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1.
The first purpose of this study was to investigate whether the visuospatial working memory (VSWM) skills of 15–16‐year‐old pupils with difficulties in mathematics differ from those of their normally achieving peers. The goal was to broaden the view of the complex system of VSWM. A set of passive and active VSWM tasks was used. The study’s second purpose was to investigate whether pupils with mathematical difficulties differed in their VSWM skills based on whether they had signs of reading deficits or not. Results indicate that the pupils with poor performance in maths showed poorer performance on certain VSWM tasks. The group with deficits only in maths had less capacity for storing passive visual simultaneous information, while the group with difficulties both in maths and reading had deficits in both storing (passive visual and visuospatial information) and processing, and had less ability to control irrelevant visuospatial information compared to their peers of the same age. The results indicate a general VSWM deficit in pupils with both mathematics and reading problems and a specific VSWM deficit in pupils with only mathematics problems.  相似文献   

2.
It has been suggested that the ability to learn a foreign language is related to working memory. However, there is no clear evidence about which component of working memory may be involved.Two experiments investigated working memory problems in groups of seventh and eighth grade Italian children with difficulties in learning English as a second language. They were compared with control groups of children matched for age, education, school, and intelligence who differed for foreign language learning ability.Experiment 1 focused on clarifying how modality-specific the memory problem of children with a foreign language learning difficulty (FLLD) is. Verbal working memory tasks (forward and backward digit span) were proposed together with visuospatial working memory (VSWM) tasks. Groups showed a significant difference only in the more passive verbal working memory task, that is, the forward digit span.Experiment 2 focused on clarifying how central the verbal working memory problem of students with an FLLD is. A nonword repetition task and an Italian version of the listening span test were proposed. Groups differed significantly in both tasks. However, differences in the listening span test disappeared when nonword repetition performance was partialed out. It was concluded that a difficulty in learning a foreign language is mainly related to the more passive aspects of verbal working memory, typically associated with the articulatory loop.  相似文献   

3.
ABSTRACT

The present study investigated fluid and crystallized intelligence as well as strategic task approaches as potential sources of age-related differences in adult learning performance. Therefore, 45 young and 45 old adults were asked to learn pictured objects. Overall, young participants outperformed old participants in this learning test. However, more than 2/3 of the interindividual variability in learning performance was explained by interindividual differences in fluid intelligence and strategic task approach, with age not being a reliable predictor. Results indicate that personal resources and task approach influence learning performance directly and independently.  相似文献   

4.
The present study investigates the relation between spatial ability and visuo-spatial and verbal working memory in spatial text processing. In two experiments, participants listened to a spatial text (Experiments 1 and 2) and a non-spatial text (Experiment 1), at the same time performing a spatial or a verbal concurrent task, or no secondary task. To understand how individuals who differ in spatial ability process spatial text during dual task performance, spatial individual differences were analyzed. The tasks administered were the Vandenberg and Kuse [Vandenberg, S. G., & Kuse, A. R. (1978). Mental rotation, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills, 47, 599-604.] mental rotation test (MRT) and a reading comprehension task (RCT). Individuals with high (HMR) and low (LMR) mental rotation differed in MRT scores but had similar RCT performance. Results showed that the HMR group, in contrast with LMR counterparts, preserved good spatial text recall even when a spatial concurrent task was performed; however, Experiment 2 revealed a modification of spatial concurrent task performance in LMR as well in HMR group. Overall, results suggest that HMR individuals have more spatial resources than LMR individuals, allowing them to compensate for spatial working memory interference, but only to a limited extent, given that the processing of spatial information is still mediated by VSWM.  相似文献   

5.
This article applies structural equation modeling to the simultaneous study of task complexity and difficulty in measures of fluid intelligence. The interrelation between 3 tests of fluid intelligence, 2 experimental tasks, and age is examined. Each experimental task is decomposed into 4 subtasks, with the most intellectually demanding ones being measures of fluid intelligence, and the remaining 3 levels constructed to be gradually simpler. The findings suggest that the experimental manipulations produced systematic changes in 3 sets of parameters. These are: (a) the mean intercept parameters of the structural equation model—interpreted as “pure test difficulties” reflecting task‐specific demands placed on elementary cognitive processes of the “same kind” (b) factor loadings on 2 subtask‐specific narrow factors (SWAPS and TRIPLETS) that reflect demands placed on processes of “similar kinds,” that is, processes common to variations within the same experimental task; and (c) factor loadings on a fluid intelligence factor (Gf) that reflect demands placed on processes of “diverse kinds,” which are common to measures of a broad range of different cognitive tasks. The results indicate that as task requirements become more demanding, cognitive processes of the same kind, which are involved in solving the easier subtasks, are no longer critical to performance, but the demand on processes of similar and diverse kinds is increased. It is suggested that for human subjects, increase in task complexity may be associated with lapses of attention in the course of carrying out a series of interconnected steps.  相似文献   

