PROJECT 11: DEVELOPMENT OF VERBAL WORKING MEMORY STRATEGIES IN YOUNG CHILDREN Working memory, the temporary storage and processing of information, contributes to performance on a wide range of academic and cognitive skills in children and adults. Rehearsal, the silent repetition of to-be- remembered information, is one strategy which can be implemented to overcome the storage limitations of working memory. At the present time, there is a fundamental gap in understanding how working memory strategies?particularly rehearsal?develop into adult levels. The lack of knowledge regarding the developmental trajectory of rehearsal poses important theoretical and clinical problems. Rehearsal has been proposed as a foundational skill from which other working memory strategies emerge, but this hypothesis cannot be tested without first having a clear understanding of rehearsal development itself. Clinically, interventions aimed at refining working memory strategies have the potential for improving long-term academic and cognitive outcomes in children who display working memory problems. The long-term goal of this research program is to identify individual children?s working memory weaknesses. Once these weaknesses are identified, targeted interventions can be developed that will improve broader academic skills, such as reading. As a first step, the objective of the present project is to characterize the contexts in which a young child implements rehearsal strategies. The primary hypotheses are that children differ with regard to the age-of- onset and efficiency of rehearsal strategies and that these individual differences are related to both the demands of the task and the child?s language ability. These hypotheses will be tested by pursuing two specific aims: (1) Characterize the developmental trajectory of rehearsal when working memory resources are available or depleted, and (2) Describe the role of lexical knowledge in early rehearsal abilities of visually presented lists.
Under Specific Aim 1, children ages 4 to 8 will be monitored for rehearsal use in a variety of tasks that vary in length and rehearsal instructions.
Under Specific Aim 2, rehearsal use will be evaluated as visual stimuli change from having obvious verbal labels (i.e. digits) to less obvious verbal labels (i.e. pictures of abstract shapes). Children?s language ability will be included as a covariate to control for the role of language experience separate from age in rehearsal development. This approach is innovative because it moves beyond group-level analyses of rehearsal to examine rehearsal in individual children under systematically manipulated task demands. The proposed research is significant because it directly addresses inconsistencies in the literature regarding the development of rehearsal in young, typically-developing children, advancing current models of working memory as well as lay the framework for interventions for children with disruptions to working memory.

Agency
National Institute of Health (NIH)
Institute
National Institute of General Medical Sciences (NIGMS)
Type
Exploratory Grants (P20)
Project #
2P20GM109023-06
Application #
9573302
Study Section
Special Emphasis Panel (ZGM1)
Project Start
Project End
Budget Start
2019-04-01
Budget End
2020-03-31
Support Year
6
Fiscal Year
2019
Total Cost
Indirect Cost
Name
Father Flanagan's Boys' Home
Department
Type
DUNS #
073136806
City
Boys Town
State
NE
Country
United States
Zip Code
68010
Hughes, Michelle L; Goehring, Jenny L; Sevier, Joshua D et al. (2018) Measuring Sound-Processor Thresholds for Pediatric Cochlear Implant Recipients Using Visual Reinforcement Audiometry via Telepractice. J Speech Lang Hear Res 61:2115-2125
GarcĂ­a, Paula B; Leibold, Lori; Buss, Emily et al. (2018) Code-Switching in Highly Proficient Spanish/English Bilingual Adults: Impact on Masked Word Recognition. J Speech Lang Hear Res 61:2353-2363
Janky, Kristen L; Patterson, Jessie; Shepard, Neil et al. (2018) Video Head Impulse Test (vHIT): The Role of Corrective Saccades in Identifying Patients With Vestibular Loss. Otol Neurotol 39:467-473
Tinnemore, Anna R; Zion, Danielle J; Kulkarni, Aditya M et al. (2018) Children's Recognition of Emotional Prosody in Spectrally Degraded Speech Is Predicted by Their Age and Cognitive Status. Ear Hear 39:874-880
Teagle, Holly F B; Henderson, Lillian; He, Shuman et al. (2018) Pediatric Auditory Brainstem Implantation: Surgical, Electrophysiologic, and Behavioral Outcomes. Ear Hear 39:326-336
Smith, Nicholas A; McMurray, Bob (2018) Temporal Responsiveness in Mother-Child Dialogue: A Longitudinal Analysis of Children with Normal Hearing and Hearing Loss. Infancy 23:410-431
Brennan, Marc A; McCreery, Ryan W; Buss, Emily et al. (2018) The Influence of Hearing Aid Gain on Gap-Detection Thresholds for Children and Adults With Hearing Loss. Ear Hear 39:969-979
Judge, Paul D; Rodriguez, Amanda I; Barin, Kamran et al. (2018) Impact of Target Distance, Target Size, and Visual Acuity on the Video Head Impulse Test. Otolaryngol Head Neck Surg 159:739-742
Kirby, Benjamin J; Spratford, Meredith; Klein, Kelsey E et al. (2018) Cognitive Abilities Contribute to Spectro-Temporal Discrimination in Children Who Are Hard of Hearing. Ear Hear :
Cannon, Shauntelle A; Chatterjee, Monita (2018) Voice Emotion Recognition by Children With Mild-to-Moderate Hearing Loss. Ear Hear :

Showing the most recent 10 out of 47 publications