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1.
Two experiments were conducted which examined conjoint retention of spatial and verbal information in memory. The first experiment examined processing of text with simultaneous active dual coding. With spatial and verbal information from experiment one, the second experiment examined the effects of introducing dual coding prior to text processing and keyed recall to what was encoded prior to reading. Recall of both concrete features and events referring to these features was keyed to constructive encoding processes. Even minimal cueing produced better recall than no cues. Spatial primers produced not only better recall of features, but subjects who encoded spatial primers demonstrated increased ability to recall those primers. Results were interpretet in terms of dual coding theory for encoding and retrieval.  相似文献   

2.
Verbal short-term memory deficits are a common characteristic of children with reading problems and may markedly increase the difficulty of learning to read. Previous work suggests that the basis of the short-term memory deficit may involve limitations in phonetic coding. In the present paper, a series of experiments are reviewed which examined the role of phonological processes in short-term memory. First, a developmental study is described in which a significant relationship was found between phonetic processes and verbal memory span, but not between phonetic processes and nonverbal memory. Second, additional studies are reviewed which collectively found that children with reading problems are less accurate at phonetic encoding than are good readers, and that performance on phonetic processing corresponds with verbal memory span. No reading group differences were obtained on nonverbal perception or memory tasks. These findings suggest that both developmental and individual differences in verbal memory span are related to the efficiency of phonological processes. Practical implications of current cognitive research are discussed. The research was supported by NIH Grant HD-01994 to Haskins Laboratories.  相似文献   

3.
ABSTRACT— This study investigated the relationship between 3 ability‐based cognitive styles (verbal deductive, spatial imagery, and object imagery) and performance on geometry problems that provided different types of clues. The purpose was to determine whether students with a specific cognitive style outperformed other students, when the geometry problems provided clues compatible with their cognitive style. Students were identified as having a particular cognitive style when they scored equal to or above the median on the measure assessing this ability. A geometry test was developed in which each problem could be solved on the basis of verbal reasoning clues (matching verbal deductive cognitive style), mental rotation clues (matching spatial imagery cognitive style), or shape memory clues (matching object imagery cognitive style). Straightforward cognitive style–clue‐compatibility relationships were not supported. Instead, for the geometry problems with either mental rotation or shape memory clues, students with a combination of both verbal and spatial cognitive styles tended to do the best. For the problems with verbal reasoning clues, students with either a verbal or a spatial cognitive style did well, with each cognitive style contributing separately to success. Thus, both spatial imagery and verbal deductive cognitive styles were important for solving geometry problems, whereas object imagery was not. For girls, a spatial imagery cognitive style was advantageous for geometry problem solving, regardless of type of clues provided.  相似文献   

4.
Why do infants remember some things and not others? Human infants frequently cycle through different states such as calm attentiveness, wakeful activity, and crying. Given that cognitive processes do not occur in isolation, such fluctuations in internal state might influence memory processing. In the present experiment, declarative memory in 9-month-old infants (N = 96) was heavily state dependent. Infants exhibited excellent retention of a deferred imitation task after a 15-min delay if their state at encoding was identical to their state at retrieval (e.g., calm). Infants failed to exhibit retention if their state at encoding was different from their state at retrieval (e.g., calm vs. animated). Infant memory processing depends on internal cues.  相似文献   

5.
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock‐Johnson Tests of Academic Achievement‐III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance.  相似文献   

6.
Although it is well know that learning disabled children tend to perform more poorly than normally achieving children on most memory tasks, the basis of this poor performance remains unclear. Recently, evidence has been accumulating which suggests that disabled children have difficulty with the basic processes of storage and retrieval. The purpose of the present research was to investigate this hypothesis using a recently developed model of memory that provides a factoring procedure for measuring storage and retrieval processes. In particular, we were interested in localizing the source of the development of ability differences in organized recall in early (grade 2) and later (grade 6) elementary school. All of the 600 children who participated had measured IQs in the 97–107 range; however, the disabled students were at least 1 year behind in either reading or arithmetic but not both. All of the children learned a 16-item list that was either unrelated or categorized using either a free or cued recall procedure. The results indicated that while ability differences were present at storage and retrieval, differences tended to be larger at retrieval than at storage, on categorized rather than on uncategorized lists, and in the cued rather than in the free recall conditions. These results illustrate that the ability to execute purposive components of retrieval develops more slowly in disabled than in nondisabled children. Consequently, it is these processes that should be the primary target in remedial memory programs.  相似文献   

