Visuospatial bootstrapping:Binding useful visuospatial information during verbal working memory encoding does not require set-shifting executive resources

Immediate serial recall of digits is better when the digits are shown by highlighting them in a\ud familiar array, such as a phone keypad, compared to presenting them serially in a single\ud location; a pattern referred to as ‘visuospatial bootstrapping’. This pattern implies the\ud establishment of temporary links between verbal and spatial working memory, alongside\ud access to information in long term memory. However, the role of working memory control\ud processes like those implied by the ‘Central Executive’ in bootstrapping has not been directly\ud investigated. Here we report a study addressing this issue, focusing on executive processes of\ud attentional shifting. Tasks in which information has to be sequenced are thought to be heavily\ud dependent on shifting. Memory for digits presented in keypads versus single locations was\ud assessed under two secondary task load conditions, one with and one without a sequencing\ud requirement, and hence differing in the degree to which they invoke shifting. Results\ud provided clear evidence that multimodal binding (visuospatial bootstrapping) can operate\ud independently of this form of executive control process

The effect of multiple internal representations on context rich instruction

This paper presents n-coding, a theoretical model of multiple internal mental representations. The n-coding construct is developed from a review of cognitive and imaging studies suggesting the independence of information processing along different modalities: verbal, visual, kinesthetic, social, etc. A study testing the effectiveness of the n-coding construct in an algebra-based mechanics course is presented. Four sections differing in the level of n-coding opportunities were compared. Besides a traditional instruction section used as a control group, each of the remaining three treatment sections were given context rich problems following the 'cooperative group problem solving' approach which differed by the level of n-coding opportunities designed into their laboratory environment. To measure the effectiveness of the construct, problem solving skills were assessed as was conceptual learning using the Force Concept Inventory. However, a number of new measures taking into account students' confidence in concepts were developed to complete the picture of student learning. Results suggest that using the developed n-coding construct to design context rich environments can generate learning gains in problem solving, conceptual knowledge and concept-confidence.Comment: Submitted to the American Journal of Physic

Children with Brain Tumours: A Critical Reflection on a Specialist Coordinated Assessment

The incidence of diagnosed brain tumours in children is increasing in the United Kingdom, as are survival rates. This is, therefore, an emerging clinical population that occupational therapists need to understand in order to provide effective assessments and interventions. This practice analysis reports on a specialist coordinated assessment approach for children with brain tumours. It describes the process and highlights the need for collaboration between specialist services and community therapy teams.</p

The Differential Interaction of Auditory and Visual Advertising Elements with Chinese and English

10.1509/jmkr.40.4.468.19391Journal of Marketing Research404468-48