Effects Of Working Memory Capacity Research Articles

Spontaneous emotional regulation under experimental emotional condition: The role of working memory.

The present research studied the bidirectional effects of working memory (WM) capacity and emotional regulation; that is, the effect of WM capacity on spontaneous emotional regulation and whether the emotional valence to be regulated has a differential impact on performance in a second WM task. Participants (79) first completed a WM span task (Digit Span), then a self-report emotional intelligence task, which was followed by randomly assigned mock Positive-feedback, Negative-feedback, or No-feedback. In the Negative-feedback and Positive-feedback conditions, a dummy report based on participants' responses to the Trait Meta Mood- 21 was shown on the screen. After that, participants completed another WM task (Running Span). An ordinary least squares multiple linear regression was used to evaluate the predictive power of WM span and experimental condition on post-feedback test performance. The model yielded a significant effect on post-feedback test performance for Negative-feedback and a marginal significant effect for the interaction of this parameter with WM span. The results showed that participants in the Negative-feedback condition performed worse than those assigned to other conditions, and individuals with a higher WM capacity were less susceptible to negative experimental stimuli.

The role of working memory in unfamiliar word processing across proficiency levels: evidence from eye movements

ABSTRACT The present study examined how working memory (WM) affects unfamiliar word processing during L2 reading comprehension among L2 learners with different proficiency levels. Forty-four participants were divided into the higher proficiency group (n = 22) and the lower proficiency group (n = 22). All of them read an English text with 17 target unfamiliar words while their eye movements were tracked. After online reading, they subsequently completed an L2 reading comprehension test and a WM test respectively. The results showed that WM significantly correlated with L2 reading comprehension in the higher proficiency group. In addition, the effect of WM capacity on L2 reading comprehension performance was mediated by unfamiliar words’ first fixation duration in the higher proficiency group. Results of the study revealed the different mechanisms of unfamiliar word processing among learners with different proficiency levels from the cognitive dimension of WM.

False (or biased) memory: Emotion and working memory capacity effects in the DRM paradigm.

This study aimed to investigate the role of emotion and working memory capacity (WMC) on false memory by measuring memory sensitivity independently of response bias. We used the Deese-Roediger-McDermott (DRM) paradigm in which arousal levels were kept constant across positive, negative, and neutral word lists associated with unstudied critical lures. Participants' WMC was measured by the Operation Span Task. Although negative critical lures generated significantly more false recognition (i.e., false-alarm rates) compared to positive or neutral ones, Receiver operating characteristic (ROC) analysis based on signal detection theory showed that this effect could be ascribed to shifts in bias rather than actual memory sensitivity. Data revealed that the DRM effect is a robust illusion influenced by neither emotion nor WMC in terms of memory sensitivity. However, negative words led to a prominent increase in liberal bias to say "old" for both critical and noncritical lures. Furthermore, reaction time (RT) data suggested that mentally activated but actually unstudied critical lures were monitored as old words and that participants were faster to accept negative critical lures than positive or neutral ones, suggesting that the DRM illusion was clearly reflected on the RT data as well. These results were discussed emphasizing the role of negative emotion on response bias in recognition memory.

Visuospatial, rather than verbal working memory capacity plays a key role in verbal and figural creativity

Creative idea generation engages complex cognitive functions such as working memory capacity (WMC). The relationship between creativity and WMC has remained inconsistent due to the lack of experimental evidence and the mismatching of WMC tasks and creativity measurements. Therefore, we used both measurements and experiments to explore the effects of WMC on creativity with the matching of task types considered. In Study 1, we conducted multiple measurements to explore the relationship between verbal/visuospatial WMC and verbal/figural creativity and found that participants with higher visuospatial WMC performed better in both types of creativity tasks. Furthermore, we conducted two dual task experiments in Study 2 to explore the causal effects of WMC on creativity. We found only interfering with participants’ visuospatial WMC would significantly decrease their creative performances. Moreover, Study 3 ruled out the potential confounding factor of general attention resources in the visuospatial secondary tasks by using a control dual task experiment. These findings indicated that the creative thinking process is likely to rely on visuospatial processing regardless of the form of the presented information.

Providing goal reminders eliminates the relationship between working memory capacity and Stroop errors.

