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1.
Individual differences in working memory account for a substantial portion of individual differences in complex cognitive processes (e.g., comprehension) and fluid intelligence. However, a large portion of the variance in fluid intelligence and comprehension is unexplained. The current investigation was conducted to evaluate whether individual differences in the facilitation of procedural memory accounts for unique variance in intelligence not accounted for by working memory. To measure variability in the facilitation of procedural memory, we used a task that required participants to first classify exemplars of two categories; facilitation was then operationalized by subsequent improvements in the speed of classifying new exemplars from those categories (i.e., an operation-specific memory procedure). Three measures of each focal construct (facilitation in procedural memory, working memory, comprehension and fluid intelligence) were administered to 256 participants. We used structural equation modeling to examine the relationships among these latent variables. Working memory did account for variance in fluid intelligence and comprehension, but most important, individual differences in facilitation of procedural memory accounted for unique variance in fluid intelligence and comprehension. 相似文献
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Ivy Cheng Jennifer M. Taber Nicolle Simonovic Karin G. Coifman Pooja G. Sidney Christopher A. Was Clarissa A. Thompson 《Social and Personality Psychology Compass》2023,17(11):e12867
Given that risk beliefs predict engagement in behaviors to prevent disease, it is important to understand the factors associated with risk beliefs. In the present paper, we conducted path analyses to investigate the associations of belief systems (political orientation and cultural worldviews of individualism and hierarchy) with COVID-19 risk beliefs (i.e., perceived likelihood, perceived severity, and worry about disease; Studies 1 and 2), and the indirect effect through trust in information sources in these relationships (Study 1). Two online panels of U.S. adults were surveyed at three timepoints during the COVID-19 pandemic (Study 1: baseline n = 1,667, 1-year follow-up n = 551; Study 2: n = 404). Results of path analyses indicated that, across studies and timepoints, when controlling for political orientation, trust, and demographic factors, greater individualism had consistent significant direct effects on lower perceived severity and worry about COVID-19, whereas greater hierarchy had consistent significant direct effects on lower perceived severity. However, after accounting for cultural worldviews of individualism and hierarchy (and trust and demographic factors), none of the associations among political orientation and any of the three COVID-19 risk beliefs were significant. The test of indirect effects indicated that individualism and hierarchy were indirectly associated with lower perceived severity of and worry about COVID-19 through less trust. The findings suggest that cultural worldviews of individualism and hierarchy play a role in shaping people's risk beliefs. 相似文献
3.
Item order can bias learners’ study decisions and undermine the use of more effective allocation strategies, such as allocating
study time to items in one’s region of proximal learning. In two experiments, we evaluated whether the influence of item order
on study decisions reflects habitual responding based on a reading bias. We manipulated the order in which relatively easy,
moderately difficult, and difficult items were presented from left to right on a computer screen and examined selection preference
as a function of item order and item difficulty. Experiment 1a was conducted with native Arabic readers and in Arabic, and Experiment 1b was conducted with native English readers and in English. Students from both cultures prioritized items for study in the
reading order of their native language: Arabic readers selected items for study in a right-to-left fashion, whereas English
readers largely selected items from left to right. In Experiment 2, native English readers completed the same task as participants in Experiment 1b, but for some participants, lines of text were rotated upside down to encourage them to read from right to left. Participants
who read upside-down text were more likely to first select items on the right side of an array than were participants who
studied right-side-up text. These results indicate that reading habits can bias learners’ study decisions and can undermine
agenda-based regulation. 相似文献
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成人日常问题解决的老化研究 总被引:2,自引:0,他引:2
日常问题解决能力是近十几年来老年心理学中研究比较活跃的一个领域。本文介绍了有关日常问题解决研究的四种理论,即心理测量的智力内隐理论、形式后思维的辨证思维理论、信息加工理论和社会认知与智慧理论,及其初步的研究成果,并进一步指出在理论上整合和在实践中开展干预的研究方向。 相似文献
6.
Christopher A. Was 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2014,10(3):104-112
Knowledge monitoring predicts academic outcomes in many contexts. However,
measures of knowledge monitoring accuracy are often incomplete. In the current
study, a measure of students’ ability to discriminate known from unknown
information as a component of knowledge monitoring was considered. Undergraduate
students’ knowledge monitoring accuracy was assessed and used to predict final
exam scores in a specific course. It was found that gamma, a measure commonly
used as the measure of knowledge monitoring accuracy, accounted for a small, but
significant amount of variance in academic performance whereas the
discrimination and bias indexes combined to account for a greater amount of
variance in academic performance. 相似文献
7.
Marissa K. Hartwig Chris A. Was Randy M. Isaacson John Dunlosky 《The British journal of educational psychology》2012,82(3):456-468
Background. Current theories of self‐regulated learning predict a positive link between student monitoring accuracy and performance: students who more accurately monitor their knowledge of a particular set of materials are expected to more effectively regulate their subsequent study of those materials, which in turn should lead to higher test performance. Aims. The present study further explored the link between monitoring accuracy and performance by investigating whether monitoring of one set of materials would predict performance on a different set of materials. Sample. The participants were college students (N= 379) enrolled in an educational psychology course. Method. Students’ monitoring accuracy was measured at the start of the semester; the monitoring task involved materials that were not related to class content (i.e., general knowledge vocabulary) and that were related to class content (i.e., terms from educational psychology). Target performance was students’ scores on the final exam. Results. Monitoring accuracy significantly predicted student performance on the final exam, even when the monitoring task and final test were based on materials from different content domains. Also, the class‐related (vs. unrelated) materials in the monitoring task did not improve the predictive validity of monitoring accuracy, suggesting a limited role for domain specificity in the relationship between monitoring skill and performance. Conclusions. This study establishes a critical link between general monitoring accuracy and exam performance within a classroom setting. 相似文献
8.
Discourse comprehension requires one to process information that is actively maintained in working memory (WM). Therefore,
we hypothesized that individual differences in comprehension would be predicted better by working memory tasks that capture
the concurrent demands of processing and maintenance of the same memory elements (i.e., content-embedded tasks) than by WM
tasks that require the maintenance of an extraneous memory load during processing (e.g., complex span tasks). Two hundred
sixty-one undergraduates completed three content-embedded tasks, three complex span tasks, and three measures of comprehension.
Results of structural equation modeling indicated that the content-embedded tasks accounted for a greater amount of variance
in comprehension than did complex span tasks. Thus, tasks that require one to coordinate the processing and maintenance of
task-specific memory elements are preferable for capturing the relationship between WM and comprehension. 相似文献
9.
In a series of four experiments, we investigated the magnitude and pattern of indirect, semantically mediated priming that emanates from various working memory (WM) processes. When such priming effects are taken to reflect temporary increases in the availability of long-term memory (ALTM), results suggest a close link between the amount and type of attention-driven processing in WM and the resulting accessibility of semantically related memory structures. Patterns of priming were equivalent when attention demands were prior to, versus concurrent with, the priming measures, suggesting that ALTM processes either require no additional cognitive resources or require resources that are independent of those underlying effortful WM processes. The results are discussed with respect to emerging evidence for long-term semantic priming and models of WM that incorporate active but unattended information as part of a limited capacity cognitive workspace. 相似文献
10.