High Working Memory Capacity Participants Research Articles

Inhibition and working memory capacity modulate the mental space-time association.

This research aimed to investigate whether the mental space-time association of temporal concepts could be modulated by the availability of cognitive resources (in terms of working memory and inhibitory control capacities) and to explore whether access to this association could be an automatic process. To achieve this, two experiments were carried out. In Experiment 1, participants had to classify words with future and past meanings. The working memory load (high vs. low) was manipulated and the participants were grouped into quartiles according to their visuospatial working memory capacity (WMC). Temporal concepts were displayed subliminally (immediate masking) and supraliminally (delayed masking). The ANOVA showed a performance pattern consistent with the left-past right-future conceptual scheme, regardless of both the type of masking and the working memory load, except in high WMC participants, in which, interestingly, the space-time association effect was absent. In Experiment 2, participants were asked to respond to the colour of the font of the temporal words, and their attentional control capacity was assessed. The results indicated a timeline effect that was irrespective of the WM load and the type of perceptual processing, but not of the WM capacity or the inhibitory abilities. These findings partially endorse the automatic and implicit access to the mental space-time association and suggest the involvement of the availability of cognitive resources. Individual WMC differences appear to modulate the automatic nature of the effect rather than the processing conditions themselves.

Increased Contrast Improves Neuroanatomy Learning for Those with Low Working Memory

IntroductionAnatomy education is burdened by neurophobia, a student’s fear when learning neuroanatomy and clinical neurology. While neurophobia’s cause remains unknown, poor definition of structures in standard neurological specimens may affect students’ learning due to influences on cognitive load. In this study, we examined the effects of increased visual contrast between grey and white matter ‐ done via novel staining method ‐ with the goal of providing insight into how educators can adapt anatomical specimens to aid students during learning and application.AimTo determine if increasing contrast between grey and white matter on human brain slices aids students in learning neuroanatomy, and if the difference in contrast improves students’ performance during testing.MethodsUndergraduate students at McMaster University with no prior neuroanatomical education (n = 102) were recruited for a 3‐day protocol. On Day 0, participants learned 12 neuroanatomical structures from a set of brain slices (transverse or coronal section, with low or high contrast). They were then asked to locate and recall these structures on unstained slices of the same section. The learn‐test phase was immediately repeated with a second set of slices counterbalancing section and contrast. Participants returned for a learning‐only session 24 hours later (Day 1) using the same specimens from Day 0, and were tested on unstained sets 48 hours after (Day 2). Participants then completed an Automated Operation Span Task (OSPAN) to assess working memory capacity (WMC), and a learning methods survey.ResultsRepeated Measures ANOVA tests were performed using Time (Day 0 v. Day 2) and Staining (stained v. unstained) as within‐subject variables. Though Time had an effect, with Day 0 performance being significantly better than that of Day 2 (F(1, 101) = 26.93, p < .001, ηp2 = 0.21), there was no effect of Staining. Participants performed relatively equally (F(1, 101) = 0.234, p = .629, ηp2 = .002). Participant data were sorted into quartiles based on WMC (OSPAN score). Independent sample t‐tests of the sorted data showed that participants with low WMC performed significantly worse than those with high WMC when learning from low‐contrast specimens, regardless of time (t(47) = −2.164, p = .036, d = (5.58−4.04) ⁄ 2.49 = .618). However, performance between these groups was equalized after learning from high‐contrast slices (t(47) = −0.53, p = .596, d = (5.38−4.92) ⁄ 2.98 = .154).Discussion/ConclusionResults show that increased contrast had little effect within individual results; however, it improved overall performance of low WMC participants, helping to match results of high WMC participants. This suggests that the use of high‐contrast brain slices may prove beneficial when teaching students with low WMC that struggle with neuroanatomy, potentially by reducing the cognitive load needed to locate structures so students can re‐allocate cognitive capacity towards learning. Further insight may be gained using eye‐tracking technology to observe student gaze patterns as they view the material to determine how structures are being viewed.

Working Memory Capacity but Not Prior Knowledge Impact on Readers' Attention and Text Comprehension

Reading digital texts is a common practice in today’s education. Prior studies showed that the coherence of a text can influence text comprehensibility with low degrees of coherence causing attention failures (mind wandering) and, consequently, negatively impacts reading comprehension. In addition, working memory capacity (WMC) and prior knowledge of the subject have been suggested to be related to both reading comprehension and mind wandering. However, results remain controversial as the interaction of these three factors has not yet been explored. 90 participants either studying law or a different subject read either a coherent or incoherent version of the same unfamiliar hypertext about the copyright law. While reading, they reported self-caught mind wandering with task-embedded thought probes. After reading the hypertext, participants were tested on their text comprehension. Supporting prior findings, mind wandering did occur more frequently when participants read difficult rather than easy texts regardless of their undergraduate course. Moreover, this was modulated by WMC in that participants with lower WMC exhibited more frequent mind wandering than high WMC participants solely when reading low coherent texts. In addition, high WMC participants outperformed low WMC participants on all measures of text comprehension. With a low WMC it seems difficult to inhibit irrelevant information and access related information from working memory, especially when text complexity is high. Interestingly, the present results also indicate that prior knowledge benefits later text comprehension despite not affecting reader’s attention. These findings provide insights into processing attention during reading online texts.

