Les différences interindividuelles en mémoire de travail (MDT) ont un lien stable et largement documenté avec la performance dans les tâches de cognition de haut niveau. Dans la mesure où l'utilisation de stratégies efficaces joue un rôle aussi bien dans les tâches de MDT que de cognition de haut niveau, on peut faire l'hypothèse que les stratégies médiatisent le lien entre ces deux construits. De fait, certaines données suggèrent que le comportement stratégique au sein de tâches de cognition de haut niveau pourrait être en lien avec la capacité de MDT. L'objectif de ce travail de thèse était d'évaluer ce lien de façon plus poussée. Cette approche nous a conduit à deux résultats particulièrement significatifs. Le premier concerne le développement et la formalisation du paradigme de Hard Fall Effect (HFE), défini comme étant la chute de performance plus importante en situation de double tâche pour les participants avec une forte capacité de MDT. L'hypothèse sous-jacente à cet effet est que ces participants utilisent des stratégies afin d'améliorer leurs performances en situation de simple tâche, et que la situation de double tâche perturbe l'utilisation de ces stratégies. Au cours de ce travail, le HFE a notamment été mis en évidence dans une tâche de mémoire visuospatiale, et a pu être attribué à l'utilisation de stratégies d'encodage plus efficaces par les participants avec une forte capacité de MDT au sein de tâches de mémoire complexes. Notre second résultat significatif correspond au test direct de l'hypothèse de médiation du lien entre MDT et cognition de haut niveau par l'utilisation de stratégies efficaces en cognition de haut niveau. Nous avons montré que lorsqu'on contrôle la variance associée à l'utilisation de stratégies efficaces dans la tâche des Matrices Avancées de Raven, la relation entre capacité de MDT et intelligence fluide diminue. Dans l'ensemble, ces deux résultats permettent de renforcer l'idée selon laquelle le comportement stratégique impliqué dans les tâches de cognition de haut niveau intervient dans la relation entre MDT et cognition de haut niveau. / The relationship between individual differences in working memory capacity (WMC) and high-level cognition has been extensively documented. Since efficient strategy use plays an important role in the performance of both working memory and high-level cognitive tasks, it could be the case that strategies mediate the WM-high-level cognition relationship. Importantly, it has been observed that the use of efficient strategies in high-level cognitive tasks is related to individual differences in WMC. The goal of this research work was to investigate this association between WMC and the use of efficient strategies in more detail. Firstly, we formalized a paradigm termed the Hard Fall Effect (HFE), defined as a larger decrease of performance in dual task conditions for high WMC individuals. The underlying interpretation of this effect is that these individuals use efficient strategies under simple task conditions to improve their performance, and these strategies are disrupted by dual tasking. The present work evidenced the HFE in a visuospatial memory task, and attributed the effect to the higher tendency of high WMC individuals to use efficient encoding strategies in complex memory tasks. Secondly, we provided evidence that efficient strategy use in high-level cognitive tasks partly mediates the WMC-high-level cognition relationship. More precisely, when statistically controlling the use of efficient strategies in Raven's Advanced Progressive Matrices, the WMC-fluid intelligence relationship was significantly reduced. Overall, these two results provide evidence that the use of efficient strategies in high-level cognitive tasks is involved in the WMC-high-level cognition relationship.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-10T18:10:29Z No. of bitstreams: 2 Dissertação - Newton da Rocha Nogueira - 2018.pdf: 1987725 bytes, checksum: d101edf0bcd440b9e10d9c5e6723c50d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-10T18:12:31Z (GMT) No. of bitstreams: 2 Dissertação - Newton da Rocha Nogueira - 2018.pdf: 1987725 bytes, checksum: d101edf0bcd440b9e10d9c5e6723c50d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-10T18:12:31Z (GMT). No. of bitstreams: 2 Dissertação - Newton da Rocha Nogueira - 2018.pdf: 1987725 bytes, checksum: d101edf0bcd440b9e10d9c5e6723c50d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-29 / The cognitive construct of working memory (hereafter MT) has been shown to be extremely relevant in the development and linguistic use, and there is evidence of an association between greater working memory capacity (henceforth CMT) and better performance in L2 (ORTIZPREUSS; SANZ, 2016). Most of these studies involve oral languages, but there is still a lack of research on the relationship between CMT and sign language performance. In addition, it is necessary to verify the functionality of the multicomponent MT model (BADDELEY, 2000) for sign language (CORINA; KNAPP, 2006; EMMOREY, et al., 2008), observing the role of each subsystem Phonological buffer, episodic buffer and visuospatial sketch). In view of this, the following research question arises: How could be a Work Memory test that adequately measures the storage and processing capacity of information in Libras (Brazilian Sign Language)? The present work aims to elaborate and evaluate a test in Libras, denominated of Libras span that aims to retain signals in order of appearance and at the same time to say if these signals involve or not during their realization. This test was applied to a group of users of Libras (deaf and hearing) and correlated with numerical-based MT tests, known as digit span whose task is to remember numbers in ascending order and operation span whose task is to solve calculations and remember the last digits of each operation. The purpose of this correlation was to evaluate the reliability and validity of the test with signals. Results showed that the Libras span task can become a good tool for assessing working memory capacity in Libras / O construto cognitivo de memória de trabalho (doravante MT) tem se mostrado de extrema relevância no desenvolvimento e uso linguístico, havendo evidências de associação entre maior capacidade de memória de trabalho (doravante CMT) e melhor desempenho na L2 (ORTIZPREUSS; SANZ, 2016). A maioria desses estudos envolvem línguas orais, mas ainda há carência de pesquisas sobre a relação entre CMT e o desempenho em língua de sinais. Além disso, é preciso verificar a funcionalidade da arquitetura do modelo de multicomponente MT (BADDELEY, 2000) para a língua de sinais (CORINA; KNAPP, 2006; EMMOREY, et. al., 2008), observando o papel de cada subsistema (alça fonológica, buffer episódico e esboço visuoespacial). Em vista disso, surge a seguinte questão de pesquisa: Como poderia ser um teste de Memória de Trabalho que meça adequadamente a capacidade de armazenamento e processamento de informações em Libras? O presente trabalho tem como objetivo elaborar um teste em Libras, denominado de Libras span, cuja tarefa é memorizar sinais em ordem de aparecimento e, ao mesmo tempo, dizer se esses sinais envolvem ou não contato durante sua realização. Este teste foi aplicado a um grupo de usuários de Libras (surdos e ouvintes) e correlacionado com testes de MT de base numérica, conhecidos como digit span, cuja tarefa requer lembrar números em ordem crescente e operation span, cuja tarefa requer resolver cálculos e lembrar os últimos algarismos de cada operação. O propósito dessa correlação foi avaliar a confiabilidade e a validade do teste com sinais. Os resultados mostraram que, embora sejam necessários mais alguns ajustes, a tarefa Libras span pode tornar-se um bom instrumento de avaliação da capacidade de memória de trabalho em Libras.

