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Related Concept Videos

Working Memory01:24

Working Memory

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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...
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I can look for it! Modulation of a concurrent Visual Working Memory task in Visual Search in development.

María Quirós-Godoy1, Beatriz Gil-Gómez de Liaño1, Elena Perez-Hernandez2

  • 1Department of Social Psychology and Methodology, Universidad Autónoma de Madrid, Madrid, Spain.

Frontiers in Psychology
|August 8, 2022
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Summary

Visual search (VS) tasks with concurrent visual working memory (VWM) load are manageable for children and adults. High VWM load slightly increases errors for all ages, but VS efficiency correlates with IQ and VWM span.

Keywords:
Theory of Constructive Operatorsattentionchildrendevelopmentexecutive functionsstrategiesvisual searchworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Daily classroom activities frequently involve visual search (VS) tasks, from early education to higher learning.
  • These VS tasks often occur alongside working memory (WM) demands, yet the developmental interaction between visual working memory (VWM) load and VS performance remains unclear.

Purpose of the Study:

  • To investigate how concurrent VWM load modulates VS performance across different developmental stages.
  • To examine the influence of the Developmental Model of Endogenous Mental Attention on this interaction.
  • To explore correlations between VS efficiency, IQ, VWM span, executive functions, and strategy use.

Main Methods:

  • A dual-task paradigm was employed with participants aged 5 to 25 (n=147), including kindergarteners, elementary, middle school, and college students.
  • Participants performed VS tasks while maintaining objects in VWM under high and low VWM load conditions.
  • Individual differences were assessed through IQ, VWM span, executive functions, and self-reported strategies.

Main Results:

  • Young children effectively performed VS tasks with concurrent VWM load, similar to adults.
  • A slight increase in false alarms and commission errors was observed under high VWM load across all age groups.
  • VS efficiency positively correlated with IQ and VWM span; strategy use increased with age, with more complex strategies emerging under low VWM load.

Conclusions:

  • Concurrent VWM load impacts VS performance across development, with higher loads leading to minor error increases.
  • VS efficiency is linked to cognitive abilities like IQ and VWM span.
  • Findings support the Developmental Model of Endogenous Mental Attention and inform educational strategies for attention and learning difficulties.