The role of processes and contents in human memory: An item response theory approach

Self-Regulated Learning and Working Memory Determine Problem-Solving Accuracy in Math

This study aims to understand the role of self-regulated learning (SRL) and its different processes in the relationship between working memory (WM) and problem-solving accuracy in math in primary school children. A sample of 269 primary school children (M_age = 8.84, SD = 0.81, 58% boys) participated in this study. Tasks were used as intervention resources to assess children's WM (i.e., reading and computation span tasks), SRL (i.e., a digital game), and performance (i.e., the performance in the game, as well as a traditional math problem). Through structural equation modeling, results revealed that WM predicted children's SRL and their problem-solving accuracy in math, such that those with higher capability for temporary storage attained better accuracy. Accordingly, children's SRL explained the relationship between WM capacity and problem-solving accuracy in math; such that the indirect effect of WM capacity through SRL was lower on problem-solving accuracy in math. Results indicated that the planning phase was a greater indicator of students' SRL in problem-solving accuracy in math. These results highlight the importance of SRL competencies in explaining children's performance in problem-solving in math.

Neuropsychological screening with TOWI: Performance in 6- to 12-year-old children

Videogames represent an exciting development in neuropsychological assessment of cognitive function. Here, we used TOWI, a series of games based on standardized tests, to evaluate the cognitive performance of a large sample of school-age children. We compared the metrics produced by TOWI with the performance metrics reported for the standardized tests that inspired each of these tasks. We found ascending values together with age for scores reflecting correct answers and descending values together with age for scores reflecting completion times, mistakes or missed entries. Sensitivity to developmental changes, similarities with standardized tests of task metrics contribute to the validity of TOWI as a screening tool.

BRBN-T validation: adaptation of the Selective Reminding Test and Word List Generation

Objective This study aims to present the Selective Reminding Test(SRT) and Word List Generation (WLG) adaptation to the Portuguese population, within the validation of the Brief Repeatable Battery of Neuropsychological Tests (BRBN-T)for multiple sclerosis (MS) patients.Method 66 healthy participants (54.5% female) recruited from the community volunteered to participate in this study.Results A combination of procedures from Classical Test Theory (CTT) and Item Response Theory (ITR) were applied to item analysis and selection. For each SRT list, 12 words were selected and 3 letters were chosen for WLG to constitute the final versions of these tests for the Portuguese population.Conclusion The combination of CTT and ITR maximized the decision making process in the adaptation of the SRT and WLG to a different culture and language (Portuguese). The relevance of this study lies on the production of reliable standardized neuropsychological tests, so that they can be used to facilitate a more rigorous monitoring of the evolution of MS, as well as any therapeutic effects and cognitive rehabilitation.

Development and Evaluation of an Online, Multicomponent Working Memory Battery

Research has demonstrated strong connections among working memory (WM), higher-level cognition, and academic achievement. Despite the importance of WM, currently available WM tests have practical limitations and lack comprehensive coverage of multiple WM components. The Working Memory Battery (WOMBAT) includes nine subtests measuring multiple content domains and processing demands, in accordance with contemporary WM theoretical frameworks. The current study evaluated the WOMBAT factor structure and identified misfitting items using confirmatory factor analysis and Rasch modeling with scores from 125 adolescents and 177 adults ( N = 302). Overall, results indicated the WOMBAT measures separate Verbal, Static Visual-Spatial, and Dynamic Visual-Spatial dimensions, and that more than 98% of items contribute to measurement of those dimensions. This provides support for the theoretical organization of WM into three distinct content domains in the WOMBAT. Misfitting items were identified using infit and outfit indices for further review to improve reliability and stability. Results also demonstrated adequate person separation and Rasch person reliability and item reliability. Test–retest reliability and internal consistency coefficients suggest adequate reliability for early-stage research, but further refinement is needed before the WOMBAT can be used for individual decision making. Implications for future test development and research on the WM construct are provided.

Working memory as separable subsystems: a study with Portuguese primary school children

Although much research has been done to study the working memory structure in children in their first school years, the relation of cognitive constructs involved in this process remains uncertain. In particular, it is unclear whether working memory is a domain general construct that coordinates separate codes of verbal and visuospatial storage or whether it is a domain-specific construct with distinct resources of verbal and visuospatial information. This paper investigates the structure of working memory, by using the Working Memory Test Battery for Children (WMTB-C) and by doing confirmatory factor analyses (CFAs) on a sample of Portuguese children (n = 103) between 8 and 9 years of age. The results of the confirmatory factor analyses that provide the best fit of the data correspond to the model that includes Central Executive and Visuospatial Sketchpad in the same factor, co-varying with a Phonological Loop factor. Moreover, the traditional working memory tripartite structure--based on the Baddeley and Hitch Model--revealed good fit to the data.

Construction of a Memory Battery for Computerized Administration, Using Item-Response Theory

In accordance with Item Response Theory, a computer memory battery with six tests was constructed for use in the Portuguese adult population. A factor analysis was conducted to assess the internal structure of the tests ( N = 547 undergraduate students). According to the literature, several confirmatory factor models were evaluated. Results showed better fit of a model with two independent latent variables corresponding to verbal and non-verbal factors, reproducing the initial battery organization. Internal consistency reliability for the six tests were α = .72 to .89. IRT analyses (Rasch and partial credit models) yielded good Infit and Outfit measures and high precision for parameter estimation. The potential utility of these memory tasks for psychological research and practice will be discussed.