Age can affect memory performance. This statement is so often heard that it has become almost a truism. When research surrounding memory inhibition – the ability to ignore irrelevant material to aid in the retrieval of a target memory – is examined specifically, a more mixed picture of findings emerges. Whilst some previous work has found evidence of an age-related deficit, other research has rather found intact memory inhibition in older adults. Less often discussed, too, are the effects of individual differences on memory inhibition in addition to age, including differences in metacognitive strategy, working memory capacity, stress and mood. The present thesis set out primarily to investigate the effects of age on memory inhibition chiefly using cognitive experimental paradigms, and also to investigate potential individual differences in this ability which exist across the lifespan. The findings of the present thesis showed that age alone was not related to a deficit in memory inhibition, - young and older adults rather showed equivalent levels of inhibitory forgetting on two different paradigms, when methodological measures were put in place to control for alternative, interference-based explanations (Study 1). These findings also could not be explained by differences in metacognitive, covert-cuing strategies (Study 2). Instead, age-related inhibitory deficits were qualified by differences in working memory capacity (Study 3a & b). In combination, older age and low working memory capacity were related to impaired memory inhibition, whereas young age or high working memory capacity were not. Finally, natural variations in stress and mood over time were found to be related to significant differences in working memory capacity, but not memory inhibition (Study 4). This suggests that these important cognitive abilities may be capable of changing even over relatively short time periods, and thus they may also potentially be improved, - a proposal which is considered in the General Discussion.

No description available.

A central problem in neuroscience is to understand how memories are formed as a result of the activities of neurons. Valiant’s neuroidal model attempted to address this question by modeling the brain as a random graph and memories as subgraphs within that graph. However the question of memory capacity within that model has not been explored: how many memories can the brain hold? Valiant introduced the concept of interference between memories as the defining factor for capacity; excessive interference signals the model has reached capacity. Since then, exploration of capacity has been limited, but recent investigations have delved into the capacity of the Assembly Calculus, a derivative of Valiant's Neuroidal model. In this paper, we provide rigorous definitions for capacity and interference and present theoretical formulations for the memory capacity within a finite set, where subsets represent memories. We propose that these results can be adapted to suit both the Neuroidal model and Assembly calculus. Furthermore, we substantiate our claims by providing simulations that validate the theoretical findings. Our study aims to contribute essential insights into the understanding of memory capacity in complex cognitive models, offering potential ideas for applications and extensions to contemporary models of cognition.

