6. Examining the Interconnection of Attention and Working Memory

2017 ◽  
Author(s):  
Catherine Charbonneau
Keyword(s):  
Working Memory ◽  
Visual Attention ◽  
External Factors ◽  
Perceptual Processing ◽  
The Relationship

The current study consists of two experiments aiming to examine the relationship between visual attention and working memory. The first experiment examines whether the contents of working memory influence the allocation of visual attention. While past studies have shown mixed results, we are attempting to control for external factors which may have affected these findings. The second experiment examines whether perceptual processing of an item can affect the contents of working memory, effectively seeking to examine whether the relationship examined in the first experiment works in the opposite directions. Results are forthcoming.

scholarly journals Allocation of resources in working memory: Theoretical and empirical implications for visual search

2021 ◽  
Author(s):  
Stanislas Huynh Cong ◽  
Dirk Kerzel
Keyword(s):  
Working Memory ◽  
Visual Search ◽  
Visual Attention ◽  
Target Recognition ◽  
Limited Resource ◽  
Allocation Of Resources ◽  
The Status ◽  
Resource Hypothesis ◽  
The Relationship ◽  
Empirical Implications

AbstractRecently, working memory (WM) has been conceptualized as a limited resource, distributed flexibly and strategically between an unlimited number of representations. In addition to improving the precision of representations in WM, the allocation of resources may also shape how these representations act as attentional templates to guide visual search. Here, we reviewed recent evidence in favor of this assumption and proposed three main principles that govern the relationship between WM resources and template-guided visual search. First, the allocation of resources to an attentional template has an effect on visual search, as it may improve the guidance of visual attention, facilitate target recognition, and/or protect the attentional template against interference. Second, the allocation of the largest amount of resources to a representation in WM is not sufficient to give this representation the status of attentional template and thus, the ability to guide visual search. Third, the representation obtaining the status of attentional template, whether at encoding or during maintenance, receives an amount of WM resources proportional to its relevance for visual search. Thus defined, the resource hypothesis of visual search constitutes a parsimonious and powerful framework, which provides new perspectives on previous debates and complements existing models of template-guided visual search.

The visual arrays task…visual storage capacity or attention control?

2019 ◽  
Author(s):  
Jessie Martin ◽  
Jason S. Tsukahara ◽  
Christopher Draheim ◽  
Zach Shipstead ◽  
Cody Mashburn ◽  
...  
Keyword(s):  
Working Memory ◽  
Storage Capacity ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Attention Control ◽  
Data Sets ◽  
Independent Data ◽  
Visual Storage ◽  
Design Selection ◽  
The Relationship

**The uploaded manuscript is still in preparation** In this study, we tested the relationship between visual arrays tasks and working memory capacity and attention control. Specifically, we tested whether task design (selection or non-selection demands) impacted the relationship between visual arrays measures and constructs of working memory capacity and attention control. Using analyses from 4 independent data sets we showed that the degree to which visual arrays measures rely on selection influences the degree to which they reflect domain-general attention control.

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

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