Hierarchical nonlinear embedding reveals brain states and performance differences during working memory tasks

2018 ◽  
Author(s):  
Siyuan Gao ◽  
Gal Mishne ◽  
Dustin Scheinost
Keyword(s):  
Working Memory ◽  
Performance Differences ◽  
Brain States ◽  
And Performance ◽  
Nonlinear Embedding

Influence of the perceived size of a light source on non-visual effects in humans

2020 ◽  
Vol 9 (6) ◽  
pp. 385-393
Author(s):  
Arvid Niemeyer ◽  
Lucia Rottmair ◽  
Cornelius Neumann ◽  
Cornelius Möckel
Keyword(s):  
Working Memory ◽  
Light Exposure ◽  
Error Rates ◽  
Positive Contribution ◽  
Measurement Point ◽  
Visual Effects ◽  
Lighting Conditions ◽  
Light Measurement ◽  
And Performance ◽  
Main Effects

AbstractLight not only enables humans to perceive their surroundings, but also influences their sleep–wake cycle, mood, concentration and performance. Targeted use of these so called nonvisual effects could also have a positive contribution in automobiles by keeping passengers alert, minimizing error rates or bootsting attention in general. Since construction space in vehicle interios is scarce, this study compared the influence of differently-sized light panels and thus solid angles on nonvisual effects. In a counterbalanced order, 32 volunteers were exposed to three lighting conditions in the morning: baseline (12 lx, 2200 K), small (200 lx, 6500 K, 0.05 sr) and large (200 lx, 6500 K, 0.44 sr). During each session of 60 min, alertness, concentration and working memory were assessed before and during light exposure. After data analysis no significant main effects of light, measurement point or interaction between light and measurement point could be seen.

scholarly journals Self-regulated learning as a predictor of mathematics and reading performance: A picture of students in Grades 5 to 8

2019 ◽  
Vol 63 (1) ◽  
pp. 74-97 ◽  
Author(s):  
Susan-Marie Harding ◽  
Narelle English ◽  
Nives Nibali ◽  
Patrick Griffin ◽  
Lorraine Graham ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Reading Performance ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Performance Differences ◽  
Age Related ◽  
Regulated Learning ◽  
And Performance ◽  
The Impact ◽  
Learning And Performance

Students who can regulate their own learning are proposed to gain the most out of education, yet research into the impact of self-regulated learning skills on performance shows mixed results. This study supports the link between self-regulated learning and performance, while providing evidence of grade- or age-related differences. Australian students from Grades 5 to 8 completed mathematics or reading comprehension assessments and self-regulated learning questionnaires, with each response ranked on a hierarchy of quality. All assessments were psychometrically analysed and validated. In each cohort and overall, higher performing students reported higher levels of self-regulated learning. Still, age-related differences outweighed performance differences, resulting in significantly lower reported usage of self-regulated learning skills in Grade 7 students compared to those in Grades 5, 6 and 8. These findings suggest that either age or school organisational differences mediate students’ self-regulated learning, counteracting ability-related associations.

scholarly journals The Fear to Move in a Crowded Environment. Poor Spatial Memory Related to Agoraphobic Disorder

2021 ◽  
Vol 11 (6) ◽  
pp. 796
Author(s):  
Micaela Maria Zucchelli ◽  
Laura Piccardi ◽  
Raffaella Nori
Keyword(s):  
Working Memory ◽  
Spatial Information ◽  
Theoretical Background ◽  
Exploratory Activity ◽  
Visuospatial Working Memory ◽  
Spatial Tasks ◽  
And Performance ◽  
The Relationship ◽  
Crowded Environment ◽  
Active Processing

Individuals with agoraphobia exhibit impaired exploratory activity when navigating unfamiliar environments. However, no studies have investigated the contribution of visuospatial working memory (VSWM) in these individuals’ ability to acquire and process spatial information while considering the use of egocentric and allocentric coordinates or environments with or without people. A total of 106 individuals (53 with agoraphobia and 53 controls) navigated in a virtual square to acquire spatial information that included the recognition of landmarks and the relationship between landmarks and themselves (egocentric coordinates) and independent of themselves (allocentric coordinates). Half of the participants in both groups navigated in a square without people, and half navigated in a crowded square. They completed a VSWM test in addition to tasks measuring landmark recognition and egocentric and allocentric judgements concerning the explored square. The results showed that individuals with agoraphobia had reduced working memory only when active processing of spatial elements was required, suggesting that they exhibit spatial difficulties particularly in complex spatial tasks requiring them to process information simultaneously. Specifically, VSWM deficits mediated the relationship between agoraphobia and performance in the allocentric judgements. The results are discussed considering the theoretical background of agoraphobia in order to provide useful elements for the early diagnosis of this disorder.

137. Stress Reveals Unique Impact of Anxiety, Cognitive Disorganization, and Psychosis Symptoms on Working Memory Circuitry and Performance

2019 ◽  
Vol 85 (10) ◽  
pp. S57
Author(s):  
Andrea Pelletier-Baldelli ◽  
Alana Campbell ◽  
Joshua Bizzell ◽  
Aysenil Belger
Keyword(s):  
Working Memory ◽  
And Performance

scholarly journals The limits of visual working memory in children: exploring prioritization and recency effects with sequential presentation

2017 ◽  
Author(s):  
Ed David John Berry ◽  
Amanda Waterman ◽  
Alan D. Baddeley ◽  
Graham J. Hitch ◽  
Richard John Allen
Keyword(s):  
Working Memory ◽  
Serial Position ◽  
Visual Working Memory ◽  
Recency Effect ◽  
Sequential Presentation ◽  
Total N ◽  
Recency Effects ◽  
Final Item ◽  
And Performance ◽  
Automatic Memory

Recent research has demonstrated that, when instructed to prioritize a serial position in visual working memory, adults are able to boost performance for this selected item, at a cost to non-prioritized items (e.g. Hu et al., 2014). While executive control appears to play an important role in this ability, the increased likelihood of recalling the most recently presented item (i.e. the recency effect) is relatively automatic, possibly driven by perceptual mechanisms. In three experiments 7 to 10-year-old’s ability to prioritize items in working memory was investigated using a sequential visual task (total N = 208). The relationship between individual differences in working memory and performance on the experimental task was also explored. Participants were unable to prioritize the first (Experiments 1 & 2) or final (Experiment 3) item in a 3-item sequence, while large recency effects for the final item were consistently observed across all experiments. The absence of a priority boost across three experiments indicates that children may not have the necessary executive resources to prioritize an item within a visual sequence, when directed to do so. In contrast, the consistent recency boosts for the final item indicate that children show automatic memory benefits for the most recently encountered stimulus. Finally, for the baseline condition in which children were instructed to remember all three items equally, additional working memory measures predicted performance at the first and second but not the third serial position, further supporting the proposed automaticity of the recency effect in visual working memory.

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