scholarly journals Implicit Theories, Working Memory, and Cognitive Load: Impacts on Creative Thinking

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401983591 ◽  
Author(s):  
Jenni L. Redifer ◽  
Christine L. Bae ◽  
Morgan DeBusk-Lane
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Creative Thinking ◽  
Implicit Theories ◽  
Cognitive Mechanisms ◽  
Complex Tasks ◽  
Academic Tasks ◽  
Theories Of Intelligence ◽  
The Impact ◽  
The Relationship

Creative thinking shares many characteristics with traditional complex tasks. We investigated whether implicit theories of creativity would affect creative thinking in a way similar to the impact of implicit theories of intelligence on academic tasks. We altered participants’ theories of creativity to be either more incremental or more entity-like. We also examined the impact of working memory (WM) and cognitive load on creative thinking. Cognitive load fully mediated the relationship between implicit theories and creative thinking, with more incremental beliefs linked to lower cognitive load. In addition, cognitive load partially mediated the relationship between WM and creative thinking. Our results support prior research showing that creative thinking draws on cognitive mechanisms similar to those utilized by other complex tasks, but the impact of implicit theories on creative thinking differs from their effect on traditional academic tasks.

scholarly journals The Relationship Between Daily Rapid-Eye Movement Sleep and Cognitive Functioning in Older Adults

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 159-159
Author(s):  
Tiana Broen ◽  
Tomiko Yoneda ◽  
Jonathan Rush ◽  
Jamie Knight ◽  
Nathan Lewis ◽  
...  
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Cognitive Functioning ◽  
Eye Movement ◽  
Rem Sleep ◽  
Cognitive Tests ◽  
Rapid Eye Movement ◽  
Targeted Interventions ◽  
The Impact ◽  
The Relationship

Abstract Previous cross-sectional research suggests that age-related decreases in Rapid-Eye Movement (REM) sleep may contribute to poorer cognitive functioning (CF); however, few studies have examined the relationship at the intraindividual level by measuring habitual sleep over multiple days. Applying a 14-day daily diary design, the current study examines the dynamic relationship between REM sleep and CF in 69 healthy older adults (M age=70.8 years, SD=3.37; 73.9% female; 66.6% completed at least an undergraduate degree). A Fitbit device provided actigraphy indices of REM sleep (minutes and percentage of total sleep time), while CF was measured four times daily on a smartphone via ambulatory cognitive tests that captured processing speed and working memory. This research addressed the following questions: At the within-person level, are fluctuations in quantity of REM sleep associated with fluctuations in next day cognitive measures across days? Do individuals who spend more time in REM sleep on average, perform better on cognitive tests than adults who spend less time in REM sleep? A series of multilevel models were fit to examine the extent to which each index of sleep accounted for daily fluctuations in performance on next day cognitive tests. Results indicated that during nights when individuals had more REM sleep minutes than was typical, they performed better on the working memory task the next morning (estimate = -.003, SE = .002, p = .02). These results highlight the impact of REM sleep on CF, and further research may allow for targeted interventions for earlier treatment of sleep-related cognitive impairment.

Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education

2020 ◽  
Author(s):  
Kevin G. Kearney ◽  
Elizabeth M. Starkey ◽  
Scarlett R. Miller
Keyword(s):  
Working Memory ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Engineering Education ◽  
Engineering Students ◽  
Virtual Education ◽  
Traditional Learning ◽  
Learning Tools ◽  
Future Work ◽  
The Impact

Abstract Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.

scholarly journals The impact of working memory and the “process of process modelling” on model quality: Investigating experienced versus inexperienced modellers

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Markus Martini ◽  
Jakob Pinggera ◽  
Manuel Neurauter ◽  
Pierre Sachse ◽  
Marco R. Furtner ◽  
...  
Keyword(s):  
Working Memory ◽  
Process Model ◽  
Process Modelling ◽  
Cognitive Mechanisms ◽  
Model Quality ◽  
Relational Integration ◽  
The Impact ◽  
Practical Implications ◽  
Relevant Factors

