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本文研究的主要目的為研究學習行為與智能的相關性，採經驗加權吸引模型(Experience-Weighted Attraction)來描述受測者在選美競賽賽局(Beauty Contest Game)實驗下的決策及行為，不單只選擇強化學習或信念學習模型，其理由為經驗加權吸引模型綜合了以上兩個學習的特點；在智能的部分，本文以實驗所得的工作記憶能力(Working Memory Capacity)分數的高低，來代表智能高低。 　　從研究結果發現，智能高與低兩類受測者的初始吸引分配，皆與其在第一期的選擇類似，而低智能的受測者在初始吸引部分，所估計的分配結果會與第一期之後期間的分配較不相似，這可能代表著低智能的受測者對於類似賽局實驗以及此實驗的分析或想像較差；在ψ的參數估計上，由於低智能的初始吸引與最後一期猜測的分配較不相似，以理論來說會遞減較快，也就是說會小於高智能所估計的結果，而真實的估計結果也顯示如此，此外，ψ的估計結果，也表示低智能受測者，對於之前吸引遞減較快，遺忘地較快。本文在δ的部分，高智能的受測者明顯地大於低智能的受測者，這表示高智能的受測者，對於失去的報酬比較敏感，會較關心沒有選擇到的數字所能得到的報酬，本文認為此結果可能隱含高智能受測者的認知階層較高。在受測者對於吸引敏感度λ的參數部分，本研究發現，此兩類受測者並無太大差異，也就是此兩類受測者對於吸引的變動，敏感度差距不大，也就代表影響人們對於吸引敏感度的原因，可能不是來自於智商高低。由本文的實證結果，可以發現學習行為與智能的相關性，因此本文建議在往後與學習行為有關的研究上，也許可以納入智能為主要研究探討的核心。 / The purpose of this paper is to explore possible relationships between individual differences in working memory capacity (WMC) and behavioral heterogeneity revealed in a repeated beauty contest experiment. We use ‘experience-weighted attraction’ (EWA) learning, to describe the decision-making and learning behavior of subjects in the beauty contest game (BCG) experiment. In the intelligence section, the level of the experiment from the working memory capacity score, to represent the intelligence high or low. We found high and low intelligent of the subject's initial attract allocated all its similar to the first period choice. In parameter estimation of ψ, due to the initial attraction of low intelligence subject is less similar to the choice of the following periods. According to theory,ψ of the low intelligence subjects will decrease faster, and the estimate of the results also show that. In addition, part of δ, high intelligence subjects was larger than the low intelligent subjects, which means that subjects of high intelligence, more sensitive to lost revenue. We think that may be implied the higher intelligent subjects are higher cognitive hierarchy. The sensitivity of players to attractions λ, we found that these two types of intelligent is not much difference. This means that the impact of the sensitivity of players to attractions, may not be from the intelligent level. By the empirical results, we can find the relationship between behavioral heterogeneity and intelligence, so we suggests that it may be incorporated into the intelligent as the main research.

It is well established that repeated testing is more beneficial for durable learning than repeated studying of the same material, a phenomenon known as the testing effect. This study sought to investigate the role of working memory capacity (WMC) in relation to the learning process and the difficulty of the material to be learned when using a test-enhanced learning method. As between subject manipulation, participants (n = 99, M = 25.62 years of age) were divided into two groups, one using repeated studying and one using alternated testing and studying. A material of two difficulty levels, as well as immediate and delayed retention tests, was used in each condition as within subject manipulation. Further, an n-back task was used to measure WMC. Results from mixed model ANOVAs showed no significant impact of WMC on either the learning process or retention in relation to the difficulty of the material. The testing condition performed significantly higher than the studying condition on the retention tests. The testing effect is further cemented as a promising method for practical application in the educational sector regardless of both WMC and difficulty level. / Det är väl etablerat att upprepad testning är mer fördelaktigt för hållbar inlärning än upprepad instudering av samma material, ett fenomen känt som testeffekten. Denna studie ämnade undersöka arbetsminnets roll i relation till inlärningsprocessen och svårighetsgrad av material med testbaserat lärande som metod. Som mellangruppsmanipulation delades deltagare (n = 99, M = 25.62 år gamla) in i två grupper, en som upprepade gånger studerade materialet och en som alternerade studerande med tester. Ett material med två svårighetsgrader och ett direkt samt fördröjda retentionstester användes som inomgruppsmanipulation. Vidare användes ett n-backtest som mått på arbetsminneskapacitet. Resultat visade ingen signifikant inverkan av arbetsminne på varken inlärningsprocessen eller retention i relation till svårighetsgrad av material. Testbetingelsen presterade signifikant högre på retentionstest än studiebetingelsen. Testeffekten fastställs ytterligare som lovande metodik för praktisk applikation i utbildningssektorn oberoende av både arbetsminneskapacitet och svårighetsgrad.

