Topics covered include psychological testing, cognitive training, education, sports, police decision-making, human factors, and disorders within clinical psychology. We then selectively review existing literature on the role of both working memory and attention in various applied settings and explain, in each case, why a switch in emphasis to attention control is warranted. The review begins with a discussion of relevant literature on the nature and measurement of both working memory capacity and attention control, including recent developments in the study of individual differences of attention control. In this review, we argue that researchers would therefore generally be better suited to studying the role of attention control rather than memory-based abilities in explaining real-world behavior and performance in humans. Although working memory and attention are intertwined, several studies have recently shown that individual differences in the general ability to control attention is more strongly predictive of human behavior than working memory capacity. Working memory capacity is an important psychological construct, and many real-world phenomena are strongly associated with individual differences in working memory functioning. Evidence-based therapies can be augmented to target LS and cognition. LS and verbal WM and processing speed predicted one another across long durations. However, change in spatial cognition did not predict change in LS (| d | = 0.085). Additionally, depletion in processing speed and verbal WM predicted a future decrease in LS ( d = 0.142–0.269). Reduction in LS predicted future decreases in spatial cognition, processing speed, and verbal WM (| d | = 0.150–0.354). Five waves of assessment occurred across 23 years. Thus, we used bivariate dual latent change score modeling to test within-person change-to-future change relations between LS and cognition.Ĭommunity adults completed in-person tests of verbal working memory (WM), processing speed, spatial cognition, and an LS self-report. However, most studies have been cross-sectional, thereby precluding causal inferences. The conclusion of the study was the MLD students couldn’t finish the tasks with high loaded working memory demand, but they were capable to finish some simple cognitive tasks such as short-term memory task, which meant that the counter interference and attention control abilities deficit was the core deficit in the MLD.Within-person growth in life satisfaction (LS) can protect against declines in cognitive functioning, and, conversely, over time. (4) The developmental trend of memory span among the junior school students was no significant. (3) The regression analysis indicated that the backward digit span task which measured the digit working memory can better predict math achievement than the other two tasks which measured the short-term memory and reading working memory. The results of the study showed: (1) there was no significant difference between two groups in word series task (t=-1.59, p>.05), but significant difference between two groups in reading span tasks (t=-2.38, p.05) and backward digit span task (r=.05, p>.05). Each participant spent 30 minutes finishing the experiments with the guide of psychological graduate students. The reading span task was designed on the computer by E-prime software, while the other two tasks were oral tests. The study designed the three experiments such as the word series task to measure short-term memory, reading span task to measure phonological working memory, and backward digit span task to measure digit working memory. There are 103 students participating the study, with 49 MLD students and 54 students who are good at math (with average age is 12.57-year-old). The criteria for defining the MLD or math learning disorder of this study is: the math score was lower than 20% of the total score, with normal IQ, and without the obvious organic deficit, emotional disorder and learning motivation disorder. The study was designed to find out whether the MLD students have deficit on short-term memory span or the working memory span. Now there emerges a leading paradigm for carrying out research on MLD from the viewpoint of information processing. ![]() Math learning disability (MLD) is an important area of learning disability, accounting for large percentage of students in the middle school. The study was supposed to discover the cognitive processing mechanism of MLD.
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