7.
The primary aim of the current study was to identify the strongest independent predictors of reading comprehension using word reading, language and memory variables in a normal sample of 180 children in grades 3–5, with a range of word reading skills. It was hypothesized that orthographic processing, receptive vocabulary and verbal working memory would all make independent contributions to reading comprehension. The contributions of reading speed, receptive grammatical skills, exposure to print, visuospatial working memory and verbal learning and retrieval (a measure of longer-term retention) were also investigated. Working memory tasks that required the processing and storage of numerical and spatial material were used. One of the numerical working memory tasks was based on the number span task developed by Yuill, Oakhill, and Parkin British Journal of Psychology, 1989, 80, 351–361. A visuospatial equivalent of that task was developed from the forward Corsi block task [Corsi, Abstracts International, 1973, 34, 891]. The results revealed that, after controlling for age and general intellectual ability, the word reading and the language variables had a much stronger relation with reading comprehension than the memory variables. The strongest independent predictor of reading comprehension was orthographic processing since it captured variance in both word reading, language skills and verbal working memory. The forward Corsi task and performance on a measure of verbal learning and retrieval each made small independent contributions to reading comprehension but the contribution of verbal working memory was not significant. It was concluded that tasks measuring the interplay between short-term and long-term memory, in which new information is combined with information already stored in long-term memory, may better predict reading comprehension measured with the text available than working memory tasks which only have a short-term memory component.  相似文献   

8.
Abstract: Svenson, O. & Hedenborg, M. L. 1980. Counting processes in simple addition. Scandinavian Journal of Education Research 24,93‐104. Verbal protocols and response latencies were used in this study to investigate the thought processes used by children solving simple arithmetic problems (I + J = , where 0≤I≤13 and 0< J ≤13). To specify, the verbal reports were used to classify the solutions into one of two main groups: (a) answers retrieved from long term memory and (b) answers involving active manipulation of the problem in working memory (reconstructive solutions). The response latencies in each of these groups were analyzed separately for each child. As expected, latencies for retrieved answers were shorter than for reconstructed solutions. The retrieval from long term memory of the answer to a problem with the smaller number first (e.g., 3+4) required about 0.1 sec longer time than when the numbers were in the reverse order (4 + 3). Grouping latencies according to verbal protocols made it possible to refine the analysis of the response latencies. To exemplify, counting strategies with greater units than one (e.g., 6 + 4: 6, 8, 10) were identified and parameters describing the cognitive processes listed.  相似文献   

9.
In this article, we explore the relationship between rapid automatized naming (RAN) and other cognitive processes among below-average, average, and above-average readers and spellers. Nonsense word reading, phonological awareness, RAN, automaticity of balance, speech perception, and verbal short-term and working memory were measured. Factor analysis revealed a 3-component structure. The first component included phonological processing tasks, RAN, and motor balance. The second component included verbal short-term and working memory tasks. Speech perception loaded strongly as a third component, associated negatively with RAN. The phonological processing tests correlated most strongly with reading ability and uniquely discriminated average from below- and above-average readers in terms of word reading, reading comprehension, and spelling. On word reading, comprehension, and spelling, RAN discriminated only the below-average group from the average performers. Verbal memory, as assessed by word list recall, additionally discriminated the below-average group from the average group on spelling performance. Motor balance and speech perception did not discriminate average from above- or below-average performers. In regression analyses, phonological processing measures predicted word reading and comprehension, and both phonological processing and RAN predicted spelling.  相似文献   

10.
In this review, a new model that is grounded in information-processing theory is proposed to account for gender differences in spatial ability. The proposed model assumes that the relative strength of working memory, as expressed by the ratio of visuospatial working memory to verbal working memory, influences the type of strategies used on spatial ability tasks. Strategy use, in turn, influences performance on spatial ability tasks. Gender differences in spatial ability can be explained by gender differences in strategy use as a function of the relative strength of visuospatial working memory to verbal working memory.  相似文献   

11.
This paper reports on a longitudinal study using the computer‐based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. CoPS comprises eight tests of basic cognitive abilities, including phonological awareness, auditory discrimination, and short‐term visual and auditory‐verbal memory. A total of 421 children participated in the study. Assessment with the CoPS tests was carried out at age 5 years, and follow‐up assessments using conventional tests of reading and general ability were carried out at 6 and 8 years of age. Correlations between the CoPS tests administered at age 5 and reading ability at age 8 were in the region of 0.6 for auditory‐verbal memory and phonological awareness, and in the region of 0.3 for the CoPS measure of auditory discrimination as well as most of the other memory measures. Stepwise linear regression analyses showed that the CoPS tests of auditory‐verbal memory and phonological awareness administered at age 5 together accounted for 50% of the variance in reading ability at age 8, compared with only 29% of the variance being attributable to intelligence. It was concluded that short‐term memory is an important predictor variable for reading, in addition to the more generally acknowledged variable of phonological processing. Discriminant function analysis showed that CoPS tests provide a highly satisfactory prediction of poor reading skills, with very low or zero rates for false positives and false negatives. By contrast, a word recognition test given at age 6 was not found to predict reading at age 8 to the same degree of accuracy, resulting in an unsatisfactory false positive rate of 21%. Measures of verbal and nonverbal ability at age 6 produced unacceptably high false positive rates between 50% and 70%. These findings are discussed in relation to the prediction of children at risk of reading failure. The potential of computer‐based cognitive profiling for facilitating differentiated teaching in early reading is also considered.  相似文献   

