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There is a large range of models of working memory, each with different scopes and emphases. Current interest focuses strongly on the interaction of working memory with long-term memory, as it has become clear that models of working memory alone are incapable of capturing some of our complex cognitive abilities. Most models have contrasting views on how this interaction is implemented. In this thesis, three classes of models are defined, each proposing a different type of interaction. The first model proposes that working memory acts as a gateway for perceptual input on its way to long-term memory. In the unitary model, working memory is seen as comprising the activated portion of long-term memory. The workspace model views working memory as a workspace that is separate from, and deals with the activated contents of long-term memory. The main aim of this thesis was to address the differences between these three models experimentally. Experiments 1 – 7 employed a dual-task paradigm to investigate the effects of irrelevant visual input on visuo-spatial working memory tasks. Two main findings emerged: (1) maintenance of images in working memory was largely insensitive to the effects of concurrent perceptual input; (2) mental imagery was susceptible to interference from irrelevant visual input. This interference effect was selective, as demonstrated by a lack of disruption of imagery by other secondary tasks. Experiment 8 further tested the three models by investigating implicit processing of visual information by neglect patients. It was found that implicit processing is mediated by the activation of long-term memory, in the absence of a conscious representation in working memory. These results together converge to support the workspace model, and suggest a view in which perceptual input activates the contents of long-term memory, prior to these activated representations being made available in a functionally separate working memory system for further processing. The gateway model and unitary model are unable to accommodate all findings. The implications of these results for existing theories about working memory are discussed.

Perceptual Motor Programmes are implemented in more than 300 junior schools around New Zealand (Cropp, 2008). When implemented, many teachers believe the programme improves learning including reading abilities, increases physical activity, and enhances social skills (Broadley & Litterick-Biggs, 2005). Despite continued use of the programme there is very little research to support claims of improved academic readiness, and as a result concerns are raised around the use of a non-validated approach to improve children’s literacy learning and learning in general. This study aimed to examine the effectiveness of a Perceptual Motor Programme on the reading abilities of year one and two children. Participants were 37 year one and two children, aged 5-6 years, from two classes at a low-decile primary school. Children were tested three times over ten weeks of the study using running records and sight word testing as well as non-word reading. One class acted as the control group and did not receive the programme. Repeated measures ANOVAs revealed a significant time effect over the three time plots for both groups. This time effect is consistent with what you could expect in education where children generally improve over time. However using scores from pre, mid and post testing in all tests, the overall difference between the two groups was non-significant. This result alone clearly disproves the claims of improved reading abilities through the implementation of Smart Starts perceptual motor programme. Sight word testing showed only a marginal time effect due to the scores being high at pre testing creating a ceiling effect where maximum scores had already occurred leaving little room for improvement over time. When asked to observe one child, teacher observations suggested improved attitudes towards learning and some risk-taking occurring later in the study. This was the case for both children observed, therefore cannot be attributed to the participation of the perceptual motor programme but rather part of the developmental process and current teaching and learning programmes. The results of this study have implications for the implementation of non-validated interventions in schools. This study outlines the importance of educators using evidence-based practice and research. It explores the purpose, benefits and need for the Smart Starts perceptual motor programme. The use of non-validated approaches take time, money, resources, staffing and energy away from proven practices that improve children’s reading abilities.

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Communication Studies

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Thesis (MAppSc in Physiotherapy) -- University of South Australia, 1994

Discrimination between similar stimuli is enhanced more by intermixed pre-exposure than by blocked pre-exposure to those stimuli. The salience modulation account of this intermixed-blocked effect proposes that the unique elements of intermixed stimuli are more salient than those of blocked stimuli. The inhibition account proposes that inhibitory links between the unique elements of intermixed stimuli enhance discrimination. The current thesis evaluated the two accounts in their ability to explain this effect in humans. In Experiments 1 and 2, categorisation and same-different judgements were more accurate for intermixed than for blocked stimuli. This indicates that intermixed pre-exposure decreases generalisation and increases discriminability more than does blocked pre-exposure. In Experiments 3 ?? 5, same-different judgements were more accurate when at least one of the two stimuli was intermixed. This enhanced discrimination was not confined to two stimuli that had been directly intermixed. These results are better explained by salience modulation than by inhibition. Experiments 6 ?? 8 employed dot probe tasks, in which a grid stimulus was followed immediately by a probe. Neither intermixed nor blocked stimuli showed facilitated reaction times when the probe appeared in the location of the unique element. In Experiments 9 ?? 11 participants learned to categorise the intermixed unique elements more successfully than the blocked unique elements, but only when the unique elements were presented on a novel background during categorisation. Experiments 6 ?? 11 provide weak evidence that the intermixed unique elements are more salient than their blocked counterparts. In Experiment 12, participants were presented with the shape and location of a given unique element, and were required to select the correct colour. Performance was more accurate for intermixed than for blocked unique elements. In Experiment 13, participants learned to categorise intermixed, blocked and novel unique elements. Performance was better for intermixed than for blocked and novel unique elements, which did not differ. None of the proposed mechanisms for salience modulation anticipate these results. The intermixed-blocked effect in human perceptual learning is better explained by salience modulation than by inhibition. However, the salience modulation accounts that have been proposed received little support. An alternative account of salience modulation is considered.

Thesis (MAppSc in Physiotherapy) -- University of South Australia, 1994

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Biomedical Engineering." Includes bibliographical references (p. 123-131).