Embodiment in Virtual Environments: The Role of Working Memory in Experiencing Presence as Revealed via Eye Tracking

Working memory capacity (WMC) is critical in maintaining goal-directed behavior and in inhibiting task irrelevant or conflicting thoughts. Using eye tracking data, the current study developed measures to investigate users' experiences of presence. We investigated the cognitive processing mechanisms of feelings of presence by examining how users of varying WMC coordinate their attention between their actions in using external controllers for computer mediated environments, and the actions produced by their avatars in virtual environments. To rule out the possibility of participants acting out of social pressure, a well-practiced everyday task with minimal social component was used. Participants performed vegetable cutting tasks in a desktop virtual environment by controlling an avatar's arm, with no pressure (Experiment 1) versus while pressured to improve the evenness of their cuts (Experiment 2). The results showed that high WMC participants experienced higher degrees of presence, as indicated by the attention allocated to the avatar's hand and to task planning. Under performance pressure, low WMC participants became more immersed in the tasks. The mechanisms of adaptive and personalized presence in virtual world simulation training environments are discussed in light of our findings on the effects of pressure and individual differences of WMC in experiencing presence.

Aiding the search: Examining individual differences in multiply-constrained problem solving

Understanding and resolving complex problems is of vital importance in daily life. Problems can be defined by the limitations they place on the problem solver. Multiply-constrained problems are traditionally examined with the compound remote associates task (CRAT). Performance on the CRAT is partially dependent on an individual's working memory capacity (WMC). These findings suggest that executive processes are critical for problem solving and that there are reliable individual differences in multiply-constrained problem solving abilities. The goals of the current study are to replicate and further elucidate the relation between WMC and CRAT performance. To achieve these goals, we manipulated preexposure to CRAT solutions and measured WMC with complex-span tasks. In Experiment 1, we report evidence that preexposure to CRAT solutions improved problem solving accuracy, WMC was correlated with problem solving accuracy, and that WMC did not moderate the effect of preexposure on problem solving accuracy. In Experiment 2, we preexposed participants to correct and incorrect solutions. We replicated Experiment 1 and found that WMC moderates the effect of exposure to CRAT solutions such that high WMC participants benefit more from preexposure to correct solutions than low WMC (although low WMC participants have preexposure benefits as well). Broadly, these results are consistent with theories of working memory and problem solving that suggest a mediating role of attention control processes.

Individual Differences in Working Memory Capacity Modulates Semantic Negative Priming from Single Prime Words.

The present study investigated whether semantic negative priming from single prime words depends on the availability of cognitive control resources. Participants with high vs. low working memory capacity (as assessed by their performance in complex span and attentional control tasks) were instructed to either attend to or ignore a briefly presented single prime word that was followed by either a semantically related or unrelated target word on which participants made a lexical decision. Individual differences in working memory capacity (WMC) mainly affected the processing of the ignored primes, but not the processing of the attended primes: While the latter produced reliable positive semantic priming for both high- and low-WMC participants, the former gave rise to reliable semantic negative priming only for high WMC participants, with low WMC participants showing the opposite positive priming effect. The present results extend previous findings in demonstrating that (a) single negative priming can reliably generalize to semantic associates of the prime words, and (b) a differential availability of cognitive control resources can reliably modulate the negative priming effect at a semantic level of representation.

Working Memory in the Processing of the Iowa Gambling Task: An Individual Differences Approach

The Iowa Gambling Task (IGT) is a sequential learning task in which participants develop a tendency towards advantageous options arising from the outcomes associated with their previous decisions. The role of working memory in this complex task has been largely debated in the literature. On one hand, low working memory resources lead to a decrease in the number of advantageous decisions and make a significant part of participants unable to report explicitly which options are the most profitable. On the other hand, several studies have shown no contribution of working memory to the IGT decision patterns. In order to investigate this apparent incompatibility of results, we used an individual differences approach, which has proven an effective method to investigate the role of working memory in cognition. We compared the IGT decision patterns of participants as a function of their working memory capacity (WMC). As expected, contrary to low WMC participants, high WMC participants developed a tendency towards advantageous decisions. These findings lead us to discuss the role of WMC in decision making tasks.

Hemispheric processing of semantic information: The effects of the semantic priming task and working memory capacity

In a classic semantic priming study (Beeman et al., 1994), participants showed a naming advantage for strongly related targets compared to weakly related targets in the left hemisphere, whereas no difference in naming advantage was found between strongly and weakly related targets in the right hemisphere. However, it is unclear how the type of task and individual differences influence this hemispheric activation. In the current study participants completed a lexical decision task when presented with strongly, weakly, and unrelated words in each visual field-hemisphere. A left hemisphere advantage was evident for strongly and weakly related words compared to unrelated words and a right hemisphere advantage was evident for strongly related words compared to weakly related and unrelated words. Additionally, high working memory capacity participants responded more accurately to strongly related words than weakly or unrelated words in the right hemisphere, whereas low working memory capacity participants showed no difference between these conditions in the right hemisphere. Thus, the type of semantic priming task and working memory capacity seem to influence the hemispheric processing of strongly and weakly related information.

Individual differences in working memory capacity and divided attention in dichotic listening

The controlled attention theory of working memory suggests that individuals with greater working memory capacity (WMC) are better able to control or focus their attention than individuals with lesser WMC. This relationship has been observed in a number of selective attention paradigms including a dichotic listening task (Conway, Cowan, & Bunting, 2001) in which participants were required to shadow words presented to one ear and ignore words presented to the other ear. Conway et al. found that when the participant's name was presented to the ignored ear, 65% of participants with low WMC reported hearing their name, compared to only 20% of participants with high WMC, suggesting greater selective attention on the part of high WMC participants. In the present study, individual differences in divided attention were examined in a dichotic listening task, in which participants shadowed one message and listened for their own name in the other message. Here we find that 66.7% of high WMC and 34.5% of low WMC participants detected their name. These results suggest that as WMC capacity increases, so does the ability to control the focus of attention, with high WMC participants being able to flexibly "zoom in" or "zoom out" depending on task demands.