6.
The electroencephalographic (EEG) oscillations associated with visuospatial working memory (VSWM) were examined in children with developmental coordination disorder (DCD; 10–11 years; N = 29) and typically developing (TD) children (10–11 years; N = 29). Behaviorally, DCD showed poorer VSWM than TD, which coincided with the diminished ability of DCD in modulating neural oscillations. Furthermore, prestimulus oscillatory alpha activity was correlated with VSWM performance. The results suggest that children with DCD might have a reduced ability to encode and recognize new information, and in particular have difficulty in maintaining task‐relevant information, resulting in poorer VSWM. This study thus concludes that changes in oscillatory EEG activity reflect some of the problems leading to cognitive deficits in DCD.  相似文献   

7.
Abstract

This study examined the influence of achievement motivation and mental ability upon complex discovery learning and incidental learning under two different incentive conditions: an achievement incentive, where the explicit incentive was the successful accomplishment of the learning task and involved only knowledge of results; and an extrinsic-incentive represented by a monetary reward for good performance. One hundred ninety-five subjects were classified as either high or low (median split) on the basis of their scores on each of two measures, one for intelligence and one for achievement motivation. Subsequently, subjects were assigned at random to one of two incentive groups and the learning task administered. Data provided by the learning measures, and time scores, as determined by the amount of time the subjects expended on the task, were analyzed by means of a three factorial analysis of variance. The results both support and contradict past research evidence.  相似文献   

8.
Extensive research within the field of learning and individual differences focuses upon the relationship between general intelligence and process measures derived from elementary cognitive tasks (ECTs). This emphasis has ignored data indicating that cognitive abilities are best described by three levels (or strata). It has also been suggested that mental speed is a unitary construct, although it is more likely to have a complex structure. To address shortcomings evident in this literature, a multivariate investigation (N = 179) was conducted. Factor analysis of 25 psychometric indices gave seven factors postulated under the theory of fluid (Gf) and crystallized (Gc) intelligence. Correlations between cognitive abilities and parameters derived from 11 ECTs indicated that Gf (alone) was related to processing speed. This relationship is seemingly dependent upon experimental manipulations of task complexity. Regarding the factorial structure of mental speed, the results were unequivocal: Broad second-order factors may be derived from both ECTs and psychometric tests. These constructs are independent from abilities defined by accuracy scores and collectively define a general cognitive speed factor. Implications of these findings are discussed. It would appear that mental speed is more intricate than proposed, and that cognitive complexity (reflected in stimulus-response compatibility effects) plays a crucial role in its ontogenesis. In addition, several explanatory models linking intelligence to processing speed are untenable. It is likely that the search for a basic process of intelligence by means of mental speed frameworks (alone) is misguided.Recently, within the field of individual differences, there has been “an explosion of experimental studies into the speed of mental processes” (H.J. Eysenck 1995, p. 225). Various tasks, ranging from those paradigms assessing simple, psychomotor movements and on up through to measures of complex problem solving and psychometric test performance, have been employed (Stankov & Roberts 1997). The present study was designed to explore speed of processing constructs within a structural model of human cognitive abilities. Utilizing the evidence presented in Carroll's (1993) extensive reanalysis of the main data sets collected within the psychometric discipline this century, the structural model of cognitive abilities adopted is that known as the theory of fluid and crystallized intelligence (see Horn & Noll 1994; Stankov et al. 1995). In contrast, the mental speed measures selected for investigation in this study were chosen on the basis of both experimental and psychometric findings that rely on disparate accounts (e.g., information theory). Notably, mental speed constructs are not presently encapsulated within a single unifying model. Another major aim of the present study was to redress this imbalance by establishing a rapprochement between conceptual models of mental speed and human cognitive abilities.  相似文献   

