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- Title
- Understanding Phonological Memory Deficits in Boys with Attention-deficit/Hyperactivity Disorder (ADHD): Dissociation of Short-Term Storage and Articulatory Rehearsal Processes.
- Creator
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Bolden, Jennifer, Rapport, Mark, Beidel, Deborah, Sims, Valerie, University of Central Florida
- Abstract / Description
-
current study dissociated and examined the two primary components of the phonological working memory subsystem (-) the short-term store and articulatory rehearsal mechanism (-) in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children's ability to utilize the articulatory...
Show morecurrent study dissociated and examined the two primary components of the phonological working memory subsystem (-) the short-term store and articulatory rehearsal mechanism (-) in boys with ADHD (n = 18) relative to typically developing boys (n = 15). Word lists of increasing length (2, 4, and 6 words per trial) were presented to and recalled by children following a brief (3 s) interval to assess their phonological short-term storage capacity. Children's ability to utilize the articulatory rehearsal mechanism to actively maintain information in the phonological short-term store was assessed using word lists at their established memory span but with extended rehearsal times (12 s and 21 s delays). Results indicate that both phonological short-term storage capacity and articulatory rehearsal are impaired or underdeveloped to a significant extent in boys with ADHD relative to typically developing boys, even after controlling for age, SES, IQ, reading ability, and reading speed. Larger magnitude deficits, however, were apparent in short-term storage capacity (ES = 1.15 to 1.98) relative to articulatory rehearsal (ES = 0.47 to 1.02). These findings are consistent with previous reports of deficient phonological short-term memory in boys with ADHD, and suggest that future attempts to develop remedial cognitive interventions for children with ADHD will need to include active components that require children to hold increasingly more information over longer time intervals.
Show less - Date Issued
- 2012
- Identifier
- CFE0004359, ucf:49432
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004359
- Title
- ADHD AND WORKING MEMORY: THE IMPACT OF CENTRAL EXECUTIVE DEFICITS AND OVERWHELMING STORAGE/REHEARSAL CAPACITY ON OBSERVED INATTENTIVE BEHAVIOR.
- Creator
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Kofler, Michael, Rapport, Mark, University of Central Florida
- Abstract / Description
-
Inattentive behavior is considered a core and pervasive feature of ADHD; however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory and inattentive behavior. The current study investigated whether inattentive behavior in children with ADHD is functionally related to domain-general central executive and/or subsidiary storage/rehearsal components of working memory. Objective observations of children's attentive behavior by...
Show moreInattentive behavior is considered a core and pervasive feature of ADHD; however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory and inattentive behavior. The current study investigated whether inattentive behavior in children with ADHD is functionally related to domain-general central executive and/or subsidiary storage/rehearsal components of working memory. Objective observations of children's attentive behavior by independent observers were conducted while children with ADHD (n=15) and typically developing children (n=14) completed 10 counterbalanced tasks that differentially manipulated central executive, phonological storage/rehearsal, and visuospatial storage/rehearsal demands. Results of latent variable and effect size confidence interval analyses revealed two conditions that completely accounted for the attentive behavior deficits in children with ADHD: (a) placing demands on central executive processing, the effect of which is evident under even low cognitive loads, and (b) overwhelming storage/rehearsal capacity, which has similar effects on children with ADHD and typically developing children but occurs at lower cognitive loads for children with ADHD. Collectively, the results challenge the current DSM-IV conceptualization of ADHD and indicate that inattentive behavior may be secondary to underlying working memory deficits.
Show less - Date Issued
- 2009
- Identifier
- CFE0002695, ucf:48201
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002695
- Title
- TACTILE WORKING MEMORY AND MULTIMODAL LOADING.
- Creator
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Terrence, Peter, Gilson, Richard, University of Central Florida
- Abstract / Description
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This work explored the role of spatial grouping, set size, and stimulus probe modality using a recall task for visual, auditory, and tactile information. The effects of different working memory (WM) loading task modalities were also examined. The Gestalt spatial organizing principle of grouping showed improvements in response times for visual and tactile stimulus probes with large set sizes and apparently allowed participants to effectively chunk the information. This research suggests that...
Show moreThis work explored the role of spatial grouping, set size, and stimulus probe modality using a recall task for visual, auditory, and tactile information. The effects of different working memory (WM) loading task modalities were also examined. The Gestalt spatial organizing principle of grouping showed improvements in response times for visual and tactile stimulus probes with large set sizes and apparently allowed participants to effectively chunk the information. This research suggests that tactile information may use spatial characteristics typically associated with visual information, as well as sequential characteristics normally associated with verbal information. Based on these results, a reformulation of WM is warranted to remove the constraints of the input modality on processing types. The input modalities appear to access both a spatial sketchpad and a temporally-based sequence loop. Implications for multisensory research and display design are discussed.
