TY - JOUR A1 - Menze, Inga A1 - Müller, Notger Germar A1 - Zähle, Tino A1 - Schmicker, Marlen T1 - Individual response to transcranial direct current stimulation as a function of working memory capacity and electrode montage JF - Frontiers in human neuroscience N2 - Introduction Attempts to improve cognitive abilities via transcranial direct current stimulation (tDCS) have led to ambiguous results, likely due to the method's susceptibility to methodological and inter-individual factors. Conventional tDCS, i.e., using an active electrode over brain areas associated with the targeted cognitive function and a supposedly passive reference, neglects stimulation effects on entire neural networks. Methods We investigated the advantage of frontoparietal network stimulation (right prefrontal anode, left posterior parietal cathode) against conventional and sham tDCS in modulating working memory (WM) capacity dependent transfer effects of a single-session distractor inhibition (DIIN) training. Since previous results did not clarify whether electrode montage drives this individual transfer, we here compared conventional to frontoparietal and sham tDCS and reanalyzed data of 124 young, healthy participants in a more robust way using linear mixed effect modeling. Results The interaction of electrode montage and WM capacity resulted in systematic differences in transfer effects. While higher performance gains were observed with increasing WM capacity in the frontoparietal stimulation group, low WM capacity individuals benefited more in the sham condition. The conventional stimulation group showed subtle performance gains independent of WM capacity. Discussion Our results confirm our previous findings of WM capacity dependent transfer effects on WM by a single-session DIIN training combined with tDCS and additionally highlight the pivotal role of the specific electrode montage. WM capacity dependent differences in frontoparietal network recruitment, especially regarding the parietal involvement, are assumed to underlie this observation. KW - tDCS KW - electrode montage KW - individual differences KW - working memory KW - capacity KW - distractor inhibition KW - frontoparietal network Y1 - 2023 U6 - https://doi.org/10.3389/fnhum.2023.1134632 SN - 1662-5161 VL - 17 PB - Frontiers Media CY - Lausanne ER - TY - JOUR A1 - Pañeda, Claudia A1 - Lago, Sol A1 - Vares, Elena A1 - Veríssimo, João Marques A1 - Felser, Claudia T1 - Island effects in Spanish comprehension JF - Glossa : a journal of general linguistics N2 - A growing body of experimental syntactic research has revealed substantial variation in the magnitude of island effects, not only across languages but also across different grammatical constructions. Adopting a well-established experimental design, the present study examines island effects in Spanish using a speeded acceptability judgment task. To quantify variation across grammatical constructions, we tested extraction from four different types of structure (subjects, complex noun phrases, adjuncts and interrogative clauses). The results of Bayesian mixed effects modelling showed that the size of island effects varied between constructions, such that there was clear evidence of subject, adjunct and interrogative island effects, but not of complex noun phrase island effects. We also failed to find evidence that island effects were modulated by participants' working memory capacity as measured by an operation span task. To account for our results, we suggest that variability in island effects across constructions may be due to the interaction of syntactic, semantic-pragmatic and processing factors, which may affect island types differentially due to their idiosyncratic properties. KW - extraction islands KW - Spanish KW - reading comprehension KW - working memory KW - sentence processing Y1 - 2020 U6 - https://doi.org/10.5334/gjgl.1058 SN - 2397-1835 VL - 5 IS - 1 PB - Open Library of Humanities CY - London ER - TY - JOUR A1 - Soemer, Alexander A1 - Schiefele, Ulrich T1 - Working memory capacity and (in)voluntary mind wandering JF - Psychonomic bulletin & review : a journal of the Psychonomic Society N2 - According to influential accounts of mind wandering (MW), working memory capacity (WMC) plays a key role in controlling the amount of off-task thought during the execution of a demanding task. Whereas WMC has primarily been associated with reduced levels of involuntarily occurring MW episodes in prior research, here we demonstrate for the first time that high-WMC individuals exhibit lower levels of voluntary MW. One hundred and eighty participants carried out a demanding reading task and reported their attentional state in response to random thought probes. In addition, participants' WMC was measured with two common complex span tasks (operation span and symmetry span). As a result, WMC was negatively related to both voluntary and involuntary MW, and the two forms of MW partially mediated the positive effect of WMC on reading performance. Furthermore, the negative relation between voluntary WM and reading remained significant after controlling for