The Role of Domain-General Attention and Domain-Specific Processing in Working Memory in Algebraic Performance: An Experimental Approach

Autor/inn/en	Ünal, Zehra Emine; Forsberg, Alicia; Geary, David C.; Cowan, Nelson
Titel	The Role of Domain-General Attention and Domain-Specific Processing in Working Memory in Algebraic Performance: An Experimental Approach
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 48 (2022) 3, S.348-374 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsberg, Alicia) ORCID (Geary, David C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001117
Schlagwörter	Short Term Memory; Algebra; Verbal Ability; Spatial Ability; Cognitive Processes; Attention; Mathematics Instruction; Young Adults + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mündliche Leistung; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess; Aufmerksamkeit; Mathematics lessons; Mathematikunterricht; Young adult; Junger Erwachsener
Abstract	We investigated the role of working memory in symbolic and spatial algebra and related tasks across five experiments. Each experiment combined a processing task (expression evaluation, arithmetic, coordinate plane, geometry, or mental rotation) with verbal and spatial memory loads in a dual-task design. Spatial memory was compromised in the presence of more difficult processing tasks, and verbal memory was only compromised in the presence of algebraic tasks. The latter was related to the demands of retaining quantities associated with variables in verbal memory. We suggest that both verbal and spatial working memory retention engage domain-general attention, but that their maintenance mechanisms differ. Verbal memory has attention-based and rehearsal-based mechanisms, and thus sustaining verbal information over a short period is less attention-demanding than holding spatial information. We suggest that effects of a memory load on processing (e.g., x = 6) depend on whether use of maintenance strategies are possible for the specific memory load while carrying out processing. In all, our results indicate that algebraic tasks use domain-general attention and include verbal processing of algebraic variables (i.e., information conveyed in x, y). We discuss the implications for algebra learning and working memory theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01