Multisensory training based on an APP for enhanced verbal working memory in older adults

Two are better than one: Differences in cortical EEG patterns during auditory and visual verbal working memory processing between Unilateral and Bilateral Cochlear Implanted children

Working memory (WM) is vulnerable to age-related decline, particularly under high loads. Visual alpha oscillations contribute to WM performance in younger adults, and although alpha decreases in power and frequency with age, it is unclear if alpha activity supports WM in older adults. We recorded electroencephalography (EEG) while 24 younger (aged 18-35years) and 30 older (aged 50-86) adults performed a modified Sternberg task with varying load conditions. Older adults demonstrated slower reaction times at all loads, but there were no significant age differences in WM capacity. Regardless of age, alpha power decreased and alpha frequency increased with load during encoding, and the magnitude of alpha suppression during retention was larger at higher loads. While alpha power during retention was lower than fixation in older, but not younger adults, the relative change from fixation was not significantly different between age groups. Individual differences in alpha power did not predict performance for either age groups or at any WM loads. We demonstrate that alpha power and frequency are modulated in a similar task- and load-dependent manner during WM in both older and younger adults when WM performance is comparable across age groups. IMPACT STATEMENT: Aging is associated with a marked decrease in the power and frequency of alpha oscillations. Here, we demonstrate that when verbal working memory performance is matched across age groups, alpha power and frequency are modulated in a similar task- and load-dependent manner in both young and older adults.

The purpose of the study was to investigate the relationship between different exercise modes and visuospatial working memory in healthy older adults. A cross-sectional design was adopted. A total of 111 healthy older adults were enrolled in the study. They were classified by the exercise-related questionnaire to be in an open-skill group, closed-skill group or sedentary group. In experiment 1, the participants performed a visuospatial working memory task. The results indicated that both closed-skill (p < 0.05) and open-skill (p < 0.01) groups reached a higher accuracy than the sedentary group. Experiment 2 examined whether the exercise-induced benefit of working memory was manifested in passive maintenance or active manipulation of working memory which was assessed by visuospatial short-term memory task and visuospatial mental rotation task, respectively. The results showed that the open-skill (p < 0.01) group was more accurate than the sedentary group in the visuospatial short-term memory task, whereas the group difference in the visuospatial mental rotation task was not significant. These findings combined to suggest that physical exercise was associated with better visuospatial working memory in older adults. Furthermore, open-skill exercises that demand higher cognitive processing showed selective benefit for passive maintenance of working memory.

Evidence in the literature suggests that listening to music can improve cognitive performance. The aim of the present study was to examine whether the short- and long-term gains of a working memory (WM) training in older adults could be enhanced by music listening-the Mozart's Sonata K448 and the Albinoni's Adagio in G minor-which differ in tempo and mode. Seventy-two healthy older adults (age range: 65-75years) participated in the study. They were divided into four groups. At each training session, before starting the WM training activities, one group listened to Mozart (Mozart group, N = 19), one to Albinoni (Albinoni group, N = 19), one to white noise (White noise group, N = 16), while one served as an active control group involved in other activities and was not exposed to any music (active control group, N = 18). Specific training gains on a task like the one used in the training, and transfer effects on visuo-spatial abilities, executive function and reasoning measures were assessed. Irrespective of listening condition (Mozart, Albinoni, White noise), trained groups generally outperformed the control group. The White noise group never differed from the two music groups. However, the Albinoni group showed larger specific training gains in the criterion task at short-term and transfer effects in the reasoning task at both short-and long term compared to the Mozart group. Overall the present findings suggest caution when interpreting the effects of music before a WM training, and are discussed according to aging and music effect literature.

Impaired working memory (WM) performance is considered as a central feature of schizophrenia. Divided into two components, verbal and spatial, WM has been shown to involve frontal and parietal regions. Verbal WM can be tested either visually or aurally. The present study aimed to test schizophrenic patients in both visual and auditory verbal WM in order to assess a possible distinct pattern of alteration of these two modalities. Twenty-four schizophrenic patients and 24 healthy controls were compared with 2-back continuous visual and auditory verbal WM testing. Both groups were also tested on a neuropsychological battery including Wisconsin Card Sorting Test (WCST). Schizophrenic patients were less efficient in both verbal WM tests. When taking age and educational level as covariates and both WM modalities as dependent variables, there was no differential effect of modalities across groups. In further exploratory analyses, partial correlations brought association between verbal WM and psychosocial adaptation, WCST and length of illness. These results suggest a similar pattern of alteration of both modalities of verbal WM in schizophrenic patients. The implications of this finding are discussed.

