Working Memory Resource Depletion Effect in Academic Learning: Steps to an Integrated Approach

Cognitive load theory (CLT) uses working memory resources depletion to explain the superiority of spaced learning, predicting that working memory resources will be less taxed if there are resting/spacing periods inserted between learning tasks, in comparison to learning from the same tasks in a single session. This article uses the working memory resources depletion effect, as a factor, to investigate the hypothesis that delayed testing would show superior results to immediate testing on math tasks for primary students in Singapore, as participants' working memory resources might be restored because of the resting between the immediate and delayed tests. Results confirmed higher performance on the delayed test than on the immediate test, as well as more working memory resources available for the delayed test.

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A Study on the Error Occurrence and Human Information Processing Time Influenced by the Fluctuation of Working Memory Resource Capacity

International Journal of Cognitive Ergonomics ◽

10.1207/s15327566ijce0502_1 ◽

2001 ◽

Vol 5 (2) ◽

pp. 91-109 ◽

Cited By ~ 2

Author(s):

Mitsuhiko Karashima ◽

Murako Saito

Keyword(s):

Working Memory ◽

Information Processing ◽

Processing Time ◽

Human Information Processing ◽

Memory Resource ◽

Resource Capacity

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Linking inhibitory control to math achievement via comparison of conflicting decimal numbers

10.31234/osf.io/qsuz9 ◽

2020 ◽

Cited By ~ 1

Author(s):

Linsah Coulanges ◽

Roberto A. Abreu-Mendoza ◽

Sashank Varma ◽

Melina Uncapher ◽

Adam Gazzaley ◽

...

Keyword(s):

Working Memory ◽

Executive Functions ◽

Inhibitory Control ◽

Cognitive Flexibility ◽

Math Achievement ◽

Academic Learning ◽

Whole Number ◽

Calculation Skills ◽

The Relationship ◽

Number Knowledge

The relationship between executive functions (EF) and academic achievement is well-established, but leveraging this insight to improve educational outcomes remains elusive. Here, we propose a framework for relating the role of specific EF on specific precursor skills that support later academic learning. Specifically, we hypothesize that executive functions contribute to general math skills both directly – supporting the online execution of problem solving strategies – and indirectly – supporting the acquisition of precursor mathematical content. We test this hypothesis by examining the contribution of inhibitory control on processing rational numbers pairs which conflict with individual’s prior whole number knowledge and on general math knowledge. In 97 college students (79 female, age = 20.63 years), we collected three measures of EF: working memory (backwards spatial span), inhibition (color-word Stroop) and cognitive flexibility (task switching), and timed and untimed standardized measures of math achievement. Our target precursor skill was a decimals comparison task where correct responses were inconsistent with prior whole number knowledge (e.g. 0.27 vs. 0.9). Participants performed worse on these trials relative to the consistent decimals pairs (e.g. 0.2 vs. 0.87). Individual differences on incongruent Stroop trials predicted performance on inconsistent decimal comparisons, which in turn predicted performance on both timed and untimed measures of math achievement. With respect to relating inhibitory control to math achievement, incongruent Stroop performance was an independent predictor of untimed calculation skills after accounting for age, working memory and cognitive flexibility. Finally, we found that inconsistent decimals performance partially mediated the relationship between inhibition and untimed math achievement, consistent with the hypothesis that mathematical precursor skills can explain the relationships between executive functions and academic outcomes, making them promising targets for intervention.

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Principles of Integrated Cognitive Training for Executive Attention: Application to an Instrumental Skill

Frontiers in Psychology ◽

10.3389/fpsyg.2021.647749 ◽

2021 ◽

Vol 12 ◽

Author(s):

Francesco Benso ◽

Sandra Moretti ◽

Veronica Bellazzini ◽

Eva Benso ◽

Eleonora Ardu ◽

...

Keyword(s):

Working Memory ◽

Cognitive Training ◽

Reading Skills ◽

Reading Speed ◽

Working Memory Capacity ◽

Integrated Approach ◽

Control Group ◽

Executive Attention ◽

Sustained Effect ◽

Experimental Group

One effective cognitive treatment is the rehabilitation of working memory (WM) using an integrated approach that targets the “executive attention” system. Recent neuroscientific literature has revealed that treatment efficacy depends on the presence of various features, such as adaptivity, empathy, customization, avoidance of automatism and stereotypies, and alertness activation. Over the last two decades, an Integrated Cognitive Training (ICT) protocol has been proposed and developed; ICT takes the above-mentioned features and existing literature into account, and has been used to promote the development of reading skills. ICT has been employed in several clinical settings and involves stimulation of a specific deteriorated system (e.g., reading) and the improvement of executive attention components, thus also increasing working memory capacity. In this context, we present two experiments. In Experiment 1, participants diagnosed with dyslexia (aged between 8 and 14 years) underwent two ICT sessions a week, with home supplements, for a duration of 7 months. The participants showed a significant improvement in the reading speed of text, words, and non-words, and in the reading accuracy of text and non-words. In Experiment 2, we replicated Experiment 1, but included a comparison between two groups (experimental group vs. control group) of young participants with diagnosis of dyslexia. The experimental group was subjected to 18 ICT sessions twice a week and with home supplements, using the same protocol as in Experiment 1. The control group was entrusted to the protocol of compensatory tools and dispense/helping procedures provided by the scholastic Personalized Educational Plan. After training, the experimental group gained about 0.5 syllables per second in text reading, and a marked decrease in error rate. The control group showed no significant improvement in reading skills after the same period. Moreover, the improvement observed in the experimental group remained stable 4 months after ICT had ended. The results of these two experiments support the efficacy of the integrated ICT protocol in improving reading skills in children with dyslexia and its sustained effect.

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