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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Language and Working Memory Capacity in Early Adulthood: Contributions From First and Second Language Proficiency

Zaki, Hossam M. 06 June 2005 (has links)
The aim of this project was to investigate the impact of language proficiency (represented in first and second language) on working memory capacity. A sample of 100 college students from Virginia Tech University completed an on-line survey, performed 2 computer-based working memory capacity tasks (the OSPAN and the Letter Rotation) and had their first language (L1) as well as their second language (L2) proficiency tested. All participants were classified on a five-point likert scale from "poor" to "excellent". Verbal WMC (as measured by OSPAN) was associated with L2 proficiency. However, the L2 "excellent" group did not differ in their OSPAN from the remaining four groups of L2 proficiency classification. No correlation was found between the two WMC tasks. / Ph. D.
2

Working memory capacity and fluid intelligence: A potential role of analogical transfer

Raden, Megan 01 May 2020 (has links)
The WMC-gF relationship has been attributed to attentional control by some, and to a learning-based account by others. The current study explores inconsistencies in solving structurally-identical problems and how such factors may explain the WMC-gF relationship. Participants completed multiple versions of the same visual-analogies problems, with some problems sharing surface features and others looking vastly different, to test the ability to generalize a rule. In addition, subsequent iterations were shown either immediately after the first presentation, after two intervening items (second presentation), or after at least 10 intervening items (third presentation). Performance on second-presentation items supported both attention and learning-based accounts and performance on third-presentation items supported only a learning-based account. Furthermore, surface similarities interacted with third-presentation item accuracy and WMC, with a stronger relationship for dissimilar looking items. These findings suggest that the ability to learn and generalize rules throughout a task may largely contribute to the WMC-gF relationship.
3

Cognitive control and prospective memory performance: A mediation approach

Martin, Jessie D. 07 January 2016 (has links)
The majority of memory research, and research on its cognitive underpinnings has thus far focused on retrospective memory, or memory for things learned or rehearsed in the past. More recently, however, prospective memory, or the memory for future intentions, has become a major area of research. It is theorized that prospective and retrospective memory may both rely on similar constituent parts such as working memory and selective attention; the relationship between these constructs and prospective memory is, however, significantly less clear than for retrospective memory. In this study we sought to further clarify the role that cognitive process play in prospective memory performance using an SEM approach that included monitoring as a mediating variable in addition to focal, non-focal, and time-based prospective memory task condition. Results suggest a monitoring component is important in both focal and non-focal conditions, and that the type of monitoring observed in this study is related primarily to proactive interference, and reflects participants’ ability to disengage from no longer relevant stimuli¬¬¬.
4

EFFECTS OF ANXIETY AND WORKING MEMORY CAPACITY ON PERFORMANCE IN THE EMOTIONAL STROOP TASK

Macias, Gia 01 June 2019 (has links)
Emotional Stroop task results have been shown to be inconsistent throughout the literature due to a multitude of factors including both stimulus and population factors. There are also several theories to explain the emotional Stroop effects, including the attentional control theory (Eysenck et al., 2007). This theory states that anxiety consumes attentional and memory resources, resulting in impairment in executive functions, and thus cognitive performance is lowered. Recently, Owens et al. (2014) reported that the effects of anxiety on cognitive performance might be moderated by working memory capacity (WMC). The present study explored whether Owens et al.'s (2014) paradigm fit the Stroop data. It also explored the role that WMC had in recognition memory for emotional and neutral words. Processing efficiency during the Stroop task and anxiety was expected to show a positive relationship for High WMC and a negative relationship for Low WMC. Furthermore, memory for emotional words were expected to be better for Low WMC due to longer processing times for emotional words. The results showed that WMC did not improve the model for both the emotional Stroop and the surprise recognition memory task, thereby contradicting Owens et al.'s (2014) proposed paradigm. Furthermore, an increase of anxiety scores showed a decrease in memory for emotional words but only for Low WMC.
5

Test Performance: the Influence of Cognitive Load on Reading Comprehension

Clevinger, Amanda 12 August 2014 (has links)
Scores from high-stakes tests such as the Scholastic Aptitude Test (SAT) are commonly used as criteria for college admission decisions. So, it is of implied importance to identify factors that contribute to susceptibility to failure on these tests. One potential factor addressed in the current study was whether emotional cognitive load differentially impacts those with low working memory capacity or trait anxiety. Individual differences in subjective arousal were also tested as a mechanism contributing to this effect. In Experiment 1, a reading comprehension task revealed that type of cognitive load affected accuracy. In Experiment 2, state anxiety was induced using methods from previous research. The results revealed that, again, only type of cognitive load affected comprehension accuracy. Together, results suggest that arousal induced via disturbing words negatively influence reading performance regardless of superior working memory capacity. These findings are not based on cognitive load in general, but the semantic value of the words processed, in particular, that led to comprehension difficulty. Results are discussed in terms of theoretical and practical implications.
6

Individual Differences Contribute to Emotion Regulation via Visual Attention Deployment

Weaver, Joseph Stephen 19 August 2013 (has links)
No description available.
7

High working memory capacity predicts negative gaze but high self-esteem predicts positive gaze following ego threat

Weaver, Joseph S. January 2011 (has links)
No description available.
8

Predictors of Reasoning Ability: Working Memory Capacity and Fuzzy Processing Preference Index

Weil, Audrey M. 22 April 2014 (has links)
No description available.
9

Mindfulness Meditation May Enhance Working Memory Capacity

Baranski, Michael Francis Stephen 05 December 2017 (has links)
No description available.
10

Optimal Motivation and Cognitive Load for Enhanced Math Performance

Saeedi, Manooch S 01 April 2016 (has links)
Educational research has a long history of investigating factors that are linked to improved academic performance. Here I examined research on three factors that impact academic performance—working memory (WM), cognitive load, and motivation. Although each of these factors were known to impact academic performance, there were no studies that examined the combined effect of these three factors on performance. The current study attempted to examine the potential connections between these factors, and their collective impact on strategies for learning in the context of math performance. Experiment 1 tested the impact of WM, cognitive load, and motivation for a math task in an online population, and Experiment 2 tested these impacts for an in-lab sample. In both samples, manipulations of cognitive load and motivation were ineffective, but significant relationships were discovered for individual differences on these constructs. Motivation and cognitive load were related, and so were cognitive load and WM. In addition, all of these variables were related to performance. Further research on the connections among these variables is needed to understand their relative impacts on math performance.

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