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memory and learning [email protected]
Seven-year-olds allocate attention like adults unless working memory is overloaded
Nelson CowanCandice C. Morey
Angela M. AuBuchonChristopher E. Zwilling
Amanda L. Gilchrist(2010)
memory and learning [email protected]
Attend to … (‘classroom’)
circles triangles both equal
1: For 1.0 seconds - Fixation
(‘boys’) (‘girls’) (‘boys + girls’)
memory and learning [email protected]
Previous studies
• When children get older their visual working memory increases. Why?
visu
al w
orki
ng m
emor
y
younger children older children
memory and learning [email protected]
Hypothesis
• Younger children are less able to exclude irrelevant items from working memory to make room for relevant items.
working memory
working memory
working memory
working memory
Younger children
Older children
memory and learning [email protected]
memory and learning [email protected]
memory and learning [email protected]
memory and learning [email protected]
memory and learning [email protected]
The method 1/5
grades 1 + 27 – 8 years old
grades 6 + 712 – 13 years old
college students18+
30 participants 30 participants 30 participants
memory and learning [email protected]
The method 2/5
10 possible circles, 10 possible triangles, both in 10 colors
memory and learning [email protected]
The method 4/5, Trial condition 1-shape
1. Probe: 50% no-change2. Probe: 25% location-change3. Probe: 25% new-color
memory and learning [email protected]
The method 4/5, Trial condition 100%
1. Array: 50% attended shape, 50% other shape2. Probe: Always the attended shape, 50% no-change,
the rest divided: location-change/other color/new color
memory and learning [email protected]
The method 4/5, Trial condition 80% / 20%
1. Same as the 100% condition, except2. Probe: 20% is the shape that had to be ignored3. Probe: 40% no change
memory and learning [email protected]
The method 4/5, Trial condition 50% / 50%
1. 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 [email protected]
Prop
ortio
n co
rrec
t
Usually-tested shape Not-usually-tested shape
1 - Less-advanced group
2 - More-advanced group
Expected capacities A: Same working memory +better filtering in group 2
memory and learning [email protected]
Expected capacities B: More working memory ingroup 2 + same filtering
Prop
ortio
n co
rrec
t
Usually-tested shape Not-usually-tested shape
1 - Less-advanced group
2 - More-advanced group
memory and learning [email protected]
Expected capacities C: More working memory ingroup 2 + better filtering in group 2
Prop
ortio
n co
rrec
t
Usually-tested shape Not-usually-tested shape
1 - Less-advanced group
2 - More-advanced group
memory and learning [email protected]
Results 1/7, 1-shape conditionk = No. array objects in working memory
memory and learning [email protected]
Results 2/7, 1-shape conditionClear effect groups > peak > decline
age 7-8age 12-13age 18+
memory and learning [email protected]
Results 3/7 – 2 or 3 objects:Attention young children is adult-like?
YES NO
memory and learning [email protected]
Results 4/7 – 2 or 3 objects:Significant interaction attention <-> age?
NO YES
memory and learning [email protected]
Results 5/7 – 2 objects:Large difference working memory depend on attention?
NOYES
NO
memory and learning [email protected]
Results 7/7Young children filter out items as well as older?
YES NO
memory and learning [email protected]
Nestor question
Katja:
“It is mentioned that working memory capacity increases during elementary school, I wonder if this means that the neural basis develops, or if it is rather due to learning how to filter information when a lot of other information are present in working memory?”
memory and learning [email protected]
What do you think?
• Would young children be able to attendexperiments like this?
• What would it be like?
• How can we do this?
Bunge & Wright: “A growing literature indicates that increased recruitment of task-related areas in frontal, parietal and striatal regions underlies improvements in working memory and cognitive control over the course of middle childhood and adolescence.”
memory and learning [email protected]
Additional info
Information on how to participate young children in experiments
memory and learning [email protected]
Additional info
