Assessing Children’s Working Memory

Dehn, Milton J.

doi:10.1017/9781108955638.014

Cited by 6 publications

(12 citation statements)

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“…Reduced memory in older adults is clinically relevant since memory impairment alters autonomy and is predictive of other neurological diseases (i.e. dementia) (Dehn, 2011). Results from the present study provide important information regarding the amount of habiutal dietary creatine shown to positively influence measures of memory in older adults.…”

Section: Discussionmentioning

confidence: 99%

“…To evaluate visuospatial short-term memory, a Corsi block task (Dehn, 2011) was used. Both forward and reverse conditions were completed.…”

Section: Familiarization and Cognitive Assessmentmentioning

confidence: 99%

“…Remembering names, places, objects and dates is importnat to maintain independence. The decline in CNS function that typically accompanies aging diminishes the ability to store information and learn new tasks, negatively impacting quality of life in older adults (Dehn, 2011; Foret et al, 2021; Kazlauskaite et al, 2020; Rae et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Association between dietary creatine and visuospatial short-term memory in older adults

et al. 2022

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Aims: The purpose was to examine the relationship between habitual dietary creatine intake obtained in food and visuospatial short-term memory (VSSM). Methods: Forty-two participants (32 females, 10 males; > 60 yrs of age) completed a 5-day dietary recall to estimate creatine intake and performed a cognitive assessment which included a visuospatial short-term memory test (forward and reverse corsi block test) and a mini-mental state examination (MMSE). Pearson correlation coefficients were determined. Further, cohorts were derived based on the median creatine intake. Results: There was a significant correlation between the forward Corsi ( r = 0.703, P < 0.001), reverse Corsi ( r = 0.715, P < 0.001), and the memory sub-component of the MMSE ( r = 0.406, P = 0.004). A median creatine intake of 0.382 g/day was found. Participants consuming greater than the median had a significantly higher Corsi (P = 0.005) and reverse Corsi (P < 0.001) scores compared to participants ingesting less than the median. Conclusions: Dietary creatine intake is positively associated with measures of memory in older adults. Clinical Implications: Older adults should consider food sources containing creatine (i.e. red meat, seafood) due to the positive association with visuospatial short-term memory.

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Section: Discussionmentioning

confidence: 99%

“…To evaluate visuospatial short-term memory, a Corsi block task (Dehn, 2011) was used. Both forward and reverse conditions were completed.…”

Section: Familiarization and Cognitive Assessmentmentioning

confidence: 99%

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Association between dietary creatine and visuospatial short-term memory in older adults

et al. 2022

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“…For example, effective written expression requires a host of simultaneous mental processes that tax working memory capacity, including maintaining the main objective of what is being written in mind, formulating the logic on how to convey that objective, adhering to sentence formation and grammar rules, and remembering how to the spell words necessary to convey that objective (Canivez et al, 2016; Kellogg, 1996 , 1999; McCutchen, 1996). Writing strategies such as outlining key points, increased familiarity and mastery of grammar rules, and mastery of phonics may reduce working memory demands, which would in turn free up cognitive resources and allow for more complex and effective written communication (Dehn, 2011; Meltzer, 2018). Future research should investigate additional writing skill outcomes (e.g., grammar and fluency) as well as explore the moderating effects of writing strategies on the executive function/writing skill relations detected herein.…”

Section: Discussionmentioning

confidence: 99%

Executive functions and writing skills in children with and without ADHD.

Soto¹,

Irwin²,

Chan³

et al. 2021

Neuropsychology

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Objective: Pediatric attention-deficit/hyperactivity disorder (ADHD) has been associated with impairments in executive functioning and academic writing skills. However, our understanding of the extent to which these children's writing difficulties are related to their underdeveloped executive functions-and whether this relation is attributable to specific executive functions-is limited. Method: A clinically-evaluated and carefullyphenotyped sample of 91 children ages 8-13 (M = 10.60, SD = 1.25; 37 girls) were administered multiple, counterbalanced tests of the three core executive functions (working memory, inhibitory control, set shifting), assessed for ADHD symptoms via multiple-informant reports, and completed standardized, norm-referenced testing of three core writing skills (written expression, spelling, writing fluency). Results: Bias-corrected, bootstrapped conditional effects modeling indicated that underdeveloped working memory exerted significant direct effects on all three writing skills, as well as indirect effects on written expression and spelling via the ADHD symptoms pathway (all 95% CIs exclude 0.0). In contrast, inhibitory control uniquely predicted spelling difficulties only, set shifting was not associated directly or indirectly with any assessed writing skill, and ADHD symptoms failed to uniquely predict writing skills after controlling for working memory. This pattern of results replicated across informants (parent vs. teacher ADHD symptom ratings), and was robust to control for age, sex, socioeconomic status (SES), majority/minority race/ethnicity status, intellectual functioning (IQ), decoding skills, language skills, and learning disability status. Conclusion: These findings suggest multiple pathways to writing skill difficulties in children with ADHD, while suggesting that their overt behavioral symptoms may be less involved in their writing difficulties than their underlying neurocognitive vulnerabilities. Key PointsQuestion: Attention-deficit/hyperactivity disorder (ADHD) is associated with executive function deficits and difficulties with academic writing skills, but are these links attributable to specific executive functions? Finding: Underdeveloped working memory abilities predicted written expression, spelling, and writing fluency, both directly and in most cases indirectly via working memory's role in regulating attentive behavior; inhibitory control predicted spelling only, whereas set shifting was not associated with any assessed academic writing skill. Importance: The association between ADHD symptoms and writing skills appears to be attributable to the role of working memory in regulating behavior, such that ADHD symptoms no longer predicted most assessed writing skills when controlling for working memory, and indirect effects-when detected-accounted for only a small proportion of the relation between working memory and writing skills. Next Steps: If replicated, these findings may help explain why evidence-based treatments that target overt ADHD symptoms have minimal impact o...

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“…Nonword (or nonsense word) reading is a highly effective method available for measuring phonological decoding ability (Shaywitz, 2004). To compensate for weak phonological decoding skills, some students may have a strong preference for visual processing of words, which may eventually limit their reading development (Dehn, 2008). Because nonwords are seldom encountered in text, they are unlikely to be available for automatic retrieval from memory-by sight-as orthographic representations.…”

Section: Phonological Decodingmentioning

confidence: 99%

Making Sense of Word Reading Difficulties: Principles of Clinical Assessment

Zipoli

2022

Communication Disorders Quarterly

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Speech-language pathologists (SLPs) are increasingly called upon to help assess students with word-recognition difficulties, including dyslexia. Although SLPs tend to have comparatively strong knowledge regarding the phonological awareness skills that support word reading, findings from survey research indicate that many SLPs report limited knowledge and training on word recognition and phonics. The purpose of this article is to provide a systematic framework for assessing and interpreting students’ word reading skills. Five potential components of word reading assessment will be examined: word recognition, phonological decoding, automaticity, performance with specific phonics patterns, and reading multimorphemic and multisyllabic words. Emphasis will be given to how specific test formats and procedures can be used to help identify patterns of word reading difficulty.

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Assessing Children’s Working Memory

Cited by 6 publications

References 0 publications

Association between dietary creatine and visuospatial short-term memory in older adults

Association between dietary creatine and visuospatial short-term memory in older adults

Executive functions and writing skills in children with and without ADHD.

Making Sense of Word Reading Difficulties: Principles of Clinical Assessment

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