Separating Intra-Modal and Across-Modal Training Effects in Visual Working Memory: An fMRI Investigation

Abstract

Working memory training is a useful tool to examine dissociations between specific working memory processes. Although current models propose a distinction between modality-specific working memory processes, to our knowledge no study has directly examined the effects of visual versus auditory working memory training. Functional magnetic resonance imaging was used to investigate whether visual working memory processes can be trained specifically and whether those effects can be separated from across-modal training effects. We found decidedly larger training gains after visual working memory training compared with auditory or no training on a visual 2-back task. These effects were accompanied by specific training-related decreases in the right middle frontal gyrus arising from visual training only. Likewise, visual and auditory training led to decreased activations in the superior portion of the right middle frontal gyrus and the right posterior parietal lobule. We infer that the combination of effects resulted from increased neural efficiency of intra-modal (visual) processes on the one hand and of across-modal (general control) processes on the other hand. Therefore, visual processes of working memory can be trained specifically, and these effects can be functionally dissociated from alterations in general control processes common to both working memory trainings.

Selective transfer of visual working memory training on Chinese character learning

“…As mentioned above short-term retention is necessary during novel word acquisition and should occur in modality-specific higher-order association cortices involved in language processing (Davis and Gaskell, 2009). The same higher-order visual association cortices were found to be recruited by verbal working memory (e.g., Ranganath et al 2004;Schneiders et al, 2011;Zimmer, 2008). Fiebach, Rissman, and D'Esposito (2006) for example demonstrated that during the retention period of a visual delayed cued recall task, pre-acquired (i.e., learned) words sustained greater activation in a language-sensitive left infero-temporal region relative to unlearned pseudo-words.…”

“…A working memory task was applied in an additional run subsequently to the lexical run. The results have been described previously (Schneiders et al 2011). …”

“…Two of the conditions assumed to be met for such transfer to occur are that the criterion task and the transfer task (a) engage similar processing components and (b) recruit overlapping brain regions (Dahlin et al 2008;Jaeggi et al 2008;Jonides, 2004;Lövdén et al 2010). Following this account, in the present study we aim at investigating whether visual working memory training can generally improve second language character acquisition in Chinese due to shared processing components (Sayala et al 2006;Schneiders et al 2011). We are also interested in how this training modulates the brain networks mediating learning Chinese vocabulary.…”

“…For a detailed description of this paradigm see Schneiders et al (2011). In the n-back task a sequence of stimuli is presented successively.…”

Study on Working Memory Characteristics of Different Nerve Types of College Students

“…In recent years, many studies have found that the training of working memory has a significant effect on the brain's nervous system, the main manifestations are enhanced, attenuated, or rearrangement of nervous system activation [5,6].…”