Show less - Date Issued
- 2008
- Identifier
- CFE0002084, ucf:47564
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002084
- Title
- MEMORY RETRIEVAL DEFICITS IN CHILDREN WITH ADHD: THE MEDIATING ROLE OF WORKING MEMORY.
- Creator
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Hale, Nicole K., Rapport, Mark D., University of Central Florida
- Abstract / Description
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Children with ADHD exhibit impairments in memory retrieval processes that are required for successful performance in a wide range of activities including social/interpersonal interactions, as well as academic success. There have been few attempts of explaining the relationship between these memory retrieval deficits in children with ADHD and specific executive functions such as working memory. The current study addresses the possible mediating effects of the subsystems of working memory ...
Show moreChildren with ADHD exhibit impairments in memory retrieval processes that are required for successful performance in a wide range of activities including social/interpersonal interactions, as well as academic success. There have been few attempts of explaining the relationship between these memory retrieval deficits in children with ADHD and specific executive functions such as working memory. The current study addresses the possible mediating effects of the subsystems of working memory (phonological short-term memory, visual-spatial short-term memory, and the central executive) on memory retrieval. Children ages 8-12 with ADHD and typically developing children completed a counterbalanced series of working memory tasks that were specific to the subsystems (phonological and visual-spatial). The Central Executive portion of working memory was obtained using a regression approach of these measures. The children also completed the Kaufman Test of Educational Achievement (KTEA-II), as the associational fluency task was used as the memory retrieval measure for this investigation.
Show less - Date Issued
- 2019
- Identifier
- CFH2000479, ucf:45906
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000479
- Title
- PERCEPTUAL GROUPING BY CLOSURE IN VISUAL WORKING MEMORY.
- Creator
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Neira, Sofia, Neider, Mark, University of Central Florida
- Abstract / Description
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Research on visual working memory (VWM) suggests a capacity limit of three to four objects (Luck & Vogel, 1997), but recent studies on the fidelity of VWM capacity for objects indicates that informational bandwidth, which can vary with factors like complexity and amenability to perceptual grouping, can interact with this capacity (Brady, Konkle & Alvarez, 2011). For example, individual features can be grouped into objects for an added benefit in VWM capacity (Xu, 2002). Along these lines, the...
Show moreResearch on visual working memory (VWM) suggests a capacity limit of three to four objects (Luck & Vogel, 1997), but recent studies on the fidelity of VWM capacity for objects indicates that informational bandwidth, which can vary with factors like complexity and amenability to perceptual grouping, can interact with this capacity (Brady, Konkle & Alvarez, 2011). For example, individual features can be grouped into objects for an added benefit in VWM capacity (Xu, 2002). Along these lines, the Gestalt principles of proximity and connectedness have been shown to benefit VWM, although they do not influence capacity equally (Xu 2006; Woodman, Vecera & Luck, 2003). Closure, which has not been investigated for its influence in VWM capacity, is similar to connectedness and proximity as it promotes the perception of a coherent object without physical connections. In the current experiment, we evaluated whether closure produces similar or greater VWM capacity advantages compared to proximity by having participants engage in a change detection task. Four L-shaped features were grouped in tilted clusters to either form an object (closure condition) or not (no-object condition), with a set size of two (8 L features), four (16 L features), or six clusters (24 L features). Following a brief mask (1000 ms), the orientation of one cluster was changed (tilted 25 or -25 degrees) on half the trials. Our results indicate that there was no difference in accuracy or reaction time for the perceptual grouping conditions of closure/no-object, although we did find a main effect for set size and change conditions. Overall, it seems that grouping by closure provides no further advantages to VWM capacity than proximity; however, more experiments need to be conducted to solidify the findings of the current experiment.
Show less - Date Issued
- 2016
- Identifier
- CFH2000038, ucf:45604
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000038
- Title
- THE RELATIONSHIP BETWEEN PSYCHOMETRICALLY-DEFINED SOCIAL ANXIETY AND WORKING MEMORY PERFORMANCE.
- Creator
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Paskowski, Timothy, Bedwell, Jeffrey, University of Central Florida
- Abstract / Description
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Anxiety disorders are among the most commonly diagnosed class of mental illness in the United States, and often involve abnormally high levels of stress and social fear. Despite high lifetime prevalence rates, social anxiety disorder (SAD) has remarkably low diagnosis and treatment rates. Furthermore, while individuals with other specific psychiatric disorders tend to exhibit significant neuropsychological deficits, neuropsychological functioning in individuals with SAD remains largely...