interest. Thus, in contrast to prior research suggesting that voluntary MW might be more closely related to motivation rather than WMC, the present results demonstrate that high-WMC individuals tend to limit both involuntary and voluntary MW more strictly than low-WMC individuals. KW - mind wandering KW - intention KW - working memory KW - executive control Y1 - 2020 U6 - https://doi.org/10.3758/s13423-020-01737-4 SN - 1069-9384 SN - 1531-5320 VL - 27 IS - 4 SP - 758 EP - 767 PB - Springer CY - New York ER - TY - GEN A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 786 KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical precursor KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-562337 SN - 1866-8364 SP - 1 EP - 23 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ehlert, Antje A1 - Poltz, Nadine A1 - Quandte, Sabine A1 - Kohn-Henkel, Juliane A1 - Kucian, Karin A1 - Aster, Michael von A1 - Esser, Günter T1 - Taking a closer look: The relationship between pre-school domain general cognition and school mathematics achievement when controlling for intelligence JF - Journal of Intelligence N2 - Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children’s intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed. KW - intellectual ability KW - intelligence KW - pre-school KW - mathematical development KW - school mathematics KW - longitudinal KW - numerical skills KW - working memory KW - attention Y1 - 2022 U6 - https://doi.org/10.3390/jintelligence10030070 SN - 2079-3200 VL - 10 SP - 1 EP - 23 PB - MDPI CY - Basel, Schweiz ET - 3 ER - TY - JOUR A1 - Pliatsikas, Christos A1 - Verissimo, Joao Marques A1 - Babcock, Laura A1 - Pullman, Mariel Y. A1 - Glei, Dana A. A1 - Weinstein, Maxine A1 - Goldman, Noreen A1 - Ullman, Michael T. T1 - Working memory in older adults declines with age, but is modulated by sex and education JF - The quarterly journal of experimental psychology N2 - Working memory (WM), which underlies the temporary storage and manipulation of information, is critical for multiple aspects of cognition and everyday life. Nevertheless, research examining WM specifically in older adults remains limited, despite the global rapid increase in human life expectancy. We examined WM in a large sample (N=754) of healthy older adults (aged 58-89) in a non-Western population (Chinese speakers) in Taiwan, on a digit n-back task. We tested not only the influence of age itself and of load (1-back vs. 2-back) but also the effects of both sex and education, which have been shown to modulate WM abilities. Mixed-effects regression revealed that, within older adulthood, age negatively impacted WM abilities (with linear, not nonlinear, effects), as did load (worse performance at 2-back). In contrast, education level was positively associated with WM. Moreover, both age and education interacted with sex. With increasing age, males showed a steeper WM decline than females; with increasing education, females showed greater WM gains than males. Together with other findings, the evidence suggests that age, sex, and education all impact WM in older adults, but interact in particular ways. The results have both basic research and translational implications and are consistent with particular benefits from increased education for women. KW - Ageing KW - sex differences KW - education KW - working memory KW - n back Y1 - 2018 U6 - https://doi.org/10.1177/1747021818791994 SN - 1747-0218 SN - 1747-0226 VL - 72 IS - 6 SP - 1308 EP - 1327 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Stelzel, Christine A1 - Schauenburg, Gesche A1 - Rapp, Michael A. A1 - Heinzel, Stephan A1 - Granacher, Urs T1 - Age-Related Interference between the Selection of Input-Output Modality Mappings and Postural Control-a Pilot Study JF - Frontiers in psychology N2 - Age-related decline in executive functions and postural control due to degenerative processes in the central nervous system have been related to increased fall-risk in old age. Many studies have shown cognitive-postural dual-task interference in old adults, but research on the role of specific executive functions in this context has just begun. In this study, we addressed the question whether postural control is impaired depending on the coordination of concurrent response-selection processes related to the compatibility of input and output modality mappings as compared to impairments related to working-memory load in the comparison of cognitive dual and single tasks. Specifically, we measured total center of pressure (CoP) displacements in healthy female participants aged 19-30 and 66-84 years while they performed different versions of a spatial one-back working memory task during semi-tandem stance on an unstable surface (i.e., balance pad) while standing on a force plate. The specific working-memory tasks comprised: (i) modality compatible single tasks (i.e., visual-manual or auditory-vocal tasks), (ii) modality compatible dual tasks (i.e., visual-manual and auditory-vocal tasks), (iii) modality incompatible single tasks (i.e., visual-vocal or auditory-manual tasks), and (iv) modality incompatible