Strategy use fully mediates the relationship between working memory capacity and performance on Raven’s matrices.

Gonthier, Corentin; Thomassin, Noémylle

doi:10.1037/xge0000101

Cited by 43 publications

(77 citation statements)

References 46 publications

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“…The result is a deeper understanding of the source, based on relational concepts that provide potential retrieval paths once the target problem is encountered. This explanation of how fluid intelligence may facilitate spontaneous analogical transfer is consistent with recent evidence that fluid intelligence as measured by the Raven's Matrices test yields benefits that are largely mediated by the use of effective cognitive strategies (Gonthier & Thomassin, 2015; see also Dunlosky & Kane, 2007).…”

Section: Discussionsupporting

confidence: 68%

Individual differences in spontaneous analogical transfer

Kubricht

Holyoak

2016

Mem Cogn

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Research on analogical problem solving has shown that people often fail to spontaneously notice the relevance of a semantically remote source analog when solving a target problem, although they are able to form mappings and derive inferences when given a hint to recall the source. Relatively little work has investigated possible individual differences that predict spontaneous transfer, or how such differences may interact with interventions that facilitate transfer. In this study, fluid intelligence was measured for participants in an analogical problem-solving task, using an abridged version of the Raven's Progressive Matrices (RPM) test. In two experiments, we systematically compared the effect of augmenting verbal descriptions of the source with animations or static diagrams. Solution rates to Duncker's radiation problem were measured across varying source presentation conditions, and participants' understanding of the relevant source material was assessed. The pattern of transfer was best fit by a moderated mediation model: the positive impact of fluid intelligence on spontaneous transfer was mediated by its influence on source comprehension; however, this path was in turn modulated by provision of a supplemental animation via its influence on comprehension of the source. Animated source depictions were most beneficial in facilitating spontaneous transfer for those participants with low scores on the fluid intelligence measure.

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Section: Discussionsupporting

confidence: 68%

Individual differences in spontaneous analogical transfer

Kubricht

Holyoak

2016

Mem Cogn

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“…A related possibility is that participants who more readily use an effective strategy benefit from this approach during both adaptation and WM tasks29. However, it has been argued that strategies that can be used for WM tasks tend to be task-specific and simple, and that individual differences in strategic behaviour cannot explain the link between WMC and, for example, reasoning ability30. Another possibility is that a lack of motivation to perform the task correctly affects measures of WMC and explicit adaptation, but not implicit adaptation.…”

Section: Discussionmentioning

confidence: 99%

Individual differences in explicit and implicit visuomotor learning and working memory capacity

Christou

Miall

McNab

et al. 2016

Sci Rep

104

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The theoretical basis for the association between high working memory capacity (WMC) and enhanced visuomotor adaptation is unknown. Visuomotor adaptation involves interplay between explicit and implicit systems. We examined whether the positive association between adaptation and WMC is specific to the explicit component of adaptation. Experiment 1 replicated the positive correlation between WMC and adaptation, but revealed this was specific to the explicit component of adaptation, and apparently driven by a sub-group of participants who did not show any explicit adaptation in the correct direction. A negative correlation was observed between WMC and implicit learning. Experiments 2 and 3 showed that when the task restricted the development of an explicit strategy, high WMC was no longer associated with enhanced adaptation. This work reveals that the benefit of high WMC is specifically linked to an individual’s capacity to use an explicit strategy. It also reveals an important contribution of individual differences in determining how adaptation is performed.

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“…The strategy linking model has two variants. The mediation model claims that the relation between working memory and other cognitive tasks (e.g., reading) is fully mediated by effective strategies used in both working memory and other cognitive tasks (Gonthier & Thomassin, 2015). The affordance model claims that the relation between working memory and other tasks (e.g., reading) is affected by the similarity of strategies used in both working memory tasks and other tasks (H. Bailey, Dunlosky, & Kane, 2008).…”

Section: Element 4: Strategies Linking Verbal Working Memory and Readmentioning

confidence: 99%

The Cognitive Element Model of Reading Instruction

Peng¹,

Goodrich²

2020

Reading Research Quarterly

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The science of reading emphasizes explicit skills‐based reading instruction to support students’ reading acquisition. Yet, despite ample evidence of support, some students do not respond to such instruction adequately. To characterize why some students are not responsive to evidence‐based reading instruction and to inform the development of novel instructional approaches for improving responsiveness, cross‐disciplinary perspectives on cognitive and academic development are important. Based on the cognitive–academic bidirectional theory, on cognitive training transfer theory, and on various working memory–reading models, the authors propose a cognitive element model of reading instruction that provides a novel framework for considering how to embed supports for cognitive processes within evidence‐based reading instruction. Specifically, the element model emphasizes building reading fluency and comprehension/knowledge with explicit instruction. Working memory should not be considered a domain‐general construct in working memory training that aims to produce far‐transfer effects on reading outcomes. Instead of looking for far‐transfer effects, we should make outcomes (i.e., reading) near‐transfer tasks such that working memory training should be domain (material) specific, task paradigm specific, and strategy specific and assimilated within existing skill‐based reading activities. The authors review intervention studies with rigorous methodology and show promising effects of this framework. With the element model, the authors provide a foundation for considering how one can use extant knowledge of evidence‐based reading instruction together with knowledge of related skills in other domains (e.g., cognitive psychology) to maximize the efficacy of reading instruction for all students.

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Strategy use fully mediates the relationship between working memory capacity and performance on Raven’s matrices.

Cited by 43 publications

References 46 publications

Individual differences in spontaneous analogical transfer

Individual differences in spontaneous analogical transfer

Individual differences in explicit and implicit visuomotor learning and working memory capacity

The Cognitive Element Model of Reading Instruction

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