Lecture 2 & kennisclips

Question 1

What was the main conclusion of Crone et al. 2006 study about training the working memory? adults vs adolescents

Answer 1

Adoelescents before the training performed worse than the adults, but after the training almost the same as adults! so in 6 weeks of training, the performance adults = adolescents. So training might lead to more efficient strategy use among adolescents. Adolescents can reach adult like performance!

Question 2

What is an explanation of this conclusion of thestudy of Crone et al. 2006 about training working memory?

Answer 2

Adolescents might be using different strategies at first, whereas after training, they use the same ones as the adults.

Question 3

What are implications of the study of crone et al. 2006 about adults and adolescents and working memory?

Answer 3

• Adolescents show potential for working memory
• Immature pattern of brain activity nit necessarily related to age, but rather strategy use, as adolescents can recruit these areas after training

Question 4

Is working MEmory Training effective? (based on a meta alanysis)?

Answer 4

Performing on short term does improve. You get really good at the task that you’re doing, but it’s really difficiult to see those same effercts of different type of working memory tasks, also on other types of executive functioning.

Question 5

Why do we find different results for studies on working memory?

Answer 5

• Duration length of training
• Difficulty adaptive vs non adaptive
• control group (passive/active; mostly of interest for behavioral results)
• healthy participants vs clinical group (AADHD)
• age of participants

Question 6

no trIs there transfer of working memory when playing cognitive training videogames? Explain the differences between near transfer en far transfer with it.

Answer 6

Well, you get better at a certain task. But it’s really hard to transfer to other types of tests because it’s a specific domain. So is it based of scientific learning theory, or is it just a test that you see in a paper. Do you actually learn? So far transfer is not possible. no transfer to other skills other than working memory. near transfer: as long as it resembles the task that you did a lot, you actually learn. But if it’s too far way, probably not.

Question 7

How do we know which brain region is involved during a task?

Answer 7

we substract the condition of the brain when not doing the difficult task from the condition where the brain is doing difficult tasks.

Question 8

Name the three aspects of wokring memory

Answer 8

• Ability to maintain and manipulate information
• Limited capacity (once we forget, it’s gone for good!)
• Necessary for plannin, reasoning, problem solving, and performance monitoring (higher order cognitive processes)

Working memory is about maintenance and manipulation

Question 9

What does long-term memory consist of?

Answer 9

• Declarative (explicit) memory –> (episodic memory), semantic (concepts and language)
• Procedural (implicit) memory: you’re not conscious of this. Like learning how to ride a bike.

Question 10

What does it mean when we say that memory is modular?

Answer 10

Different types of memory seems to work independently of each other, to some extent.

Question 11

What does memory quality depend on?

Answer 11

• The ability to understand the experience (having a cognitive sense of self) (understanding the temporal structure of the experience)
• Symbolic understanding: use of gestures
• Language proficiency (verbal rehearsal)
• metacognition: knowing when to use certain mnemonic strategies§

Question 12

Between what ages do we see developmental increases in ,emory quality (reliability) and temporal extent?

Answer 12

1 and 3 years

Question 13

Do infants and even fetuses remember experiences?

Answer 13

Yes, they have a recognition memory, they recognize their mothers voice (implicit memory) and deferred imitation (14 month olds can pull apart a toy 24 hourds later (explicit memory).
Even before the age 2, they show the ability to remember the temporal oder of events (even 6 weeks later)/

Question 14

What does increase with age? Implicit or explicit memory?

Answer 14

Explicit memory

Question 15

What can we conclude out of the picture-fragment completion task about recognition memory?

Answer 15

Recognition memory shows limited developmental improvement (3 to 5 year olds have excellent recognition skills). So implicit memory does not develop with age.

Important: individal differences in recognition memory perforamnce predict differences in intelligence.

Question 16

What is maternal elaborativeness?

Answer 16

When parents ask children about past events, it can help a child improve episodic memory. Episdic memory development depends on scripts :)

Question 17

what is a difference between 4 year and 7 byear olds about novel events and a script?

Answer 17

Younger children tend to confuse novel events as being part of the script, whereas older children distinguish between novel event and script.

Question 18

What does working memory predict?

Answer 18

• Academic succes
• Learning
• Arithmetic performance (or braon activity does)

Question 19

wokring memory model

Answer 19

visuospatial skecthpad <– central executive –> articulatory control system and phonologic store

–> long- term memory

Question 20

What are three factors that influence memory span?

Answer 20

• age
• word length
• articulation rate (depens on age & familiarity/long-term memory)

Question 21

what is the difference between homophones and non-homophones?

Answer 21

homophones are words that sound like each other

Question 22

Phonological confusability effect or similarity effect

Answer 22

adults to recall phonologically loop using rehearsal, so there’s interference when words sound the same. So 3-5 year olds dont show this effect, reliance on other memory system (so presumably visual)

Question 23

what can we conclude out of the picture confusion memory task? about visually similar pictures and pictures with long names

Answer 23

• for 5 year olds: visually similar pictures were most difficult
• for 10 year olds: pictures with long names were most difficult.

Question 24

implication why children use rehersa; strategies

Answer 24

younger children are not equipped to use another strategy, so just use visual

Question 25

what can we conclude out of the stody of crone et al. 2006 about working memorydevelopment and maintenance ad manipulation?

Answer 25

Accuracy develops and gets better with age. younger children (8-12 years) are worse at manipulation than older children. So maintenance develops earlier than manipulation.

Question 26

What can we say about the DLPFC (dorsal lateral prefrontal cortex) by children?

Answer 26

They don’t know how to activate them yet. and those are exactly the regions for manipulation.

Question 27

Span board task

Answer 27

Volg de vierkanten. Hoe meer vierkanten er oplichten, en je moet de volgorde onthouden. Maar het wordt dan wel taffes moeilijk

Question 28

Wechsler Intelligence Scale for Children (WISC-V)
five domains?
working memory domain consists of?

Answer 28

which is an IQ test that can help diagnose childrne with low cognitive functioning, also provides indexes for five domains also for working capacity: working memory index indicates the level of working level capacity and is based on the digit span task and the picture span task.

Can measure an IQ of 160. In tegenstelling tot de oudere die kon alleen maar tot 105.

Andere domeinen:Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed.

Question 29

N-Back Task

Answer 29

Here, participants are typically instructed to monitor a series of stimuli and to respond whenever a stimulus is presented that is the same as the one presented n trials previously.q