Event Title
Working Memory: The Influence of Individual Differences on Learning
Location
Parker-Reed, SSWAC
Start Date
1-5-2014 1:00 PM
End Date
1-5-2014 2:00 PM
Project Type
Poster
Description
Working memory greatly influences a variety of mental processes, helping focus, multitasking, and comprehension of stimuli. Those with higher working memory perform much better on a variety of tasks, and are able to learn faster and more fully. I wanted to explore further how working memory influences learning. This study explores the concepts of spacing and testing, proven good study strategies that help individuals learn more efficiently. It has been proven that when given adequate study time those with low working memory can compensate and perform equally well. Therefore I hypothesized that those with low working memory will be helped more by these good study strategies than those with high working memory, and that those with high working memory will generally perform better. The study uses a large cognitive battery to assess complex working memory and base reading comprehension, and then tests the ability of the participants to recall after two days in different conditions of learning. This is a within subjects design, and each participant is in the massed study, massed test, spaced study, and spaced test conditions for each of the four passages.
Sponsoring Department
Colby College. Psychology Dept.
CLAS Field of Study
Social Sciences
Event Website
http://www.colby.edu/clas
ID
579
Working Memory: The Influence of Individual Differences on Learning
Parker-Reed, SSWAC
Working memory greatly influences a variety of mental processes, helping focus, multitasking, and comprehension of stimuli. Those with higher working memory perform much better on a variety of tasks, and are able to learn faster and more fully. I wanted to explore further how working memory influences learning. This study explores the concepts of spacing and testing, proven good study strategies that help individuals learn more efficiently. It has been proven that when given adequate study time those with low working memory can compensate and perform equally well. Therefore I hypothesized that those with low working memory will be helped more by these good study strategies than those with high working memory, and that those with high working memory will generally perform better. The study uses a large cognitive battery to assess complex working memory and base reading comprehension, and then tests the ability of the participants to recall after two days in different conditions of learning. This is a within subjects design, and each participant is in the massed study, massed test, spaced study, and spaced test conditions for each of the four passages.
https://digitalcommons.colby.edu/clas/2014/program/407