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Related Concept Videos

Working Memory01:24

Working Memory

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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...
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Sensory memory captures information from the environment in its original form for a very brief duration, just long enough to be exposed to visual, auditory, and other senses. This type of memory is detailed and rich but quickly lost unless certain strategies are employed to transfer it into short-term or long-term memory. Sensory information is continuously bombarding the human brain, yet only a small fraction is absorbed, as most of it does not significantly impact daily life. For instance,...
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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...
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The hippocampus, a critical brain structure, plays an essential role in memory processing, particularly in the formation and retrieval of memory. This small, seahorse-shaped region is located within the medial temporal lobe, with one hippocampus in each brain hemisphere. Experimental studies involving lesions in the hippocampi of rats have demonstrated significant impairments in tasks such as object recognition and maze navigation, indicating the hippocampus involvement in both recognition and...
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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...
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Related Experiment Video

Updated: Apr 20, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Short-term Memory for Verbal and Visuospatial Information in Down's Syndrome.

C Jarrold, A D Baddeley

    Cognitive Neuropsychiatry
    |November 25, 2014
    PubMed
    Summary

    Children with Down's syndrome have impaired short-term verbal memory but not visuospatial memory. This suggests a specific deficit in the phonological loop of working memory in Down's syndrome.

    Area of Science:

    • Cognitive Psychology
    • Neurodevelopmental Disorders
    • Genetics

    Background:

    • Down's syndrome is a genetic condition associated with intellectual disability.
    • Working memory plays a crucial role in cognitive functions.
    • Previous research suggests varied cognitive profiles in individuals with Down's syndrome.

    Purpose of the Study:

    • To investigate short-term memory for verbal and visuospatial information in children and teenagers with Down's syndrome.
    • To compare their performance with matched control groups.
    • To explore the underlying working memory mechanisms affected in Down's syndrome.

    Main Methods:

    • A group of children and teenagers with Down's syndrome and matched control groups participated.
    • Participants completed short-term memory tasks for both verbal and visuospatial information.

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  • Performance was analyzed to identify group differences and within-group patterns.

    • Main Results:

    • The Down's syndrome group demonstrated impaired performance on the verbal short-term memory task compared to controls.
    • No significant group differences were found on the visuospatial short-term memory task.
    • Individuals with Down's syndrome showed a specific deficit in verbal short-term memory relative to visuospatial memory.

    Conclusions:

    • The findings support the hypothesis of a selective impairment of the phonological loop in individuals with Down's syndrome.
    • This phonological loop deficit is a component of Baddeley and Hitch's working memory model.
    • The results are not attributable to general nonverbal ability superiority or hearing impairments.