Syftet med föreliggande studie var att ta fram ett svenskt material för att undersöka mottagligheten för semantiska illusioner vid bearbetning av auditivt språkligt meddelande hos vuxna individer utan kommunikationsstörning. Utöver detta syftade även studien till att undersöka om mottaglighet för den semantiska illusionseffekten är relaterad till lexikal åtkomst och arbetsminneskapacitet. I studiens initiala skede utformades det nya testmaterialet Auditivt test av mottaglighet för semantiska illusioner (ATSI). ATSI består av tre deltest, varje deltest innefattar 40 påståenden med en jämn fördelning av sanna påståenden, falska påståenden och illusoriska påståenden. Deltagarna i studien bestod av 30 vuxna individer utan kommunikationsstörning. Deltagarnas uppgift var att avgöra om påståendena i ATSI var sanna eller falska. Utöver ATSI utförde även deltagarna test gällande lexikal åtkomst och arbetsminneskapacitet. Effekten av semantiska illusioner analyserades genom t-test och visade att illusionseffekten var statistiskt signifikant. Resultaten från ATSI korrelerades med deltagarnas prestation gällande lexikal åtkomst och arbetsminneskapacitet. Hur lurade deltagarna blev av den semantiska illusionseffekten korrelerade med lexikal åtkomst. I föreliggande studie kunde inget samband observeras mellan hur lurade deltagarna blev och arbetsminneskapacitet. I diskussionen förs i föreliggande studie resonemang kring varierande metodologiska aspekter likväl som resultatens implikationer för den språkliga bearbetningsprocessen. Slutsatsen i föreliggande studie är att den semantiska illusionen är ett stabilt fenomen som har effekt vid bearbetning av språkligt meddelande auditivt. / The aim of this study was to construct a Swedish test material in order to examine the susceptibility for semantic illusions in adults without any communication disorders when processing verbal input of language. Furthermore the study aimed to investigate if the susceptibility for semantic illusions relates to the individual’s lexical access speed and working memory capacity. In order to accomplish the aim of the study, a new auditory test material called Auditivt Test av mottaglighet för Semantiska Illusioner (ATSI) was created. ATSI consists of three separate test sections, each containing 40 statements with an even distribution of true statements, false statements and statements containing the semantic illusion. The participants had to decide whether each statement was true or false. The participants in this study consisted of 30 adult individuals without communication disorders. Furthermore the participants performed test regarding lexical access speed and working memory capacity. The effects of semantic illusions were analyzed trough t-tests and found to be statistically significant. Correlation analysis were made between result from ATSI and lexical access speed as well as between results from ATSI and working memory capacity. How tricked the participants were by the semantic illusions was related to lexical access, but not working memory capacity. Methodological aspects are discussed in this study as well as the result’s implication for language processing. The conclusion is that semantic illusions is a stabile phenomenon, and it occurs when processing spoken sentences.

No description available.

Note-taking is ubiquitous. Whether we write down a grocery list, type our intentions for the day, or record a voice note for a friend, we often use notes to externalize our thoughts. We “delegate” this information to “in the world” extensions of our cognition, thus lightening our cognitive loads. The current thesis investigates the effects of note-taking as a form of cognitive offloading in an applied research setting. The note-taking literature is fragmented regarding practical note-taking recommendations for educators. The current thesis advances our knowledge and understanding of the crossover between cognitive offloading, note-taking, and individual differences. The laboratory research presented in this thesis uses novel materials that mimic the classroom environment, with future goals of translating this research into the actual classroom. Chapter 2 explores note-taking from a cognitive offloading perspective and demonstrates how differences in note-taking quantity affect recall. Chapter 3 showcases how differences in learning between note-taking modalities are seen sporadically and only when they intersect with the type of test. Chapter 4 investigates the importance of individual differences (e.g., working memory capacity) when exploring cognitive offloading and note-taking, and demonstrates how surface findings are not generalizable once we investigate underlying individual differences. While our research started as a way to understand how we offload information via note-taking and its effects on learning, we hope our findings and general discussion encourage the reader to explore the generalizability of applied cognitive research. Note-taking is a complex process, and our future work aims to investigate how learners differ and how we might disseminate research in education to be inclusive and diverse. / Thesis / Doctor of Philosophy (PhD) / Imagine a world without technology or external resources to express your thoughts: no “to-do” lists, calendar reminders, sketches, or notes. Since our memory capacities are limited, we often maintain a record of information “in the world”, as opposed to only using our limited memory stores. This form of mental delegation is known as “cognitive offloading”. One way we offload information for future access is through note-taking. In an educational setting, note-taking influences our ability to learn and review information. How we take notes, and their effects on learning, have been debated in the literature. This thesis explores the impact of cognitive offloading and note-taking on learning, and demonstrates the importance of exploring individual differences (e.g., memory capacity and note-taking preference) in applied educational research. Throughout this thesis, we prompt our audience to frame note-taking and cognitive research takeaways through an inclusive educational lens.