Show moreAnxiety disorders are among the most commonly diagnosed class of mental illness in the United States, and often involve abnormally high levels of stress and social fear. Despite high lifetime prevalence rates, social anxiety disorder (SAD) has remarkably low diagnosis and treatment rates. Furthermore, while individuals with other specific psychiatric disorders tend to exhibit significant neuropsychological deficits, neuropsychological functioning in individuals with SAD remains largely untested. A majority of the few existing studies concerning neuropsychological performance in SAD samples focus on specific functions, and their limited results are highly mixed. The primary objective of this investigation was to provide a more thorough, broad assessment of both auditory and visual working memory as related to psychometrically-defined social anxiety disorder. In addition, this study aimed to help clarify as to whether such deficits are related to the construct of social anxiety, or whether any potential deficits are better explained by generalized state and/or trait (in-the-moment) anxiety. The implications of a deficit in the visual and/or auditory working memory domains are multifaceted. For example, such a deficit may lead to the inability to detect visual cues in social situations. The inability to process these social cues has the potential to exacerbate some SAD- related symptoms, such as fear of humiliation and judgment. Twenty-nine college students completed both phases of this study, including an assessment of state and trait anxiety as well as social phobia and a four-part working memory battery. An analysis of the Phase II data indicates that individual scores on the four measures of both visual and auditory working memory did not relate to trait and/or state anxiety or psychometrically-defined social anxiety. Thus, it appears that social, generalized trait, and generalized state anxiety do not relate to a neuropsychological deficit in either type of working memory in this sample population. However, we did find a statistical trend suggesting that as social anxiety increased, there was a relative decrease in visual vs. auditory working memory. This statistical trend remained after covarying for state and trait anxiety respectively. Therefore, future research in this area should examine the discrepancy in performance between the auditory and visual working memory domains as it relates to both diagnosed social phobia and psychometrically-defined social anxiety.
Show less - Date Issued
- 2011
- Identifier
- CFH0003798, ucf:44744
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003798
- Title
- TAXING WORKING MEMORY: THE EFFECTS ON CATEGORY LEARNING.
- Creator
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Ercolino, Ashley, Bohil, Corey, University of Central Florida
- Abstract / Description
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In the past decade, the COVIS model (Ashby, Alfonso-Reese, Turken, & Waldron, 1998) has emerged as the only neuropsychological theory for the existence of multiple brain systems for category learning. COVIS postulates that there are two systems, explicit and implicit, which compete against one another. These two systems reply on two discrete networks: explicit, or rule based categorization relies on executive function and working memory while implicit, or information integration...
Show moreIn the past decade, the COVIS model (Ashby, Alfonso-Reese, Turken, & Waldron, 1998) has emerged as the only neuropsychological theory for the existence of multiple brain systems for category learning. COVIS postulates that there are two systems, explicit and implicit, which compete against one another. These two systems reply on two discrete networks: explicit, or rule based categorization relies on executive function and working memory while implicit, or information integration categorization is mediated by dopaminergic pathways. The purpose of this pilot study was to further provide evidence for the existence of multiple systems of category learning. In all three experiments, we interrupted feedback processing using a modified Sternberg task. In Experiment 1 and 2, participants were separated into four conditions, rule based (RB) categorization with a short delay between feedback and the modified Sternberg task, RB categorization with a long delay, information integration (II) categorization with a short delay, and II categorization with a long delay. Participants in the RB conditions performed worse than those in the II conditions in Experiment 1 and 2. After determining there was no significant difference between the short and long delay manipulations, only the short delay was used for Experiment 3. Consistent with Experiment 1 and 2, participants in the RB condition performed worse than those in the II condition. Functional near-infrared spectroscopy (fNIRS) technology was also used in Experiment 3 to determine the difference in prefrontal activation between RB and II conditions. Although statistically not significant, across blocks, the difference in prefrontal activation increased.
Show less - Date Issued
- 2015
- Identifier
- CFH0004870, ucf:45471
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004870
- Title
- THE RELATIONSHIP BETWEEN SLEEP, WORKING MEMORY, AND DECISION MAKING IN YOUNG AND OLD ADULT POPULATIONS.
- Creator
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Merz, Melissa G., Lighthall, Nichole, University of Central Florida
- Abstract / Description
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Sleep is known to influence basic tasks concerning working memory, reaction time and executive functioning (Silva, Wang, Ronda, Wyatt, & Duffy, 2010; Nebes, Buysse, Halligan, Houck, & Monk, 2009). However, the amount that sleep influences these functions varies from study to study possibly due to differences in age and task design. Aim 1A of this study is to determine if sleep quality affects working memory. Aim 1B of this study is to determine if age affects sleep quality and working memory...