9.
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10.
Two studies examined the relationships between measures of intelligence, personality and divergent thinking (DT) in student samples. Study one investigated the incremental validity of measures of IQ and fluid intelligence with the Big Five Personality Inventory with regards to DT. Significant relationships of DT to fluid intelligence, Extraversion and Disagreeableness were observed. Study two investigated the incremental validity of measures of fluid and crystallised intelligence (as assessed by a test of general knowledge) with the Big Five Personality Inventory with regards to DT. Hierarchical regression analyses revealed a significant relationship between crystallised intelligence and DT. The nature of the relationships of IQ, fluid and crystallised intelligence, in addition to personality traits to tests of DT were considered.  相似文献   

11.
This paper reports on four studies that were all concerned with cognitive and non‐cognitive correlates of proofreading (PR) ability. A new, five‐minute PR test was devised and piloted. In the first pilot study (N = 191) it was correlated with a verbal reasoning test. In the second study (N = 103) PR scores were regressed onto measures of personality: approach to learning, general and fluid intelligence (verbal reasoning) as well as a test of general knowledge. All three cognitive ability measures were significant predictors of PR but when entered together, general knowledge alone remained significant and accounted for a third of the variance. The third study (N = 95) was similar, except it also included a measure of typical intellectual engagement. Fluid intelligence (verbal reasoning) and openness were the only significant predictors of PR. In the fourth study (N = 249) participants completed four tests: PR, fluid intelligence (verbal reasoning), vocabulary and spelling. PR was consistently correlated with verbal reasoning but more strongly correlated with measures of crystallised intelligence, namely general knowledge and vocabulary. Implications and limitations are considered.  相似文献   

12.
Fluid/spatial intelligence, crystallized intelligence and their relationships to verbal and visuospatial working memory (WM) were studied. A total of 120 Finnish Air Force recruits participated in this study. Fluid/spatial intelligence was assessed using four different tasks, while crystallized intelligence was defined with the help of test scores of Finnish upper secondary school National Matriculation Tests in three different academic subjects and one additional Verbal Relations task. Complex WM span tasks were used to measure visuospatial and verbal WM capacities. Structural equation modeling indicated that verbal WM was related to crystallized intelligence when both WM tasks were included in the model, whereas performance on the visuospatial WM task was related to fluid/spatial intelligence, but not to crystallized intelligence. Verbal WM was not related to fluid intelligence when used as a single WM predictor. The results indicate that verbal WM might be related to verbal ability and learning at school, while visuospatial WM is relatively strongly related to nonverbal reasoning and spatial visualization. The current results further suggest that WM capacity is not a unitary system.  相似文献   

13.
A review of the history of working memory (WM) studies finds that the concept of WM evolved from short-term memory to a multi-component system. Comparison between contemporary WM models reveals: (1) consensus that the content of WM includes not only task-relevant information, but also task-irrelevant information; (2) consensus that WM consists of phonological and visuospatial components; (3) consensus that short-term memory storage is a function of WM; (4) disagreement as to whether an independent executive control is a necessary WM component; and (5) disagreement as to whether the control function is active or passive. Methods for measuring WM differed across studies with a preponderance of various dual-tasks; little psychometric work has been done on these measures. Correlational studies supported a close relationship between WM and measures of fluid intelligence and science achievement, but we found no experimental studies on the impact of WM training on science achievement. Finally we suggest how WM research findings may be applied to improve fluid intelligence and science achievement.  相似文献   

14.
This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students (N?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was assessed as an average grade four months later. The results indicated gender differences in the perception of teacher and peers support, achievement goals and maths performance. The effects of goal orientations, teacher and peers support on achievement were moderated by gender. Furthermore, the interaction between classroom environment and performance goals on maths grades varied with gender. In the boys’ sample, performance-avoidance goals interacted with teacher support, while in the girls’ sample, performance-approach goals interacted with peers support in predicting maths grades. The educational implications of these gender differences are discussed.  相似文献   

