Working Memory

Baddeley, Alan; Hitch, Graham J.

doi:10.1016/b978-0-12-121050-2.50010-7

Cited by 1,128 publications

(1,875 citation statements)

References 51 publications

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“…The working memory model of the ISE could also attempt to explain the findings of the current study. It proposes that disruption derives from confusion between the phonological content of the to-be-recalled items in the list and the phonological information in the irrelevant sound (Baddeley, 1986). In the current study, it may be suggested that because the phonological information is less perceptible in the Repulsion songs (vocals being shouted and masked by distorted sounds of the other instruments), then there would be less disruption because of this.…”

Section: Discussionmentioning

confidence: 99%

Disliked Music can be Better for Performance than Liked Music

Perham

Sykora

2012

Applied Cognitive Psychology

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Although liked music is known to improve performance through boosting one's mood and arousal, both liked music and disliked music impair serial recall performance. Given that the key acoustical feature of this impairment is the acoustical variation, it is possible that some music may contain less acoustical variation and so produce less impairment. In this situation, unliked, unfamiliar music could be better for performance than liked, familiar music. This study tested this by asking participants to serially recall eight-item lists in either quiet, liked or disliked music conditions. Results showed that performance was significantly poorer in both music conditions compared with quiet. More importantly, performance in the liked music condition was significantly poorer than in the disliked music condition. These findings provide further illustration of the irrelevant sound effect and limitations of the impact of liked music on cognition.

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Section: Discussionmentioning

confidence: 99%

Disliked Music can be Better for Performance than Liked Music

Perham

Sykora

2012

Applied Cognitive Psychology

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“…phonological loop, visuospatial sketch pad, and episodic buffer; Baddeley, 1986;Baddeley, 2000;Baddeley & Hitch, 1974). Whether or not WMC represents a unitary attentional construct has been argued extensively in the literature, with some suggesting a distinction between verbal and visual attention (Friedman & Miyake, 2000;Miyake & Shah, 1999;Shah & Miyake, 1996).…”

Section: Working Memory and Learning From Textmentioning

confidence: 99%

Working Memory Capacity and Learning Underlying Conceptual Relationships Across Multiple Documents

Banas

Sanchez

2012

Applied Cognitive Psychology

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A common usage of textual repositories of information is to seek out and gather important information for a specific learning goal. However, not all material is organized in a single location, and users are often forced to visit multiple pages or sources to develop understanding. In these situations, are different learners more or less sensitive to drawing the underlying connections between multiple documents, which are relevant for the eventual learning goals? This study examines the performance of undergraduates who vary in working memory capacity as they were asked to learn about plants from a Wiki-like website. Participants were pretested on their knowledge of both biology and the plant kingdom. Results indicate that learning underlying conceptual structure is indeed predicted by working memory, but not prior knowledge. This suggests that individual characteristics should be considered when designing learning technologies in the future.

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“…76 This paradigm has been proposed to evaluate working memory and especially central executive component by Baddeley. 77 It consists of a total of 75 words presented in threes on white cards chosen from average frequency words. A trial set is first presented to the subject before starting the real experiment.…”

Section: Appendix 2 Cognitive and Behavioral Assessmentmentioning

confidence: 99%