Working Memory Task
Working Memory Task - Related Videos
11:14
Learning and Memory: The Remember-Know Task
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2023
Source: Laboratories of Jonas T. Kaplan and Sarah I. Gimbel—University of Southern California Our experience of memory is varied and complex. Sometimes we remember events in vivid detail, while other times we may only have a vague sense of familiarity. Memory researchers have made a distinction between memories that are recollected versus those that are familiar. A recollected item is one that is not only remembered, but carries with it details of the time at which it was learned or encoded.
17:45
T-maze Forced Alternation and Left-right Discrimination Tasks for Assessing Working and Reference Memory in Mice
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Cited by 94 •
2012
This article presents the protocol of T-maze tests using a modified automated apparatus for assessing the learning and memory functions in mice.
09:13
A Real-world What-Where-When Memory Test
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Cited by 3 •
2017
The Real-World What-Where-When memory test is a novel episodic memory test, in which participants need to recall which objects have been hidden in which locations on which of two distinct occasions. It is easy to run and is sensitive to normal cognitive aging.
10:06
An Introduction to Learning and Memory
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2023
Learning is the process of acquiring new information and memory is the retention or storage of that information. Different types of learning, such as non-associative and associative learning, and different types of memory, such as long-term and short-term memory, have been associated with human behaviors. Studying these components in detail helps behavioral scientists understand the neural mechanisms behind these two complex phenomena. JoVE's overview on learning and memory introduces common...
09:05
Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Cited by 26 •
2017
Working memory predicts a significant amount of variance for a variety of cognitive tasks, including speaking, reading, and writing. However, few tools are available to assess working memory in children. We present an innovative, computer-based battery that comprehensively assesses different components of working memory in school-age children.
FAQs
Increasing the number of items or the amount of information that must be maintained places greater demands on limited-capacity storage and executive control. Performance can then be examined through accuracy and response time across different load levels. Comparing these conditions helps identify whether cognitive differences become more apparent when the task requires holding and managing more information.
Updating requires participants to revise stored information as new stimuli appear, rather than relying only on an initial memorized set. This places emphasis on executive control, because relevant information must be retained while outdated information is replaced. Tasks with changing stimuli can therefore distinguish simple temporary storage from the ability to manage information dynamically.
Visual and verbal formats present information through different content types, allowing researchers to examine working memory across distinct task demands. Recalling visual items may emphasize management of nonverbal information, whereas remembering words or other verbal material tests retention of language-based content. Reordering either type adds an additional manipulation requirement beyond simple recall.
A participant receives visual or verbal information, encounters a memory demand such as responding to changing stimuli or reordering items, and then provides a response. Researchers commonly record accuracy and response time while varying working memory load. These measurements show how successfully information is handled and how efficiently the participant performs under different cognitive demands.
In medicine, these assessments help characterize cognitive function in neurological and psychiatric conditions and can reveal subtle differences that broader observations may miss. They also provide outcome measures for studies evaluating treatment-related changes. Because the tasks yield performance data under controlled demands, researchers can compare cognitive function across conditions or across assessments over time.
Accuracy, response time, and performance across different memory loads can indicate how attention and memory processes operate during a demanding cognitive task. Differences may emerge only when information must be updated, manipulated, or maintained at higher loads. For medical and experimental studies, these patterns provide behavioral outcomes linked to research on the brain systems supporting attention and memory.