scholarly journals Age-related Differences in the Effects of Working Memory Capacity and Cognitive Load on Word Recognition: An Eye Tracking Study

2021 ◽  
Vol 26 (2) ◽  
pp. 392-412
Author(s):  
Min Ah Yoo ◽  
Seung Ha Oh ◽  
Jeong Sug Kyong ◽  
Jee Eun Sung
Keyword(s):  
Working Memory ◽  
Word Recognition ◽  
Eye Tracking ◽  
Cognitive Load ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Age Related

Learning from screencast videos for software training : a comparison of dual and single-monitor learning environments

2017 ◽  
Author(s):  
◽  
Douglas Paul Kueker
Keyword(s):  
Working Memory ◽  
Eye Tracking ◽  
Cognitive Load ◽  
Working Memory Capacity ◽  
Worked Examples ◽  
Memory Capacity ◽  
Instructional Efficiency ◽  
Experimental Conditions ◽  
Split Attention ◽  
Set Up

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Learning to use software programs using worked examples in screencast videos presents a classic split-attention problem that requires learners to mentally integrate information from the video with a target application. While much is known about sound screencast tutorial design, little is known about the features of the learning environment, such as monitor configuration, that may influence learning from this form of instruction. An experiment was conducted with 42 novice learners to fill this gap by comparing the effects of two common monitor configurations which split attention in different ways. In one condition, subjects split attention temporally by toggling back and forth between the video and target application on one monitor, while the other condition required subjects to split attention spatially by shifting their gaze between the video and target application displayed on two side-by-side monitors. Effects due to the monitor set-up were assessed for measures of cognitive load, instructional efficiency, and motivation using a 2x2 study design that controlled for task order. Results indicated that cognitive load as measured through task evoked pupil response was significantly higher, pless than .05, for groups with two monitors during both instruction and testing, even after controlling for working memory capacity. Analyses of three gaze-related eye-tracking metrics and NASA-TLX ratings did not indicate any differences in workload due to the experimental treatment; however, attentional patterns indicated by the eye-tracking data were shaped by two- and three-way interactions between working memory capacity and the experimental conditions. Measures of instructional efficiency indicated that the single monitor set-up was most efficient as learners attempted to transfer learning. While task efficacy and relevance ratings increased after training, monitor set-up did not affect post-training motivation.

scholarly journals Age-Related Declines in Visuospatial Working Memory Correlate With Deficits in Explicit Motor Sequence Learning

2009 ◽  
Vol 102 (5) ◽  
pp. 2744-2754 ◽  
Author(s):  
J. Bo ◽  
V. Borza ◽  
R. D. Seidler
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Young Adults ◽  
Sequence Learning ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Visuospatial Working Memory ◽  
Motor Sequence Learning ◽  
Motor Sequence ◽  
Age Related

Numerous studies have shown that older adults exhibit deficits in motor sequence learning, but the mechanisms underlying this effect remain unclear. Our recent work has shown that visuospatial working-memory capacity predicts the rate of motor sequence learning and the length of motor chunks formed during explicit sequence learning in young adults. In the current study, we evaluate whether age-related deficits in working memory explain the reduced rate of motor sequence learning in older adults. We found that older adults exhibited a correlation between visuospatial working-memory capacity and motor sequence chunk length, as we observed previously in young adults. In addition, older adults exhibited an overall reduction in both working-memory capacity and motor chunk length compared with that of young adults. However, individual variations in visuospatial working-memory capacity did not correlate with the rate of learning in older adults. These results indicate that working memory declines with age at least partially explain age-related differences in explicit motor sequence learning.

Low Cost Eye Tracking: Ready for Individual Differences Research?

