Working memory components of the Corsi blocks task

Vandierendonck, André; Kemps, Eva; Fastame, Maria Chiara; Szmalec, Arnaud

doi:10.1348/000712604322779460

Cited by 262 publications

(266 citation statements)

References 38 publications

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“…The Corsi task is administered in a one-on-one setting between an administrator and participant, using blocks specifically made for this task, while our task was made to run on any computer able to run Java scripts, which are widely used. This computerization of the memory tasks facilitates a less labor-intensive administration of the task (Cornoldi & Mammarella, 2008;Rowe et al, 2009;Vandierendonck et al, 2004). This different form of task administration has been shown to result in memory spans and error rates that are similar to the physical administration of the Corsi block-tapping task (Brunetti et al, 2014) as well as for a variation of this task (Kessels et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Computerized versions of visuospatial memory tasks advantageously facilitate group administration. These have been used before (Cornoldi & Mammarella, 2008;Kessels, de Haan, Kappelle, & Postma, 2002;Rowe et al, 2009;Vandierendonck, Kemps, Fastame, & Szmalec, 2004) and have been shown to provide memory span and error rates that are essentially analogous to those obtained using the physical version of the Corsi test (Brunetti, Del Gatto, & Delogu, 2014). We also increased the number of trials, providing a possibility for a finer scale of memory span measurements.…”

Section: Introductionmentioning

confidence: 99%

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Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20

Burggraaf

Frens

Hooge

et al. 2017

Applied Neuropsychology: Child

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Cognitive functions mature at different points in time between birth and adulthood. Of these functions, visuospatial skills, such as spatial memory and part-to-whole organization, have often been tested in children and adults but have been less frequently evaluated during adolescence. We studied visuospatial memory and ability during this critical developmental period, as well as the correlation between these abilities, in a large group of 330 participants (aged 11 to 20 years, 55% male). To assess visuospatial memory, the participants were asked to memorize and reproduce sequences of random locations within a grid using a computer. Visuospatial ability was tested using a variation of the Design Organization Test (DOT). In this paper-and-pencil test, the participants had one minute to reproduce as many visual patterns as possible using a numerical code. On the memory task, compared with younger participants, older participants correctly reproduced more locations overall and longer sequences of locations, made fewer mistakes and needed less time to reproduce the sequences. In the visuospatial ability task, the number of correctly reproduced patterns increased with age. We show that both visuospatial memory and ability improve significantly throughout adolescence and that performance on both tasks is significantly correlated.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20

Burggraaf

Frens

Hooge

et al. 2017

Applied Neuropsychology: Child

View full text Add to dashboard Cite

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“…Physical and computerized variants of this task have been frequently used to assess spatial WM processing and capacity (e.g. De Renzi, 1982;Burke, Allen, & Gonzalez, 2012), with studies suggesting a dissociation from verbal (Vandierendonck et al, 2004) and visual WM (Della Sala, Gray, Baddeley, Allamano, & Wilson, 1999) and a role for executive function, particularly for longer sequences (Vandierendonck et al, 2004). Due to recollection of a negatively valenced ABM possibly eliciting more vivid visual imagery, and/or leading to attentional capture and thus loading on executive resources, we predicted that this condition would reveal less accurate performance on the subsequent visuospatial WM task, relative to the neutral recollection condition.…”

Section: Methodsmentioning

confidence: 99%

Recollecting positive and negative autobiographical memories disrupts working memory

2014

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Working memory and emotion 2 AbstractThe present article reports two experiments examining the impact of recollecting emotionally valenced autobiographical memories on subsequent working memory (WM) task performance. Experiment 1 found that negatively valenced recollection significantly disrupted performance on a supra-span spatial WM task. Experiment 2 replicated and extended these findings to a verbal WM task (digit recall), and found that both negative and positive autobiographical recollections had a detrimental effect on verbal WM. In addition, we observed that these disruptive effects were more apparent on early (2008) has identified negative effects of stress on cognitive performance as a major risk factor in airplane pilots. One key area of cognition that might be particularly susceptible to the effects of emotion is working memory (WM), that is, the ability to temporarily retain, manipulate, and respond to information drawn from the environment and long-term memory. For example, Baddeley and colleagues (2007, 2013and Baddeley, Banse and Huang, 2012) have argued that

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“…Baddeley et al (1998), for example, found that the deviation of randomness in generated key presses increased when an irrelevant memory load was larger, which shows that maintaining a memory load may interfere with cognitive control processes needed for the generation task. Several studies have also reported poorer recall on a memory task when an unrelated random generation task was performed concurrently (e.g., Fisk & Sharp, 2003;Macizo, Bajo, & Soriano, 2006;Towse & Cheshire, 2007;Vandierendonck, 2000aVandierendonck, , 2000bVandierendonck, De Vooght, & Van der Goten, 1998a, 1998bVandierendonck, Kemps, Fastame, & Szmalec, 2004), suggesting that random generation interferes with maintenance of unrelated memory contents. Based on these findings, the expectation may be formulated that performing VTS under a memory load could result in the usage of shorter chains.…”

Section: Avenues For Further Researchmentioning

confidence: 99%

A chain-retrieval model for voluntary task switching

Vandierendonck

Demanet

Liefooghe

et al. 2012

Cognitive Psychology

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To account for the findings obtained in voluntary task switching, this article describes and tests the chain-retrieval model. This model postulates that voluntary task selection involves retrieval of task information from long-term memory, which is then used to guide task selection and task execution. The model assumes that the retrieved information consists of acquired sequences (or chains) of tasks, that selection may be biased towards chains containing more task repetitions and that bottom-up triggered repetitions may overrule the intended task. To test this model, four experiments are reported. In Studies 1 and 2, sequences of task choices and the corresponding transition sequences (task repetitions or switches) were analyzed with the help of dependency statistics. The free parameters of the chain-retrieval model were estimated on the observed task sequences and these estimates were used to predict autocorrelations of tasks and transitions. In Studies 3 and 4, sequences of hand choices and their transitions were analyzed similarly. In all studies, the chain-retrieval model yielded better fits and predictions than statistical models of event choice. In applications to voluntary task switching (Studies 1 and 2), all three parameters of the model were needed to account for the data. When no task switching was required (Studies 3 and 4), the chain-retrieval could account for the data with one or two parameters clamped to a neutral value. Implications for our understanding of voluntary task selection and broader theoretical implications are discussed.

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Working memory components of the Corsi blocks task

Cited by 262 publications

References 38 publications

Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20

Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20

Recollecting positive and negative autobiographical memories disrupts working memory

A chain-retrieval model for voluntary task switching

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