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memory and learning

Seven-year-olds allocate attention like adults unless working memory is overloaded. Nelson Cowan Candice C. Morey Angela M. AuBuchon Christopher E. Zwilling Amanda L. Gilchrist (2010). memory and learning. martin @ s pecken .nl. 1: For 1.0 seconds - Fixation. Attend to … (‘classroom’).

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memory and learning

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  1. Seven-year-olds allocate attention like adults unless working memory is overloaded Nelson Cowan Candice C. Morey Angela M. AuBuchon Christopher E. Zwilling Amanda L. Gilchrist (2010) memory and learning martin@specken.nl

  2. 1: For 1.0 seconds - Fixation Attend to … (‘classroom’) circles triangles both equal (‘boys’) (‘girls’) (‘boys + girls’) memory and learning martin@specken.nl

  3. 2: For 0.5 seconds - Remember color + location memory and learning martin@specken.nl

  4. 3: For 1.5 seconds - Retention interval memory and learning martin@specken.nl

  5. 4: Probe display - Type 1 = No change memory and learning martin@specken.nl

  6. 4: Probe display - Type 2 = Location change memory and learning martin@specken.nl

  7. 4: Probe display - Type 3 = New color memory and learning martin@specken.nl

  8. 4: Probe display - Type 4 = Other shape’s color memory and learning martin@specken.nl

  9. Previous studies • Whenchildrengetoldertheirvisualworkingmemoryincreases. Why? visualworkingmemory youngerchildren olderchildren memory and learning martin@specken.nl

  10. Hypothesis • Youngerchildren are lessable to exclude irrelevant items fromworkingmemory to make room for relevant items. workingmemory workingmemory Youngerchildren workingmemory workingmemory Olderchildren memory and learning martin@specken.nl

  11. An impression of the speed. Ready? memory and learning martin@specken.nl

  12. memory and learning martin@specken.nl

  13. memory and learning martin@specken.nl

  14. memory and learning martin@specken.nl

  15. memory and learning martin@specken.nl

  16. The method 1/5 college students18+ grades 6 + 7 12 – 13 years old grades 1 + 2 7 – 8 years old 30 participants 30 participants 30 participants memory and learning martin@specken.nl

  17. The method 2/5 10 possible circles, 10 possible triangles, both in 10 colors memory and learning martin@specken.nl

  18. The method 3/5 8.19 cm 8.19 cm memory and learning martin@specken.nl

  19. The method 4/5, Trial condition 1-shape Probe: 50% no-change Probe: 25% location-change Probe: 25% new-color memory and learning martin@specken.nl

  20. The method 4/5, Trial condition 100% Array: 50% attended shape, 50% other shape Probe: Always the attended shape, 50% no-change, the rest divided: location-change/other color/new color memory and learning martin@specken.nl

  21. The method 4/5, Trial condition 80% / 20% Same as the 100% condition, except Probe: 20% is the shape that had to be ignored Probe: 40% no change memory and learning martin@specken.nl

  22. The method 4/5, Trial condition 50% / 50% • Probe: • 50% in location of a circle in the array • 50% in location of a triangle in the array • Change/No-change distribution as in 100% condition memory and learning martin@specken.nl

  23. Expected capacities A: Same working memory +better filtering in group 2 2 - More-advancedgroup Proportion correct 1 - Less-advancedgroup Usually-testedshape Not-usually-testedshape memory and learning martin@specken.nl

  24. Expected capacities B: More working memory ingroup 2 + same filtering 2 - More-advancedgroup Proportion correct 1 - Less-advancedgroup Usually-testedshape Not-usually-testedshape memory and learning martin@specken.nl

  25. Expected capacities C: More working memory ingroup 2 + better filtering in group 2 2 - More-advancedgroup Proportion correct 1 - Less-advancedgroup Usually-testedshape Not-usually-testedshape memory and learning martin@specken.nl

  26. Results 1/7, 1-shape condition k = No. array objects in working memory memory and learning martin@specken.nl

  27. Results 2/7, 1-shape condition Clear effect groups > peak > decline age 7-8 age 12-13 age 18+ memory and learning martin@specken.nl

  28. Results 3/7 – 2 or 3 objects: Attention young children is adult-like? YES NO memory and learning martin@specken.nl

  29. Results 4/7 – 2 or 3 objects: Significant interaction attention <-> age? NO YES memory and learning martin@specken.nl

  30. Results 5/7 – 2 objects: Large difference working memory depend on attention? NO NO YES memory and learning martin@specken.nl

  31. Results 6/7 Compared with expectations memory and learning martin@specken.nl

  32. Results 7/7 Young children filter out items as well as older? YES NO memory and learning martin@specken.nl

  33. Nestor question Katja: “It is mentionedthatworkingmemorycapacityincreasesduringelementary school, I wonder ifthismeansthat the neural basis develops, orifit is ratherdue to learninghow to filter informationwhen a lot of otherinformation are present in workingmemory?” memory and learning martin@specken.nl

  34. What do you think? • Wouldyoungchildrenbeable to attendexperimentslikethis? • Whatwoulditbelike? • Howcan we do this? memory and learning martin@specken.nl

  35. Thanks for your attention memory and learning martin@specken.nl

  36. Additional info memory and learning martin@specken.nl

  37. Additional info memory and learning martin@specken.nl

  38. Additional info memory and learning martin@specken.nl

  39. Additional info Bunge & Wright: “A growingliteratureindicatesthatincreasedrecruitment of task-related areas in frontal, parietal and striatalregionsunderliesimprovements in workingmemory and cognitivecontrol over the course of middlechildhood and adolescence.” memory and learning martin@specken.nl

  40. Additional info Informationonhow to participateyoungchildren in experiments memory and learning martin@specken.nl

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