12.
This Monograph aims to contribute to the information processing, the differential, and the developmental modeling of the mind, and to work these into an integrated theory. Toward this aim, a longitudinal study is presented that investigates the relations between processing efficiency, working memory, and problem solving from the age of 8 years to to the age of 16 years. The study involved 113 participants, about equally drawn among 8-, 10-, 12-, and 14-year-olds at the first testing; these participants were tested two more times spaced one year apart. Participants were tested with a large array of tasks addressed to processing efficiency (i.e., speed of processing and inhibition), working memory (in terms of Baddeley's model, phonological storage, visual storage, and the central executive of working memory), and problem solving (quantitative, spatial, and verbal reasoning). Confirmatory factor analysis validated the presence of each of the above dimensions and indicated that they are organized in a three-stratum hierarchy. The first stratum includes all of the individual dimensions mentioned above. These dimensions are organized, at the second stratum, in three constructs: processing efficiency, working memory, and problem solving. Finally, all second-order constructs are strongly related to a third-order general factor. This structure was stable in time. Structural equation modeling indicated that the various dimensions are interrelated in a cascade fashion so that more fundamental dimensions are part of more complex dimensions. That is, speed of processing is the most important aspect of processing efficiency, and it perfectly relates to the condition of inhibition, indicating that the more efficient one is in stimulus encoding and identification, the more efficient one is in inhibition. In turn, processing efficiency is strongly related to the condition of executive processes in working memory, which, in turn, is related to the condition of the two modality-specific stores (phonological and visual). Finally, problem solving is related to processing efficiency and working memory, the central executive in particular. All dimensions appear to change systematically with time. Growth modeling suggested that there are significant individual differences in attainment in each of the three aspects of the mind investigated. Moreover, each of the three aspects of the mind as well as their interrelations change differently during development. Mixture growth modeling suggested that there are four types of developing persons, each defined by a different combination of performance in these aspects of the mind. Some types are more efficient and stable developers than others. These analyses indicated that processing efficiency is a factor closely associated with developmental differences in problem solving, whereas working memory is associated with individual differences. Modeling by logistic equations uncovered the rates and form of change in the various dimensions and their reciprocal interactions during development. These findings are discussed from the point of view of information processing, differential, and developmental models of thinking, and an integrative model is proposed.  相似文献   

13.
A total of 127 11 + and 81 12 + subjects drew rectangular solids from memory, after viewing them from different positions. The results were correlated with IQ, vocabulary, verbal judgement and reasoning, and a spatial test with assessment in art and crafts. Unexpectedly high and significant correlations were yielded between drawing solids and cognitive tests involving verbal ability, when compared with correlations between solids, the spatial test and craft subjects, especially for the 12 + group. This appeared contrary to received views on the association of aptitude in drawing with spatial ability. Furthermore, as spatial factors are considered to underpin drawing and craft subjects, a closer association between these, rather than between drawing and verbal ability, was expected. This outcome raised certain theoretical questions concerning drawing and its interaction with perception, language, memory and intellectual development.  相似文献   

14.
This paper explores the neglected area of categories of individual difference in human cerebral function. During thinking and decision making, it is hypothesised that different people process the same information in different ways, using different areas of the brain. Recent work suggests that individuals can be categorised into a small number of consistent groups of thinking, or cognitive, style. The different ways of processing reflect two basic dimensions of cognitive style. A simple computer‐presented method of determining cognitive style has been developed.

It is probable that these styles have an underlying cerebral basis. The styles are likely to be related to cerebral orientation. The specialisation of one cerebral hemisphere for verbal function and the other for visuo‐spatial has been long established. Hemispheric specialisation has been associated with the right hemisphere being the location of the visuo‐spatial and the left the verbal function, although evidence for this has been sometimes conflicting. This is not surprising when attention has not been paid to individual differences in cognitive style, as subjects of different styles will use different processes when doing the same cognitive task. Individual differences in orientation have not been clearly linked to differences in cognitive style.

