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Related Concept Videos

Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
Storage01:23

Storage

A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze each...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the cerebellum's...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...

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Related Experiment Video

Updated: May 7, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Working memory in children with cochlear implants: problems are in storage, not processing.

Susan Nittrouer1, Amanda Caldwell-Tarr, Joanna H Lowenstein

  • 1The Ohio State University, United States.

International Journal of Pediatric Otorhinolaryngology
|October 5, 2013
PubMed
Summary
This summary is machine-generated.

Children with cochlear implants (CIs) show impaired working memory storage, but not processing, according to a new study. This research highlights the need for interventions to improve memory storage in these children.

Keywords:
ChildrenCochlear implantsCognitionDevelopmentHearingWorking memory

More Related Videos

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
06:04

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Published on: March 24, 2023

Related Experiment Videos

Last Updated: May 7, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages
06:04

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Published on: March 24, 2023

Area of Science:

  • Cognitive science
  • Neuroscience
  • Audiology

Background:

  • Hearing loss and amplification may interact with cognitive functions like working memory.
  • Working memory comprises storage and processing components, potentially affected differently by signal degradation in cochlear implants (CIs).

Purpose of the Study:

  • To determine if a single task can measure working memory storage and processing.
  • To investigate if children with CIs have deficits in storage, processing, or both.

Main Methods:

  • Two experiments were conducted using a serial-recall task with word lists manipulating storage (rhyming vs. non-rhyming nouns) and processing (adjectives).
  • Experiment 1 validated the task with typically hearing adults and children.
  • Experiment 2 compared 8-year-olds with and without CIs (n=98).

Main Results:

  • Recall accuracy (storage) was lower for rhyming nouns; recall rate (processing) was slower for adjectives, validating separate measurement.
  • Children with CIs demonstrated significantly poorer recall accuracy compared to their normal-hearing peers.
  • No significant difference in recall rate was observed between children with and without CIs.

Conclusions:

  • A single task can effectively differentiate and measure working memory storage and processing.
  • Children with CIs exhibit impaired working memory storage, but not processing.
  • Interventions focusing on enhancing representational saliency, such as direct instruction in syntax and semantics, may benefit children with CIs.