dual tasks (i.e., visual-vocal and auditory-manual tasks). In addition, participants performed the same tasks while sitting. As expected from previous research, old adults showed generally impaired performance under high working-memory load (i.e., dual vs. single one-back task). In addition, modality compatibility affected one-back performance in dual-task but not in single-task conditions with strikingly pronounced impairments in old adults. Notably, the modality incompatible dual task also resulted in a selective increase in total CoP displacements compared to the modality compatible dual task in the old but not in the young participants. These results suggest that in addition to effects of working-memory load, processes related to simultaneously overcoming special linkages between input-and output modalities interfere with postural control in old but not in young female adults. Our preliminary data provide further evidence for the involvement of cognitive control processes in postural tasks. KW - cognitive-postural dual task KW - postural stability KW - working memory KW - modality compatibility KW - aging Y1 - 2017 U6 - https://doi.org/10.3389/fpsyg.2017.00613 SN - 1664-1078 VL - 8 PB - Frontiers Research Foundation CY - Lausanne ER - TY - THES A1 - Zakariás, Lilla T1 - Transfer effects after working memory training in post-stroke aphasia T1 - Transfereffekte nach Arbeitsgedächtnistraining bei Aphasie nach Schlaganfall N2 - Background: Individuals with aphasia after stroke (IWA) often present with working memory (WM) deficits. Research investigating the relationship between WM and language abilities has led to the promising hypothesis that treatments of WM could lead to improvements in language, a phenomenon known as transfer. Although recent treatment protocols have been successful in improving WM, the evidence to date is scarce and the extent to which improvements in trained tasks of WM transfer to untrained memory tasks, spoken sentence comprehension, and functional communication is yet poorly understood. Aims: We aimed at (a) investigating whether WM can be improved through an adaptive n-back training in IWA (Study 1–3); (b) testing whether WM training leads to near transfer to unpracticed WM tasks (Study 1–3), and far transfer to spoken sentence comprehension (Study 1–3), functional communication (Study 2–3), and memory in daily life in IWA (Study 2–3); and (c) evaluating the methodological quality of existing WM treatments in IWA (Study 3). To address these goals, we conducted two empirical studies – a case-controls study with Hungarian speaking IWA (Study 1) and a multiple baseline study with German speaking IWA (Study 2) – and a systematic review (Study 3). Methods: In Study 1 and 2 participants with chronic, post-stroke aphasia performed an adaptive, computerized n-back training. ‘Adaptivity’ was implemented by adjusting the tasks’ difficulty level according to the participants’ performance, ensuring that they always practiced at an optimal level of difficulty. To assess the specificity of transfer effects and to better understand the underlying mechanisms of transfer on spoken sentence comprehension, we included an outcome measure testing specific syntactic structures that have been proposed to involve WM processes (e.g., non-canonical structures with varying complexity). Results: We detected a mixed pattern of training and transfer effects across individuals: five participants out of six significantly improved in the n-back training. Our most important finding is that all six participants improved significantly in spoken sentence comprehension (i.e., far transfer effects). In addition, we also found far transfer to functional communication (in two participants out of three in Study 2) and everyday memory functioning (in all three participants in Study 2), and near transfer to unpracticed n-back tasks (in four participants out of six). Pooled data analysis of Study 1 and 2 showed a significant negative relationship between initial spoken sentence comprehension and the amount of improvement in this ability, suggesting that the more severe the participants’ spoken sentence comprehension deficit was at the beginning of training, the more they improved after training. Taken together, we detected both near far and transfer effects in our studies, but the effects varied across participants. The systematic review evaluating the methodological quality of existing WM treatments in stroke IWA (Study 3) showed poor internal and external validity across the included 17 studies. Poor internal validity was mainly due to use of inappropriate design, lack of randomization of study phases, lack of blinding of participants and/or assessors, and insufficient sampling. Low external validity was mainly related to incomplete information on the setting, lack of use of appropriate analysis or justification for the suitability of the analysis procedure used, and lack of replication across participants and/or behaviors. Results in terms of WM, spoken sentence comprehension, and reading are promising, but further studies with more rigorous methodology