Verbal working memory is poorer for children with hearing loss than for peers with normal hearing (NH), even with cochlear implantation and early intervention. Poor verbal working memory can affect academic performance, especially in higher grades, making this deficit a significant problem. This study examined the stability of verbal working memory across middle childhood, tested working memory in adolescents with NH or cochlear implants (CIs), explored whether signal enhancement can improve verbal working memory, and tested two hypotheses proposed to explain the poor verbal working memory of children with hearing loss: (a) Diminished auditory experience directly affects executive functions, including working memory; (b) degraded auditory inputs inhibit children's abilities to recover the phonological structure needed for encoding verbal material into storage. Fourteen-year-olds served as subjects: 55 with NH; 52 with CIs. Immediate serial recall tasks were used to assess working memory. Stimuli consisted of nonverbal, spatial stimuli and four kinds of verbal, acoustic stimuli: nonrhyming and rhyming words, and nonrhyming words with two kinds of signal enhancement: audiovisual and indexical. Analyses examined (a) stability of verbal working memory across middle childhood, (b) differences in verbal and nonverbal working memory, (c) effects of signal enhancement on recall, (d) phonological processing abilities, and (e) source of the diminished verbal working memory in adolescents with cochlear implants. Verbal working memory remained stable across middle childhood. Adolescents across groups performed similarly for nonverbal stimuli, but those with CIs displayed poorer recall accuracy for verbal stimuli; signal enhancement did not improve recall. Poor phonological sensitivity largely accounted for the group effect. The central executive for working memory is not affected by hearing loss or cochlear implantation. Instead, the phonological deficit faced by adolescents with CIs denigrates the representation in storage and augmenting the signal does not help.

The impact of working memory (WM) training on everyday life functioning has rarely been examined, and it is not clear whether WM training gains are transferred to reasoning abilities. The aim of this study was to assess the efficacy of a verbal WM training in older adults, in terms of specific gains and transfer effects to everyday life and reasoning abilities. Thirty-six community dwelling older adults (from 65 to 75 years of age) were randomly assigned to a training or an active control group. The specific gains in a WM task similar to the one trained were assessed. Transfer effects to everyday life and reasoning abilities were also examined using (i) objective performance-based tasks (the Everyday Problem Test and the Timed Instrumental Activities of Daily Living Scale) and (ii) the Cattell test and Raven's Standard Progressive Matrices, respectively. Only the trained group showed specific benefits and transfer effects to one of the everyday abilities measures (the Everyday Problem Test) and in the two reasoning tasks. These results suggest that WM training can positively impact cognitive functioning and, more importantly, older adults' abilities in everyday living. Copyright © 2016 John Wiley & Sons, Ltd.

The role of verbal and visuospatial working memory in rule-based and information-integration category learning was examined. Previously, Maddox, Ashby, Ing, and Pickering found that a sequentially presented verbal working memory task did not affect information-integration learning, but disrupted rule-based learning when the rule was on the spatial frequency of a Gabor stimulus. This pattern was replicated in Experiment 1, in which the same category structures were used, but in which the verbal working memory task was replaced with a visuospatial analog. Experiment 2A examined rule-based learning on an oblique orientation and also found both verbal and visuospatial working memory tasks disrupting learning. Experiment 2B examined rule-based learning on a cardinal orientation and found a minimal effect of the verbal working memory task, but a large effect of the visuospatial working memory task. The conceptual significance of cardinal orientations and the role of visuospatial and verbal working memory in category learning are discussed.

Impaired verbal memory in schizophrenia is a key rate-limiting factor for functional outcome, does not respond to currently available medications, and shows only modest improvement after conventional behavioral remediation. The authors investigated an innovative approach to the remediation of verbal memory in schizophrenia, based on principles derived from the basic neuroscience of learning-induced neuroplasticity. The authors report interim findings in this ongoing study. Fifty-five clinically stable schizophrenia subjects were randomly assigned to either 50 hours of computerized auditory training or a control condition using computer games. Those receiving auditory training engaged in daily computerized exercises that placed implicit, increasing demands on auditory perception through progressively more difficult auditory-verbal working memory and verbal learning tasks. Relative to the control group, subjects who received active training showed significant gains in global cognition, verbal working memory, and verbal learning and memory. They also showed reliable and significant improvement in auditory psychophysical performance; this improvement was significantly correlated with gains in verbal working memory and global cognition. Intensive training in early auditory processes and auditory-verbal learning results in substantial gains in verbal cognitive processes relevant to psychosocial functioning in schizophrenia. These gains may be due to a training method that addresses the early perceptual impairments in the illness, that exploits intact mechanisms of repetitive practice in schizophrenia, and that uses an intensive, adaptive training approach.

