It shows an increasing yet decelerating pattern. kindergarten population in 2011, we found that WMC growth in childhood is curvilinear. Average adult WMC is estimated as either four or five "chunks." Using latent curve models of data from a measure of digit span backward that was administered longitudinally to a large sample representative of the native-English-speaking U.S. The growth of working memory capacity (WMC) in childhood is described as linear. Working memory is an often studied and important psychological construct. These findings may have implications for sex-based differences in the experience of developmental stuttering, for the successful acquisition of complex motor skills during development by individuals who stutter, and for the updating and automatization of speech motor plans during the therapeutic process. Although there were no learning gains evident in accuracy of performance, AWS performed the implicit learning task more accurately than ANS, overall. Our results demonstrated that, while all participants showed evidence of significant sequence-specific learning in their speed of performance, male AWS were slower and made fewer sequence-specific learning gains than their ANS counterparts. To understand how implicit learning and associated domain-general learning processes may contribute to motor learning differences in people who stutter, we investigated implicit finger-sequencing skills in adults who do (AWS) and do not stutter (ANS) on an Alternating Serial Reaction Time task. Implicit learning is also critical to the incremental fine-tuning of the perceptual-motor system. Implicit learning allows us to acquire complex motor skills through repeated exposure to sensory cues and repetition of motor behaviours, without awareness or effort. asked if they recognised the sequence from previous exposure. (Conners, 2014) HRT = Hit Reaction Time on measure of sustained attention, in T-score conversion of mean reaction time is based on the sample mean and sample standard deviation of normative sample of 1,400 cases (Conners CPT 3™) Omissions = T-score of errors by missed targets on measure of sustained attention (Conners CPT 3™) Commissions = T-score of errors by incorrect response on measure of sustained attention (Conners CPT 3™) Perseverations = T-score of responses made in less than 100 ms following the presentation of a stimulus %SS = percent syllables stuttered, averaged across reading and conversation samples from the Stuttering Severity Instrument Fourth Edition (SSI-4 Riley, 2009). Participants were simply asked to provide a yes or no verbal response, when Abbreviations: LDSF = Longest Digit Span Forward, raw scores of Short-term Memory (Gignac and Weiss, 2015 Wechsler, 1981) LDSB = Longest Digit Span Backward, raw scores of Working Memory (Gignac and Weiss, 2015 Wechsler, 1981) EHI = Edinburgh Handedness Inventory Handedness Quotient by percent (Oldfield, 1971) CPT 3™ = Conners' Continuous Performance Test Third Ed. Among these 20 sequences, 10 followed the same pattern as those completed during practice and 10 interspersed sequences followed a pattern that was different to those previously experienced (e.g., reversed-order or alternate-order sequences). The results are discussed in light of the increasing evidence across multiple domains that memory span plays an important role in intellectual functioning. Thus, the commonly held position that Digit Span performance beyond an average level is not indicative of greater intellectual functioning was not supported. Based on linear and nonlinear contrast analyses of means, as well as linear and nonlinear bifactor model analyses, all 3 Digit Span indicators (LDSF, LDSB, and LDSS) were found to exhibit primarily linear associations with FSIQ/g. Consequently, the purpose of this investigation was to test Wechsler's contention on the Wechsler Adult Intelligence Scale-Fourth Edition normative sample (N = 1,800 ages: 16 - 69). Although Wechsler's position does not appear to have ever been tested empirically, it does appear to have become clinical lore. In fact, Wechsler (1958) contended that beyond an average level of Digit Span performance, there was little benefit to possessing a greater memory span. Historically, Digit Span has been regarded as a relatively poor indicator of general intellectual functioning (g).
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