Evidence of Cross-Domain Attention Limitations in Working Memory

2004 ◽  
Author(s):  
Candice C. Morey ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Cross Domain

Structural priming from arithmetic to language in Chinese: Evidence from adults and children

2018 ◽  
Vol 71 (7) ◽  
pp. 1552-1560 ◽  
Author(s):  
Tao Zeng ◽  
Wen Mao ◽  
Rongfeng Liu
Keyword(s):  
Working Memory ◽  
Ambiguous Sentence ◽  
Structural Priming ◽  
Arithmetic Problem ◽  
Structural Integration ◽  
Cross Domain ◽  
Tentative Evidence ◽  
Adults And Children ◽  
Resource Hypothesis ◽  
The Way

This article explores structural integration between arithmetic and language by investigating whether the structure of an arithmetic equation influences the way children and adults interpret Chinese sentences in the form of NP1  +  VP1  +  NP2  +  VP2, where VP2 can attach high as a predicate of NP1 or attach low as a predicate of NP2. Participants first solved an arithmetic problem where the last number was to be attached high (e.g., (5 + 1 + 2) × 3) or low (e.g., 5 + (1 + 2 × 3)) and then provided a completion to a preamble in the form of NP1  +  VP1  +  NP2  + HEN “very” . . . or decided on the meaning of an ambiguous sentence. The way the ambiguous sentences were completed and interpreted was primed by the structure of the preceding arithmetic problem (i.e., a high-attachment prime led to more high-attachment completions and interpretation) in both children and adults. This study found cross-domain priming from arithmetic equations to language, which offered empirical evidence for the shared syntactic integration resource hypothesis and the syntactic working memory theory. It was also found that children were more susceptible to such priming, which provided some tentative evidence for the Incremental Procedural Account proposed by Scheepers et al.

scholarly journals Asymmetric cross-domain interference between two working memory tasks: Implications for models of working memory

2013 ◽  
Vol 69 (3) ◽  
pp. 324-348 ◽  
Author(s):  
Candice C. Morey ◽  
Richard D. Morey ◽  
Madeleine van der Reijden ◽  
Margot Holweg
Keyword(s):  
Working Memory ◽  
Cross Domain

scholarly journals Home activities and cognitive skills in relation to early literacy and numeracy: testing a multifactorial model in preschoolers

2021 ◽  
Author(s):  
Paola Bonifacci ◽  
Nicole Trambagioli ◽  
Luca Bernabini ◽  
Valentina Tobia
Keyword(s):  
Working Memory ◽  
Early Literacy ◽  
Cognitive Skills ◽  
Structural Equation ◽  
Spatial Working Memory ◽  
Verbal Working Memory ◽  
Equation Model ◽  
Magnitude Comparison ◽  
Cross Domain ◽  
Numeracy Skills

AbstractThe aim of the present study was to test environmental and cognitive variables as possible cross-domain predictors of early literacy and numeracy skills. One hundred forty-eight preschool children (mean age = 64.36 months ± 3.33) were enrolled in the study. The battery included a home literacy and home numeracy questionnaire, measures and phonological and visuo-spatial working memory, tasks tapping response inhibition, and predictors of literacy (vocabulary, phonological awareness, letter knowledge) and numeracy (magnitude comparison, number knowledge) skills. The structural equation model indicated that verbal working memory and, to a lesser extent, inhibition represented cross-domain predictors, whereas home numeracy activities and visuo-spatial working memory explained additional variance only for early numeracy skills. Implications for parents and educators are discussed.

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