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32
The relationships among working memory, math anxiety, and performance
, 2001
"... Individuals with high math anxiety demonstrated smaller working memory spans, especially when assessed with a computation-based span task. This reduced working memory capacity led to a pronounced increase in reaction time and errors when mental addition was performed concurrently with a memory load ..."
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Cited by 117 (2 self)
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Individuals with high math anxiety demonstrated smaller working memory spans, especially when assessed with a computation-based span task. This reduced working memory capacity led to a pronounced increase in reaction time and errors when mental addition was performed concurrently with a memory load task. The effects of the reduction also generalized to a working memory-intensive transformation task. Overall, the results demonstrated that an individual difference variable, math anxiety, affects on-line performance in math-related tasks and that this effect is a transitory disruption of working memory. The authors consider a possible mechanism underlying this effect—disruption of central executive processes—and suggest that individual difference variables like math anxiety deserve greater empirical attention, especially on assessments of working memory capacity and functioning.
Working memory impairments in children with specific arithmetic learning difficulties
- Journal of Experimental Child Psychology
, 1999
"... Working memory impairments in children with difficulties in arithmetic have previ-ously been investigated using questionable selection techniques and control groups, leading to problems concluding where deficits may occur. The present study attempted to overcome these criticisms by assessing 9-year- ..."
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Cited by 101 (1 self)
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Working memory impairments in children with difficulties in arithmetic have previ-ously been investigated using questionable selection techniques and control groups, leading to problems concluding where deficits may occur. The present study attempted to overcome these criticisms by assessing 9-year-old children with difficulties specific to arithmetic, as indicated by normal reading, and comparing them with both age-matched and ability-matched controls. A battery of 10 tasks was used to assess different aspects of working memory, including subtypes of executive function. Relative to age-matched controls, children with poor arithmetic had normal phonological working memory but were impaired on spatial working memory and some aspects of executive processing. Compared to ability-matched controls, they were impaired only on one task designed to assess executive processes for holding and manipulating information in long-term mem-ory. These deficits in executive and spatial aspects of working memory seem likely to be important factors in poor arithmetical attainment. © 1999 Academic Press Key Words: working memory; executive processes; arithmetic; children; learning difficulties. There are many reasons children may fail to learn arithmetic. Examples include anxiety about mathematics, lack of experience and poor motivation (Ashcraft & Faust, 1994; Levine, 1987), reading difficulties (Muth, 1984; Rich-man, 1983), and neuropsychological damage (McCloskey, Harley, & Sokol, 1991). A growing body of evidence suggests that arithmetical learning difficul-
O.O.: Learning With Concept and Knowledge Maps: A MetaAnalysis.
- Review of Educational Research.
, 2006
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Event-based prospective memory and executive control of working memory
- Journal of Experimental Psychology: Learning, Memory, and Cognition
, 1998
"... In 5 experiments, the character of concurrent cognitive processing was manipulated during an event-based prospective memory task. High- and low-load conditions that differed only in the difficulty of the concurrent task were tested in each experiment. In Experiments 1 and 2, attention-demanding task ..."
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Cited by 64 (15 self)
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In 5 experiments, the character of concurrent cognitive processing was manipulated during an event-based prospective memory task. High- and low-load conditions that differed only in the difficulty of the concurrent task were tested in each experiment. In Experiments 1 and 2, attention-demanding tasks from the literature on executive control produced decrements in prospective memory. In Experiment 3, attention was divided by different loads of articulatory suppression that did not ultimately lead to decrements in prospective memory. A high-load manipulation of a visuospatial task requiring performance monitoring resulted in worse prospective memory in Experiment 4, whereas in Experiment 5 a visuospatial task with little monitoring did not. Results are discussed in terms of executive functions, such as planning and monitoring, that appear to be critical to successful event-based prospective memory. Successfully completing an intended action in the future depends on a type of remembering that has been labeled prospective memory. Thus, successful prospective memory requires remembering to remember. As a cognitive con-struct, however, prospective memory is less monolithic than
Cognitive architectures for multimedia learning
- Educational Psychologist
, 2006
"... This article provides a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction. Cognitive architectures include a description of memory stores, memory codes, and cognitive operations. Architectures that are relevant to multimedia lear ..."
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Cited by 16 (0 self)
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This article provides a tutorial overview of cognitive architectures that can form a theoretical foundation for designing multimedia instruction. Cognitive architectures include a description of memory stores, memory codes, and cognitive operations. Architectures that are relevant to multimedia learning include Paivio’s dual coding theory, Baddeley’s working memory model, Engelkamp’s multimodal theory, Sweller’s cognitive load theory, Mayer’s multimedia learning theory, and Nathan’s ANIMATE theory. The discussion emphasizes the interplay between traditional research studies and instructional applications of this research for increasing recall, reducing interference, minimizing cognitive load, and enhancing understanding. Tentative conclusions are that (a) there is general agreement among the different architectures, which differ in focus; (b) learners ’ integration of multiple codes is underspecified in the models; (c) animated instruction is not required when mental simulations are sufficient; (d) actions must be meaningful to be successful; and (e) multimodal instruction is superior to targeting modality-specific individual differences. Multimedia is increasingly providing richer environments for learning by presenting information in a wide variety of
Evidence for an improvement in cognitive function following treatment of Schistosoma japonicum in Chinese primary schoolchildren. Am J Trop Med Hyg 60: 556–565
, 1999
"... China to investigate the unique and combined effects on the cognitive function (working memory) of children after treating geohelminth infections with albendazole and treating Schistosoma japonicum infection with praziquantel. One hundred eighty-one children 5–16 years of age participated. At baseli ..."
