Working memory in Down syndrome: Training the rehearsal strategy

Comblain, Annick

doi:10.3104/reports.42

Cited by 82 publications

(68 citation statements)

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“…If this is the case, then one might be able to target interventions towards this problem, in the hope of improving rehearsal ineffi ciency. Indeed a number of studies have attempted to improve or train rehearsal in individuals with Down syndrome (Broadley & MacDonald, 1993;Broadley, MacDonald & Buckley, 1994;Comblain, 1994;Laws, MacDonald & Buckley, 1996;Laws, MacDonald, Buckley & Broadley, 1995; for more details on rehearsal training see Conners, Rosenquist and Taylor (2001).The claim of a phonological loop defi cit in Down syndrome therefore has implications for our understanding of Down syndrome, and for possible intervention strategies. However, it is important to note that the accounts outlined above, although theoretically plausible, are not fully supported by empirical evidence.…”

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confidence: 99%

Short-term memory in Down syndrome: Applying the working memory model

Jarrold

Baddeley²

2001

Downs Syndr. Res. Pract.

114

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-This paper is divided into three sections. The fi rst reviews the evidence for a verbal short-term memory defi cit in Down syndrome. Existing research suggests that short-term memory for verbal information tends to be impaired in Down syndrome, in contrast to short-term memory for visual and spatial material. In addition, problems of hearing or speech do not appear to be a major cause of diffi culties on tests of verbal short-term memory. This suggests that Down syndrome is associated with a specifi c memory problem, which we link to a potential defi cit in the functioning of the 'phonological loop' of Baddeley's (1986) model of working memory. The second section considers the implications of a phonological loop problem. Because a reasonable amount is known about the normal functioning of the phonological loop, and of its role in language acquisition in typical development, we can make fi rm predictions as to the likely nature of the short-term memory problem in Down syndrome, and its consequences for language learning. However, we note that the existing evidence from studies with individuals with Down syndrome does not fi t well with these predictions. This leads to the third section of the paper, in which we consider key questions to be addressed in future research. We suggest that there are two questions to be answered, which follow directly from the contradictory results outlined in the previous section. These are 'What is the precise nature of the verbal short-term memory defi cit in Down syndrome', and 'What are the consequences of this defi cit for learning'. We discuss ways in which these questions might be addressed in future work.Keywords -Down syndrome, verbal short-term memory, phonological loop, working memory OutlineThis paper has three aims. First, to review the evidence for a verbal short-term memory defi cit in Down syndrome, and in doing so to consider whether any observed defi cit really refl ects an underlying memory diffi culty, or is instead caused by other factors. Second, to explore the possible implications of a verbal short-term memory defi cit for individuals with Down syndrome, and fi nally, to highlight key questions that remain to be addressed by future work in this area. This paper draws heavily on material covered in an earlier paper published in Down Syndrome Research and Practice (Jarrold, Baddeley & Phillips, 1999), and the reader is referred to this previous account for a fuller treatment of many of the issues raised here. A ReviewShort-term memory is the ability to 'hold in mind' information. For example, one might try to remember the string of digits in a telephone number while moving to the phone and dialling. It differs from long-term memory, where information, although not necessarily forgotten, is not always consciously available until recalled. Verbal shortterm memory refers to the ability to maintain verbal items such as words or digits, and is most often assessed using 'span' paradigms in which individuals are asked to remember increasing numbers of words or...

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confidence: 99%

Short-term memory in Down syndrome: Applying the working memory model

Jarrold

Baddeley²

2001

Downs Syndr. Res. Pract.

114

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“…The research indicated that the Sternberg's successful intelligence program is effective on executive functions including response inhibition, active memory, emotional control, focus attention, assignment initiation, planning, organizing, time leadership, goal-orientedness, resilience and metacognition of sharp-witted children. Though no study was ever found to have exactly investigated the subject of the current research, studies by Comblain (1994), Mc Namara and Scot (2001), Minear and Shah (2006) and Takeuchi et al (2010) implicated that via training, one can enhance the active memory and the activity of that part of the brain which is related with the brain and thus strengthen executive functions among children. In other words, executive skills are a set of higher abilities involving self-autonomy., self-initiation, planning, cognitive resilience, working memory, organizing, dynamic perception of the time, prediction of the future and problem solving which help children in daily activities and learning assignments and tasks (Zalazo et al 2003).…”

