memory and learning [email protected] seven-year-olds allocate attention like adults unless working...
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![Page 1: Memory and learning martin@specken.nl Seven-year-olds allocate attention like adults unless working memory is overloaded Nelson Cowan Candice C. Morey](https://reader037.vdocuments.us/reader037/viewer/2022103015/551aa1bc550346e0158b5949/html5/thumbnails/1.jpg)
memory and learning [email protected]
Seven-year-olds allocate attention like adults unless working memory is overloaded
Nelson CowanCandice C. Morey
Angela M. AuBuchonChristopher E. Zwilling
Amanda L. Gilchrist(2010)
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memory and learning [email protected]
Attend to … (‘classroom’)
circles triangles both equal
1: For 1.0 seconds - Fixation
(‘boys’) (‘girls’) (‘boys + girls’)
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memory and learning [email protected]
Previous studies
• When children get older their visual working memory increases. Why?
visu
al w
orki
ng m
emor
y
younger children older children
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memory and learning [email protected]
Hypothesis
• Younger children are less able to exclude irrelevant items from working memory to make room for relevant items.
working memory
working memory
working memory
working memory
Younger children
Older children
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memory and learning [email protected]
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memory and learning [email protected]
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memory and learning [email protected]
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memory and learning [email protected]
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memory and learning [email protected]
The method 1/5
grades 1 + 27 – 8 years old
grades 6 + 712 – 13 years old
college students18+
30 participants 30 participants 30 participants
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memory and learning [email protected]
The method 2/5
10 possible circles, 10 possible triangles, both in 10 colors
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memory and learning [email protected]
The method 4/5, Trial condition 1-shape
1. Probe: 50% no-change2. Probe: 25% location-change3. Probe: 25% new-color
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memory and learning [email protected]
The method 4/5, Trial condition 100%
1. Array: 50% attended shape, 50% other shape2. Probe: Always the attended shape, 50% no-change,
the rest divided: location-change/other color/new color
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memory and learning [email protected]
The method 4/5, Trial condition 80% / 20%
1. Same as the 100% condition, except2. Probe: 20% is the shape that had to be ignored3. Probe: 40% no change
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memory and learning [email protected]
The method 4/5, Trial condition 50% / 50%
1. Probe:• 50% in location of a circle in the array• 50% in location of a triangle in the array• Change/No-change distribution as in 100% condition
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memory and learning [email protected]
Prop
ortio
n co
rrec
t
Usually-tested shape Not-usually-tested shape
1 - Less-advanced group
2 - More-advanced group
Expected capacities A: Same working memory +better filtering in group 2
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memory and learning [email protected]
Expected capacities B: More working memory ingroup 2 + same filtering
Prop
ortio
n co
rrec
t
Usually-tested shape Not-usually-tested shape
1 - Less-advanced group
2 - More-advanced group
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memory and learning [email protected]
Expected capacities C: More working memory ingroup 2 + better filtering in group 2
Prop
ortio
n co
rrec
t
Usually-tested shape Not-usually-tested shape
1 - Less-advanced group
2 - More-advanced group
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memory and learning [email protected]
Results 1/7, 1-shape conditionk = No. array objects in working memory
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memory and learning [email protected]
Results 2/7, 1-shape conditionClear effect groups > peak > decline
age 7-8age 12-13age 18+
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memory and learning [email protected]
Results 3/7 – 2 or 3 objects:Attention young children is adult-like?
YES NO
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memory and learning [email protected]
Results 4/7 – 2 or 3 objects:Significant interaction attention <-> age?
NO YES
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memory and learning [email protected]
Results 5/7 – 2 objects:Large difference working memory depend on attention?
NOYES
NO
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memory and learning [email protected]
Results 7/7Young children filter out items as well as older?
YES NO
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memory and learning [email protected]
Nestor question
Katja:
“It is mentioned that working memory capacity increases during elementary school, I wonder if this means that the neural basis develops, or if it is rather due to learning how to filter information when a lot of other information are present in working memory?”
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memory and learning [email protected]
What do you think?
• Would young children be able to attendexperiments like this?
• What would it be like?
• How can we do this?
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Bunge & Wright: “A growing literature indicates that increased recruitment of task-related areas in frontal, parietal and striatal regions underlies improvements in working memory and cognitive control over the course of middle childhood and adolescence.”
memory and learning [email protected]
Additional info
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Information on how to participate young children in experiments
memory and learning [email protected]
Additional info