Show moreSleep is known to influence basic tasks concerning working memory, reaction time and executive functioning (Silva, Wang, Ronda, Wyatt, & Duffy, 2010; Nebes, Buysse, Halligan, Houck, & Monk, 2009). However, the amount that sleep influences these functions varies from study to study possibly due to differences in age and task design. Aim 1A of this study is to determine if sleep quality affects working memory. Aim 1B of this study is to determine if age affects sleep quality and working memory in comparison of young and old adult populations. Finally, Aim 2 of this study is to determine if there is a relationship between sleep quality, working memory, and decision making in the younger adults. These aims were researched using a validated and commonly used sleep questionnaire: the Pittsburgh Sleep Quality Index (PSQI). In addition, the study utilized an n-back test to measure working memory and executive functioning, and an economic decision task to measure decision making accuracy. Results show that sleep quality did not significantly influence accuracy on an n-back test in either age group, but age was significantly correlated with accuracy on an n-back test in the older adults. The study also found a relationship between working memory performance and complex decision making among younger adults, but this relationship was not modulated by sleep quality. Our findings suggest that self-reported sleep quality is not a strong predictor of working memory or complex decision making, particularly in early adulthood. Future research on this topic may benefit from a more objective measure of sleep quality and from larger samples across different phases of the lifespan.
Show less - Date Issued
- 2017
- Identifier
- CFH2000210, ucf:46023
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000210
- Title
- WORKING MEMORY, SEARCH, AND SIGNAL DETECTION: IMPLICATIONS FOR INTERACTIVE VOICE RESPONSE SYSTEM MENU DESIGN.
- Creator
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Commarford, Patrick, Smither, Janan, University of Central Florida
- Abstract / Description
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Many researchers and speech user interface practitioners assert that interactive voice response (IVR) menus must be relatively short due to constraints of the human memory system. These individuals commonly cite Miller's (1956) paper to support their claims. The current paper argues that these authors commonly misuse the information provided in Miller's paper and that hypotheses drawn from modern theories of working memory (e.g., Baddeley and Hitch, 1974) would lead to the opposite conclusion...
Show moreMany researchers and speech user interface practitioners assert that interactive voice response (IVR) menus must be relatively short due to constraints of the human memory system. These individuals commonly cite Miller's (1956) paper to support their claims. The current paper argues that these authors commonly misuse the information provided in Miller's paper and that hypotheses drawn from modern theories of working memory (e.g., Baddeley and Hitch, 1974) would lead to the opposite conclusion that reducing menu length by creating a greater number of menus and a deeper structure will actually be more demanding on users' working memories and will lead to poorer performance and poorer user satisfaction. The primary purpose of this series of experiments was to gain a greater understanding of the role of working memory in speech-enabled IVR use. The experiments also sought to determine whether theories of visual search and signal detection theory (SDT) could be used to predict auditory search behavior. Results of this experiment indicate that creating a deeper structure with shorter menus is detrimental to performance and satisfaction and more demanding of working memory resource. Further the experiment provides support for arguments developed from Macgregor, Lee, and Lam's dual criterion decision model and is a first step toward applying SDT to the IVR domain.
Show less - Date Issued
- 2006
- Identifier
- CFE0000987, ucf:46715
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000987
- Title
- WARNING COMPLIANCE: EFFECTS OF STRESS AND WORKING MEMORY.
- Creator
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Helmick-Rich, Jessica, Hancock, Peter A, University of Central Florida
- Abstract / Description
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ABSTRACT This study investigated the effects of cross-modality warning presentation and retention in a dual-task paradigm in a simulated military environment under various task-induced stress levels. It was also intended to determine what role working memory played in the mode of warning presentation that resulted in the highest retention and subsequent compliance. An all within participant design was created in order to determine if scores on working memory span tasks predicted performance...
Show moreABSTRACT This study investigated the effects of cross-modality warning presentation and retention in a dual-task paradigm in a simulated military environment under various task-induced stress levels. It was also intended to determine what role working memory played in the mode of warning presentation that resulted in the highest retention and subsequent compliance. An all within participant design was created in order to determine if scores on working memory span tasks predicted performance across the varying forms of warning presentation. Furthermore, task-induced stress levels were varied over the course of the experiment to identify if workload transitions affected performance. Results revealed that when the presentation format and the response format matched (e.g., verbal-verbal), behavioral compliance was greater then when presentation and response format were mismatched (e.g., verbal-pictorial). Thus, it is not necessarily the presentation type that affects compliance, but the combination of presentation and response mode. Analysis also revealed that the pictorial-pictorial warning combination resulted in greater behavioral compliance compared to verbal-verbal or written-written combinations. The format of warning presentation did not affect performance on the operational tasks as predicted. Thus, the visual/spatial operational task, regardless of its complexity was not interrupted in timesharing with intra-modal warning presentations or cross-modal time-sharing. As predicted, task based stress affected the WCCOM task in all experimental procedures. Results further revealed that as task demand increased, performance on the WCCOM task decreased. Task demand did affect the operational tasks, the shooting and the navigation tasks. The shooting task, which was less complex than the navigation task was not affected by lower levels of task demand, but at the greatest level of demand (eight warnings) performance in the operational task, degraded. Degradations in performance on the more complex task, the navigation task, materialized at a moderate level of task demand (four warnings). For subjective ratings, task demand did affect workload ratings. As the task demand increased, the subjective workload ratings also increased, revealing a true association between workload and subjective ratings. The working memory separability hypothesis was supported by the working memory span tasks, but consequently they were not predictive of the warning presentation format.