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La mémoire à court terme visuelle (MCTv) est un système qui permet le maintien temporaire de l’information visuelle en mémoire. La capacité en mémoire à court terme se définit par le nombre d’items qu’un individu peut maintenir en mémoire sur une courte période de temps et est limitée à environ quatre items. Il a été démontré que la capacité en MCTv et les habiletés mathématiques sont étroitement liées. La MCTv est utile dans beaucoup de composantes liées aux mathématiques, comme la résolution de problèmes, la visualisation mentale et l’arithmétique. En outre, la MCTv et le raisonnement mathématique font appel à des régions similaires du cerveau, notamment dans le cortex pariétal. Le sillon intrapariétal (SIP) semble être particulièrement important, autant dans la réalisation de tâches liées à la MCTv qu’aux habiletés mathématiques. Nous avons créé une tâche de MCTv que 15 participants adultes en santé ont réalisée pendant que nous enregistrions leur activité cérébrale à l’aide de la magnétoencéphalographie (MEG). Nous nous sommes intéressés principalement à la composante SPCM. Une évaluation neuropsychologique a également été administrée aux participants. Nous souhaitions tester l’hypothèse selon laquelle l’activité cérébrale aux capteurs pariéto-occipitaux pendant la tâche de MCTv en MEG sera liée à la performance en mathématiques. Les résultats indiquent que l’amplitude de l’activité pariéto-occipitale pendant la tâche de MCTv permet de prédire les habiletés mathématiques ainsi que la performance dans une tâche de raisonnement perceptif. Ces résultats permettent de confirmer le lien existant entre les habiletés mathématiques et le fonctionnement sous-jacent à la MCTv. / Visual short-term memory (VSTM) is a memory system that permits the temporary retention of visual information. Short-term memory capacity can be defined by the amount of information that an individual can remember over a short period of time and is limited to about four items. It was shown that VSTM capacity and mathematical abilities are closely related. VSTM is useful for a lot of components linked to mathematical skills like word problem solving, mental visualisation and arithmetic. Moreover, VSTM and mathematical reasoning activate similar brain regions, mainly within the parietal cortex. The intraparietal sulcus (IPS) appears to be particularly important both in the realization of VSTM tasks and mathematical reasoning tasks. We created a VSTM task which 15 healthy adult participants completed while we recorded their brain activity using magnetoencephalography (MEG). We were mainly interested in the SPCM component. A neuropsychological assessment was also administrated to the participants. We wanted to verify the hypothesis stipulating that cerebral activity recorded at parieto-occipital sensors during the VSTM task should be linked to performance in mathematics. The results indicate that parieto-occipital activity during the VSTM tasks predicted mathematical abilities as well as performance on a perceptive reasoning task. These results confirmed the link existing between mathematical abilities and VSTM functioning.

Text in English / Abstracts in Afrikaans and English / Ekspressiewe skryfwerk (ES) – as ‘n metode van intervensie gemik op fisiese en geesteswelstand van deelnemers – word reeds vir ongeveer drie dekades ondersoek. Klein en Boals beweer met hul 2001-studie dat ES ook ‘n positiewe invloed uitoefen op die werkende geheue van individue. Met die huidige studie word die vraag of hierdie bevinding ook van toepassing is op adolessente en jong volwassenes van Suidelike Afrika ondersoek. Dié projek betrek aanvanklik skoolleerders (N = 44) en eerstejaar universiteitstudente (N = 83) in die Suid-Kaap en met die skryfoefeninge word ‘n komponent bygevoeg by een van die eksperimentele groepe waar kognitiewe insette saam met die emosionele onthulling verlang word. Die studie-resultate toon heelwat teenstrydighede, dog die positiewe invloed van ES op die werkspan word by ‘n goeie aantal eksperimentele groep deelnemers waargeneem. Vorige navorsing dui op ‘n verlaging in die voorkoms van indringer- en vermydingsgedagtes na ES tesame met verbeterde werkspan en hierdie verband word van nader beskou deur die huidige studie. Die moontlikheid dat woordtelling per minuut as informele meting van werkspan aanvaar kan word, sowel as die moontlike verband tussen gemoedsvlak en skryfkondisie word ook met die projek ondersoek. / During the past three decades expressive writing has been in the research spotlight as an effective method of intervention in the improvement of human well-being. In 2001 a study done by Klein and Boals claimed that expressive writing also has a positive influence on the working memory of the student participants. The current study investigates the influence of expressive writing on adolescents and young adults in the Southern Africa context. Solution-focused exercises, together with emotional expression during the writing sessions, add a cognitive component to the intervention which strive to create greater impact on working memory capacity (WMC). Previous research indicate that improvement in WMC goes hand in hand with the reduction in the prevalence of intrusive and avoidant thoughts. During the current project the relationship between working memory and these thoughts is investigated. Additionally the possibility of word count as informal measure for WMC are looked at as well as a possible association between mood level and writing condition. / Psychology / M.A. (Psychology)