Report on Digit Span Memory Test

Bhavikaa Sagar
Department of Psychology, Christ University Bangalore
BPSYH 152- Experimental Psychology
Dr. Hemanthakumara
November 24, 2022
 Background

Digit Span Test is a test to measure short-term or sensory memory. It is frequently

used in hospitals and physicians' offices in order for a clinician to quickly evaluate
whether a patient's cognitive abilities are normal or impaired.
The digit span test initially was part of Wechsler's Intelligence Scale, which was
designed to measure a person's intelligence quotient (IQ).It works by testing your
ability to remember a sequence of numbers that appear on the screen, one at a time.
Memory
Memory is considered to be one of the faculty of the brain where data or information
is stored and thereafter processed.
Sensory memory, short-term memory, and long-term memory are the three different
types of memory.

Sensory memory: The capacity to recall sensory impressions after the initial
stimulus has ended is known as sensory memory.

Short-term memory: Short-term memory gives you a brief window of time

within which you can recall specific information about anything. While it isn't as
fleeting as sensory memory, short-term memory isn't as durable as long-term memory
either. Short-term memory is often referred to as primary or active memory. ‘

Long-term memory: Our long-term memory houses the majority of our

memories. Any memory that we can recall after 30 seconds is referred to as long-term
memory.

Explicit long-term memory: Long-term Explicit Memory Memories we

intentionally and purposely took the time to form and retrieve are referred to as
explicit long-term memories. Information like the birthday of your best buddy or your
phone number is stored in explicit memory.

Implicit long-term memory: When establishing implicit memories, we are

not as purposeful as when forming explicit memories. Unconsciously formed implicit
memories can have an impact on how someone thinks and acts. When we are learning
motor abilities like walking or riding a bike, implicit memory frequently comes into
play.

Working Memory: John Locke made a distinction between memory—the

capacity to bring a concept back to mind after it has vanished from consciousness—
and contemplation in 1690. (Logie, 1996).
The holding in mind only involves a few ideas at once and is an example of what is
today referred to as working memory. Retaining a little amount of information in an
easily accessible format is known as working memory.

Attention Span: One of the components of attention is attention span, which

is the capacity of a person to pay attention to a stimulus or object across time.
Individuals with short attention spans may appear to give up or not put up enough
effort on things, which is why this talent is also known as maintained attention. Age-
related gains in attention span are associated with and affect other areas of
functioning, such as learning, memory, academic achievement, and the ability to
comprehend and process huge amounts of information. either focus or vigilance.

Theoretical Framework

Theories of Working Memory

a. Tulving’s Model -Tulving put forth this model in 1972. There are two types
of memory: short-term and long-term. Three more divisions of long-term
memory exist: episodic memory, semantic memory, and procedural memory.
memories tied to certain experiences. The facts and organized knowledge that
a person has gathered over a lifetime are referred to as semantic memory.
Procedure memory is the memory for how to learn a skill or do a task.
b. Cowan’s embedded-processes model -Nelson Cowan (1999, 2010)
described working memory as a cognitive process that holds both old and new
knowledge in a manageable state that is appropriate for manipulating and
performing activities involving mental components. According to his theory,
working memory is actually a collection of integrated processes from attention
and long-term memory. It also implies that working memory still applies if a
whole process is activated without aiding a task (e.g., the verbal encoding of
meaningless shapes). Cowan claimed his model tries to explain a single
 manner of operating, regardless of the type of stimulus or input, while being
open to the characterization of processes present in other models.

c. Alan Baddeley’s model (Baddeley & Hitch, 1974; Baddeley, 2000; Baddeley,
Allen, & Hitch, 2011).- In an effort to give a more precise model of primary
memory, Alan Baddeley and Graham Hitch proposed the Baddeley's model of
working memory in 1974. (often referred to as short-term memory). Instead of
viewing main memory as a single, cohesive unit, working memory divides it
into various parts. The central executive, which serves as a supervisory system
and regulates the flow of information from and to its slave systems, the
phonological loop, and the visuospatial sketchpad made up the three primary
parts of the original Baddeley & Hitch model.

Introduction of the Test

The work of Gottfried Leibniz is where the concept of digit span as a psychological
entity first appeared (1646–1716). According to Leibniz, people have a limited ability
to digest or retain information from their environment in the future. He referred to this
ability as the apperception span.
In 1880, Ebbinghaus gave "repeating sounds" to the Nonsense Syllable Span. This
was then subjected to numerous adjustments, which resulted in the development of
the present Digit Span test. A prehension-based Digit span test was presented by
Galtion and Jacobs in 1887.
The test was modified in 1905 to involve the immediate recitation of three figures.
Another variation of the Digit span introduced in 1915 was the Yerkes-Bridges point
scale. The Stanford-Binet Scale was modified in less than a year and presented by
Terman. It discussed repeating digits and repeating digits reversed.
Wechsler introduced the Wechsler Bellevue scale in 1939. His scale has changed into
two distinct shapes. Wechsler himself first presented the Wechsler Adult Intelligence
Scale in 1955. He later presented an updated version of the scale in 1981. Later,
additional researchers modified the Digit Span test to account for his theories. The
DST was first used to show racial disparities in Intelligence Quotient (IQ) by Jensen
in 1998. Now, the Wechsler Adult Intelligence Scale includes the DST as a subtest
(WAIS). So, the DST is one test that measures intelligence along with others.
Miller came up with the notion for the Digit Span Task (DST) in 1956. The goal was
to determine how much information a person can take in, process, and remember. An
individual can rarely remember more than seven items of information at once. Later,
the DST is used as a subtest for assessing IQ.