Abstract A process model (PM) represents the graphical depiction of a business process, for instance, the entire process from online ordering a book until the parcel is delivered to the customer. Knowledge about relevant factors for creating PMs of high quality is lacking. The present study investigated the role of cognitive processes as well as modelling processes in creating a PM in experienced and inexperienced modellers. Specifically, two working memory (WM) functions (holding and processing of information and relational integration) and three process of process modelling phases (comprehension, modelling, and reconciliation) were related to PM quality. Our results show that the WM function of relational integration was positively related to PM quality in both modelling groups. The ratio of comprehension phases was negatively related to PM quality in inexperienced modellers and the ratio of reconciliation phases was positively related to PM quality in experienced modellers. Our research reveals central cognitive mechanisms in process modelling and has potential practical implications for the development of modelling software and teaching the craft of process modelling.

scholarly journals Growth mindset is not associated with scholastic aptitude in a large sample of university applicants

2016 ◽  
Author(s):  
Štěpán Bahník ◽  
Marek Vranka
Keyword(s):  
Academic Achievement ◽  
Implicit Theories ◽  
Growth Mindset ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Implicit Theories Of Intelligence ◽  
Large Sample ◽  
Theories Of Intelligence ◽  
Scholastic Aptitude ◽  
The Relationship

Implicit theories of intelligence have been proposed to predict a large number of different outcomes in education. The belief that intelligence is malleable (growth mindset) is supposed to lead to better academic achievement and students’ mindset is therefore a potential target for interventions. The present study used a large sample of university applicants (N = 5,653) taking a scholastic aptitude test to further examine the relationship between mindset and academic achievement. We found that results in the test were slightly negatively associated with growth mindset (r = -.03). Mindset showed no relationship with the number of test administrations participants signed up for and it did not predict results in a later administration of the scholastic aptitude test. The results show that the strength of the association between academic achievement and mindset might be weaker than previously thought.

scholarly journals The Crucial Role of Working Memory in Intellectual Functioning

2014 ◽  
Vol 19 (4) ◽  
pp. 260-268 ◽  
Author(s):  
Cesare Cornoldi ◽  
David Giofrè
Keyword(s):  
Working Memory ◽  
Active Component ◽  
Short Term Memory ◽  
Explanatory Power ◽  
Memory Training ◽  
Cognitive Mechanisms ◽  
Short Term ◽  
Intellectual Performance ◽  
The Relationship

Cognitive psychology offers an important contribution to the understanding of the mechanisms underlying intelligence. In this paper, we synthesize the research showing that, among the different cognitive mechanisms associated with intelligence, working memory has a particularly high explanatory power, especially when considered in its active component involving not only the maintenance (as in short-term memory) but also the manipulation of information. The paper considers two main implications of this finding for the applied and clinical fields. For a start, we examine how intelligence tests take into consideration working memory. Secondly, we consider the highly debated literature on the effects of working memory training on intellectual performance. Theoretical and applied implications for the relationship between working memory and intelligence are discussed.

scholarly journals Culture and Intelligence

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Shabnam
Keyword(s):  
Cultural Context ◽  
Implicit Theories ◽  
Implicit Theories Of Intelligence ◽  
Theories Of Intelligence ◽  
Successful Intelligence ◽  
Different Cultures ◽  
The Relationship

This paper discusses the relationship between culture and intelligence. This paper mainly describes that intelligence cannot fully or even meaningfully be understood outside its cultural context. Behavior that is considered intelligent in one culture may be considered unintelligent in another culture, and so on. Moreover, people in different cultures have different implicit theories of intelligence, so may not even mean the same thing by the word. The relationships between different aspects of intelligence can vary across cultures, with correlations that are positive in one setting proving to be negative in another. The paper opens with a general discussion of issues regarding the relationship between the two concepts. It then describes the theory of successful intelligence, which also supports interface between culture and intelligence.

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