2018 ◽  
Vol 62 (1) ◽  
pp. 741-745 ◽  
Author(s):  
Ciara Sibley ◽  
Cyrus Foroughi ◽  
Noelle Brown ◽  
Joseph T. Coyne
Keyword(s):  
Working Memory ◽  
Eye Tracking ◽  
Pupil Size ◽  
Low Cost ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Cognitive Components ◽  
Student Pilots ◽  
Partial Operation ◽  
Selection Test

The recent availability of low cost of eye tracking hardware provides researchers a fruitful opportunity to collect additional human subject data for under $700. This current study sought to investigate whether low-cost eye tracking is capable of replicating a large effect showing a relationship between resting pupil size and working memory capacity. Seventy-nine Navy and Marine Corps student pilots participated in this study and granted access to their aviation selection test scores. The study demonstrated the capability of the Gazepoint GP3 system to detect the pupillary light reflex within every participant. However, in contrast to findings from other researchers, analyses revealed a negative correlation between resting pupil size and partial Operation Span scores and no correlation between resting pupil size and two cognitive components of the aviation selection test. These findings, in addition to other reasons discussed herein, suggest that the Gazepoint GP3 system’s millimeter pupil size measurements should not be used in isolation to compare values between individuals. They also suggest the need for further investigation of the relationship between baseline pupil size and working memory capacity.

The effects of training on automatization of word recognition in English as a foreign language

2008 ◽  
Vol 29 (2) ◽  
pp. 175-193 ◽  
Author(s):  
NOBUHIKO AKAMATSU
Keyword(s):  
Working Memory ◽  
Word Recognition ◽  
Foreign Language ◽  
Word Frequency ◽  
Recognition Performance ◽  
Working Memory Capacity ◽  
Low Frequency ◽  
Memory Capacity ◽  
Or Efficiency ◽  
Efl Learners

ABSTRACTThe present study investigated the effects of word-recognition training on the word-recognition processing of learners of English as a foreign language (EFL). Providing 7-week word-recognition training, the study examined whether such training improves EFL learners' word-recognition performance. The main aspects of this study concerned word frequency and working-memory capacity in automatization of word recognition. Analysis of variance and correlational analyses revealed qualitative differences in the improvement of EFL word-recognition performance with respect to word frequency. The improvement in the processing of high-frequency words was associated with simple speedup; conversely, the processing of low-frequency words was associated with automatization. Results also showed that working-memory capacity might not play a noticeable role in improving word-recognition speed or efficiency.

scholarly journals Understanding age-related reductions in visual working memory capacity: Examining the stages of change detection

2014 ◽  
Vol 76 (7) ◽  
pp. 2015-2030 ◽  
Author(s):  
Philip C. Ko ◽  
Bryant Duda ◽  
Erin Hussey ◽  
Emily Mason ◽  
Robert J. Molitor ◽  
...  
Keyword(s):  
Working Memory ◽  
Change Detection ◽  
Visual Working Memory ◽  
Stages Of Change ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Age Related

Bilingual children’s gesture use

Gesture ◽  
2011 ◽  
Vol 11 (3) ◽  
pp. 330-347 ◽  
Author(s):  
Lisa Smithson ◽  
Elena Nicoladis ◽  
Paula Marentette
Keyword(s):  
Working Memory ◽  
Short Stories ◽  
Cognitive Load ◽  
Speech Production ◽  
Speech Rate ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Bilingual Children ◽  
Lexical Retrieval ◽  
Bilingual Group

Previous studies have shown that bilinguals use more manual gestures than monolinguals (Pika et al., 2006; Nicoladis et al., 2009), suggesting that gestures may facilitate lexical retrieval or may reduce the cognitive load on working memory during speech production. In this study, we tested the generalizability of these findings by comparing the use of gestures in three groups of children (English monolinguals, Mandarin Chinese-English bilinguals, and French-English bilinguals) between 7 and 10 years of age as they retold two short stories about a cartoon. The bilingual children were asked to retell narratives in both languages. The results showed that the French-English bilinguals used significantly more gestures than the Chinese-English bilinguals. With respect to gesture rates accompanying speech in English, the monolinguals did not differ from either bilingual group. The bilingual children’s use of gestures was generally not correlated with our measures of working memory (narrative length and speech rate). These results suggest that culture may be a more important determiner of gesture rate than bilingualism and/or working memory capacity.

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