The Role of Working Memory and Attention in Older Workers’ Learning

Angelopoulou, Effrosyni; Karabatzaki, Zoi; Drigas, Athanasios

doi:10.3991/ijac.v14i1.20355

Cited by 4 publications

(4 citation statements)

References 35 publications

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“…Concluding we underline the role of metacognition in its various forms and applications [69][70][71][72][73][74][75][76][77][78][79][80][81][82][83] in parallel use and exploitation, with ICTs, Mobiles [84][85][86], Games, VR, AI [96,97] and other digital technologies applications [87][88][89][90][91][92][93][94][95], in all the domains of education, and especially in Autism.…”

Section: Discussionmentioning

confidence: 99%

Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Mitsea

Drigas

Skianis

2022

TSSJ

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Extensive research has been conducted regarding socio-emotional skills training in autism spectrum disorder (ASD). The latest autism research is now beginning to recognize the role of metacognitive deficits in ASD as well as the importance of metacognitive skills training in autism intervention. The purpose of the current review study is to shed light on the role of metacognition in ASD and identify assistive technologies that may compensate for metacognitive deficits in ASD. Specifically, we examine autism through the lens of the models of metacognition developed by (Drigas and Mitsea, 2020;2021). Following these metacognitive models, we identified digital technologies that have the significant potential to train metacognitive skills in people with ASD. These technologies include, among others, robotics, virtual reality, mobile applications, digital serious games, coding digital games and robots. This review provides evidence that people with autism face important difficulties in almost all metacognitive domains. It also highlights that digital technologies are effective tools for training metacognitive skills in ASD. This study is one of the few studies that deal with autism as a disorder of metacognition and gives pointers for future experimental research regarding intervention strategies with the assistance of technologies.

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Section: Discussionmentioning

confidence: 99%

Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Mitsea

Drigas

Skianis

2022

TSSJ

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“…In this sense, WM can also be conceptualized as an “instance of attention” [ 43 ], p. 7: whilst selective attention is “attention to perceptual objects”, WM is “attention to memory objects”. Finally, WM capacity is believed to be closely related to attention ability in order to focus on a target by excluding any distractor from the encoding process [ 40 ]. Indeed, several researchers support the hypothesis that WM capacity might be limited by an attentional resource [ 43 ].…”

Section: Discussionmentioning

confidence: 99%

“…In the context of research on CI outcomes, the most studied cognitive function has been working memory (WM): there is broad consensus that verbal WM is a cognitive function significantly involved in speech recognition by normal hearing and hearing-impaired subjects [ 36 , 37 , 38 , 39 ], and that its capacity declines with aging [ 27 , 40 ]. WM is a dynamic memory system that is able to temporarily store and process various information, necessary for complex cognitive tasks such as comprehension, learning, reading text, problem-solving, and reasoning [ 41 ].…”

Section: Introductionmentioning

confidence: 99%

“…Especially in noisy listening contexts, WM compensates for the degraded auditory signals provided by amplification systems and/or CI [ 34 ]. However, it should also be considered that WM tasks always involve some level of attention [ 40 , 43 ] and so far, the impact of attention on WM performance might have been ignored. Attention is not a unitary concept [ 44 ] but a complex construct of various definitions and conceptualizations [ 43 , 44 ].…”

Section: Introductionmentioning

confidence: 99%

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Neuropsychological Functions and Audiological Findings in Elderly Cochlear Implant Users: The Role of Attention in Postoperative Performance

et al. 2023

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Objectives: The present study aimed to investigate in a group of elderly CI users working memory and attention, conventionally considered as predictors of better CI performance and to try to disentangle the effects of these cognitive domains on speech perception, finding potential markers of cognitive decline related to audiometric findings. Methods Thirty postlingually deafened CI users aged >60 underwent an audiological evaluation followed by a cognitive assessment of attention and verbal working memory. A correlation analysis was performed to evaluate the associations between cognitive variables while a simple regression investigated the relationships between cognitive and audiological variables. Comparative analysis was performed to compare variables on the basis of subjects’ attention performance. Results: Attention was found to play a significant role in sound field and speech perception. Univariate analysis found a significant difference between poor and high attention performers, while regression analysis showed that attention significantly predicted recognition of words presented at Signal/Noise +10. Further, the high attention performers showed significantly higher scores than low attentional performers for all working memory tasks. Conclusion: Overall findings confirmed that a better cognitive performance may positively contribute to better speech perception outcomes, especially in complex listening situations. WM may play a crucial role in storage and processing of auditory-verbal stimuli and a robust attention may lead to better performance for speech perception in noise. Implementation of cognitive training in auditory rehabilitation of CI users should be investigated in order to improve cognitive and audiological performance in elderly CI users.

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Assessing working memory in general education students for ADHD detection

Angelopoulou

Karabatzaki

Drigas

2021

RSD

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The involvement of deficient working memory in ADHD symptomatology has attracted intense research interest and has been scientifically substantiated. This fact provided an impetus for this study, which aims to investigate the role of working memory assessment in detecting ADHD elements in general education students in classroom settings. Therefore, 67 classroom teachers rated 130 Greek general education primary school students on the Greek-WMRS. The research findings indicated statistically significant differences in the overall score of the Greek-WMRS and in the separate score of its 20 descriptions of classroom behaviors between children clinically diagnosed with ADHD and those without. In conclusion, students’ working memory assessment in classroom settings can significantly contribute to detection of ADHD behaviors so that such classroom behaviors to be extensively assessed for an effective diagnosis.

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The Role of Working Memory and Attention in Older Workers’ Learning

Cited by 4 publications

References 35 publications

Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Neuropsychological Functions and Audiological Findings in Elderly Cochlear Implant Users: The Role of Attention in Postoperative Performance

Assessing working memory in general education students for ADHD detection

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