Application of the Test

Digit span test is a very short test that evaluates a person's cognitive status and
abilities.

Working memory
The Digit Span test is developed to measure verbal working memory of a
person and it also explains the entire procedure of encoding and receiving
information.

Overall intelligence
Digit Sequencing test indicates relationship between working memory and
overall intelligence of a person.

Cognitive impairments
There’s a link established between the prefrontal cortex functions and
working memory. MRI scans also indicate an activation of the prefrontal cortex
during the test. Thus, the Digit Sequencing test can help researchers study patients
with cognitive impairment.

Attention
The test was designed to test working memory along with attention, as
attention is a crucial aspect of one’s cognitive functioning and everyday life.
Researchers have observed a decline in performance when one’s experiencing stress.
It is frequently used in hospitals and physicians' offices in order for a clinician to
quickly evaluate whether a patient's cognitive abilities are normal or impaired.
 Strengths and Limitations

Numerous topics, including long-term associative memory and the use of digit span
tests with unanticipated outcomes in everyday life, require more study (Jones &
Macken, 2015). However, when compared to any non-digit span, the digit sequence
exhibits a superiority effect, making the Digit Span Test the best way for assessing
cognitive function. Additionally, the computer and mobile test versions eliminate
examiner variations and improve inter-rater reliability (Collum et al., 2007).

There are some methodological limitations with the digit span (DS) test. First,
because the test is delivered orally, pronunciation's clarity, pitch, and rhythm may
have an impact on the results (Silverman, 2007). Second, there are some serious
scoring issues. More than three popular scoring and testing procedures were
investigated by Woods and colleagues (2010), with the most contentious option
("two-error total trials") attaining a test-retest reliability correlation as low as
RTT=0.12. Test-retest reliability for the most recent WAIS-IV FDS is RTT =0.74,
which is regarded as acceptable (Wechsler, 2008).

Interpretation

For an average healthy person, the typical digit span is +7 or -2. It's below average if
the digit span is < 5, and it's above average if it's > 9.
Further assessments can be conducted if the result is below average, as the subject
may have cognitive impairments/disorder/extreme emotional discomfort. If a person's
digit spread is above average, it could be linked to his or her IQ.

Review of Literature

Use of Digit Span Test in screening cognitive impairments in acute medical

inpatients by Leung J., Lee, G., Lam, Y., Chan, R., & Wu, J. (2011)

The study was conducted to validate the Digit Span Test in identification and
differentiation of Delirium and Dementia. The test also aimed to determine the
occurrence of cognitive impairment in elderly people in an acute medical unit. The
occurrence rate of dementia alone was 21.5%, delirium alone was 9% and delirium
superimposed on dementia was 9%. The prior case-note documentation rate was
13.2% for dementia and 2.8% for delirium. the ROC curve of DSB, for the detection
of major cognitive impairment, showed a sensitivity of 0.77 and specificity of 0.78 at
the optimal cutoff of <3. A significant association between scores on the DST and the
Cantonese version of the Mini- Mental State Examination (CMMSE) was found in
this study (p < 0.05 for DSF, p = 0.00 for DSB).

A Study on the Effect of Music on Short Term Memory with the Use of Digit
Span Task Among Students by Woods, D.J., Herron, T.J., Yund, E.W., & Poliva,
O. ( 2010)

The study was to see if Examiner-administered computerized tests of DS offer any

advantage over traditional paper-and-pencil for improved result. The test measured
digit span (DS) in two experiments that used computerized presentation of
randomized auditory digits with performance-adapted list length adjustment. A new
mean span (MS) metric of DS was developed that showed reduced variance,
improved test–retest reliability, and higher correlations with the results of other
neuropsychological test results when compared to traditional DS measures. The MS
metric also enhanced the sensitivity of forward versus backward span comparisons,
enabled the development of normative performance criteria with subdigit precision,
and elucidated changes in DS performance with age and education level.
Computerized stimulus delivery and improved scoring metrics significantly enhance
the precision of DS assessments of short-term verbal memory.