and stronger experimental control are needed to determine the beneficial effects of WM intervention. Conclusions: Results of the empirical studies suggest that WM can be improved with a computerized and adaptive WM training, and improvements can lead to transfer effects to spoken sentence comprehension and functional communication in some individuals with chronic post-stroke aphasia. The fact that improvements were not specific to certain syntactic structures (i.e., non-canonical complex sentences) in spoken sentence comprehension suggest that WM is not involved in the online, automatic processing of syntactic information (i.e., parsing and interpretation), but plays a more general role in the later stage of spoken sentence comprehension (i.e., post-interpretive comprehension). The individual differences in treatment outcomes call for future research to clarify how far these results are generalizable to the population level of IWA. Future studies are needed to identify a few mechanisms that may generalize to at least a subpopulation of IWA as well as to investigate baseline non-linguistic cognitive and language abilities that may play a role in transfer effects and the maintenance of such effects. These may require larger yet homogenous samples. N2 - Patienten mit einer Aphasie nach einem Schlaganfall weisen häufig auch Beeinträchtigungen des Arbeitsgedächtnisses auf. Studien, die das Zusammenspiel von Arbeitsgedächtnis und Sprachfähigkeit untersuchen führten zu der Hypothese, dass ein Training des Arbeitsgedächtnisses auch zu Verbesserungen der Sprache führen könnten (sogenannte Transfer-Effekte). Obwohl jüngste Therapiestudien nachweislich die Leistung des Arbeitsgedächtnisses verbessern konnten, gibt es derzeitig nur wenig Evidenzen, ob und in welchem Ausmaß sich Verbesserungen des Arbeitsgedächtnisses auch auf ungeübte Gedächtnisaufgaben, das auditive Satzverständnis und die Kommunikationsfähigkeit im Alltag auswirken können. Das vorliegende Dissertationsprojekt untersucht, ob (a) das Arbeitsgedächtnis bei Patienten mit einer Aphasie über ein adaptiertes N-Back-Training verbessert werden kann (Studie 1–3) und (b) das Arbeitsgedächtnistraining zu einem nahen Transfer auf ungeübte Arbeitsgedächtnisaufgaben (Studie 1–3) und zu einem weiten Transfer auf auditive Satzverständnisaufgaben (Studie 1–3), auf die Alltagskommunikation (Studie 2–3) und auf das Alltagsgedächtnis (Studie 2–3) bei Patienten mit einer Aphasie führt. Zudem evaluiert das vorliegende Projekt (c) die methodische Qualität bereits existierender Arbeitsgedächtnistrainings bei Patienten mit einer Aphasie (Studie 3). Zur Beantwortung der vorliegenden Studienfragen wurden zwei empirische Studien (Studie 1 und 2) sowie ein systematisches Review (Studie 3) durchgeführt. In Studie 1 und 2 durchliefen Studienteilnehmer mit einer chronischen Aphasie nach einem Schlaganfall ein adaptiertes N-Back-Training. Es zeigte sich ein sehr gemischtes Trainingsmuster und Transfereffekte bei den Studienteilnehmern: Fünf von sechs Probanden verbesserten sich signifikant beim N-Back-Training. Alle sechs Probanden zeigten zudem signifikante weite Transfereffekte auf das auditive Satzverständnis. Darüber hinaus konnte ein weiter Transfereffekt auf die Kommunikationsfähigkeit und das Gedächtnis im Alltag sowie ein naher Transfer auf ungeübte N-Back-Aufgaben nachgewiesen werden. Allerdings schwankte das Transferverhalten innerhalb der Probanden stark. Das systematische Review (Studie 3) zeigte eine schwache interne und externe Validität über die 17 eingeschlossenen Studien. Obwohl die Ergebnisse bezüglich des Arbeitsgedächtnisses, des auditiven Satzverständnisses und des Lesens trotz der methodischen Einschränkungen der untersuchten Studien vielversprechend sind, sollten Schlussfolgerungen über die positiven Transfereffekte von Arbeitsgedächtnistrainings dennoch mit Vorsicht betrachtet werden. Die Ergebnisse der empirischen Studien zeigten, dass sich mit Hilfe eines computergestützten und adaptiven Trainings das Arbeitsgedächtnis verbessert und zudem ein Transfer auf das auditive Satzverständnis und die Kommunikationsfähigkeit im Alltag bei einigen Patienten mit einer chronischen Aphasie nach einem Schlaganfall erzielt werden konnte. Es sind jedoch weitere Studien notwendig, um den Einfluss individueller Unterschiede auf die individuellen Transfermaße aufzudecken und eine Generalisierbarkeit der Ergebnisse auf Untergruppen aphasischer Teilnehmer zu beleuchten. Darüber hinaus werden zukünftige Studien benötigt, die die Rolle der Baseline nicht-linguistischer kognitiver Fähigkeiten und der Sprachproduktion sowie die Aufrechterhaltung von Transfereffekte weiter untersuchen. KW - aphasia KW - working memory KW - treatment KW - Aphasie KW - Arbeitsgedächtnis KW - Therapie Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-423600 ER - TY - JOUR A1 - Stelzel, Christine A1 - Bohle, Hannah A1 - Schauenburg, Gesche A1 - Walter, Henrik A1 - Granacher, Urs A1 - Rapp, Michael A. A1 - Heinzel, Stephan T1 - Contribution of the Lateral Prefrontal Cortex to Cognitive-Postural Multitasking JF - Frontiers in