39 research outputs found
The consequence of refreshing for access to nonselected items in young and older adults
Does audio‐visual binding as an integrative function of working memory influence the early stages of learning to write?
Working memory has been proposed to account for the differential rates in pro- gress young children make in writing. One crucial aspect of learning to write is the encoding (i.e., integration) and retrieval of the correct phoneme–grapheme pairings, known as binding. In addition to executive functions, binding is regarded as central to the concept of working memory. To test the developmental increase in binding ability and its comparative influence on writing, an experimental study assessed 5- and 6-year-olds’ accuracy in retaining and retrieving bound audio-visual information alongside measures of verbal and visual complex working memory span (i.e., cen- tral executive functions), and transcription skills (i.e., alphabet and spelling). Results demonstrated an age-related increase in the ability to bind, and that binding had sig- nificant associations with working memory and early writing ability, but once bind- ing and age were controlled for it was verbal working memory that made an inde- pendent contribution to individual differences in writing performance. Although the contribution this paper made was through an exploration and expansion of theoreti- cal ideas within writing research, it is likely to make an important practical contribu- tion to instruction in the future both at the level of transcription and text generation as writers develop those skills
Supporting speech for annotation and asynchronous discussion of multimedia presentations
Event-Related Potential Evidence for Age-Related Differences in Attentional Allocation During a Source Monitoring Task
No evidence of age-related increases in unconscious plagiarism during free recall.
In 3 experiments younger and older participants took part in a group generation task prior to a delayed recall task. In each, participants were required to recall the ideas that they had generated, avoiding plagiarism errors. All studies showed the same pattern: older adults did not plagiarise their partners any more than younger adults did. However, older adults were more likely than younger adults to intrude with entirely novel items not previously generated by anyone. These findings stand in opposition to the single previous demonstration of age-related increases in plagiarism during recall
Aging, eye movements, and object-location memory
This study investigated whether "intentional" instructions could improve older adults' object memory and object-location memory about a scene by promoting object-oriented viewing. Eye movements of younger and older adults were recorded while they viewed a photograph depicting 12 household objects in a cubicle with or without the knowledge that memory about these objects and their locations would be tested (intentional vs. incidental encoding). After viewing, participants completed recognition and relocation tasks. Both instructions and age affected viewing behaviors and memory. Relative to incidental instructions, intentional instructions resulted in more accurate memory about object identity and object-location binding, but did not affect memory accuracy about overall positional configuration. More importantly, older adults exhibited more object-oriented viewing in the intentional than incidental condition, supporting the environmental support hypothesi