Results 1 - 10
of
134
Anxiety and cognitive performance: The attentional control theory
- Emotion
, 2007
"... Attentional control theory is an approach to anxiety and cognition representing a major development of Eysenck and Calvo’s (1992) processing efficiency theory. It is assumed that anxiety impairs efficient functioning of the goal-directed attentional system and increases the extent to which processin ..."
Abstract
-
Cited by 144 (4 self)
- Add to MetaCart
(Show Context)
Attentional control theory is an approach to anxiety and cognition representing a major development of Eysenck and Calvo’s (1992) processing efficiency theory. It is assumed that anxiety impairs efficient functioning of the goal-directed attentional system and increases the extent to which processing is influenced by the stimulus-driven attentional system. In addition to decreasing attentional control, anxiety increases attention to threat-related stimuli. Adverse effects of anxiety on processing efficiency depend on two central executive functions involving attentional control: inhibition and shifting. How-ever, anxiety may not impair performance effectiveness (quality of performance) when it leads to the use of compensatory strategies (e.g., enhanced effort; increased use of processing resources). Directions for future research are discussed.
Working memory and intelligence: the same or different constructs
- Psychological Bulletin
, 2005
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
Abstract
-
Cited by 90 (2 self)
- Add to MetaCart
(Show Context)
All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
Studies of expertise from psychological perspectives.
- In The Cambridge handbook of expertise and
, 2006
"... ..."
Working memory in writing: Empirical evidence from the dual-task technique
- European Psychologist
, 2004
"... The dual-task paradigm recently played a major role in understanding the role of working memory in writing. By reviewing recent findings in this field of research, this article highlights how the use of the dual-task technique allowed studying processing and short-term storage functions of working m ..."
Abstract
-
Cited by 25 (6 self)
- Add to MetaCart
(Show Context)
The dual-task paradigm recently played a major role in understanding the role of working memory in writing. By reviewing recent findings in this field of research, this article highlights how the use of the dual-task technique allowed studying processing and short-term storage functions of working memory involved in writing. With respect to processing functions of working memory (namely, attentional and executive functions), studies investigated resources allocation, step-by-step management and parallel coordination of the writing processes. With respect to short-term storage in working memory, experiments mainly attempted to test Kellogg's (1996) proposals on the relationship between the writing processes and the slave systems of working memory. It is concluded that the dual-task technique revealed fruitful in understanding the relationship between writing and working memory because researchers exploited its major advantage, namely its flexibility.
Stress, cognition, and human performance: A literature review and conceptual framework
- NATIONAL AERONAUTICS & SPACE ADMINISTRATION
, 2004
"... ..."
(Show Context)
Working memory, its executive functions, and the emergence of modern thinking.
- Cambridge Archaeological Journal
, 2005
"... ..."
(Show Context)
Specific learning disabilities: Clarifying, not eliminating, a construct.
- Psychology in the Schools DOI: 10.1002/pits RtI and Identification of Twice-Exceptional Learners
, 2006
"... ..."
A cognitive approach to instructional design for multimedia
- In Learning Informing Science Journal
"... Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies. Baddeley’s model of working memory and Paivio’s dual coding theory s ..."
Abstract
-
Cited by 19 (0 self)
- Add to MetaCart
Aimed at both newcomers to online learning as well as experienced multimedia developers, this paper addresses the issue of how to avoid unproductive multimedia instructional practices and employ more effective cognitive strategies. Baddeley’s model of working memory and Paivio’s dual coding theory suggest that humans process information through dual channels, one auditory and the other visual. This, combined with Sweller’s Theory of Cognitive Load and Anderson’s ACT-R cognitive architecture, provides a convincing argument for how humans learn, which leads to the question of how multimedia instruction can be designed to maximize learning. Cognitive theory and frameworks like Mayer’s Cognitive Theory of Multimedia Learning provide empirical guidelines that may help us to design multimedia instruction more effectively. Mayer argues that the best way to present multimedia instruction is through visual graphics and informal voice narration, which takes advantage of both verbal and visual working memories without overloading one or the other.
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 ..."
Abstract
-
Cited by 16 (0 self)
- Add to MetaCart
(Show Context)
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
Memory span and general intelligence: a latent variable approach.
- Intelligence,
, 2005
"... Abstract There are several studies showing that working memory and intelligence are strongly related. However, working memory tasks require simultaneous processing and storage, so the causes of their relationship with intelligence are currently a matter of discussion. The present study examined the ..."
Abstract
-
Cited by 15 (1 self)
- Add to MetaCart
(Show Context)
Abstract There are several studies showing that working memory and intelligence are strongly related. However, working memory tasks require simultaneous processing and storage, so the causes of their relationship with intelligence are currently a matter of discussion. The present study examined the simultaneous relationships among short-term memory (STM), working memory (WM), and general intelligence ( g). Two hundred and eight participants performed six verbal, quantitative, and spatial STM tasks, six verbal, quantitative, and spatial WM tasks, and eight tests measuring fluid, crystallized, spatial, and quantitative intelligence. Especial care is taken to avoid misrepresenting the relations among the constructs being studied because of specific task variance. Structural equation modelling (SEM) results revealed that (a) WM and g are (almost) isomorphic constructs, (b) the isomorphism vanishes when the storage component of WM is partialed out, and (c) STM and WM (with its storage component partialed out) predict g. D