Show less - Date Issued
- 2005
- Identifier
- CFE0000725, ucf:46624
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000725
- Title
- Impulsivity and Attention-Deficit/Hyperactivity Disorder (ADHD): Testing competing predictions from the working memory and behavioral inhibition models of ADHD.
- Creator
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Raiker, Joseph, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, University of Central Florida
- Abstract / Description
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Impulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD (-) working memory (WM) and behavioral inhibition (BI) (-) to examine the extent to which ADHD-related impulsive responding was attributable to model-specific...
Show moreImpulsivity is a hallmark of two of the three DSM-IV ADHD subtypes and is associated with myriad adverse outcomes. Limited research, however, is available concerning the mechanisms and processes that contribute to impulsive responding by children with ADHD. The current study tested predictions from two competing models of ADHD (-) working memory (WM) and behavioral inhibition (BI) (-) to examine the extent to which ADHD-related impulsive responding was attributable to model-specific mechanisms and processes. Children with ADHD (n = 21) and typically developing children (n = 20) completed laboratory tasks that provided WM (domain-general central executive [CE], phonological/visuospatial storage/rehearsal) and BI indices (stop-signal reaction time [SSRT], stop-signal delay, mean reaction time). These indices were examined as potential mediators of ADHD-related impulsive responding on two diverse laboratory tasks used commonly to assess impulsive responding (CPT: continuous performance test; VMTS: visual match-to-sample). Bias-corrected, bootstrapped mediation analyses revealed that CE processes significantly attenuated between-group impulsivity differences, such that the initial large-magnitude impulsivity differences were no longer significant on either task after accounting for ADHD-related CE deficits. In contrast, SSRT partially mediated ADHD-related impulsive responding on the CPT but not VMTS. This partial attenuation was no longer significant after accounting for shared variance between CE and SSRT; CE continued to attenuate the ADHD-impulsivity relationship after accounting for SSRT. These findings add to the growing literature implicating CE deficits in core ADHD behavioral and functional impairments, and suggest that cognitive interventions targeting CE rather than storage/rehearsal or BI processes may hold greater promise for alleviating ADHD-related impairments.
Show less - Date Issued
- 2011
- Identifier
- CFE0004155, ucf:49070
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004155
- Title
- DIRECT, HANDS-ON OR INQUIRY INSTRUCTION: A STUDY OF INSTRUCTIONAL SEQUENCING AND MOTIVATION IN THE SCIENCE CLASSROOM.
- Creator
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Vander Wiede, Jamie, Gill, Michele, University of Central Florida
- Abstract / Description
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Currently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by...
Show moreCurrently, a debate exists between the strengths and weaknesses of direct and inquiry instruction. Inquiry instruction is related to positive effect on learner motivation whereas supporters of direct instruction point to its ability to adequately support learners' working memories (Hmelo-Silver, Duncan, & Chinn, 2007; Kirschner, Sweller, & Clark, 2006; Kuhn, 2007; Sweller, 1988). This study examined the possibility of combining the best features of both inquiry and direct instruction by sequencing them together. A two-part lesson on electrical circuits was presented in three separate sequences of instruction to middle school students to determine if differences in student motivation and academic achievement emerge depending on whether a guided inquiry lab followed or preceded direct instruction. Results indicated equal levels of perceived competence by students across all instructional sequences and greater interest/enjoyment and perceived autonomy support when the instructional sequence began with a guided inquiry lesson. No significant differences in achievement were reported among the sequences.
Show less - Date Issued
- 2011
- Identifier
- CFE0003902, ucf:48737
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003902
- Title
- Hyperactivity in attention-deficit/hyperactivity disorder (ADHD): Testing functional relationships with phonological working memory performance and attention.
- Creator
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Sarver, Dustin, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, Vasquez, Eleazar, University of Central Florida
- Abstract / Description
-
Excessive gross motor activity is currently considered a ubiquitous and disruptive feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between activity level, attention, and working memory. The current study investigated whether, and the extent to which, particular forms of gross motor activity are functionally related to children's attention and phonological working memory performance....
