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Abstract: Working memory enables the storage of few items for a short period of time. Previous research has shown that items in working memory cannot be accessed equally well, indicating that they are held in at least two different states with different capacity limitations. However, it is unclear whether differences between states are due to limitations of the number of items that can be stored, or the quality with which items are stored. We employed a sequential whole-report procedure where participants reported the remembered orientation of each of two or four encoded Gabor patches. In addition, they rated their memory confidence prior to each report. Participants performed 600 trials per condition, allowing us to obtain reliable subjective ratings and estimates of precision, guessing, and misreport using a mixture model, separately for each sequential report. Different measures of memory quality consistently showed discontinuous trajectories across reports with a steep drop from the first to the second remembered item but only slight decreases thereafter. In contrast, both reported and modeled guessing changed continuously across reports. Our results support the notion of two states in working memory and show that they are distinguished by memory quality rather than quantity
The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
This book presents a unique attempt to address issues of working memory by establishing a dialogue between neo-Piagetian theorists and researchers specialized in typical and atypical working memory development.
Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning offers guidance on assessment tools, interventions, and current evidence-based best practices. Its specific, step-by-step guidance and hands-on case studies enables you to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice.
Psychologists have been trying to understand the factors that underpin children's success and failure in different educational domains for many years. One psychological function that has been found to play an important role in educational achievement is 'working memory', the processes involved in the temporary maintenance and manipulation of information. This book provides the reader with an up-to-date review of the research that has identified how working memory relates to academic attainment in: reading, reading comprehension, arithmetic and writing, as well as looking at how children with difficulties relating to hearing impairment and attention deficits differ in terms of their working memory. Other chapters focus on how working memory is called upon in classroom settings, how working memory can be assessed, and approaches to remediation. The opening chapter of the book provides an account of working memory from the architect of the model that has dominated psychological theory for over two decades. This book is a valuable resource for psychologists, educationalists, and anyone seeking to understand more about the cognitive basis of educational achievement in children.* It brings together in one volume information that would normally be found in different sources* It brings together two disciplines that are highly relevant to one another (psychology and education) but not often linked directly* Provides psychologists with a perspective on educational practice* Provides educationalists with a well-established psychological framework for viewing educational phenomena* It provides information about up-to-date research techniques* It provides suggestions on how psychological theory can be translated into practice in educational settings
One of the major challenges in science is to study and understand the human brain. Numerous methods examining different aspects of brain functions have been developed and employed. To study systemic interactions brain networks in vivo, non-invasive methods such as electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) have been used with great success. However, each of these methods can map only certain, quite selective aspects of brain function while missing others; and the inferences on neuronal processes and information flow are often rather indirect. To overcome these shortcomings of single methods, researchers have attempted to combine methods in order to make optimal use of their advantages while compensating their disadvantages. Hence, it is not surprising that soon after the introduction of fMRI as a neuroimaging method the possibilities of combinations with EEG have been explored.This book is intended to aid researchers who plan to set up a simultaneous EEG-fMRI laboratory and those who are interested in integrating electrophysiological and hemodynamic data. As will be obvious from the different chapters, this is a dynamically developing field in which several approaches are being tested, validated and compared. Currently, there is no one best solution for all problems available, but many promising techniques are emerging. This book shall give a comprehensive overview of these techniques. In addition, it points to open questions and directions for future research.
This all-embracing Handbook on the Development of Children’s Memory represents the first place in which critical topics in memory development are covered from multiple perspectives, from infancy through adolescence. Forty-four chapters are written by experienced researchers who have influenced the field. Edited by two of the world’s leading experts on the development of memory Discusses the importance of a developmental perspective on the study of memory The first ever handbook to bring together the world’s leading academics in one reference guide Each section has an introduction written by one of the Editors, who have also written an overall introduction that places the work in historical and contemporary contexts in cognitive and developmental psychology 2 Volumes
A collection of empirical reports and conceptual analyses written by leading researchers in an exciting new area of the cognitive sciences. The book examines a fundamental change that occurs in children's cognition between the ages of two and six.