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Objective:To explore whether working memory span training can expand working memory capacity.Methods:A randomized controlled trial design was adopted and a total of 60 healthy college students were recruited and randomly divided into training group ( n=30, receiving adaptive training of spatial breadth task) and control group ( n=30, receiving non-adaptive training of low difficulty spatial breadth task). The cognitive behavior and event-related potential (ERP) data of all subjects when completing the change awareness task were collected before and after training.The SPSS 22.0 statistical software was used for data analysis. The differences between the training group and the control group before and after training were compared by repeated measurement analysis of variance. Results:Repeated measurement ANOVA showed that there were significant time and group interactions at the levels of cognitive behavior(K score, F=5.352, P=0.025) and ERP (CDA, F=4.644, P=0.037) levels. Further post test found that compared with pre-training (pre-test), the K-score ((0.51±0.93), (1.61±1.07), F=26.81, P<0.001) and CDA ((-1.49±1.07)μV, (-2.03±0.94)μV, F=4.731, P=0.041) of the training group increased significantly after training (post-test), and there was no significant difference in K-score and CDA of the control group before and after training (boh P>0.05). Conclusion:Working memory span task can be used as an effective training paradigm to improve working memory capacity.
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Objective To investigate the differences of the correct memorization of a sentence with auditory between the hearing-impaired children after rehabilitation training and normal children.Methods Twenty-four hearing-impaired children and 14 normal hearing children at age 3~4 were selected.The hearing-impaired chil-dren were divided into two groups according to the length of the hearing device.The closed-set sentence test of e-valuation of auditory response to speech (EARS)was used.Results 1 .In the first test,the hearing-impaired chil-dren with hearing device 2 to 3 years whose correct rate was 57.14%were close to the normal children whose correct rate was 58.93%.The hearing-impaired children with hearing devices 1 to 2 years whose correct rate was 32.5%were worse than the children of other two groups 2 .In the second test,the hearing-impaired children with hearing devices 2 to 3 years whose correct rate was 44.64% were better than the hearing-impaired children with hearing devices 1 to 2 years whose the correct rate was 22.5%.The normal children whose the correct rate was 55.36%were better than the children of other two groups.3.There was no significant difference to correctly memorize a sen-tence between three groups in the first test,but there was significant difference to correctly memorize a sentence between the hearing-impaired with hearing device 1 to 2 years and the hearing-impaired children with hearing de-vice 2 to 3 years (P0.05).Conclusion The length with hear-ing device strengthens the ability of hearing-impaired children in correctly memorizing a sentence after rehabilitation training.And the content of test affects the result ,it provides reference to the hearing-impaired children's auditory training .
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Este trabajo procura analizar las características de los factores específicos de la memoria (procesos o contenidos) asociados a Gsm del modelo CHC. Para esto, a una muestra de estudiantes universitarios se le administraron tareas de memoria con diferentes contenidos, varios tests de aptitudes y una prueba de inteligencia general. Se evaluaron dos modelos que relacionan la aptitud general Gsm, bien con la memoria de trabajo y la amplitud de memoria, bien con aptitudes verbales-numéricas y viso-espaciales. Los resultados muestran, para ambos modelos, buenos índices de ajuste, sin embargo, se encontraron datos de regresión estandarizados con una regresión positiva superior entre Gsm y memoria de trabajo y entre Gsm y contenido viso-espacial. También se debe destacar que en ambos modelos se observaron valores de regresión estandarizados de 0.54 y 0.73 entre Gsm y el factor g. Teniendo en cuenta los resultados obtenidos, se discuten algunas implicaciones del estudio para comprender la relación entre inteligencia y memoria.
This study investigates the characteristics of the specific memory factors (processes and content) that are associated to the Gsm from the CHC model. Memory tasks with different content, including various aptitude tests and a general intelligence test, were administered to a sample of university students. Two models that relate the general Gsm aptitude, with working memory and memory span, and with verbal-numerical and visual-spatial aptitudes were tested. Results indicate good fit indices for both models tested, as well as evidence for a positive regression between Gsm and working memory and between Gsm and visuospatial content. In both models we observed standardized regression of 0.54 and of 0.73 between Gsm and factor g. Implications for the understanding of the relation between memory and intelligence are discussed.
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Objective To investigate effects of driving fatigue on working memory. Methods The control group included 12 taxi drivers after adequate rest while the fatigue group included 27 taxi drivers who had been driving for 10h. Digit memory span, words span, Digit Subtraction Test, Random Number Generation test were used. Results Compared with the control(6.60 ±0.40,90.67 ±6.65,158.27 ±29.12,0.30 ±0.06,24.29 ±10.59,35.90 ± 10.64 ), driving fatigue group were significantly( P ＜ 0.05 )different in the number of backward number memory span( 5.37 ± 0.72 ), percentage of number of right reaction of the number of total reaction of Digit Subtraction Test(79.95 ± 8.04), total number of RNG( 88.33 ± 19.48 ), RNG(0.40 ± 0.05 ), Coupon( 12.35 ±12.88), NSQ(49.72 ± 8.06). Conclusion Driving fatigue can decline the working memory.
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Objective To compare the characteristics and differences of the activation of the brain regions between the digital memory span task and digital working memory task.Methods 12 right-handed volunteers participated in a test of 7-digit memory span and a test of 2-digit working memory respectively, while the functional MR imaging (fMRI) data were recorded by a Seimens 1.5 T MR machine. Two control tasks were performed respectively and stimulation paradigms was block-design. SPM 99 was used to analyze the data and to localize the activated brain regions.Results The Brodmann area (BA) 6, 9 and 47 regions in the frontal lobe, the BA 7 and 40 regions in the parietal lobe, the cingulate gyrus, the hippocampus structures, the striatum and the cerebellum were activated by both tasks in comparison to their control tasks. Bilateral BA 18 and 19 regions of the occipital lobe without hemisphere predominance were the most activated regions by the digital memory span task, and the BA 37 region of the temporal lobe was also activated. However, the frontal lobe with left predominance was the most activated region by the digital working memory.Conclusion Different brain regions play distinct roles in different short-term digital memory tasks, and might be involved in different stages. The fMRI is a good tool for exploring the process of digits in the brain.
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Objective: To examine the development of digit, verbal and spatial working memory span in adults, and explore the factors which can affect them.Methods:The subjects were 280 healthy adults (male 134, female 146) aged from 18 to 49 years old.Each subject was administrated three subtests of the Multiple Memory Assessment Scale (MMAS), including digit, verbal and spatial working memory tasks, and demographical data were collected.Results:The adult demonstrated a significant longitudinal decline in performance of tests of working memory span (F=2.96~6.87,P