Individual differences in cognitive control: The role of psychoticism and working memory in set-shifting

2009 ◽  
Vol 100 (4) ◽  
pp. 629-643 ◽  
Author(s):  
Luke D. Smillie ◽  
Andrew J. Cooper ◽  
Ian J. Tharp ◽  
Emma L. Pelling
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Cognitive Control ◽  
Set Shifting

scholarly journals Theories of Working Memory: Differences in Definition, Degree of Modularity, Role of Attention, and Purpose

2018 ◽  
Vol 49 (3) ◽  
pp. 340-355 ◽  
Author(s):  
Eryn J. Adams ◽  
Anh T. Nguyen ◽  
Nelson Cowan
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Language Processing ◽  
Group Norms ◽  
Language Research

Purpose The purpose of this article is to review and discuss theories of working memory with special attention to their relevance to language processing. Method We begin with an overview of the concept of working memory itself and review some of the major theories. Then, we show how theories of working memory can be organized according to their stances on 3 major issues that distinguish them: modularity (on a continuum from domain-general to very modular), attention (on a continuum from automatic to completely attention demanding), and purpose (on a continuum from idiographic, or concerned with individual differences, to nomothetic, or concerned with group norms). We examine recent research that has a bearing on these distinctions. Results Our review shows important differences between working memory theories that can be described according to positions on the 3 continua just noted. Conclusion Once properly understood, working memory theories, methods, and data can serve as quite useful tools for language research.

scholarly journals Individual differences in the bilingual brain: The role of language background and DRD2 genotype in verbal and non-verbal cognitive control

2016 ◽  
Vol 40 ◽  
pp. 112-127 ◽  
Author(s):  
Kelly A. Vaughn ◽  
Aurora I. Ramos Nuñez ◽  
Maya R. Greene ◽  
Brandin A. Munson ◽  
Elena L. Grigorenko ◽  
...  
Keyword(s):  
Individual Differences ◽  
Cognitive Control ◽  
Language Background

Chipping in on the role of conscious processing during children's motor learning by analogy

2019 ◽  
Vol 14 (3) ◽  
pp. 383-392 ◽  
Author(s):  
Tina van Duijn ◽  
Simon Thomas ◽  
Rich SW Masters
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Motor Learning ◽  
Teaching Method ◽  
Learning By Analogy ◽  
Lower Load ◽  
Conscious Processing ◽  
Conscious Control

The capacity for storing and manipulating information (a function of working memory) is not fully developed until adulthood, so children are not always able to process explicit instructions when learning a new skill. A teaching method that may solve this problem is analogy learning, which compares the to-be-learned skill with a well-known concept by way of a single metaphorical instruction. In adults, analogy learning has been shown to lead to lower load on working memory by reducing the need for conscious processing; however, the effects are unclear in children. If analogy instructions work similarly in children, the propensity to consciously control movements may affect how well children learn by analogy. It is in the interest of coaches and teachers to determine whether analogy instructions can be used to reduce conscious processing in children, and whether propensity for conscious control of movements (movement specific reinvestment) predicts benefits from analogy learning. Thirteen-year-old golf novices (n = 44) were pre-tested and post-tested after practicing a golf-chipping task using explicit rules. One week later, an analogy for learning the golf chip was introduced, and an identical set of post-tests was repeated. Propensity for conscious control/reinvestment predicted improvement in accuracy after the analogy was introduced. Children's motor learning by analogy may be affected by their propensity for conscious control of movements, which suggests that coaches should adapt instructions to individual differences between learners.

The Case of the Cognitive (Opti)miser: Electrophysiological Correlates of Working Memory Maintenance Predict Demand Avoidance

2020 ◽  
Vol 32 (8) ◽  
pp. 1550-1561
Author(s):  
Jeffrey Nador ◽  
Assaf Harel ◽  
Ion Juvina ◽  
Brandon Minnery
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Cognitive Control ◽  
Cognitive Task ◽  
Cognitive Effort ◽  
Task Demands ◽  
Match To Sample ◽  
Irrelevant Distractors ◽  
Filtering Efficiency ◽  
Task Irrelevant

People are often considered cognitive misers. When given a free choice between two tasks, people tend to choose tasks requiring less cognitive effort. Such demand avoidance (DA) is associated with cognitive control, but it is still not clear to what extent individual differences in cognitive control can account for variations in DA. We sought to elucidate the relation between cognitive control and cognitive effort preferences by investigating the extent to which sustained neural activity in a task requiring cognitive control is correlated with DA. We hypothesized that neural measures of efficient filtering will predict individual variations in demand preferences. To test this hypothesis, we had participants perform a delayed-match-to-sample paradigm with their ERPs recorded, as well as a separate behavioral demand-selection task. We focused on the ERP correlates of cognitive filtering efficiency (CFE)—the ability to ignore task-irrelevant distractors during working memory maintenance—as it manifests in a modulation of the contralateral delay activity, an ERP correlate of cognitive control. As predicted, we found a significant positive correlation between CFE and DA. Individuals with high CFE tended to be significantly more demand avoidant than their low-CFE counterparts. Low-CFE individuals, in comparison, did not form distinct cognitive effort preferences. Overall, our results suggest that cognitive control over the contents of visual working memory contribute to individual differences in the expression of cognitive effort preferences. This further implies that these observed preferences are the product of sensitivity to cognitive task demands.

The interaction between timing of explicit grammar explanation and individual differences in second language acquisition

2019 ◽  
Vol 2 (2) ◽  
pp. 197-232 ◽  
Author(s):  
Ilina Kachinske ◽  
Robert DeKeyser
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Explicit Instruction ◽  
Task Demands ◽  
Language Aptitude ◽  
Experimental Treatments ◽  
Types Of Instruction

Abstract Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.

Sign in / Sign up

Export Citation Format

Share Document