psychologie N2 - There is evidence for cortical contribution to the regulation of human postural control. Interference from concurrently performed cognitive tasks supports this notion, and the lateral prefrontal cortex (lPFC) has been suggested to play a prominent role in the processing of purely cognitive as well as cognitive-postural dual tasks. The degree of cognitive-motor interference varies greatly between individuals, but it is unresolved whether individual differences in the recruitment of specific lPFC regions during cognitive dual tasking are associated with individual differences in cognitive-motor interference. Here, we investigated inter-individual variability in a cognitive-postural multitasking situation in healthy young adults (n = 29) in order to relate these to inter-individual variability in lPFC recruitment during cognitive multitasking. For this purpose, a oneback working memory task was performed either as single task or as dual task in order to vary cognitive load. Participants performed these cognitive single and dual tasks either during upright stance on a balance pad that was placed on top of a force plate or during fMRI measurement with little to no postural demands. We hypothesized dual one-back task performance to be associated with lPFC recruitment when compared to single one-back task performance. In addition, we expected individual variability in lPFC recruitment to be associated with postural performance costs during concurrent dual one-back performance. As expected, behavioral performance costs in postural sway during dual-one back performance largely varied between individuals and so did lPFC recruitment during dual one-back performance. Most importantly, individuals who recruited the right mid-lPFC to a larger degree during dual one-back performance also showed greater postural sway as measured by larger performance costs in total center of pressure displacements. This effect was selective to the high-load dual one-back task and suggests a crucial role of the right lPFC in allocating resources during cognitivemotor interference. Our study provides further insight into the mechanisms underlying cognitive-motor multitasking and its impairments. KW - balance KW - dual task KW - fMRI KW - postural control KW - working memory Y1 - 2018 U6 - https://doi.org/10.3389/fpsyg.2018.01075 SN - 1664-1078 VL - 9 PB - Frontiers CY - Lausanne ER - TY - GEN A1 - Stelzel, Christine A1 - Bohle, Hannah A1 - Schauenburg, Gesche A1 - Walter, Henrik A1 - Granacher, Urs A1 - Rapp, Michael A. A1 - Heinzel, Stephan T1 - Contribution of the Lateral Prefrontal Cortex to Cognitive-Postural Multitasking T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - There is evidence for cortical contribution to the regulation of human postural control. Interference from concurrently performed cognitive tasks supports this notion, and the lateral prefrontal cortex (lPFC) has been suggested to play a prominent role in the processing of purely cognitive as well as cognitive-postural dual tasks. The degree of cognitive-motor interference varies greatly between individuals, but it is unresolved whether individual differences in the recruitment of specific lPFC regions during cognitive dual tasking are associated with individual differences in cognitive-motor interference. Here, we investigated inter-individual variability in a cognitive-postural multitasking situation in healthy young adults (n = 29) in order to relate these to inter-individual variability in lPFC recruitment during cognitive multitasking. For this purpose, a oneback working memory task was performed either as single task or as dual task in order to vary cognitive load. Participants performed these cognitive single and dual tasks either during upright stance on a balance pad that was placed on top of a force plate or during fMRI measurement with little to no postural demands. We hypothesized dual one-back task performance to be associated with lPFC recruitment when compared to single one-back task performance. In addition, we expected individual variability in lPFC recruitment to be associated with postural performance costs during concurrent dual one-back performance. As expected, behavioral performance costs in postural sway during dual-one back performance largely varied between individuals and so did lPFC recruitment during dual one-back performance. Most importantly, individuals who recruited the right mid-lPFC to a larger degree during dual one-back performance also showed greater postural sway as measured by larger performance costs in total center of pressure displacements. This effect was selective to the high-load dual one-back task and suggests a crucial role of the right lPFC in allocating resources during cognitivemotor interference. Our study provides further insight into the mechanisms underlying cognitive-motor multitasking and its impairments. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 489 KW - balance KW - dual task KW - fMRI KW - postural control KW - working memory Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-421140 SN - 1866-8364 IS - 489 ER -