Show moreExcessive gross motor activity is currently considered a ubiquitous and disruptive feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between activity level, attention, and working memory. The current study investigated whether, and the extent to which, particular forms of gross motor activity are functionally related to children's attention and phonological working memory performance. Objective observations of children's gross motor movements and attention by independent observers were conducted while children with ADHD (n = 29) and typically developing children (n = 23) completed multiple counterbalanced tasks entailing low and high phonological working memory demand. The tasks were then sequenced hierarchically to reflect the lowest to highest activity level condition for each child. Results revealed that (a) ADHD-related phonological working memory performance deficits are moderated by increases in intra-individual activity level, (b) heightened activity level impacts performance independently of changes in observed attention, and (c) increases in particular forms of movement (foot movement and out-of-chair movement) contribute to greater phonological working memory performance within the context of attentive behavior. The findings collectively indicate that phonological working memory deficits in children with ADHD are associated with an inability to up-regulate motor activity to facilitate optimal task performance, and that behavioral treatments targeting reductions in certain forms of hyperactivity may have unintended consequences on working memory functioning in ADHD.
Show less - Date Issued
- 2013
- Identifier
- CFE0004930, ucf:49630
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004930
- Title
- Phonological Working Memory Deficits in ADHD Revisited: The Role of Lower-Level Information Processing Deficits in Impaired Working Memory Performance.
- Creator
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Raiker, Joseph, Rapport, Mark, Beidel, Deborah, Mouloua, Mustapha, Vasquez, Eleazar, University of Central Florida
- Abstract / Description
-
Working memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory...
Show moreWorking memory deficits in children with ADHD are well established; however, insufficient evidence exists concerning the degree to which lower-level cognitive processes contribute to these deficits. The current study dissociates lower level information processing abilities (i.e., visual registration, orthographic conversion, and response output) in children with ADHD and typically developing children and examines the unique contribution of these processes to their phonological working memory performance. Thirty-four boys between 8 and 12 years of age (20 ADHD, 14 typically developing) were administered novel information processing and phonological working memory tasks. Between-group differences were examined and bootstrap mediation analysis was used to evaluate the mediating effect of information processing deficits on phonological working memory performance. Results revealed moderate to large magnitude deficits in visual registration and encoding, orthographic to phonological conversion, and phonological working memory in children with ADHD. Subsequent mediation analyses, however, revealed that visual registration/encoding alone mediated the diagnostic group status/phonological working memory relationship and accounted for approximately 32% of the variance in children's phonological working memory performance. Diagnostic and treatment implications for understanding the complex interplay among multiple cognitive deficits in children with ADHD are discussed.
Show less - Date Issued
- 2014
- Identifier
- CFE0005694, ucf:50141
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005694
- Title
- DOMESTIC PARENT-CHILD INTERACTION PROBLEMS AND WORKING MEMORY: THE MEDIATING ROLE OF INATTENTIVE ADHD SYMPTOMS.
- Creator
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Mohan, Svetha, Rapport, Mark, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to explore the mediating effects of ADHD Inattentive symptoms on domestic parent-child interaction problems and working memory. Inattentive symptoms in children with ADHD are known to cause forgetfulness, slow processing speed, and negative parent-child interactions. Working memory deficits in phonological short term memory and the central executive are also well-established in children with ADHD. However, it is currently unknown to what extent inattentive...
Show moreThe intent of this thesis is to explore the mediating effects of ADHD Inattentive symptoms on domestic parent-child interaction problems and working memory. Inattentive symptoms in children with ADHD are known to cause forgetfulness, slow processing speed, and negative parent-child interactions. Working memory deficits in phonological short term memory and the central executive are also well-established in children with ADHD. However, it is currently unknown to what extent inattentive symptoms are responsible for home behavior problems in conjunction with phonological working memory deficits. The aims are tested using two validated, common clinical questionnaires: The Teacher Report Form and the Home Situations Questionnaire. Additionally, working memory and executive function are tested using a phonological letter-number sequencing task and a visuospatial dot-in-the-box task. Results show that inattentive symptoms mediate the relationship between working memory and parent-child interaction problems. Teacher reports of inattention affect the degree to which the child experiences behavior problems at home, and also affects the phonological working memory system implicated in this behavior. Future directions include using a more diverse sample, investigating a wider range of ADHD symptoms, investigating effects across multiple settings, and exploring possibilities of additional executive functioning mediators.
Show less - Date Issued
- 2017
- Identifier
- CFH2000161, ucf:45976
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000161
- Title
- HYPERACTIVITY IN BOYS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER: A UBIQUITOUS CORE SYMPTOM OR MANIFESTATION OF WORKING MEMORY DEFICITS?.
