Ruth Schumann-Hengsteler

Mental multiplication and working memory

This paper is concerned with the role of working memory resources in mental multiplication. In two experiments a dual-task paradigm was used. In the first experiment neutral tapping was contrasted to three modalityspecific secondary tasks: Irrelevant speech and articulatory suppression were used to disrupt the phonological loop and a visuo-spatial tapping was used to disrupt the visuo-spatial sketchpad. Multiplication sums needed to be solved mentally and results needed to be spoken aloud. Sums varied in difficulty (easy, e.g., 3 x 4 =, difficult, e.g., 8 x 17 =). Results from the first experiment revealed declines in performance on difficult sums under articulatory suppression but no interference effect for easy sums. To investigate the role of central executive processes, a second experiment extended the range of interference conditions to a central executive interference task (random letter generation). Now articulatory suppression and random generation caused a decrease of performance on difficult sums. In addition, performance on easy sums was negatively impacted by random letter generation as well. We infer that solving complex multiplication sums demands phonological loop and central executive processes, whereas retrieving numerical facts in solving simple multiplication sums requires only central executive processes. We found no evidence of modality-specific access to numerical facts stored in long-term memory.

Young children's cognitive development : interrelationships among executive functioning, working memory, verbal ability, and theory of mind

Contents: W. Schneider, R. Schumann-Hengsteler, B. Sodian, Introduction and Overview. J. Towse, N. Cowan, Working Memory and Its Relevance for Cognitive Development. C. Zoelch, K. Seitz, R. Schumann-Hengsteler, From Rag(Bag)s to Riches: Measuring the Developing Central Executive. P.D. Zelazo, L. Qu, U. Muller, Hot and Cool Aspects of Executive Function: Relations in Early Development. B. Sodian, Theory of Mind--The Case for Conceptual Development. L.J. Moses, S.M. Carlson, M.A. Sabbagh, On the Specificity of the Relation Between Executive Function and Childrens Theory of Mind. D.F. Bjorklund, C.A. Cormier, J.S. Rosenberg, The Evolution of Theory of Mind: Big Brains, Social Complexity, and Inhibition. B. Sodian, C. Hulsken, The Developmental Relation of Theory of Mind and Executive Functions: A Study of Advanced Theory of Mind Abilities in Children With ADHD. W. Kain, J. Perner, What fMRI Can Tell Us About the ToM-EF Connection: False Beliefs, Working Memory, and Inhibition. M. Hasselhorn, C. Mahler, D. Grube, Theory of Mind, Working Memory, and Verbal Ability in Preschool Children: The Proposal of a Relay Race Model of the Developmental Dependencies. H. Tager-Flusberg, R.M. Joseph, Theory of Mind, Language, and Executive Functions in Autism: A Longitudinal Perspective. W. Schneider, K. Lockl, O. Fernandez, Interrelationships Among Theory of Mind, Executive Control, Language Development, and Working Memory in Young Children: A Longitudinal Analysis. K. Oberauer, Executive Functions, Working Memory, Verbal Ability, and Theory of Mind--Does It All Come Together?

How task demands influence time-based prospective memory performance in young and older adults

Prospective memory performance as a measure of everyday cognitive functioning is of increasing importance for developmental research. However, comparisons of studies on prospective memory development in adults reveal essential differences. Although some studies report no age effects, others find age effects of widely varying magnitudes. We suggest that differences in these findings on prospective memory performance can be explained by an age by task interaction (i.e., large amounts of cognitive load imposed by time-based prospective memory tasks disproportionally penalise older adults who possess fewer cognitive resources). We explored our hypothesis in a study with 90 young adults (M = 24.0 years) and 75 older adults (M = 69.0 years) by manipulating the overall cognitive processing demands of the prospective task situation. We varied the cognitive load of the background task while holding constant the time-based prospective memory task. Results indicate that the effects of increased overall processing demands strongly influence older adults’ performance. Results are discussed within the framework of capacity explanations of cognitive ageing that focus on the role of working memory resources in monitoring processes.

The Development of Visuo-spatial Memory: How to Remember Location

Recent studies on developmental differences in spatial memory have reported equivocal results. Some found an age-dependent improvement of memory performance whereas others did not. The two studies reported here investigate age differences in memory for visual-spatial information. A picture reconstruction task with simultaneous presentation of scene-like visual-spatial arrangements was used. Subjects had to recognise objects and to reconstruct the initial spatial arrangement. The first study with 5to 10year-olds produced the typical age-dependent improvement in recognising visual material as well as in remembering the locations of specific objects. No effect for age was obtained in memory for the critical loci themselves. The second study with 4to 6-year-olds revealed similar results. Error analyses indicated that in younger children the association between object identity and object location is weaker than in older children. The results are considered as evidence for the assumption that spatial information is not necessarily represented as a feature of an item. Alternative types of representations of spatial information in the picture reconstruction task are discussed.

Defizite numerischer Basiskompetenzen bei rechenschwachen Kindern der 3. und 4. Klassenstufe

Zusammenfassung: Kinder mit Dyskalkulie zeigen neben den, das Storungsbild konstituierenden Schwierigkeiten im Rechnen auch Defizite der numerischen Basiskompetenzen, die als direkte Vorlauferfunktionen des Grundrechnens betrachtet werden (Geary & Hoard, 2001). Ziel der vorliegenden Studie war zu prufen, in welchem Umfang rechenschwache Kinder noch am Ende der Grundschulzeit in der dritten und vierten Klassenstufe solche numerischen Defizite haben. Jeweils 24 isoliert rechenschwache und 24 nach den Kriterien Alter, Geschlecht und Intelligenz individuell parallelisierte normal rechnende Kinder der dritten und vierten Klasse wurden im Hinblick auf die numerischen Basiskompetenzen Zahlbegriff, Mengenbegriff und Zahlfertigkeit untersucht. Es zeigt sich, dass rechenschwache Kinder noch in den letzten Grundschuljahren deutliche Defizite der numerischen Basiskompetenzen aufweisen. Die Ergebnisse werden dahingehend diskutiert, in welcher Weise diese Defizite an der Entstehung und Aufrechterhaltung von Rechenschwi...

Children's and Adults' Visuospatial Memory: The Game Concentration

Concentration, a very popular memory game, requires players to maintain a large amount of visuospatial information. Game performance was investigated in a controlled way with 80 5- to 10-year-old children and 32 adults. In overall performance, 5- to 10-year-old children did not differ, but adults outperformed them. Several indicators were derived on strategic behavior and visuospatial memory aspects in the game. Compared with younger children, 10-year-olds and adults were more efficient in information gathering, but they also showed a higher rate of information loss in the course of the game. Surprisingly, 5-year-olds had the lowest rate of spatial errors. Overall, the results contradict the anecdotal evidence of young children as experts in visuospatial memory. Implications for assumptions about age-dependent internal representations of visuospatial material are discussed.