Changes in audio-spatial working memory abilities during childhood: The role of spatial and phonological development

Working memory is a cognitive system devoted to storage and retrieval processing of information. Numerous studies on the development of working memory have investigated the processing of visuo-spatial and verbal non-spatialized information; however, little is known regarding the refinement of acoust...

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Vydáno v:PloS one Ročník 16; číslo 12; s. e0260700
Hlavní autoři: Setti, Walter, Cuturi, Luigi F., Sandini, Giulio, Gori, Monica
Médium: Journal Article
Jazyk:angličtina
Vydáno: United States Public Library of Science 14.12.2021
Public Library of Science (PLoS)
Témata:
Ability
Acoustics
Age
Age differences
Age Factors
Analysis
Animals
Biology and Life Sciences
Child
Childhood
Children
Cognition
Cognition & reasoning
Cognition - physiology
Cognitive ability
Cognitive development
Cognitive skills
Cognitive systems
Data mining
Dogs
Elaboration
Environmental aspects
Exploration
Female
Geospatial data
Haptic Interfaces
Humans
Hypotheses
Information
Information processing
Information retrieval
Layout
Male
Memorization
Memory
Memory tasks
Memory, Short-Term - physiology
Pattern Recognition, Physiological - physiology
Phonology
Physical Sciences
Retrieval
Robotics
Semantic elaboration
Semantics
Short term memory
Skills
Social Sciences
Sound
Spatial analysis
Spatial memory
Spatial Memory - physiology
Storage
Visual impairment
Vocalization, Animal - physiology
Italy
ISSN:1932-6203, 1932-6203
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Shrnutí:Working memory is a cognitive system devoted to storage and retrieval processing of information. Numerous studies on the development of working memory have investigated the processing of visuo-spatial and verbal non-spatialized information; however, little is known regarding the refinement of acoustic spatial and memory abilities across development. Here, we hypothesize that audio-spatial memory skills improve over development, due to strengthening spatial and cognitive skills such as semantic elaboration. We asked children aged 6 to 11 years old (n = 55) to pair spatialized animal calls with the corresponding animal spoken name. Spatialized sounds were emitted from an audio-haptic device, haptically explored by children with the dominant hand’s index finger. Children younger than 8 anchored their exploration strategy on previously discovered sounds instead of holding this information in working memory and performed worse than older peers when asked to pair the spoken word with the corresponding animal call. In line with our hypothesis, these findings demonstrate that age-related improvements in spatial exploration and verbal coding memorization strategies affect how children learn and memorize items belonging to a complex acoustic spatial layout. Similar to vision, audio-spatial memory abilities strongly depend on cognitive development in early years of life.
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Competing Interests: The authors have declared that no competing interests exist.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0260700