京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19079号 / 人博第732号 / 新制||人||176(附属図書館) / 26||人博||732(吉田南総合図書館) / 32030 / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)教授 齋木 潤, 教授 船橋 新太郎, 准教授 月浦 崇 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

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This study examined performance on the Memory Quotient Tester (MQT) and the Raven’s Advanced Progressive Matrices (RAPM) in relation to academic performance in a sample of 51 Psychology students. The relationship between working memory (MQT), non-verbal intelligence (RAPM), demographic factors and academic success were determined. Results indicated no significant relationship between working memory and academic success in undergraduate Psychology courses, whereas the first set of the RAPM revealed some significance in relation to both academic success and the variables of race and language. This indicates the possible role of eductive reasoning in tertiary level academic success.

The irrelevant sound effect (ISE) describes the disruption of processes involved in maintaining information in working memory (WM) when irrelevant noise is present in the environment. While some posit that the ISE arises due to split obligation of attention to the irrelevant sound and the to-be-remembered information, others have argued that background noise corrupts the order of information within WM. Support for the latter position comes from research showing that the ISE appears to be most robust in tasks that emphasize ordered maintenance by a serial rehearsal strategy, and diminished when rehearsal is discouraged or precluded by task characteristics. Evidence supporting such a stance has been used to create a narrow narrative in which the ISE should only emerge on tasks with ordered output demands, when a serial rehearsal strategy is used, and in the presence of changing-state auditory distractor sequences. However, an ISE has been documented in many situations that do not match the scenario described above, thus raising questions as to what specific factors and combination of factors give rise to the ISE. The present study aims to disentangle each of the proposed contributing variables to the ISE by using eight working memory tasks that vary based on demands and features in the presence of multiple sound conditions. Further, strategy use is assessed on a task-by-task basis using an informed, multi-step process. The results reveal patterns of the ISE that do not match the claims made by rehearsal-disruption nor attentional accounts, and instead support a narrative in which poor cognitive control likely leads to the adoption of ineffective strategies for memory maintenance, and the combination of such factors increases one’s susceptibility to disruption by irrelevant sounds. / Psychology

This thesis investigates the developmental trajectory of visuo-spatial working memory as well as the potential influence of acute exercise on working memory performance. Individuals between the ages of 6 and 25 years were randomly assigned to a 30-minute bout of exercise on an elliptical trainer or to a no-exercise control condition. Participants then performed a computerized N-back task to assess working memory. Developmental results suggest that working memory ability continues to develop into early adulthood with the exact trajectory depending on the cognitive demand of the task being assessed. No difference in working memory performance was found between the exercise and control conditions. Thus, acute exercise did not influence performance on the present working memory task, suggesting a need for more research in this area.

Objectives: The objective of this study was to develop and evaluate abbreviated versions of the Word Auditory Recognition and Recall Measure (WARRM) as part of an iterative process in the development of a feasible test for potential future clinical use. Design: The three original WARRM (O-WARRM) randomizations were modified by altering the presentation paradigm. Instead of presenting 5 trials per set size with set size increasing from 2 to 6 as in the O-WARRM (n = 100 words), the experimental WARRM (E-WARRM) paradigm consisted of one trial from each of set sizes 2 to 6 to create a "run" (n = 20 words) with each randomization consisting of 5 runs (n = 100 words). A total of 24 younger listeners with normal hearing and 48 older listeners with hearing loss (OHL) were administered 1 randomization of the O-WARRM and 1 different randomization of the E-WARRM. Results: The recognition and recall performances on the O-WARRM and all versions of the E-WARRM (five individual runs and overall) were similar within each listener group, with the younger listeners with normal hearing outperforming the OHL listeners on all measures. Correlation analyses revealed moderate to strong associations between the abbreviated WARRM runs and the O-WARRM for the OHL listener group. Hierarchical regression modeling suggested that run 1 of the E-WARRM was a good predictor of O-WARRM performance and that adding additional runs did not improve the prediction. Taken together, these findings suggest that administering one run from the E-WARRM warrants further examination for clinical use. Additional analyses revealed equivalent scores on all five runs from the three E-WARRM randomizations for both listener groups. Conclusions: Abbreviated versions of the O-WARRM were developed as part of this study. This was accomplished by modifying the original presentation paradigm and creating 15 unique "runs" among the original 3 randomizations. The resulting 15 runs could be considered 15 unique and abbreviated WARRM lists that have potential, in the future after further studies are conducted to establish important properties, for clinic use. The abbreviated WARRM lists may be useful for quantifying auditory working memory of listeners with hearing loss during the audiologic rehabilitation process.

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