguals might exhibit more efficient working memory abilities than monolinguals, potentially via the opportunity a bilingual environment provides to train cognitive control by combating interference and intrusions from the non-target language. A total of 44 bilingual and monolingual children, matched on age, sex, and socioeconomic status, completed assessments of working memory (simple span and complex span tasks), fluid intelligence, and language (vocabulary and syntax). The data showed that the monolinguals performed significantly better on the language measures across the years, whereas no language group effect emerged on the working memory and fluid intelligence tasks after verbal abilities were considered. The study suggests that the need to manage several language systems in the bilingual mind has an impact on children's language skills while having little effects on the development of working memory.     

Memory Development or the Development of Memory?

For 30 years, the question "What is memory development the development of?" has guided research on children's memory. As theories and research paradigms have evolved over this period, so too has knowledge of the surprising mnemonic competence of young children and of age-related differences in memory performance. Never the less, there are serious limits to current understanding of the development of memory. Indeed, there have been few investigations of changes over time in the memory skills of individual children, and researchers have yet to shed much light on the more difficult question of "What are the forces that propel the development of skilled remembering?" From our perspective, the answer to this question will require movement toward longitudinal research designs that illuminate the mechanisms that bring about developmental change.