Improved digit Span in Children after a 6-Week Intervention of Playing a

Musical Instrument: An Exploratory Randomized Controlled Trial by Guo, X.,
Ohsawa, C., Suzuki, A., & Sekiyama, K. (2018)

The present exploratory pilot study investigated the effect of a six-week instrumental
practice program (i.e. playing the keyboard harmonica) on children’s cognitive
functions using a randomized controlled trial. Forty children (aged 6-8 years) were
randomly assigned to either the experimental group (n=20) or an untrained control
group (n=20). The experimental group received a 6-week (12 sessions) keyboard
harmonica curriculum. Unlike the traditional instrumental training, the curriculum did
not use medical scores to emphasize creating an association between sound (auditory
modality) and the finger movement somatic- motor system). Cognitive measurements
included verbal ability, processing speed, working memory, and inhibitory control,
which were administered before and after the curriculum in both groups. After the 6-
week training, only the experimental group showed a significant improvement in the
Digit Span Test (especially in the Digit Span Backward) that measures working
memory. However no significant influences were found on other cognitive tests. The
result suggests that several weeks of instrumental music training may be beneficial to
improving children’s working memory. An inexpensive and portable keyboard
harmonica was used which made the instructional method easy to apply in classrooms
or other circumstances. The method, if applied to music lessons in schools or in the
community, may help improve children’s working memory.

A Normative Study of the Digit Span in an Educationally Diverse Elderly

Population (Choi et al, 2014)

The objective of the study was to know the effect of demographic variables on Digit
Span test (DS) performance in an elderly population with educational diversity; and to
provide normative information. It was then found out by the study that age, education
and gender were significantly associated with performance on the DS. Based on the
results obtained, DS norms were stratified by age (2 strata), education (3 strata), and
gender (2 strata).

Methodology

Objective: To measure the short-term memory using digit span test

Plan: To conduct a computerized memory span task through digit span test with
PEBL (Psychology Experiment Building Language) to the subject.

Participant Name: B.S.

Age: 18

Gender: Female

Occupation: Student

Materials: Digit span experiment on PEBL

Digit span test: Memory span test is one of the commonly used tests to measure
short term memory. The test could be performed with presentation of items that are
words, images or numbers. When the numbers are used as items, it is called as digit
span test. During the test, the working memory span is measured with sequential digits that
can accurately be remembered. Psychology Experiment Building Language (PEBL) version
of the test is used in the current experiment. The task consists of the presentation of three
digits which are to be recalled. The length of digits increased sequentially.

Procedure:
The subject is seated comfortably. Rapport has to be established. The
following subject details are recorded: name (initials), age, sex and education. After
the basic orientation to the test, the subject will be asked to start the test. Sequences of
numerical digits (from 0 to 9) are presented on the screen for a few milliseconds. The
correct sequence of the digits has to be recalled and typed. The task starts with a digit
long number and the complexity increases after each trial. The upper bound is10 digit
long number that has to be recalled. Three lists of digits are given for each trial length.
Two consecutive wrong attempts lead to the end of the task and the memory span of
the person will be given at the end of the task. If two out of three lists are completed
correctly, then it will move on to the next longest list length. A few practice trials
have to be given to the subject to reduce the interference of response delay. Once the
participant has finished all the trials, the saved data will be downloaded in an excel
sheet from the PEBL response repository.

Instructions:

The following instructions are to be given to the subject: “You are about to take part
in a memory test. You will be presented with a sequence of digits. Each digit will
occur only once during a list. You will then be asked to type the list of digits exactly
in the order you saw them in. Try to put the numbers in the original list positions. If
you make a mistake, you can use the backspace key to make a correction. You will
start with a list of three items and will get three different lists at each length. If you
are able to recall two out of three lists completely correctly, you will move on to the
next longest list length”.

Ethical Considerations:

The participant was briefed about the aim and purpose of the test. Participation in the
test was entirely voluntary, along with the informed consent of the participant. Their
consent and confidentiality of identity and responses were given utmost importance.
The participant was free to withdraw from the test at any point if they felt discomfort
while answering the items or if they changed their mind midway.

Analysis of Results:
 The data on the responses of the subject was downloaded from the repository of
PEBL. The memory span is represented by the length of the number that could be
recalled correctly. The more the digit span, the more the working memory span is.

Results and Discussion

Aim – To measure the short-term memory using digit span test.

Definition – Digit Span (DGS) is a measure of verbal short term and working
memory that can be used in two formats, Forward Digit Span and Reserve Digit Span.
This is a verbal task, with stimuli presented auditorily, and responses spoken by the
participant and scored automatically by the software. (DIGIT SPAN (DGS), n.d.)

Name Time Taken Memory Span No. of words recalled

correctly
B.S. 5.17 min 9 13

Result Table -

Explanation – The participant performed the test online on the app PEBL. The result
data was provided by the app after the completion of the test. A range of numbers
from length of 3 to 11 were presented one after other and the participant was asked to
remember and write the numbers in the same sequence. The result is the memory span
of the participant depending on time taken and correct answers given by the
participant. The table above contains the time taken by the participant B.S., number of
words correctly recalled and number of memory span.

Interpretation- As the above table displays, the participant took 5.17 min to
complete the test and got 13 answers correct. Her length of memory span is 9. The
average digit span for normal adults without error is seven plus or minus two, that is,
ranging from five to nine. As we can infer from the data above, the participant has
average working memory. Hence it can be concluded that the participant has normal
data retention in the short-term memory and has average short-term memory span.

Conclusion

In conclusion, the test was conducted and the subject B.S was found to have average
short-term memory span.
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