Visual short-term memory and attention: An investigation of familiarity and stroke count in Chinese characters.

Using Chinese characters, we investigated how stroke count and frequency of use influence attention and short-term memory (STM) encoding in Mainland Chinese speakers. To isolate specific components of attention we employed the Theory of Visual Attention (TVA), which allowed estimates of STM capacity, processing speed, and the threshold of visual perception. An analysis of TVA parameters revealed that familiarity affects both the memory capacity and processing speed of objects, whereas the threshold for visual perception remained unaffected. Interestingly, our results also indicate that modulation of attention is driven solely by familiarity with the characters, independent of the actual physical aspect of Chinese characters. We propose that mental categories and prior knowledge play a vital role in the processing of information in attention, as well as in how this information is stored and represented in visual STM. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Training and transfer effects of N-back training for brain-injured and healthy subjects.

Working memory impairments are prevalent among patients with acquired brain injury (ABI). Computerised training targeting working memory has been researched extensively using samples from healthy populations but this field remains isolated from similar research in ABI patients. We report the results of an actively controlled randomised controlled trial in which 17 patients and 18 healthy subjects completed training on an N-back task. The healthy group had superior improvements on both training tasks (SMD = 6.1 and 3.3) whereas the ABI group improved much less (SMD = 0.5 and 1.1). Neither group demonstrated transfer to untrained tasks. We conclude that computerised training facilitates improvement of specific skills rather than high-level cognition in healthy and ABI subjects alike. The acquisition of these specific skills seems to be impaired by brain injury. The most effective use of computer-based cognitive training may be to make the task resemble the targeted behaviour(s) closely in order to exploit the stimulus-specificity of learning.