The role of redundant verbal labels in 8- and 10-month-olds’ working memory

10.31234/osf.io/rw7ka ◽

2021 ◽

Author(s):

Allison Fitch ◽

Nilam Thaker ◽

Zsuzsa Kaldy

Keyword(s):

Working Memory ◽

Eye Tracking ◽

Visual Working Memory ◽

Object Location ◽

Cognitive Tasks ◽

Verbal Labels ◽

Auditory Dominance ◽

Preverbal Infants ◽

Better Than

Verbal labels have been shown to help preverbal infants’ performance on various cognitive tasks, such as categorization. Redundant labels also aid adults’ visual working memory (WM), but it is not known if this linguistic benefit extends to preverbal infants’ WM. In two eye-tracking studies, we tested whether 8- and 10-month-old infants’ WM performance would improve with the presence of redundant labels in a Delayed Match Retrieval (DMR) paradigm that tested infants’ WM for object-location bindings. Findings demonstrated that infants at both ages were unable to remember two object-location bindings when co-presented with labels at encoding. Moreover, infants who encoded the object-location bindings with labels were not significantly better than those who did so in silence. These findings are discussed in the context of label advantages in cognition and auditory dominance.

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Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000208 ◽

2015 ◽

Vol 223 (2) ◽

pp. 102-109 ◽

Cited By ~ 13

Author(s):

Evelyn H. Kroesbergen ◽

Marloes van Dijk

Keyword(s):

Working Memory ◽

Learning Disabilities ◽

Spatial Working Memory ◽

Number Sense ◽

Mathematical Learning ◽

Visual Spatial ◽

Mathematical Learning Disabilities ◽

Visual Spatial Working Memory ◽

And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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Working Memory Capacity and a Notorious Brain Teaser

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.53.1.123 ◽

2006 ◽

Vol 53 (2) ◽

pp. 123-131 ◽

Cited By ~ 29

Author(s):

Wim De Neys ◽

Niki Verschueren

Keyword(s):

Working Memory ◽

Secondary Task ◽

Working Memory Capacity ◽

Memory Capacity ◽

Task Load ◽

Normative Reasoning ◽

Monty Hall Dilemma ◽

Monty Hall ◽

Memory Resources

Abstract. The Monty Hall Dilemma (MHD) is an intriguing example of the discrepancy between people’s intuitions and normative reasoning. This study examines whether the notorious difficulty of the MHD is associated with limitations in working memory resources. Experiment 1 and 2 examined the link between MHD reasoning and working memory capacity. Experiment 3 tested the role of working memory experimentally by burdening the executive resources with a secondary task. Results showed that participants who solved the MHD correctly had a significantly higher working memory capacity than erroneous responders. Correct responding also decreased under secondary task load. Findings indicate that working memory capacity plays a key role in overcoming salient intuitions and selecting the correct switching response during MHD reasoning.

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