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More importantly, both APΔE9 and APΔE9/RanBP9 mice showed impaired learning and memory skills compared to WT controls.
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A recent study by van Viersen, Kroesbergen, Slot, and de Bree (2014) on the behavioral and cognitive characteristics of a group of overall gifted children with dyslexia showed that this group exhibited weaknesses in PA and RAN, but not in VSTM, and strengths in verbal and visuospatial working memory (WM) and language skills compared to typically developing (TD) children.
Changes in skills were monitored and baseline skills compared to previous skills training.
We pose two specific researchable questions in this high-risk group: 1. Can a school-based computerised working memory program have a sustained impact on (a) literacy and numeracy and (b) working memory skills in intervention children, compared with controls who don't receive the program?
Finally, the impact of surgery on memory has been often assessed by comparing memory skills between epileptic patients and healthy controls.
It would be interesting to compare working memory skills with more traditional concepts in criminology, such as self-control and cognitive empathy, to find out to what extent working memory is another relevant individual-level correlate of antisocial behavior.
A study compared the learning and memory skills of 67 subjects with 50% reduction in the diameter of the carotid artery to 60 subjects with normal blood flow through the carotid vessel.
Memory skills and executive skills were relatively reduced, on average, across the sample by ~0.5 1.0 standard deviation compared to normative expectations.
Children learn picture recognition and build memory skills.
Memory skills are challenged with visual and verbal quizzes.
Strong memory skills, advanced spatial cognition and excellent problem solving skills are required.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com