Dual Task Interference in Low-~Level Abilities: The Role of Working Memory and Effects of Mathematics Anxiety
نویسنده
چکیده
...................................................................................................................... iii ACKNOWLEDGEMENTS ............................................................................................... iv LIST OF FIGURES ......................................................................................................... viii CHAPTER 1: INTRODUCTION ....................................................................................... 1 Working Memory............................................................................................................ 4 Subcomponents ......................................................................................................... 10 Slave Systems ........................................................................................................... 10 Phonological Loop .................................................................................................... 11 Visuospatial Sketchpad ............................................................................................. 12 Central Executive ...................................................................................................... 13 Math Anxiety and the Triple Task Effect ..................................................................... 16 The triple task effect ................................................................................................. 20 The Current Investigation ............................................................................................. 21 CHAPTER 2: Experiment 1.............................................................................................. 27 Method .......................................................................................................................... 29 Participants ................................................................................................................ 29 Materials ................................................................................................................... 29 Procedure .................................................................................................................. 30 Results ........................................................................................................................... 33 Analyses .................................................................................................................... 33 Primary Task Reaction Time .................................................................................... 34 Primary Task Percent Error ...................................................................................... 35 Secondary Task Reaction Time ................................................................................ 36 Secondary Task Percent Error .................................................................................. 37 vi Primary Task DTC Analysis ..................................................................................... 39 Secondary Task DTC Analysis ................................................................................. 40 Experiment 1 Discussion .............................................................................................. 41 CHAPTER 3: EXPERIMENT 2 ....................................................................................... 44 Method .......................................................................................................................... 46 Participants ................................................................................................................ 46 Procedure .................................................................................................................. 46 Results ........................................................................................................................... 47 Analyses .................................................................................................................... 47 Primary Task Reaction Time .................................................................................... 47 Primary Task Reaction Time: Subitizing Range ...................................................... 49 Primary Task Reaction Time: Counting Range ........................................................ 50 Primary Task Percent Error ...................................................................................... 51 Primary Task Percent Error: Subitizing Range ......................................................... 52 Primary Task Percent Error: Counting Range .......................................................... 52 Secondary Task Reaction Time ................................................................................ 53 Secondary Task Reaction Time: Subitizing Range .................................................. 54 Secondary Task Reaction Time: Counting Range .................................................... 54 Secondary Task Percent Error .................................................................................. 56 Secondary Task Percent Error: Subitizing Range ..................................................... 57 Secondary Task Percent Error: Counting Range ...................................................... 57 Primary Task DTC Analysis ..................................................................................... 58 Secondary Task DTC Analysis ................................................................................. 59 Experiment 2 Discussion .............................................................................................. 60 CHAPTER 4: GENERAL DISCUSSION ........................................................................ 62
منابع مشابه
The Effect of Dual Task Interference on Gait in Aging: Role of Working Memory Components
The purpose of the present study was to investigate the effect of concurrent cognitive tasks activating phonological loop and visuospatial scratchpad of working memory on gait in older adults.12 older adults with the age range of 65-70 years performed walking trials in 3 counterbalanced testing conditions including single walking, walking while performing visuospatial task and walking while per...
متن کاملThe Role of working memory capacity on the learning the relative timing a motor task: Emphasis on implicit and explicit approaches
Abstract The aim of this study was to investigate the role of working memory capacity and errorless and errorful practice on the learning the relative timing was a motor task. 50 Participants based on were selected aged 22±4 years as accessible samples randomly assigned to one of four groups (errorless low working memory capacity, errorful low working memory capacity, errorless high working me...
متن کاملThe Effect of Working Memory Training on Vocabulary Recall and Retention of Iranian EFL Learners: The Case of Dual N-Back Task
This study examined the effect of working memory training on vocabulary recall and retention ofIranian EFL learners using dual N-back task technique. To this end, 50 EFL learners at IslamicAzad University of Shoushtar were randomly assigned to the experimental (n = 25) and control (n= 25) groups. Before the treatment, a vocabulary test was administered to the participants to assessthe participa...
متن کاملVerbal and Visual Proactive Interference in Post-Traumatic Stress Disorder
Objective: Working memory executive deficits have a role in maintaining Post-Traumatic Stress Disorder (PTSD) symptoms including flashbacks and reexperiencing. Accordingly, the aim of the present study was to compare the visual and verbal Proactive Interference in trauma-exposed individuals with and without PTSD. Method: In this retrospective study, we recruited subjects through the purposiv...
متن کاملThe role of working memory in learning disorder: By focusing on reading disorder and reviewing the related projects
Reading is the most critical and complicated learning activity for children in the first years of school and is the basis of all various learning. Reading disorder is the most common kind of learning disorder. The working memory outstanding deficiency is proven in who are affected by the reading disorder in different projects. Working memory is the most important cognitive process which is the ...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
عنوان ژورنال:
دوره شماره
صفحات -
تاریخ انتشار 2017