Previous research has shown that list-wide effects in the Stroop task interact with working memory capacity (WMC). The predominant explanation for this relationship is goal maintenance. However, some researchers have challenged whether list-wide effects truly reflect goal-maintenance abilities. In the current study, we examined whether goal maintenance explains higher WMC individuals' better performance within mostly congruent (MC) Stroop lists by providing periodic goal reminders to some of the participants. Two hundred and twelve participants from Montana State University first completed the Automated Operation Span and were then assigned to either a true control, goal reminder, or nongoal reminder condition. During the Stroop task, the true control condition received rest breaks every 60 trials, whereas the goal reminder and nongoal reminder conditions stopped every 12 trials to vocalize either the task goal or a rehearsed statement, respectively. We regressed Stroop errors on reminder condition and WMC, comparing each group to the true control. For the Goal Reminder × True Control comparison, there was an interaction, such that WMC negatively correlated with Stroop errors in the true control, but not in the goal reminder condition. In contrast, for the Nongoal Reminder × True Control comparison, there was only an overall effect of WMC, with greater Stroop errors for those lower in WMC. These data provide evidence that goal reminders eliminate the relationship between WMC and Stroop interference.

Individual Differences in L2 Speech Perception: The Role of Phonological Memory and Lipreading Ability

AbstractThe current study investigated the effects of individual differences in lipreading ability, working memory (WM), and phonological short‐term memory (PSTM) on second language (L2) speech perception. An L2 French vowel identification task was administered to 32 Australian English learners of French in audiovisual, audio‐only, and visual‐only conditions. Participants also completed tasks measuring their first language (L1) lipreading ability at the phoneme, word, and sentence level; a listening span task assessing their WM capacity; and a nonword repetition task assessing their PSTM. Overall, speech perception was significantly better in the audiovisual and audio‐only conditions, and large individual variability was observed in the lipreading, WM, and PSTM tasks. Results revealed a significant effect of PSTM on vowel perception scores in all modalities of presentation, but no effect of WM capacity was found. In addition, lipreading ability at the word level was found to be a predictor of accurate L2 vowel perception in the visual modality.

Working memory capacity and the antisaccade task: A microanalytic-macroanalytic investigation of individual differences in goal activation and maintenance.

The association between working memory capacity (WMC) and the antisaccade task, which requires subjects to move their eyes and attention away from a strong visual cue, supports the claim that WMC is partially an attentional construct (Kane, Bleckley, Conway, & Engle, 2001; Unsworth, Schrock, & Engle, 2004). Specifically, the WMC-antisaccade relation suggests that WMC helps maintain and execute task goals despite interference from habitual actions. Related work has recently shown that mind wandering (McVay & Kane, 2009, 2012a, 2012b) and reaction time (RT) variability (Unsworth, 2015) are also related to WMC and they partially explain WMC's prediction of cognitive abilities. Here, we tested whether mind-wandering propensity and intraindividual RT variation account for WMC's associations with 2 antisaccade-cued choice RT tasks. In addition, we asked whether any influences of WMC, mind wandering, or intraindividual RT variation on antisaccade are moderated by (a) the temporal gap between fixation and the flashing location cue, and (b) whether targets switch sides on consecutive trials. Our quasi-experimental study reexamined a published dataset (Kane et al., 2016) comprising 472 subjects who completed 6 WMC tasks, 5 attentional tasks with mind-wandering probes, 5 tasks from which we measured intraindividual RT variation, and 2 antisaccade tasks with varying fixation-cue gap durations. The WMC-antisaccade association was not accounted for by mind wandering or intraindividual RT variation. WMC's effects on antisaccade performance were greater with longer fixation-to-cue intervals, suggesting that goal activation processes-beyond the ability to control mind wandering and RT variability-are partially responsible for the WMC-antisaccade relation. (PsycINFO Database Record

Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

Introduction. In contemporary information societies, reading digital text has become pervasive. One of the most distinctive features of digital texts is their internal connections via hyperlinks, resulting in non-linear hypertexts. Hypertext structure and previous knowledge affect navigation and comprehension of digital expository texts. From the Cognitive Load framework, working memory capacity would have a role in supporting decisions about navigation, and in situation model construction for comprehension. The present study assessed text structure, previous domain knowledge, and working memory capacity effects on comprehension and navigation of digital expository texts.Method. Fifty-six participants completed a working memory capacity measure, read four digital texts and answered questions about them. Hyperext structure (hierarchical vs. network) and previous thematic knowledge (high vs. low) were manipulated in a within-subjects design. Navigation behavior was indexed taking into account total time spent on each text, total number of pages per text, number of returns to the initial page, and number of nonlinear links clicked.Results. High previous knowledge, and high working memory capacity, led to better comprehension. Participants who read under network interfaces followed less structured navigation paths than those who read hierarchically organized interfaces. On the other hand, high previous knowledge texts led to more pages visited, more non-linear jumps in reading, and more returns to the overview in the Home page in the network condition. Also, total time spent on each text was longer for high working memory participants reading high previous knowledge texts.Discussion. Overall, this pattern of results adds to the literature about the beneficial effects promoted by hierarchical interfaces and concept maps; and the disorientation effects network hypertexts have for low domain knowledge students. On the other hand, given good previous knowledge and high working memory, a more variable pattern of navigation would help readers engage in more active reading processes.

