Interactions between children’s metacognitive abilities, working memory capacity, strategies and performance during problem-solving

1999 ◽  
Vol 14 (4) ◽  
pp. 489-507 ◽  
Author(s):  
David Whitebread
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Metacognitive Abilities ◽  
And Performance

EXPRESS: Working Memory Capacity and Dual Mechanisms of Cognitive Control: An Experimental-Correlational Approach

2021 ◽  
pp. 174702182110664
Author(s):  
Kevin Rosales ◽  
Jean-Paul Snijder ◽  
Andrew Conway ◽  
Corentin Gonthier
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Cognitive Control ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Proactive Control ◽  
Effective Mechanism ◽  
Correlational Approach ◽  
And Performance

Working memory is thought to be strongly related to cognitive control. Recent studies have sought to understand this relationship under the prism of the dual mechanisms of control (DMC) framework, in which cognitive control is thought to operate in two distinct modes: proactive and reactive. Several authors have concluded that a high working memory capacity is associated with a tendency to engage the more effective mechanism of proactive control. However, the predicted pattern of proactive control use has never been observed; correlational evidence is made difficult to interpret by the overall superiority of participants with a high working memory capacity: they tend to perform better even when proactive control should be detrimental. In two experiments, we used an experimental-correlational approach to experimentally induce the use of reactive or proactive control in the AX-CPT. The relation between working memory capacity and performance was unaffected, incompatible with the hypothesis that the better performance of participants with a high working memory capacity in the task is due to their use of proactive control. It remains unclear how individual differences in working memory capacity relate to cognitive control under the DMC framework.

scholarly journals Relating the Learning Styles, Dependency, and Working Memory Capacity to Performance Effectiveness in Collaborative Problem Solving

2019 ◽  
Author(s):  
kaveh sheikhrezaei ◽  
Craig M Harvey
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Group Performance ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Collaborative Problem Solving ◽  
Single Individual ◽  
Performance Effectiveness ◽  
Collaborative Problem ◽  
Wide Range

Although much research has concentrated on the forecast of efficient team performance and the variables that might detract or promote team efficiency, little research reviewed has assessed the multitude of individual characteristics their impact on collaborative problem solving (CPS). Much of the research investigates only a single individual characteristic and its effect on group performance. This research proposes to explore three individual attributes (interpersonal dependency, individual working memory capacity, and preferred learning style) on performance effectiveness in CPS. A wide range of fields including healthcare and the military has explored CPS; however, the bulk of teamwork research to date has dealt with behavioral coordination on a single feature. This study will explore the association between team-member attributes and CPS skills. Noteworthy interactions might be observed to demonstrate that there are mixtures of traits more (or less) productive than anticipated, indicating further evidence of how group composition influences group performance.

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