Section: Conclusion and Discussionmentioning

confidence: 89%

“…Thus, one of the concerns in the area of education in the current century is the quality of educating learners who possess desirable cognitive abilities and appropriate executive functions. Also, a number of studies affirm that the active memory capacity could increase along with training in this memory (Comblain, 1994;Mc Namara and Scott, 2001;Minear and Shah, 2006;Clingberg et al, 2005). In fact, via training in the active memory, one can stimulate areas in the brain being related with this memory (Takeuchi et al, 2010).…”

Section: Introductionmentioning

confidence: 98%

Examination of the Effectiveness of Sternberg's Successful Intelligence Program on Executive Functions of Sharp-Witted Primary School Level Students

Malekpour¹,

Shooshtari²,

Abedi³

et al. 2016

MAS

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The current research aimed to investigate the effectiveness of Sternberg's successful intelligence program on executive functions of sharp-witted primary school level students. The statistical universe of the current research consisted of all male sharp-witted students of the city of Isfahan in the educational year of 2015-2016. For this purpose, the number of 30 male sharp-witted students was selected through multi stage cluster random sampling method and was randomly placed in two experimental and control groups (15 people in the experiment group and another 15 in the control group) and their mothers, too responded to the questions of the executive skills scale. The Sternberg's successful intelligence program was administered on the experimental group. The tool used for this research included a questionnaire (inventory) on rating executive functions for the primary school level students (parent form). To analyze the research data, multivariate covariance analysis (MANCOVA) was applied. Findings revealed that training of the Sternberg's successful intelligence program was effective on executive functions (response inhibition, active memory, emotional control, focus attention, assignment initiation, planning, organizing, time leadership, goal-orientedness, resilience and metacognition) of sharp-witted children. The Sternberg's successful intelligence program could be applied as an intervention method for improving executive functions of children.

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“…Previous studies on improving the verbal STM span of individuals with DS have applied prolonged rehearsal training, picture cards and Picture Vocabulary Tests. In studies by Laws et al, 1996, Comblain, 1994, and Conners et al, 2008, mean auditory digit memory spans of DS individuals were respectively: before rehearsal train- ere were 24 trials of each digit string length. e four types of melodic digit strings (q.v.…”

Section: Discussionmentioning

confidence: 99%

“…Individuals with Down syndrome (DS) are known to have poor verbal faculties, and numerous studies have shown that they have impaired verbal shortterm memory (STM), which is measured in digit, letter, or word spans (Comblain, 1994;Conners, Rosenquist, Arnett, Moore, & Hume, 2008;Jarrold & Baddeley, 2001;Laws, MacDonald, & Buckley, 1996). Rabbitt (1990) demonstrated that middle-aged and elderly typically developed (TD) persons with mild hearing loss (35 to 50 db) had lower performance in word recall tests than young adults with excellent hearing.…”

Section: Introductionmentioning

confidence: 99%

Effect of Long-term Music Training on Verbal Short Term Memory of Individuals With Down Syndrome

Mizuno

Osugi

Sakuma

et al. 2013

JSER

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Individuals with Down syndrome (DS) are known to have poor verbal faculties, and numerous studies have shown impaired verbal short-term memory (STM). In this study, we examine whether long-term training in music can enhance the digit span of verbal STM among individuals with DS. Four musically trained and four untrained individuals with DS and eight typically developed (TD) persons participated in the experiment, where they were asked to recite digit strings (from 2 to 5 digits) that were uttered by a vocaloid, i.e. a vocal synthesizer, and the number of trials they could recall correctly was scored. TD participants could recall almost all digit strings correctly. e musically trained DS (MDS) group has signi cantly higher score from the 2-digits to 4-digits string test than the untrained DS (UDS) group. e results show that long-term music training can enhance the verbal STM of individuals with DS.

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Working memory in Down syndrome: Training the rehearsal strategy

Cited by 82 publications

References 5 publications

Short-term memory in Down syndrome: Applying the working memory model

Short-term memory in Down syndrome: Applying the working memory model

Examination of the Effectiveness of Sternberg's Successful Intelligence Program on Executive Functions of Sharp-Witted Primary School Level Students

Effect of Long-term Music Training on Verbal Short Term Memory of Individuals With Down Syndrome

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