Working memory for nonverbal auditory information is essential for everyday functioning but its cognitive organisation is not well understood. Here we addressed this issue in a musician, YA, with absolute pitch (AP, the uncommon ability to categorise and label individual musical pitches without an external reference) who developed posterior cortical atrophy. We assessed YA's AP ability and her working memory for pitch and rhythmic patterns using procedures modelled on a standard test of auditory verbal working memory (digit span), referenced to age-matched, cognitively-normal AP and non-AP possessing musicians. YA had retained AP and performed comparably to healthy older AP and non-AP musicians on all musical working memory tasks, despite impaired auditory verbal working memory. These findings suggest that the cognitive mechanisms for auditory verbal working memory, nonverbal (pitch and rhythm) working memory and AP are at least partly dissociable, and both musical working memory and AP can be spared despite posterior parietal degeneration.

Event Abstract Back to Event A Common Serial Order Mechanism for Verbal Working Memory and Language Production: Evidence from Aphasia Yingxue Tian1*, Heather R. Dial2, Randi Martin1 and Simon Fischer-Baum1 1 Rice University, United States 2 University of Texas at Austin, United States Serial order information is critical in our daily life, from recalling a phone number, or producing phonemes when saying a word, or writing letters when spelling. In the domain of working memory (WM), there is clear evidence for a dissociation of item-identity and serial-order WM (Majerus, 2018). The current study tests two hypotheses about verbal serial order working memory (SOWM). First, that there is a single SOWM capacity that is involved in both verbal and nonverbal WM. Second, that there is a common order processing capacity shared between verbal WM and language production. Both hypotheses are addressed in a multiple-case study approach, looking at patterns of associations and dissociations in serial order performance in patients with memory and language impairments following stroke. Three chronic aphasic patients (M.B., E.V., and S.H.) were identified with impaired forward and backward digit span (span < 4). They were then tested on verbal WM, including item probe (IP), order probe (OP), and serial reconstruction (SRC). Evidence of SOWM impairments includes poor performance on SRC and impaired OP relative to IP (henceforth referred to as adjusted order span). Patient M.B. exhibited impaired verbal SOWM with both digits (SRC = 3.08) and letters (SRC = 2.45, p’s < .05) as well as with the probe tasks (verbal adjusted order span = 50%, p = .03) when compared to ten age- and education-matched control subjects, whereas the other two patients showed no evidence of a verbal SOWM impairment. To test the single SOWM hypothesis, patients were given the same WM battery with nonverbal materials (visuospatial locations). None of the patients showed nonverbal SOWM impairments. Most critically, M.B. exhibited SOWM deficit in the verbal domain but not the nonverbal domain (SRC = 5.33, nonverbal adjusted order span = 59%, p’s > .05). This dissociation between verbal and nonverbal SOWM systems provides clear evidence against the single SOWM hypothesis. To test the hypothesis that verbal SOWM and language production share a common order processing capacity, we next analyzed phoneme/grapheme errors in a corpus of repetition and spelling tasks. Errors in these tasks were categorized into item, order, and omission errors. M.B. produced significantly more phoneme and grapheme order errors than would be expected by chance (p’s < .001 in Monte Carlo simulation), whereas the other two patients did not have a tendency to make order errors in these tasks. The association between M.B.’s order impairment in verbal WM, spoken production and spelling, along with the fact that E.V. and S.H. do not show order impairments in any of those domains, suggests a common serial order mechanism. In sum, our multiple-case study suggests a common mechanism for serial order between verbal WM and the language production system that is distinct from the serial order mechanism used in nonverbal WM. References Majerus, S. (2018). Verbal working memory and the phonological buffer: The question of serial order. Cortex. Keywords: cognitive neuropsychology, Multiple-case, Language production, working memory, serial order Conference: Academy of Aphasia 57th Annual Meeting, Macau, Macao, SAR China, 27 Oct - 29 Oct, 2019. Presentation Type: Poster presentation Topic: Eligible for student award Citation: Tian Y, Dial HR, Martin R and Fischer-Baum S (2019). A Common Serial Order Mechanism for Verbal Working Memory and Language Production: Evidence from Aphasia. Front. Hum. Neurosci. Conference Abstract: Academy of Aphasia 57th Annual Meeting. doi: 10.3389/conf.fnhum.2019.01.00113 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 06 May 2019; Published Online: 09 Oct 2019. * Correspondence: Mx. Yingxue Tian, Rice University, Houston, United States, yingxue.tian@rice.edu Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Yingxue Tian Heather R Dial Randi Martin Simon Fischer-Baum Google Yingxue Tian Heather R Dial Randi Martin Simon Fischer-Baum Google Scholar Yingxue Tian Heather R Dial Randi Martin Simon Fischer-Baum PubMed Yingxue Tian Heather R Dial Randi Martin Simon Fischer-Baum Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