Under de senaste åren har intresset för test baserat lärande ökat och det förekommer evidensatt detta fenomen fungerar inom flera områden som bland annat test format, personligaegenskaper samt återkoppling från ett test. En aspekt som det däremot finns få studier av ärtestbaserat lärande i relation till individuella skillnader i kognition. Den föreliggande studienfokuserar därför på individuella skillnader avseende arbetsminneskapacitet och episodisktminne och dess effekter på ihågkomst av svenska-swahili-ordpar. I studien ingick 163gymnasieelever, varav 82 var flickor och 81 var pojkar med en medelålder om 17.10 år.Multipla regressionsanalyser undersökte deltagarnas förmåga att minnas 60 svenska-swahiliordparfyra veckor efter inlärningsperioden. Analysen visade att både arbetsminneskapacitetoch episodiskt minne predicerar långtidsretention för studerade ordpar. För testbaserat lärandevar det endast det episodiska minnet som signifikant predicerade retentionen. Studien indikeraratt det episodiska minnet, är centralt både för att studera ordpar och att lära in ordpar genomtestbaserat lärande. Däremot är det enbart arbetsminnet som har betydelse för att lära sig ordparvia att studera ordparen. / During the last years, the interest for test-enhanced learning have increased and robust evidenceconcerning test format, personal characteristics and feedback have been obtained. However,few studies have examined test-enhanced learning in relation to cognition. The present studytherefore focused on examine the individual differences in working memory capacity and theepisodic memory and the effects of those on recall of Swedish- Swahili word pairs. The studyincluded 163 students whereof 82 girls were and 81 were boys, with a mean age of 17.10 years.Multiple regressions investigated whether the participated could correctly recall 60 Swedish-Swahili word pairs four weeks after the learning session. The analysis showed that both theepisodic memory and working memory capacity predicted long-term retention for studied wordpairs. For test based learning only the episodic memory had a significant prediction for longterm retention. The study indicate that the episodic memory is central both for learning throughstudy and learning through test-enhanced learning. While working memory was important onlylearning through study.

本研究以理學院大學數學學科能力測驗成績在7級分以上的女大學生49名作為研究對象，操弄兩種刻板印象：『女性的數學較差』與『理學院的學生數學能力較好』，結合『刻板印象威脅』與『刻板印象提升』的概念，探討一個同時具有正負向刻板印象的當事人，當被激發不同所屬團體認同（性別/科目），對於受試者工作表現、工作選擇與自我能力評估的影響，並驗證考試焦慮與工作記憶容量作為刻板印象效果的中介變項之可能性。 本研究為單因子設計，獨變項『不同認同團體激發』有三組：性別認同組、理學院認同組、控制組。依變項則有8項指標：工作記憶容量測驗分數、數學測驗分數、考試焦慮量表分數、考試焦慮生理測量、數學測驗選擇難度、數學測驗難度評估、自我評估數學能力、刻板印象相信程度。 研究結果發現，當受試者被激發理學院認同時，他們的確會受到刻板印象提升效果的影響，造成工作記憶容量上升，但當受試者被激發性別認同時，他們在工作記憶容量測驗上的表現和控制組的受試者並沒有差異，亦即，刻板印象威脅效果沒有顯現。而接受到不同認同團體激發的受試者，儘管在自陳式考試焦慮量表上並沒有顯現出差異，然而在脈搏測量上則顯現出組間差異。 另外，在『測驗難度選擇』方面，本研究發現理學院認同組的受試者較其他組受試者會選擇較困難的作業。然而，在『數學能力測驗難度評估』、『對自己能力的評估』、『刻板印象的相信程度』這三方面，不同組的受試者則沒有顯現出差異。而本研究所提出的刻板印象效果之中介機制，並未在本實驗中得到支持。最後，研究者除了對上述結果進行討論之外，亦提出本研究的限制以及對未來研究的建議。