Role of Verbal Working Memory in Complex Skill Acquisition

Perlow, Richard; Jattuso, Mia; Moore, DeWayne

doi:10.1207/s15327043hup1003_4

Cited by 21 publications

(20 citation statements)

References 38 publications

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“…In addition, WM has been used to explain variance in initial job‐skill acquisition. Via computer simulation Perlow, Jattuso, and Moore (1997) asked participants to perform work related tasks such as accepting orders, placing orders on trucks and arranging orders for the customer. They found that WM accounted for 75% of performance variance after controlling for general intelligence.…”

Section: Discussionmentioning

confidence: 99%

How checking as a cognitive style influences working memory performance

Harkin

Kessler

2011

Appl. Cognit. Psychol.

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Compulsive checking is known to influence memory, yet there is little consideration of checking as a cognitive style within the typical population. We employed a working memory task where letters had to be remembered in their locations. The key experimental manipulation was to induce repeated checking after encoding by asking about a stimulus that had not been presented. We recorded the effect that such misleading probes had on a subsequent memory test. Participants drawn from the typical population but who scored highly on a checking-scale had poorer memory and less confidence than low scoring individuals. While thoroughness is regarded as a quality, our results indicate that a cognitive style that favours repeated checking does not always lead to the best performance as it can undermine the authenticity of memory traces. This may affect various aspects of everyday life including the work environment and we discuss its implications and possible counter-measures.

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Section: Discussionmentioning

confidence: 99%

How checking as a cognitive style influences working memory performance

Harkin

Kessler

2011

Appl. Cognit. Psychol.

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“…Jurden (1995) and Perlow et al (1997) also provided data indicating that the reading-based measure produced scores with adequate internal consistency. Table 1 contains descriptive statistics, variable intercorrelations, and the variance-covariance matrix on which the confirmatory factor analysis was based.…”

Section: Methodsmentioning

confidence: 96%

“…The relationship between working memory and performance is well documented (Baddeley, Logie, Nimmo-Smith, & Brereton, 1985;Daneman & Carpenter, 1980Engle, Carullo, & Collins, 1991;Kyllonen & Stephens, 1990;Masson & Miller, 1983;Ormrod & Cochran, 1988;Perlow, Jattuso, & Moore, 1997;Shute, 1991;Woltz, 1988;Zabrucky & Moore, 1994). The fundamental role working memory appears to have in learning has led some to suggest that working memory may be fundamental in understanding intellectual performance (Richardson, 1996).…”

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confidence: 99%

Convergent Evidence among Content-Specific Versions of Working Memory Tests

Perlow¹,

Moore²,

Kyle³

et al. 1999

Educational and Psychological Measurement

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The evidence pertaining to inferences derived from working memory test scores does not appear as developed as the evidence documenting the relation between working memory and performance. Gaps in the literature include documenting the relations among working memory tests of similar and different item content. The authors proposed that data from these tests would fit a correlated two-factor model best where the latent factors are based on item content. A total of 201 undergraduates completed four versions of a working memory measure. Confirmatory factor analytic results supported our hypothesis. These data suggest that some working memory measures are not interchangeable.The relationship between working memory and performance is well docu-

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“…Examples include studies of reading ability (de Jonge and de Jong 1996) and mathematical reasoning (Passolunghi and Siegel 2004;Wilson and Swanson 2001). But the influence of working memory capacity in learning is also repeatedly found (see e.g., Dutke and Rinck 2006;Perlow et al 1997;Reber and Kotovsky 1997). In cognitive load research, however, working memory capacity is hardly ever measured.…”

Section: Individual Differencesmentioning

confidence: 99%

Cognitive load theory, educational research, and instructional design: some food for thought

2009

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Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load.

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Role of Verbal Working Memory in Complex Skill Acquisition

Cited by 21 publications

References 38 publications

How checking as a cognitive style influences working memory performance

How checking as a cognitive style influences working memory performance

Convergent Evidence among Content-Specific Versions of Working Memory Tests

Cognitive load theory, educational research, and instructional design: some food for thought

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