Working Memory: Developmental Differences, Component Processes and Improvement Mechanisms


Helen St. Clair-Thompson (Editor)
University of Hull, Cottingham Road, Hull, UK

Series: Neuroscience Research Progress
BISAC: SCI089000

This book presents the latest research in working memory from around the world. There are thirteen chapters which are ordered according to three main themes. Chapters concerned with developmental differences address the relationships between working memory and children’s learning and school performance, the role of working memory in the development of planning, associations between working memory and implicit learning, and theoretical models that account for visuo-spatial working memory development.

Chapters concerned with component processes address issues of visual feature binding, aspects of cognitive load theory, the processing of affective stimuli in working memory, and the role of working memory in spatial orientation and navigation. Finally, a section on improvement mechanisms is comprised of chapters related to improving working memory through the differential outcomes procedure, applying transcranial alternating stimulation to the dorsolateral prefrontal cortex, and methods of cognitive remediation including working memory training both in participants with ADHD and other populations. The chapters provide comprehensive reviews as well as presenting new empirical data concerned with these topics. They aim to further the current understanding of working memory from developmental, cognitive, and educational perspectives. The book should therefore be of interest to all academics and researchers with an interest in working memory and related skills. (Imprint: Nova)

Table of Contents

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

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