1,721,004 research outputs found
Interferenza proattiva e aggiornamento in memoria di lavoro: Il ruolo delle intrusioni nelle associazioni stimolo-posizione
No full textInterferenza proattiva e aggiornamento in memoria di lavoro: Il ruolo delle intrusioni nelle associazioni stimolo-posizione
No full textModulation of working memory updating: Does long-term memory lexical association matter?
No full textThe aim of the present study was to investigate
how working memory updating for verbal material is modulated
by enduring properties of long-term memory. Two
coexisting perspectives that account for the relation between
long-term representation and short-term performance were
addressed. First, evidence suggests that performance is more
closely linked to lexical properties, that is, co-occurrences
within the language. Conversely, other evidence suggests
that performance is linked more to long-term representations
which do not entail lexical/linguistic representations. Our
aim was to investigate how these two kinds of long-term
memory associations (i.e., lexical or nonlexical) modulate
ongoing working memory activity. Therefore, we manipulated
(between participants) the strength of the association in
letters based on either frequency of co-occurrences (lexical)
or contiguity along the sequence of the alphabet (nonlexical).
Results showed a cost in working memory updating for
strongly lexically associated stimuli only. Our findings
advance knowledge of how lexical long-term memory
associations between consonants affect working memory
updating and, in turn, contribute to the study of factors which
impact the updating process across memory systems
Binding and content updating in working memory tasks
No full textWorkingmemory updating can involve processing of either a specificmemory content or a
binding. So far, research has focused mainly on single contents as objects of updating, via
recall accuracy measures. Here, we have addressed more direct measurement of the
updating process (i.e., response times), assessing individually the role of single contents, as
well as bindings. To this end, we compared two updating tasks from separate research
traditions: a RT-based computer task and a classical accuracy-based task. The former
consisted of trials where measures of content and binding updating were obtained,
allowing a dissociation between these two components. The latter measured recall
accuracy and intrusion rate for lists of words under different conditions of maintenance/
inhibition. These results enable a better understanding of the updating process for the dual
components of binding and content updating, and their potential role in an accuracy-based
task. An overlap between the underlying components of updating tasks was demonstrated,
specifically between binding updating RT and intrusion rate. Notably, binding updating
appears to be a more sensitive measure in explaining results in the classical updating task
Una prova per la valutazione della rappresentazione del genere grammaticale in bambini prescolari
No full textThe aim of the current work is propose validation and standardization of the task devised by Belacchi and Cubelli (2012) to evaluate implicit grammatical gender representation in Italian preschool children, since no specific assessments are available.
The assessment is composed by 64 photos of animals whose name has different formal indexes, representatives of Italian names’ grammatical gender: referential (sexed exemplar); epicenes with different indexes (phonological-i.e., ending; syntactic-i.e., determiner; phonological + syntactic-i.e., ending + determiner). Norms have been obtained for specific age ranges (3 to 5 years) that allow to detect both typical and atypical language development
Working Memory, Vocabulary Breadth and Depth in Reading Comprehension: A Study with Third Graders
No full text
Semantic memory and reading comprehension: the relationship through adulthood and aging
No full textLiterature shows a relationship between working memory and reading comprehension during lifespan and aging. In addition, a difference between genres of text was shown: the expository text affects the already limited cognitive resources of the older adults, whereas narrative text comprehension seems to be preserved. Undoubtedly, also semantic knowledge plays a key role in reading comprehension; though, and to our knowledge, there are no studies clearly showing the relation between semantic knowledge and reading comprehension in aging. In the current study, we administered to younger adults and older adults a semantic working memory task, two word-span tasks and two reading comprehension tests (narrative and expository genre) to investigate the role of semantic knowledge during comprehension. In line with previous findings, we found that younger adults used flexibly either taxonomic or thematic knowledge, whereas the older adults mainly used thematic knowledge (better preserved from age-related decline). Originally, we found that in younger adults, thematic knowledge accounted for narrative text comprehension, whereas backward span performance accounted for expository text comprehension. On the contrary, in older adults no specific predictors were found for narrative text comprehension, whereas both thematic knowledge and education level were significant predictors of expository text comprehension. Results were discussed in the light of the possible protective role of some factors such as education level and mostly, as an instance of cognitive reserve exemplified by use of thematic knowledge as a residual ability
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