Effects of age, working memory, and word order on passive-sentence comprehension: evidence from a verb-final language.

The purpose of the current study was to investigate the effects of working-memory (WM) capacity on age-related changes in abilities to comprehend passive sentences when the word order was systematically manipulated. A total of 134 individuals participated in the study. The sentence-comprehension task consisted of the canonical and non-canonical word-order conditions. A composite measure of WM scores was used as an index of WM capacity. Participants exhibited worse performance on sentences with non-canonical word order than canonical word order. The two-way interaction between age and WM was significant, suggesting that WM effects were greater than age effects on the task. WM capacity effects on passive-sentence comprehension increased dramatically as people aged, suggesting that those who have larger WM capacity are less vulnerable to age-related changes in sentence-comprehension abilities. WM capacity may serve as a cognitive reserve associated with sentence-comprehension abilities for elderly adults.

Working Memory Capacity Predicts Selection and Identification Errors in Visual Search.

As public safety relies on the ability of professionals, such as radiologists and baggage screeners, to detect rare targets, it could be useful to identify predictors of visual search performance. Schwark, Sandry, and Dolgov found that working memory capacity (WMC) predicts hit rate and reaction time in low prevalence searches. This link was attributed to higher WMC individuals exhibiting a higher quitting threshold and increasing the probability of finding the target before terminating search in low prevalence search. These conclusions were limited based on the methods; without eye tracking, the researchers could not differentiate between an increase in accuracy due to fewer identification errors (failing to identify a fixated target), selection errors (failing to fixate a target), or a combination of both. Here, we measure WMC and correlate it with reaction time and accuracy in a visual search task. We replicate the finding that WMC predicts reaction time and hit rate. However, our analysis shows that it does so through both a reduction in selection and identification errors. The correlation between WMC and selection errors is attributable to increased quitting thresholds in those with high WMC. The correlation between WMC and identification errors is less clear, though potentially attributable to increased item inspection times in those with higher WMC. In addition, unlike Schwark and coworkers, we find that these WMC effects are fairly consistent across prevalence rates rather than being specific to low-prevalence searches.

Effects of Age and Working Memory Capacity on Speech Recognition Performance in Noise Among Listeners With Normal Hearing.

This study aimed to determine if younger and older listeners with normal hearing who differ on working memory span perform differently on speech recognition tests in noise. Older adults typically exhibit poorer speech recognition scores in noise than younger adults, which is attributed primarily to poorer hearing sensitivity and more limited working memory capacity in older than younger adults. Previous studies typically tested older listeners with poorer hearing sensitivity and shorter working memory spans than younger listeners, making it difficult to discern the importance of working memory capacity on speech recognition. This investigation controlled for hearing sensitivity and compared speech recognition performance in noise by younger and older listeners who were subdivided into high and low working memory groups. Performance patterns were compared for different speech materials to assess whether or not the effect of working memory capacity varies with the demands of the specific speech test. The authors hypothesized that (1) normal-hearing listeners with low working memory span would exhibit poorer speech recognition performance in noise than those with high working memory span; (2) older listeners with normal hearing would show poorer speech recognition scores than younger listeners with normal hearing, when the two age groups were matched for working memory span; and (3) an interaction between age and working memory would be observed for speech materials that provide contextual cues. Twenty-eight older (61 to 75 years) and 25 younger (18 to 25 years) normal-hearing listeners were assigned to groups based on age and working memory status. Northwestern University Auditory Test No. 6 words and Institute of Electrical and Electronics Engineers sentences were presented in noise using an adaptive procedure to measure the signal-to-noise ratio corresponding to 50% correct performance. Cognitive ability was evaluated with two tests of working memory (Listening Span Test and Reading Span Test) and two tests of processing speed (Paced Auditory Serial Addition Test and The Letter Digit Substitution Test). Significant effects of age and working memory capacity were observed on the speech recognition measures in noise, but these effects were mediated somewhat by the speech signal. Specifically, main effects of age and working memory were revealed for both words and sentences, but the interaction between the two was significant for sentences only. For these materials, effects of age were observed for listeners in the low working memory groups only. Although all cognitive measures were significantly correlated with speech recognition in noise, working memory span was the most important variable accounting for speech recognition performance. The results indicate that older adults with high working memory capacity are able to capitalize on contextual cues and perform as well as young listeners with high working memory capacity for sentence recognition. The data also suggest that listeners with normal hearing and low working memory capacity are less able to adapt to distortion of speech signals caused by background noise, which requires the allocation of more processing resources to earlier processing stages. These results indicate that both younger and older adults with low working memory capacity and normal hearing are at a disadvantage for recognizing speech in noise.