Many aspects of human performance require producing sequences of items in serial order. The current study takes a multiple-case approach to investigate whether the system responsible for serial order is shared across cognitive domains, focusing on working memory (WM) and word production. Serial order performance in three individuals with post-stroke language and verbal WM disorders (hereafter persons with aphasia, PWAs) were assessed using recognition and recall tasks for verbal and visuospatial WM, as well as error analyses in spoken and written production tasks to assess whether there was a tendency to produce the correct phonemes/letters in the wrong order. One PWA exhibited domain-specific serial order deficits in verbal and visuospatial WM. The PWA with verbal serial order WM deficit made more serial order errors than expected by chance in both repetition and writing-to-dictation tasks, whereas the other two PWAs showed no serial order deficits in verbal WM and production tasks. These findings suggest separable serial order systems for verbal and visuospatial WM and a shared system for serial order processing in verbal WM and word production. Implications for the domain-generality of WM, its connection to language production, and serial order processing across cognitive functionssc are discussed.

Impact of metacognition and motivation on the efficacy of strategic memory training in older adults: Analysis of specific, transfer and maintenance effects

Closely related languages share cross-linguistic phonological regularities, such as Frisian -âld [ͻ:t] and Dutch -oud [ʱut], as in the cognate pairs kâld [kͻ:t] – koud [kʱut] ‘cold’ and wâld [wͻ:t] – woud [wʱut] ‘forest’. Within Bybee’s (1995, 2001, 2008, 2010) network model, these regularities are, just like grammatical rules within a language, generalizations that emerge from schemas of phonologically and semantically related words. Previous research has shown that verbal working memory is related to the acquisition of grammar, but not vocabulary. This suggests that verbal working memory supports the acquisition of linguistic regularities. In order to test this hypothesis we investigated whether verbal working memory is also related to the acquisition of cross-linguistic phonological regularities. For three consecutive years, 5- to 8-year-old Frisian-Dutch bilingual children (n = 120) were tested annually on verbal working memory and a Frisian receptive vocabulary task that comprised four cognate categories: (1) identical cognates, (2) non-identical cognates that either do or (3) do not exhibit a phonological regularity between Frisian and Dutch, and (4) non-cognates. The results showed that verbal working memory had a significantly stronger effect on cognate category (2) than on the other three cognate categories. This suggests that verbal working memory is related to the acquisition of cross-linguistic phonological regularities. More generally, it confirms the hypothesis that verbal working memory plays a role in the acquisition of linguistic regularities.

IntroductionMobility and cognitive functions often decline concurrently in older adults, and may be particularly detrimental to walking in complex environments such as uneven terrain. Walking on uneven terrain particularly relies on visuospatial working memory to continuously adjust gait patterns; however, this relationship remains understudied. The objectives of this study are to examine group differences in uneven terrain walking speed and visuospatial n-back task performance across varying task demands among younger adults, and among older adults with high and low physical function and to assess whether uneven terrain-induced reductions in walking speed are associated with declines in n-back performance, particularly among low-functioning older adults. As an exploratory aim, we also examined age-related differences in brain activity during n-back performance to provide additional context for interpreting neural responses across tasks.MethodsThe analysis included 24 younger adults (aged 22.8 ± 3.3) and 44 older adults (aged 74.0 ± 5.6). Using the Short Physical Performance Battery (SPPB), older adults were categorized into high physical function (n = 29) and low physical function (n = 15), with scores below 10 indicating a lower level of physical function. Uneven terrain walking speed was measured as participants traversed four novel custom-made overground surfaces: flat, low, medium, and high terrain unevenness. Visuospatial walking memory was assessed on a spatial n-back task that included four n-back levels, ranging from 0-back to 3-back. Prefrontal cortical activity was measured using functional near-infrared spectroscopy (fNIRS) while participants performed the n-back task.ResultsCompared to younger adults, older adults exhibited poorer working memory performance and slower uneven terrain walking speeds, with both effects being particularly pronounced in low functioning older adults. Slower walking speeds as terrain became more uneven were associated with poorer n-back performance as n-back level increased, with a larger effect size observed in the low physical functioning older adults. fNIRS results revealed comparable levels of prefrontal cortical activity between younger and older groups during the n-back tasks. Prefrontal cortical activity did not increase with higher task demands (i.e., increasing n-back levels) in any of the groups.ConclusionThese findings support a relationship between declines in uneven terrain mobility and n-back cognitive function in older adults; however, this relationship was not observed in younger adults. Further research is needed to understand the shared neural mechanisms underlying age-related declines in mobility and cognitive function.