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Cited by 15 (0 self)
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China to investigate the unique and combined effects on the cognitive function (working memory) of children after treating geohelminth infections with albendazole and treating Schistosoma japonicum infection with praziquantel. One hundred eighty-one children 5–16 years of age participated. At baseline, the praziquantel and placebo groups were similar in all back-ground characteristics. Three months after praziquantel treatment, there was a significant reduction in the prevalence and intensity of S. japonicum infection. There were significant age group by praziquantel treatment interaction effects in three of the five cognitive tests, Fluency, Picture Search, and Free Recall, with effects being strongest in the youngest children (5–7 years old). Exploratory analysis within the youngest children showed a significant positive main effect of treatment on Fluency (P, 0.001), after controlling for sex, anthropometric, and parasitic and iron status. There was also a treatment by height-for-age interaction (P 5 0.03) and a treatment by iron status interaction (P 5 0.024) on Fluency. There was a treatment by S. japonicum intensity interaction (P, 0.001) on Free Recall, but the main effect of treatment on Picture Search was not significant (P 5 0.058). Younger children and those who are physically the most vulnerable are likely to benefit the most from the treatment of S. japonicum infection in terms of improved performance on tests of working memory. Several studies have shown that moderate to heavy para-
Memory in Chains: Modeling Primacy and Recency Effects in Memory for Order
, 2000
"... Memory for order is fundamental in everyday cognition, supporting basic processes like causal inference. However, theories of order memory are narrower, if anything, than theories of memory generally. The memory-in-chains (MIC) model improves on existing theories by explaining a family of order ..."
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Cited by 8 (0 self)
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Memory for order is fundamental in everyday cognition, supporting basic processes like causal inference. However, theories of order memory are narrower, if anything, than theories of memory generally. The memory-in-chains (MIC) model improves on existing theories by explaining a family of order memory effects, by explaining more processes, and by making strong predictions. This paper examines the MIC model's explanation of primacy and recency effects, and the prediction that primacy should dominate recency. This prediction is supported by existing data sets, suggesting that Estes's (1997) perturbation model, dominant among theories of order memory, is incorrect. Fits to data are presented and compared with fits of other models.
Contribution of frontal and temporal lobe function to memory interference from divided attention at retrieval
- Neuropsychology
, 2004
"... On the basis of their scores on composite measures of frontal and temporal lobe function, derived from neuropsychological testing, seniors were divided preexperimentally into 4 groups. Participants studied a list of unrelated words under full attention and recalled them while concurrently performing ..."
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Cited by 7 (3 self)
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On the basis of their scores on composite measures of frontal and temporal lobe function, derived from neuropsychological testing, seniors were divided preexperimentally into 4 groups. Participants studied a list of unrelated words under full attention and recalled them while concurrently performing an animacy decision task to words, an odd-digit identification task to numbers, or no distracting task. Large interference effects on memory were produced by the animacy but not by the odd-digit distracting task, and this pattern was not influenced by level of frontal or temporal lobe function. Results show associative retrieval is largely disrupted by competition for common representations, and it is not affected by a reduction in general processing resources, attentional capacity, or competition for memory structures in the temporal lobe. Demonstrations within a laboratory setting of a debilitating effect of divided attention (DA) on retrieval have been variable and sometimes difficult to achieve. This has been unexpected, as most people allege that retrieving information from memory, be it the name of a movie, familiar face, or answer to an exam question, is an effortful task, often thwarted by distraction.
Troubleshooting in mechanics: A heuristic matching process
- Cognition, Technology & Work
, 2001
"... Abstract: This paper deals with expert operators ’ reasoning processes in troubleshooting. We want to know more about the information that experienced operators use. In a previous study we studied electronics troubleshooting. We found that experts used surface cues in order to implement heuristic ru ..."
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Cited by 6 (2 self)
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Abstract: This paper deals with expert operators ’ reasoning processes in troubleshooting. We want to know more about the information that experienced operators use. In a previous study we studied electronics troubleshooting. We found that experts used surface cues in order to implement heuristic rules even if the latter are not relevant to the current fault. We now wish to study the field of mechanics. An experiment was conducted in order to test the hypothesis of a heuristic rule-based level of control responsible for errors among experts. This paper adopts a naturalistic and ergonomic point of view about troubleshooting in mechanics. Our results show that expert mechanics operators ’ errors rely on heuristics in the troubleshooting process. This strategy relies on an automated matching process between symptoms and procedures. Although this strategy is usually powerful, it is rigid and may lead the operator to not locate the fault of the latter is atypical.
