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A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions
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Spatial-simultaneous working memory and selective interference in Down syndrome.

Silvia Lanfranchi1, Irene C Mammarella, Barbara Carretti

  • 1a Department of Developmental Psychology and Socialization , University of Padova , Padova , Italy.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|May 13, 2014
PubMed
Summary
This summary is machine-generated.

Individuals with Down syndrome (DS) show impairments in spatial-simultaneous working memory (WM). Their performance is worse than typically developing children, especially under dual-task conditions, indicating similar coding strategies.

Keywords:
Down syndromeIntellectual disabilityInterferenceVisuospatial memoryWorking memory

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Area of Science:

  • Cognitive Psychology
  • Neurodevelopmental Disorders
  • Human Development

Background:

  • Down syndrome (DS) is associated with visuospatial domain impairments.
  • Spatial-simultaneous working memory (WM) deficits are noted in DS, even with grouped information.
  • Understanding these deficits requires examining performance under varying cognitive loads.

Purpose of the Study:

  • To assess the performance of individuals with DS on a spatial-simultaneous WM task.
  • To investigate the impact of single and dual selective interference conditions on spatial-simultaneous WM in DS.
  • To explore the characteristics of visuospatial working memory impairments in Down syndrome.

Main Methods:

  • Participants included individuals with DS and mentally age-matched typically developing (TD) children.
  • A spatial-simultaneous WM task was administered in single-task and dual-task conditions.
  • Dual-task conditions involved concurrent articulatory suppression or tapping tasks.

Main Results:

  • Individuals with DS demonstrated significant impairments in the spatial-simultaneous WM task compared to TD children.
  • Performance declined in dual-task conditions for both DS and TD groups, suggesting similar interference effects.
  • No significant difference in performance was observed between verbal and visuospatial interference conditions.

Conclusions:

  • Individuals with DS utilize the same coding modality for spatial-simultaneous WM as TD children of comparable mental age.
  • The findings highlight specific deficits in spatial-simultaneous WM within the visuospatial domain for individuals with DS.
  • Interference effects in dual-task paradigms provide insights into the nature of working memory limitations in Down syndrome.