ArticlePloS one2021
Changes in audio-spatial working memory abilities during childhood: The role of spatial and phonological development.
Article in PloS one, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed, 2 citations in OpenAlex.
- Spatial Memory and Blindness: The Role of Visual Loss on the Exploration and Memorization of Spatialized Sounds.Frontiers in psychology · 2022Article
- Learning to play a musical instrument in the middle school is associated with superior audiovisual working memory and fluid intelligence: A cross-sectional behavioral study.Frontiers in psychology · 2022Article
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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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Registered trials
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