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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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Storage01:23

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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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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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Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round...
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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...
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Updated: Feb 24, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Visual-spatial working memory in ADHD: new evidence for a storage rather than a processing deficit.

A Coclici1, D Canu1, J Bretthauer2

  • 1Clinic for Child and Adolescent Psychiatry, Medical Centre, University of Freiburg, Freiburg im Breisgau, Germany.

European Child & Adolescent Psychiatry
|February 23, 2026
PubMed
Summary
This summary is machine-generated.

Children with ADHD struggle with memory-guided saccades (MGS) and show trends of difficulty with anti-saccades (AS), impacting executive functions like working memory.

Keywords:
ADHDAnti-saccade taskEye trackingMemory-guided saccade taskVisual-spatial working memory

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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Developmental Psychology

Background:

  • Executive functions, including working memory, are crucial for voluntary eye movement control.
  • Neurodevelopmental disorders like Attention-Deficit/Hyperactivity Disorder (ADHD) are associated with executive function impairments.

Purpose of the Study:

  • To investigate anti-saccades (AS) and memory-guided saccades (MGS) in children and adolescents with ADHD and neurotypical controls.
  • To examine the relationship between AS and MGS performance in these groups.

Main Methods:

  • Ocular-motor testing using the EyeLink 1000+ eye tracker.
  • Recording of anti-saccades (AS) and memory-guided saccades (MGS) in 65 participants with ADHD and 74 neurotypical controls (ages 9.1-17.3 years).

Main Results:

  • Participants with ADHD exhibited less accurate MGS with reduced spatial accuracy.
  • A trend towards less accurate AS was observed in the ADHD group, with normal spatial accuracy.
  • Significant correlations between AS and MGS spatial accuracies were found in both control and ADHD groups.

Conclusions:

  • Spatial information storage in working memory, essential for MGS, appears impaired in ADHD.
  • Spatial information processing, required for AS, remains largely intact in ADHD.
  • The relationship between working memory storage and processing is intact in ADHD, despite storage deficits.