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Related Concept Videos

Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
Elaborative Rehearsals01:07

Elaborative Rehearsals

Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
Counterfactual Thinking01:19

Counterfactual Thinking

Counterfactual thinking is a cognitive process wherein individuals mentally reconstruct alternative versions of past events, often beginning with “what if” or “if only.” This reflective mechanism plays a significant role in shaping emotional experiences and guiding future behavior. Though typically triggered by unfavorable or unexpected outcomes, counterfactual thinking can also emerge in mundane, everyday decisions and experiences, revealing its deep entrenchment in human cognition.Types of...

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Related Experiment Video

Updated: May 24, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions
10:38

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Published on: July 16, 2015

Improving working memory efficiency by reframing metacognitive interpretation of task difficulty.

Frédérique Autin1, Jean-Claude Croizet

  • 1Department of Psychology, Center of Research on Cognition and Learning (CeRCA), Universite de Poitiers, 5 Rue Théodore Lefebvre, Poitiers, France. frederique.autin@univ-poitiers.fr

Journal of Experimental Psychology. General
|March 7, 2012
PubMed
Summary

A brief psychological intervention improved sixth graders' working memory and reading comprehension by reframing task difficulty as a learning opportunity, not self-limitation. This boosts cognitive potential by creating a psychologically safe environment.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Working memory capacity is crucial for intellectual abilities.
  • Demanding tasks can trigger concerns about incompetence, hindering cognitive performance.
  • Psychological interventions may enhance working memory efficiency.

Purpose of the Study:

  • To test a brief psychological intervention's effectiveness in boosting working memory efficiency.
  • To examine if reframing task difficulty impacts cognitive performance and self-perceptions.
  • To determine if a psychologically safe environment enhances children's cognitive potential.

Main Methods:

  • Three randomized experiments with 310 sixth graders.
  • A 10-minute intervention reframed task difficulty as learning, not self-limitation.
  • Control group did not receive the intervention.

Main Results:

  • The intervention significantly improved working memory span and reading comprehension.
  • Intervention group showed reduced accessibility of self-related thoughts of incompetence.
  • Psychological reframing alleviated concerns about incompetence during demanding tasks.

Conclusions:

  • A brief psychological intervention can enhance working memory and academic performance in children.
  • Reframing metacognitive interpretations of difficulty fosters a psychologically safe learning environment.
  • Alleviating concerns about incompetence allows children to achieve their full cognitive potential.