It is proposed that studies could usefully explore the cerebral basis of individual differences in cognitive style, by measuring EEG asymmetries of individuals of specific cognitive styles, during the performance of a range of cognitive tasks. It is proposed that this would identify the location of certain brain functions associated with the different processing underlying the styles. A subsidiary intention is to assess the effectiveness of digital EEG monitoring as a research tool in this context.  相似文献   


15.
This experiment was designed to examine the instructional effectiveness and efficiency of organizational chunking and batched postquestions within the framework of an information-processing approach to learning and memory. The coding processes utilized by the content organization employed both encoding and retrieval aids to facilitate the acquisition, retention, and retrieval of the information to be learned. Major findings indicate that the chunked treatment resulted in a more efficient learning strategy than the conventional treatment; however, the chunked and conventional treatment, as different encoding strategies, did not produce significant differences in achievement on the performance task. Additionally, students receiving the intervening postquestion strategy took significantly less time in completing the performance measure than did those students who received the non-intervening postquestion treatment.  相似文献   

16.
Comparisons of cognitive processing in monolinguals and bilinguals have revealed a bilingual advantage in inhibitory control. Recent studies have demonstrated advantages associated with exposure to two languages in infancy. However, the domain specificity and scope of the infant bilingual advantage in infancy remains unclear. In the present study, 114 monolingual and bilingual infants were compared in a very basic task of information processing—visual habituation—at 6 months of age. Bilingual infants demonstrated greater efficiency in stimulus encoding as well as in improved recognition memory for familiar stimuli as compared to monolinguals. Findings reveal a generalized cognitive advantage in bilingual infants that is broad in scope, early to emerge, and not specific to language.  相似文献   

17.
The aim of the current study was to further explore the connection between verbal short-term recall and phonological processing for two purposes: (a) To investigate the basis of short-term memory deficits for children with reading disability, and (b) To further explore the origin of developmental verbal memory span increases.Using a variety of memory and phonological tasks, reading group comparisons were conducted testing third-grade good readers and poor readers, and developmental changes were studied with pre-kindergarten, first-grade and third-grade children. The main finding was that a strong relationship was observed between efficiency of phonological processes and capacity of verbal memory supporting the hypothesis that reducing phonological processing requirements in verbal short-term memory increases available resources for storage. No such relationship was found between phonological processing and nonverbal memory. This conclusion was supported by two findings: (a) The verbal short-term memory deficits in poor readers significantly correspond with less accurate phonological processing, and (b) Developmental increases in verbal STM are accompanied by more accurate and rapid execution of phonological tasks.  相似文献   

18.
This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years. Multiple tasks measuring 4 different memory components were used to capture the cognitive processes underlying working memory. Confirmatory factor analyses indicated that the processing component of working memory tasks was supported by a common resource pool, while storage aspects depend on domain-specific verbal and visuospatial resources. This model is largely stable across this developmental period, although some evidence exists that the links between the domain-specific visuospatial construct and the domain-general processing construct were higher in the 4- to- 6-year age group. The data also suggest that all working memory components are in place by 4 years of age.  相似文献   

19.
The present study outlines a specific three‐level hierarchy of the cognitive system, in particular the relationship between cognitive and metacognitive processes in mathematics. The emphasis is on the impact of processing efficiency and working memory ability on the development of self‐representation and mathematical performance. We developed and used instruments measuring pupils' self‐representation, mathematical performance, working memory, and information processing and administered them to 126 pupils (8–11 years old) three times, with breaks of three to four months between testing. Results indicated that the development of each of the abilities was affected by the state of the others. In particular, processing efficiency had a coordinator role on the growth of mathematical performance, while self‐image, as a specific dimension of self‐representation, depended mainly on previous working memory ability.  相似文献   

20.
Fluid/spatial intelligence, crystallized intelligence and their relationships to verbal and visuospatial working memory (WM) were studied. A total of 120 Finnish Air Force recruits participated in this study. Fluid/spatial intelligence was assessed using four different tasks, while crystallized intelligence was defined with the help of test scores of Finnish upper secondary school National Matriculation Tests in three different academic subjects and one additional Verbal Relations task. Complex WM span tasks were used to measure visuospatial and verbal WM capacities. Structural equation modeling indicated that verbal WM was related to crystallized intelligence when both WM tasks were included in the model, whereas performance on the visuospatial WM task was related to fluid/spatial intelligence, but not to crystallized intelligence. Verbal WM was not related to fluid intelligence when used as a single WM predictor. The results indicate that verbal WM might be related to verbal ability and learning at school, while visuospatial WM is relatively strongly related to nonverbal reasoning and spatial visualization. The current results further suggest that WM capacity is not a unitary system.  相似文献   

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