Working memory capacity and controlled serial memory search

The speed–accuracy trade-off (SAT) procedure was used to investigate the relationship between working memory capacity (WMC) and the dynamics of temporal order memory retrieval. High- and low-span participants (HSs, LSs) studied sequentially presented five-item lists, followed by two probes from the study list. Participants indicated the more recent probe. Overall, accuracy was higher for HSs compared to LSs. Crucially, in contrast to previous investigations that observed no impact of WMC on speed of access to item information in memory (e.g., Öztekin & McElree, 2010), recovery of temporal order memory was slower for LSs. While accessing an item’s representation in memory can be direct, recovery of relational information such as temporal order information requires a more controlled serial memory search. Collectively, these data indicate that WMC effects are particularly prominent during high demands of cognitive control, such as serial search operations necessary to access temporal order information from memory.

Individual Differences in L2 Speech Performance: The Role of Working Memory Capacity and Pre-planning Tasks

It has been argued that individual differences in working memory capacity (WMC) yield different oral performances in terms of complexity, accuracy and fluency (CAF). The present study is thus an attempt to examine the effect of WMC on L2 speech performance and its interaction with pre-planning tasks. To this aim, a math span test based on Robert and Gibson (2002) and Salthouse and Babcock (1991), as well as two descriptive tasks were used to measure WMC of a group of 30 advanced learners of English, and their oral production respectively. ANOVA have been used to analyze the collected data. The results showed that (1) pre-task planning led to gains in fluency and accuracy but not complexity of L2 speech performance, (2) no significant interaction existed between WMC and L2 speech performance in under- planning and no-planning conditions. (3) When the group was split into low and high span regarding their WMC, no differences were found between two groups in under-planning and no-planning conditions. This suggests that WMC plays a diminishing role among advanced learners regarding their oral performance. DOI: 10.5901/mjss.2015.v6n2s1p533

High second‐language proficiency protects against the effects of reverberation on listening comprehension

The purpose of this experiment was to investigate whether classroom reverberation influences second-language (L2) listening comprehension. Moreover, we investigated whether individual differences in baseline L2 proficiency and in working memory capacity (WMC) modulate the effect of reverberation time on L2 listening comprehension. The results showed that L2 listening comprehension decreased as reverberation time increased. Participants with higher baseline L2 proficiency were less susceptible to this effect. WMC was also related to the effect of reverberation (although just barely significant), but the effect of WMC was eliminated when baseline L2 proficiency was statistically controlled. Taken together, the results suggest that top-down cognitive capabilities support listening in adverse conditions. Potential implications for the Swedish national tests in English are discussed.

The interactive effect of working memory and text difficulty on metacomprehension accuracy

We investigated how working memory capacity (WMC) and text difficulty affect metacomprehension accuracy. Participants completed the operation-span test to measure WMC and ability to read expository texts. Under the easy-text condition, participants read 4 texts with increasing local cohesion, whereas under the difficult-text condition, participants read 4 original texts. Participants assigned a comprehension rating to each text and then completed a comprehension test. The results revealed a significant interactive effect of WMC and text difficulty on metacomprehension accuracy in Experiments 1 and 2. Under the easy-text condition, higher-WMC readers monitored their comprehension less accurately than did lower-WMC readers. In contrast, higher-WMC readers monitored their comprehension more accurately than did lower-WMC readers under the difficult-text condition. These results suggest that text difficulty may affect allocation of attentional resources.