Literaturnachweis - Detailanzeige
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 |
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 |
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). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |