共查询到19条相似文献，搜索用时 156 毫秒
1.
《赤峰学院学报(自然科学版)》2016,(15)
为了考察数字加工效应会不会受到工作记忆广度的影响.主要以大学生为研究对象,先区分出高低工作记忆广度的被试,高工作记忆广度与低工作记忆广度的被试对数字进行大小判断.结果发现:低工作记忆广度被试,明显的距离效应主要体现在对小数字的加工认知上,而对大数字的加工上不存在明显的距离效应,在高工作记忆广度条件下,对数字的加工均表现出显著的距离效应. 相似文献
2.
为了考察工作记忆广度与心算能力的关系,本研究选取了大连市某小学五年级学生63名,实验要求被试首先完成工作记忆广度任务,然后完成心算任务。结果发现,工作记忆广度与心算成绩存在显著相关;进一步的回归分析发现,数字工作记忆广度对心算成绩起作用。 相似文献
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《信阳师范学院学报(哲学社会科学版)》2015,(3)
以216名大学生为被试,使用工作记忆广度任务、《理性—经验量表》以及博弈任务进行实验研究,考察了工作记忆容量与决策的关系以及理性加工与直觉加工在其中的作用机制。研究结果表明:(1)工作记忆容量与博弈偏差具有显著负相关;(2)理性加工能够反向预测博弈偏差,直觉加工能够正向预测博弈偏差;(3)理性加工在工作记忆容量与博弈偏差间起部分中介作用,而直觉加工不存在中介作用,但可直接影响博弈偏差。实验结果表明:理性加工在工作记忆容量与决策间存在中介效应,而直觉加工不存在中介效应,但能直接预测决策。 相似文献
4.
工作记忆是指信息暂时存贮及其与其它更为复杂任务联合运作的系统。在口译活动中,工作记忆负责对即时性信息的存储与加工。本研究以某高校英语专业高年级学生为研究对象,旨在探讨英汉交替传译过程中,工作记忆能力对译员口译质量的影响。本文根据国际通用的阅读广度测试来衡量被试的工作记忆能力,并对被试进行英汉交替传译测试,以各种参数衡量被试在信息完整性以及术语与数字准确性方面的表现。之后,利用统计软件对二者进行比较。结果发现,被试工作记忆广度与英汉交替传译质量在信息完整度、术语与数字准确性方面存在正相关关系。 相似文献
5.
朱永泽 《内江师范学院学报》2013,(12):70-75
当前的研究过分看重工作记忆的成分而忽略了其功能,从功能角度可以将工作记忆划分为加工功能和存储功能.加工和存储的关系历来是认知心理学家关注的焦点.介绍了一些加工与存储之间关系的理论,探讨了材料的领域特殊性、认知负荷和情绪对工作记忆的加工和存储的影响.当前的研究在工作记忆的研究范式上和对工作记忆功能的认识上都存在问题.将来需要在加工与存储之间的关系方面和情绪性工作记忆方面做更多的研究. 相似文献
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作者选取50名某高校学生为被试,探讨了不同工作记忆广度对成人算术认知策略的影响。结果表明：不同工作记忆广度的成人在有选条件下上调策略和下调策略的选择频次和反应时上均存在差异。但是并没有得出高工作记忆广度的被试策略选择的适应性更高的结论。 相似文献
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心理理论影响听障个体的同理心发展、人际交往以及融入社会的程度等。心理理论的加工机制是研究者关注的焦点问题,然而目前研究者对于个体心理理论的加工机制存在争议,有研究支持语义加工在个体推理他人心理状态中起到至关重要的作用,而有的研究则认为工作记忆才是个体在心理理论加工过程中的关键因素。因此,本研究以听障大学生、健听大学生各81名为被试,采取双任务实验范式,通过让被试在规定时间内进行语义加工理解故事内容、推理故事主角的心理状态,同时执行工作记忆任务,考察工作记忆在听障大学生心理理论中的作用。结果发现,对于听障大学生而言,推理他人心理状态的负荷干扰程度更为严重,语义加工不足以支撑其推理他人的心理状态,因此在推理他人心理状态阶段中施以重工作记忆负荷,可导致听障大学生推理他人心理状态的失败。 相似文献
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《现代教育技术》2019,(1):52-58
为检验工作记忆容量对软件操作技能教学视频自主学习效果和认知负荷的影响,文章采用3-back工作范式测验工作记忆容量,从114名大学生被试中筛选出工作记忆容量最高的24名被试和工作记忆容量最低的20名被试作为研究对象,要求他们观看一段关于制作Power Point幻灯片的教学视频,随后测量被试的自主学习效果和认知负荷。研究结果表明:较高的工作记忆容量对被试学习软件操作技能教学视频的自主学习效果和内、外在认知负荷均会产生积极影响,但对相关认知负荷的影响不明显。此研究结论丰富了工作记忆容量对教学视频自主学习效果影响的研究成果、验证了认知负荷理论的相关观点,可为教学视频或在线学习平台的开发、教学视频的学习提供理论参考。 相似文献
11.
The Development of Memory and Processing Capacity 总被引：1，自引：0，他引：1
Graeme S. Halford Murray T. Maybery Anthony W. O'Hare Paul Grant 《Child development》1994,65(5):1338-1356
The assumption of some developmental theories that short-term memory is the workspace of higher cognitive processes, and consequently that span measures processing capacity, is claimed to be inconsistent with the working memory literature. 4 experiments, using children aged 5 to 12 years, contrast this theory with a model in which short-term memory and the processing space component of working memory are at least partly distinct. Experiments 1 and 2 varied processing load, holding duration constant. The processing load manipulation had little effect on recall of a short-term memory preload. Experiments 3 and 4 failed to support the prediction that the greater processing efficiency of older children would be associated with slower loss of information from short-term memory. Although counting and rehearsal rates increased with age, and correlated with span, they did not predict the rate of loss of memory preload due to intervening counting. The data suggest that effects obtained with short-term memory span do not provide clear indications of overall working memory development, because short-term memory span and the processing space component of working memory entail distinct systems. 相似文献
12.
存储与加工的关系和性质是工作记忆研究中的基础性问题。对于工作记忆中的速度———广度关系,经典的理论解释是凯斯提出的“资源权衡模型”,认为在总加工空间不变的情况下,存储广度的增大是由于操作空间的减少造成的,但近来Towse和Hitch提出质疑,认为,上述关系也许是由于加工时间的增加而导致更多的遗忘造成的,由此提出了“任务转换说”,并获得了实证研究的支持。在工作记忆存储与加工的性质上,领域一般性和领域特殊性的争论引起了心理学家的关注,一种代表性的观点是,加工效能体现领域一般性,存储容量具有领域特殊性。 相似文献
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句子加工是心理语言学研究的重要内容,主要关注影响加工过程的因素。工作记忆是影响句子加工过程的重要因素之一。文章首先分析工作记忆的作用与特点,然后探讨工作记忆和工作记忆容量的个体差异对歧义句和复合句加工的影响。 相似文献
14.
This study investigated the effect of individual differences in state anxiety on tasks tapping the central executive, phonological, and visuo‐spatial components of working memory (WM). It was designed to test Eysenck and Calvo’s processing efficiency theory (PET) which suggests that the phonological and executive components of WM may be important in understanding learning outcomes in anxiety. Typically‐developing children aged 9–10 years were split into high and low state anxiety groups. They performed three WM tasks – forward and backward digit span (assumed to measure phonological and central executive components of WM respectively) and a spatial working memory task (measuring the visuo‐spatial component of WM). Measurements of task accuracy were taken as an indicator of performance outcome or effectiveness. Time taken to complete tasks and a subjective rating of mental effort were taken as measurements of performance efficiency. No differences were found between high and low state anxiety groups in task accuracy for any measure. Children in the high state anxiety group, however, took longer to complete the backward digit span task and reported increased mental effort in the forward digit span task, indicating some effect of anxiety on measures of performance efficiency. 相似文献
15.
This research studied deaf students' performance on memory span and component reading tasks that incorporated processes involved in higher level comprehension. The instruments developed in the study provide the basis for the measurement of functional working memory capacity, vocabulary knowledge, domain-relevant knowledge, and inference abilities. Multiple regression analysis was used to construct models that show the contributions of the independent assessments to reading comprehension ability. Overall results suggest that working memory operates as a general executive system, as indicated by significant correlations between subjects' performance on reading and nonreading tasks. Limitations in vocabulary knowledge continue to pose problems in reading for deaf individuals. General or procedural knowledge also plays a part in reading comprehension processes. 相似文献
16.
The purpose of this study was to investigate whether changes in working memory (WM) of children with reading disabilities (RD) were related to a domain-specific or a domain-general system. Based on Daneman and Carpenter's (1980) Sentence Listening Span task, children were subgrouped into a group of high executive processing (high listening span) children without RD, a group of low executive processing (low listening span) children with RD, and a group of children with and without RD matched on executive processing (moderate listening span). Subgroups were compared on phonological, visual-spatial, and semantic WM tasks across initial (no probes or cues), gain (cues that bring performance to an asymptotic level), and maintenance conditions (asymptotic conditions without cues). The results showed that (a) children without RD high in executive processing ability outperformed all other subgroups, (b) the RD subgroup low in executive processing performed poorly relative to all other subgroups across task and memory conditions, (c) children with and without RD matched on executive processing were comparable in WM span and changes in WM for all tasks, and (d) WM performance of children with RD was a strong linear function of the high executive processing group, suggesting that the nature or the specific componential makeup of the tasks are not the main contributors to WM performance. Taken together, the results suggest that a domain-general system may partially contribute to poor WM in children with RD, and that this system may operate independently of their reading deficits. 相似文献
17.
The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample 总被引：1，自引：0，他引：1
The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word
reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills.
It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent
contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print,
visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated.
Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical
working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language
variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor
of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and
verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small
independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was
concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined
with information already stored in long-term memory, may better predict reading comprehension measured with the text available
than working memory tasks which only have a short-term memory component. 相似文献
18.
《Learning and individual differences》2004,14(3):137-151
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
19.
通过对比优、劣汉语阅读者在视觉、听觉时间加工任务中的表现,探讨不同水平的正常阅读者中存在的时间加工能力差异。选择阅读能力正常的小学三年级学生,筛选优秀阅读者18人,拙劣阅读者16人,施以瑞文智力测试及一系列阅读能力测试。采用时间顺序判断的经典范式,分别考察了两组被试的视觉、听觉时间加工能力。数据分析结果表明:优秀汉语阅读者的视、听觉时间加工能力,均显著地高于拙劣汉语阅读者,但当智力因素被控制后,组间差异的显著性消失。 相似文献