15.
The self‐worth theory of achievement motivation holds that in situations in which poor performance is likely to reveal low ability, certain students (known as self‐worth protective students) intentionally withdraw effort in order to avoid the negative implications of poor performance in terms of damage to self‐worth. In this study, evidence of self‐worth protection was sought where it is perhaps least likely to be seen: in women in mathematics, where the negative effects of stereotype threat are suggested. Links between self‐worth protection and performance on three maths tasks (a computational task, an algebraic task, and the Tower of Hanoi, a game‐like task tapping into mathematical skills yet devoid of mathematical signs and symbols) and a verbal task (a remote associates task) were examined in an intellectually evaluative situation (following failure) and in an intellectually non‐evaluative situation (following success). Relative to low maths self‐worth protective students, high maths self‐worth protective students performed poorly on both mathematical tasks, but not on either the Tower of Hanoi or the remote associates test. Collectively, findings are consistent with the conclusion that a self‐worth explanation can be applied to the poor performance of women in mathematics. Critical eliciting conditions appear to be mathematical signs and symbols and the presence of evaluative threat.  相似文献   

16.
Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic motivation. One hundred and twenty-two secondary school pupils completed self-report measures of creativity self-beliefs and motivation and were administered as test of fluid intelligence. Creativity self-beliefs were positively related to teacher assessed literacy attainment, intrinsic and extrinsic motivation, and also inversely related to amotivation. Creativity self-beliefs accounted for a significant additional proportion of variance in both literacy achievement and in motivational measures, beyond that already accounted for by fluid intelligence. These findings suggest that it is important to attend to the multifaceted nature of creative self-beliefs and the full domain range of extrinsic motivation.  相似文献   

17.
The performance of children and young adults with Down syndrome (DS) on reading subskills and nonword reading was investigated. The performance of the participants with DS (N = 42) was compared to that of typically developing (N = 36) peers matched on fluid intelligence abilities. The study accounted for the different depths in orthography presented by the two languages. The independent samples t-test, Mann–Whitney U-test, ANCOVA and correlation analysis were used to analyse the data. This study identified that the participants with DS had several strengths, such as nonword reading, visual discrimination (VD) and phonological awareness. Verbal short-term memory, visual perceptual processing skills other than VD and rhyming skills were identified as weaker in DS compared with the control group. Results call for educators to expose readers with DS to a phonological approach to reading while accommodating difficulties in VSTM.  相似文献   

18.
Questionnaires concerning the self‐concept and evaluations of maths and French, as well as an intelligence test, were administered to secondary school students more than six months before they had to decide whether or not to take maths courses during the following school year. At the same time their school grades for maths and French were recorded. Students’ decisions were related to self‐concept, evaluations of maths and French, and aptitude measures, by means of discriminant analyses. Results indicated that sex, in combination with students’ (positive) evaluations of mathematics, their achievements in mathematics and their intellectual abilities, as well as a focus on French and self‐concept of French abilities, could adequately predict their choice of mathematics courses. No interaction effects were found between sex and the other predictor variables. These results suggest that stimulating more girls to choose mathematics during their secondary school years should focus upon achievement, self‐concept and evaluations of mathematics in comparison with other options.  相似文献   

19.
In this study, we examined the development of maths skills in 269 Estonian primary school children (119 boys and 150 girls; 20 classes). Testing was carried out over a three‐year period (Grade 1–Grade 3). Before the last testing session, children’s verbal skills and motivational orientations were also tested. In addition, teachers evaluated children’s learning behaviour and provided information about their own teaching methods. The data were analysed using multilevel growth curve modelling. We found that children with higher levels of pre‐maths skills developed at a faster rate. At the individual level, pre‐maths skills and verbal ability were positively associated with maths achievement in Grade 3, and avoidance orientations (self‐reported) and task‐avoidant behaviour (teacher‐reported) were negatively associated with maths achievement in Grade 3. At the classroom level, formalist teaching methods and teacher experience had a positive effect on students’ maths performance.  相似文献   

20.
The relative importance of mental effort, as indicated by strategy use, and persistence as potential mediators of the memory self-efficacy (MSE)/memory performance relationship was investigated within a sample of 26 adults aged 65 years and older. It was found that persistence but not strategy use was predictive of performance on a free-recall task. Age-related declines were found in persistence, performance, and MSE but not in strategy use. Counter to expectation, neither strategy use nor persistence was significantly related to a global measure of MSE. These results highlight the importance in MSE research of distinguishing mental effort and persistence, of task-specific measures of MSE, and of considering age-related changes within the elderly population. Implications for MSE intervention programs are briefly discussed.  相似文献   

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