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Behavioural Science Institute Nijmegen, the Netherlands

Behavioural Science Institute Nijmegen, the Netherlands. Working memory, long-term memory, and reading: The case of catastrophe theory versus regression analysis Anna M. T. Bosman Fred Hasselman Ralf Cox. W 4 = (Who*What*Why*Where). EWOMS-2006. Who: Scientists & Practitioners

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Behavioural Science Institute Nijmegen, the Netherlands

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  1. Behavioural Science Institute Nijmegen, the Netherlands Working memory, long-term memory, and reading:The case of catastrophe theory versus regression analysisAnna M. T. BosmanFred HasselmanRalf Cox

  2. W4 = (Who*What*Why*Where) EWOMS-2006 Who: Scientists & Practitioners What: Reading and reading difficulties Why:?????? Where: are we now????

  3. Memory & Reading EWOMS-2006 STRAND S T R A N D /s/ /t/ /ɪə/ /e/ /n/ /d/ Likely reading errors: /stand/, /sand/, /trend/, /spend/, /rand/ DEAR PEAR DEAD BREAK / ɪə/ /eə/ / e / /eɪ/

  4. Memory & Reading EWOMS-2006 Beware of heard, a dreadful wordThat looks like beard and sounds like bird,And dead: it's said like bed, not bead - For goodness sake don't call it deed!

  5. Tests EWOMS-2006 Working memory :Digit Recall Backward Digit Recall Block Recall Long Term Memory:12-Words Test Reading leveldecoding:DMT: Score = Ncorrect words / minute

  6. EWOMS-2006 Experiment 0 99 Dutch, Grade-1 students (mean age 80 months) 46 without and 53 with reading delays

  7. Working Memory and remediation EWOMS-2006 Digit recall:RemediationSuccessful> RemediationUnsuccessfulp < .01 Backward recall:RemediationSuccessful =RemediationUnsuccessful Block recall:RemediationSuccessful = RemediationUnsuccessful

  8. Long-term memory and remediation EWOMS-2006 • Build-upsignificant linear and quadratic trends • Capacity RemediationSuccessful> RemediationUnsuccessfulp < .05

  9. Multiple linear regression model EWOMS-2006 Y = b0 + b1 X1 + b2 X2

  10. Change EWOMS-2006 • Is at the heart of psychology (everything!) • What we want to achieve in RD So why not study it in terms of a dynamics?

  11. EWOMS-2006 Catastrophe models • Describe dynamical systems in terms of mathematics • Enable us to understand discontinuities in behaviour (i.e., change over time) • With the help of so-called control parameters

  12. EWOMS-2006 Un po’ di matematica • xis the psychological variable of interest (i.e., reading success) • Vis apotentialfunctiondescribing the possible states in whichxmight eventuallyoccur

  13. EWOMS-2006 Potential function of the Cusp-catastrophe model • α en βarecontrol parameters determining the exact shape of thefunction. x= ‘order parameter’ α= ‘asymmetry parameter’ β= ‘bifurcation parameter’

  14. EWOMS-2006 Non-linear or Cusp-catastrophe model

  15. EWOMS-2006 Ancora un po’ di matematica Dynamic systems tend to seek particular end states, calledattractors (the variable x does not change anymore) In terms of mathematics, we need to establish when or

  16. EWOMS-2006 Canonical cusp-surface equation Bifurcation parameter: LTM Asymmetry parameter: WM

  17. EWOMS-2006 Experiment 1 • 47 Dutch, Grade-1 students with reading problems • 25 boys • 22 girls • Mean age = 80 months (SD = 5); at memory assessment • Assessment • Memory: October/November 2003 • Reading level 1: January/February 2004 • Reading level 2: June/July 2004

  18. EWOMS-2006 Results: Linear difference model dx = b1LTM + b2WM + b3

  19. EWOMS-2006 Results: Linear interaction model dx = b1LTM + b2WM + b3LTM*WM + b4

  20. EWOMS-2006 Results: Linear pre-post model x2 = b1LTM + b2WM + b3x1 + b4

  21. EWOMS-2006 Results: Non-linear Cusp-catastrophe model dx = b1x13 + b2x12 + b3LTMx12 + b4WM + b5

  22. EWOMS-2006 What did we learn? • Scientifically LTM, WM, and Reading are dynamically related. Thus, the search for independent components as causal mechanisms seem futile • Practically impossible to predict reading-remediation success based on LTM and WM levels.Thus: EACH CHILD DESERVES THE EXTRA HELP!

  23. Many thanks to EWOMS-2006 Tom Braams, MAfor keeping us in touch with daily practice Marion IJntema-de Kok, MAfor running the Experiment Braams & Partners, Instituut voor Dyslexie Deventer, the Netherlands

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