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Table of Contents
Preface pp. i-xii
Chapter I. Working Memory and Children’s Scholastic Attainment from 7 to 15 Years of Age: Developmental Differences and the Contribution of Speed of Processing
(Helen St. Clair-Thompson, University of Hull, UK)pp. 1-16
Chapter II. Difficulty of Children with Normal but Relatively Poor Working Memory at Japanese and Mathematics Classes
(Masamichi Yuzawa and Miki Yuzawa, Graduate School of Education, Hiroshima University, Hiroshima, Japan, and others)pp. 17-30
Chapter III. The Role of Working Memory and Inhibition in the Development of Motor Planning between 7 and 10 Years of Age
(Valérie Pennequin, Université François Rabelais, France)pp. 31-42
Chapter IV. Contribution of Working Memory to Implicit Motor Learning in Children: A Preliminary Report
(Alison Colbert and Jin Bo, Department of Psychology, Eastern Michigan University, MI, USA)pp. 43-54
Chapter V. The Development of Visuo-spatial Working Memory in Children
(Colin Hamilton, University of Northumbria, UK)pp. 55-82
Chapter VI. Aging and Visual Feature Binding in Working Memory
(Richard J. Allen, Louise A. Brown and Elaine Niven, Institute of Psychological Sciences, University of Leeds, UK, and others)pp. 83-96
Chapter VII. Interactions between Cognitive Load Factors on Working Memory Performance in Laboratory and Field Studies
(Edith Galy and Claudine Mélan, Centre de Recherche en Psychologie de la Connaissance, du Langage et de l’Emotion, Aix-Marseille University, France and others)pp. 97-114
Chapter VIII. Affective Words Influence Processing in Visual and Auditory Working Memory
(Fumiko Gotoh, Bunkyo University, Japan)pp. 115-130
Chapter IX. Verbal and Visuo-spatial Processes in Spatial Orientation and Navigation
(Andre Garcia and Carryl L. Baldwin, George Mason University, Fairfax, VA, USA)pp. 131-144
Chapter X. Working Memory Improvement by the Differential Outcomes Procedure
(Ginesa López-Crespo and Ángeles F. Estévez, Department of Psychology and Sociology, University of Zaragoza, Spain, and others)pp. 145-156
Chapter XI. Bilateral Transcranial Alternating Current Stimulation (tACS) of the Dorsolateral Prefrontal Cortex Enhances Verbal Working Memory and Promotes Episodic Memory After-Effects
(Oded Meiron and Michal Lavidor, The Gonda Multidisciplinary Brain Research Center, Bar Ilan University, Ramat Gan, Israel)pp. 157-174
Chapter XII. Cognitive Remediation of Working Memory in ADHD
(Robert M. Roth and Shanna Treworgy, Department of Psychiatry, Geisel School of Medicine at Dartmouth, Lebanon, NH, USA)pp. 175-200
Chapter XIII. A Dual-Component Analysis of Working Memory Training
(Bradley S. Gibson and Dawn M. Gondoli, University of Notre Dame, Notre Dame, IN, USA)pp. 201-218
Index pp. 219-228