- Creator
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Bolden, Jennifer, Rapport, Mark, University of Central Florida
- Abstract / Description
-
Hyperactivity is currently considered a core and ubiquitous feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory (WM) and activity level. The current study investigated whether children's activity level is functionally related to WM demands associated with the domain-general central executive and subsidiary storage/rehearsal components using tasks based on...
Show moreHyperactivity is currently considered a core and ubiquitous feature of attention-deficit/hyperactivity disorder (ADHD); however, an alternative model challenges this premise and hypothesizes a functional relationship between working memory (WM) and activity level. The current study investigated whether children's activity level is functionally related to WM demands associated with the domain-general central executive and subsidiary storage/rehearsal components using tasks based on Baddeley's (2007) WM model. Activity level was objectively measured 16 times per second using wrist- and ankle-worn actigraphs while 23 boys between 8 and 12 years of age completed control tasks and visuospatial/phonological WM tasks of increasing memory demands. All children exhibited significantly higher activity rates under all WM relative to control conditions, and children with ADHD (n=12) moved significantly more than typically developing children (n=11) under all conditions. Activity level in all children was associated with central executive but not storage/rehearsal functioning, and higher activity rates exhibited by children with ADHD under control conditions were fully attenuated by removing variance directly related to central executive processes.
Show less - Date Issued
- 2008
- Identifier
- CFE0002455, ucf:47702
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002455
- Title
- PSYCHOMETRIC PROPERTIES OF A WORKING MEMORY SPAN TASK.
- Creator
-
Alzate Vanegas, Juan M, Mouloua, Mustapha, University of Central Florida
- Abstract / Description
-
The intent of this thesis is to examine the psychometric properties of a complex span task (CST) developed to measure working memory capacity (WMC) using measurements obtained from a sample of 68 undergraduate students at the University of Central Florida. The Grocery List Task (GLT) promises several design improvements over traditional CSTs in a prior study about individual differences in WMC and distraction effects on driving performance, and it offers potential benefits for studying WMC as...
Show moreThe intent of this thesis is to examine the psychometric properties of a complex span task (CST) developed to measure working memory capacity (WMC) using measurements obtained from a sample of 68 undergraduate students at the University of Central Florida. The Grocery List Task (GLT) promises several design improvements over traditional CSTs in a prior study about individual differences in WMC and distraction effects on driving performance, and it offers potential benefits for studying WMC as well as the serial-position effect. Currently, the working memory system is composed of domain-general memorial storage processes and information-processing, which involves the use of executive functions. Prior research has found WMC to be associated with attentional measures (i.e., executive attention) and the updating function, and unrelated to the shifting function. The present study replicates these relationships to other latent variables in measures obtained from the GLT as convergent and discriminant evidence of validity. In addition, GLT measures correlate strongly with established measures of WMC. Task reliability is assessed by estimates of internal consistency, pairwise comparisons with a cross-validation sample, and an analysis of demographic effects on task measurements.
Show less - Date Issued
- 2018
- Identifier
- CFH2000358, ucf:45857
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000358
- Title
- THE EFFECT OF COLOR ON WORKING MEMORY PERFORMANCE.
- Creator
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Galvez, Michelle, Neider, Mark, University of Central Florida
- Abstract / Description
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This paper explores the effect of color on working memory performance. Interest in Baker-Miller pink surged with the finding by Schauss (1979) that it reduced aggression in aggravated detainees. However, research behind Baker-Miller pink has been influenced by biases and methodological errors. Its effects are likely overstated. Red and blue have also been studied for their effects on creativity, approach-avoidance conflict, detail-orientation, and most importantly, stress. Further research...
Show moreThis paper explores the effect of color on working memory performance. Interest in Baker-Miller pink surged with the finding by Schauss (1979) that it reduced aggression in aggravated detainees. However, research behind Baker-Miller pink has been influenced by biases and methodological errors. Its effects are likely overstated. Red and blue have also been studied for their effects on creativity, approach-avoidance conflict, detail-orientation, and most importantly, stress. Further research has been conducted on the effects of relaxation on cognition, with the conclusion that increased relaxation leads to improvements in working memory performance. This paper tests the effect of color on working memory performance. Accuracy on the n-back was compared across 4 colors�pink, red, blue, and black. No significant differences in accuracy were found in any of the color conditions, though the main effect of load was significant. Future research can increase the sample size and utilize a cognitive task that is inherently stressful.
Show less - Date Issued
- 2015
- Identifier
- CFH0004859, ucf:45484
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004859
- Title
- Working Memory Capacity and Executive Attention as Predictors of Distracted Driving.
