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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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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Information Processing Approach01:30

Information Processing Approach

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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...
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Updated: Apr 13, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &#8211; Working Memory (CABC-WM)
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Spatial-sequential and spatial-simultaneous working memory in individuals with Williams syndrome.

Silvia Lanfranchi, Letizia De Mori, Irene C Mammarella

    American Journal on Intellectual and Developmental Disabilities
    |May 1, 2015
    PubMed
    Summary
    This summary is machine-generated.

    Individuals with Williams syndrome (WS) show deficits in spatial-simultaneous working memory compared to typically developing children. This impairment is more pronounced in tasks requiring active attention and information processing.

    Keywords:
    Williams syndromeintellectual disabilityspatial working memory

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    Area of Science:

    • Neurodevelopmental Disorders
    • Cognitive Psychology
    • Developmental Neuroscience

    Background:

    • Williams syndrome (WS) is a genetic disorder associated with cognitive and behavioral differences.
    • Working memory, particularly visuospatial working memory, is crucial for cognitive function.
    • Understanding specific cognitive profiles in WS can inform targeted interventions.

    Purpose of the Study:

    • To compare visuospatial working memory performance in children with Williams syndrome (WS) and typically developing (TD) children.
    • To investigate the impact of task presentation (spatial-sequential vs. spatial-simultaneous) on working memory.
    • To examine the role of attentional control (passive vs. active tasks) in visuospatial working memory.

    Main Methods:

    • Matched comparison study involving 18 individuals with WS and 18 TD children.
    • Assessment of visuospatial working memory using varying task presentation formats.
    • Evaluation of performance under passive and active attentional conditions.

    Main Results:

    • Individuals with WS performed significantly worse than TD children on passive spatial-simultaneous tasks.
    • No significant difference was observed between WS and TD groups in passive spatial-sequential tasks.
    • WS individuals demonstrated poorer performance in both active spatial-sequential and spatial-simultaneous tasks.

    Conclusions:

    • Findings suggest a specific impairment in spatial-simultaneous working memory in individuals with Williams syndrome.
    • A generalized difficulty in information storage and concurrent processing is indicated in WS, similar to other intellectual disabilities.
    • Results highlight the importance of task demands, particularly attentional control, in understanding cognitive profiles of WS.