@article{ZakariasKeresztesMartonetal.2016,
  author    = {Zakari{\´a}s, Lilla and Keresztes, Attila and Marton, Klara and Wartenburger, Isabell},
  title     = {Positive effects of a computerised working memory and executive function},
  series = {Neuropsychological rehabilitation},
  volume    = {28},
  journal   = {Neuropsychological rehabilitation},
  number    = {3},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0960-2011},
  doi       = {10.1080/09602011.2016.1159579},
  pages     = {369 -- 386},
  year      = {2016},
  abstract  = {Aphasia, the language disorder following brain damage, is frequently accompanied by deficits of working memory (WM) and executive functions (EFs). Recent studies suggest that WM, together with certain EFs, can play a role in sentence comprehension in individuals with aphasia (IWA), and that WM can be enhanced with intensive practice. Our aim was to investigate whether a combined WM and EF training improves the understanding of spoken sentences in IWA. We used a pre-post-test case control design. Three individuals with chronic aphasia practised an adaptive training task (a modified n-back task) three to four times a week for a month. Their performance was assessed before and after the training on outcome measures related to WM and spoken sentence comprehension. One participant showed significant improvement on the training task, another showed a tendency for improvement, and both of them improved significantly in spoken sentence comprehension. The third participant did not improve on the training task, however, she showed improvement on one measure of spoken sentence comprehension. Compared to controls, two individuals improved at least in one condition of the WM outcome measures. Thus, our results suggest that a combined WM and EF training can be beneficial for IWA.},
  language  = {en}
}
@article{MartonEichornCampanellietal.2016,
  author    = {Marton, Klara and Eichorn, Naomi and Campanelli, Luca and Zakarias, Lilla},
  title     = {Working Memory and Interference Control in Children with Specific Language Impairment},
  series = {Language and linguistics compass},
  volume    = {10},
  journal   = {Language and linguistics compass},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {1749-818X},
  doi       = {10.1111/lnc3.12189},
  pages     = {211 -- 224},
  year      = {2016},
  abstract  = {Language and communication disorders are often associated with deficits in working memory (WM) and interference control. WM studies involving children with specific language impairment (SLI) have traditionally been framed using either resource theories or decay accounts, particularly Baddeley's model. Although significant interference problems in children with SLI are apparent in error analysis data from WM and language tasks, interference theories and paradigms have not been widely used in the SLI literature. A primary goal of the present paper is to provide an overview of interference deficits in children with SLI. Review of the extant literature on interference control shows deficits in this population; however, the source and the nature of the deficit remain unclear. Thus, a second key aim in our review is to demonstrate the need for theoretically driven experimental paradigms in order to better understand individual variations associated with interference weaknesses in children with SLI.},
  language  = {en}
}