- Creator
-
Louie, Jennifer, Mouloua, Mustapha, Szalma, James, Smither, Janan, Matthews, Gerald, University of Central Florida
- Abstract / Description
-
The present study empirically examined the effects of working memory capacity (WMC) and executive attention on distracted driving. Study 1 examined whether a Grocery List Task (GLT) distractor would load onto WMC. Forty-three participants completed a series of WMC tasks followed by the GLT. They then completed two driving trials: driving without the GLT and driving while completing the GLT. It was hypothesized that WMC would positively correlate with GLT performance. A bivariate correlation...
Show moreThe present study empirically examined the effects of working memory capacity (WMC) and executive attention on distracted driving. Study 1 examined whether a Grocery List Task (GLT) distractor would load onto WMC. Forty-three participants completed a series of WMC tasks followed by the GLT. They then completed two driving trials: driving without the GLT and driving while completing the GLT. It was hypothesized that WMC would positively correlate with GLT performance. A bivariate correlation indicated that WMC was positively associated with performance on the GLT. Study 2 tested a series of distractor tasks (GLT, Tone Monitoring, and Stop Signal) to examine whether these three distractor tasks were also related to WMC, and if each of the distractor tasks would result in poor driving performance. Eighty-four participants were randomly assigned to the distractor conditions. Results indicated that GLT was related to WMC, but Tone Monitoring was not related to WMC. Also, engaging in each of the three distractor tasks led to significantly poorer driving performance. Study 3 evaluated whether rainy or clear weather conditions would affect the relationship between WMC and distracted driving using the same three distractor tasks (GLT, Tone Monitoring, and Stop Signal) as used in Study 2. Ninety-six participants were randomly assigned to the distractor conditions. Results showed that engaging in GLT while driving led to slower braking response times compared to not engaging in GLT driving while driving. Furthermore, WMC moderated the degree to which distraction impaired performance. The present findings clearly indicate that all three distractor tasks had a deleterious effect on driving performance. Furthermore, this effect of distraction on driving depends on many factors, including the type of distraction, the driving performance measure, and the individual's cognitive capabilities. Both theoretical and practical implications are discussed and directions for future research are presented.
Show less - Date Issued
- 2018
- Identifier
- CFE0007042, ucf:51981
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007042
- Title
- EFFECTS OF 3D STEREOSCOPY, VISUO-SPATIAL WORKING MEMORY, AND PERCEPTIONS OF SIMULATION EXPERIENCE ON THE MEMORIZATION OF CONFUSABLE OBJECTS.
- Creator
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Keebler, Joseph, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
This dissertation investigated the impact of active stereoscopic 3-dimensional (3D) imagery equipment and individual differences in visuo-spatial working memory (VSWM) capacity on retention of a set of similar, novel objects (i.e., armored military vehicles). Seventy-one participants were assessed on their visuo-spatial working memory using the Visual Patterns Test (Della Sala, Gray, Baddeley, & Wilson, 1997). They were then assigned to one of four different conditions (3D high VSWM, 3D low...
Show moreThis dissertation investigated the impact of active stereoscopic 3-dimensional (3D) imagery equipment and individual differences in visuo-spatial working memory (VSWM) capacity on retention of a set of similar, novel objects (i.e., armored military vehicles). Seventy-one participants were assessed on their visuo-spatial working memory using the Visual Patterns Test (Della Sala, Gray, Baddeley, & Wilson, 1997). They were then assigned to one of four different conditions (3D high VSWM, 3D low VSWM, 2D high VSWM, 2D low VSWM) based upon their visuo-spatial working memory. Participants were then trained to identify military vehicles using a simulation that presented the training stimuli in one of two dimensionalities, i.e. two dimensional (2D) or active stereoscopic three-dimensional (3D). Testing consisted of a vehicle memory training assessment, which challenged participants to choose the correct components of each vehicle immediately after studying; a measure of retention for military vehicles which asked participants to categorize the alliance and identify previously studied vehicles; and a transfer measure using video footage of actual military vehicles. The latter measures depicted military vehicles in an array of combat situations, and participants were asked to decide on whether or not to shoot each vehicle, as well as identify the vehicles. Testing occurred immediately after training. The moderating, as well as main effects, of VSWM were assessed. The mediating/moderating effects of several experiential factors were measured as well, including: immersion, presence, engagement, flow state, and technology acceptance. Findings indicate that perceptions of the simulation experience and VSWM are strong positive predictors of performance, while 3D was not predictive, and in some instances, significantly worse than the 2D condition. These findings indicate that individual differences in visual memory and user experiences during the SBT both are predictive factors in memory tasks for confusable objects. The SBT designed in this study also led to robust prediction of training outcomes on the final transfer task.
Show less - Date Issued
- 2011
- Identifier
- CFE0003939, ucf:48702
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003939