Abstract
The recent studies narrowly designed to investigate the structure of working memory and its relation with intelligence emphasize the importance of the component responsible for building the relations between elements. In the present study, an expanded processing of the relations between the elements was implemented to the simplest recognition task by manipulating with a type of probe-test mismatching. The speed of recognition of meaningless figures was significantly related to intelligence only when a test stimulus differed from a probe stimulus in relative positions of the elements. In addition, regardless of the type of stimuli, the speed of processing of the constructed task was significantly related to school achievements in Algebra, Geometry, and Physics.
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