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Working memory capacity (WMC) refers to the ability to maintain information in short–term memory while attending to the immediate environment, and has been associated with emotional states. Yet, research on the link between WMC and emotion in naturalistic settings is growing and inconsistencies have been observed. In the current study (N = 109), we directly replicated the procedures of a prior experience sampling study (Garrison & Schmeichel, 2022), which found that higher WMC attenuates the relationship between stressful events in daily life and negative affect. We measured WMC in the laboratory and then measured the occurrence of stressful events, momentary emotional states, and coping responses to stress several times a day for six days. Higher WMC was associated with reduced momentary negative emotion, but this relationship did not depend on the occurrence of a stressful event. Exploratory analyses found that higher WMC was associated with a greater likelihood of planning as a coping response to stress and greater number of coping strategies reported per stressful event. However, coping did not mediate the link between WMC and momentary negative emotion. Our results contribute to the robustness and ecological validity of the link between WMC and reduced negative emotion in daily life. [ABSTRACT FROM AUTHOR]

Immersive virtual reality (IVR) is being incorporated into education, but not all learners have expertise in using this technology. As such, this research examined whether pre-training in IVR can reduce the novelty of this technology and enhance learning from IVR lessons and understand the role of individual differences in managing incoming information (i.e., executive function) and capacity for holding information (i.e., working memory capacity) in learning from an IVR lesson. Participants were split into two conditions; half of the participants played a game in IVR to become knowledgeable about IVR technology and the other half did not play this game. All participants then learned a lesson in IVR, took a posttest, and completed working memory tasks. The results showed that playing the game prior to learning in IVR did not change the learners' experience of distraction or their learning outcome, indicating that IVR game-playing was not an effective form of pre-training. Additionally, several measures of executive function and working memory capacity were correlated with posttest performance, indicating that students with better executive function learn better with distracting media such as IVR, regardless of pre-training. Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Background: Lower socio-economic status (SES) is associated with experiencing a greater number of life stressors and increased risk for depression. This study investigated two factors for adaptive coping—working memory capacity (WMC) and distress intolerance (DI)—as moderators of the association between frequency of stressful life events and depressed mood, controlling for age and gender. We hypothesized that lower WMC and greater DI, alone and in interaction with each other, would moderate the association between the frequency of stressful life events and depression. Methods: Our sample included 82 adolescents (M = 14 years) recruited from youth mentorship programs, charter schools, and youth community centers. A majority being female (54.9%) and reported their race and/or ethnicity as Other race/Hispanic (43.9%), and Black/non-Hispanic (30.5%). Participants completed self-report measures of stressful life events, depression, DI, and a behavioral measure of WMC. Results: Results showed a statistically significant main effect of self-reported DI predicting depression (p <.001), such that higher DI scores were associated with higher levels of depression. Conclusions: Our findings join broader literature indicating that DI is an important regulatory process that may be a useful mechanistic target to enhance emotional functioning, especially among racially/ethnically diverse adolescents from low SES neighborhoods, a relatively understudied population. [ABSTRACT FROM AUTHOR]

When listening to speech under adverse conditions, listeners compensate using neurocognitive resources. A clinically relevant form of adverse listening is listening through a cochlear implant (CI), which provides a spectrally degraded signal. CI listening is often simulated through noise-vocoding. This study investigated the neurocognitive mechanisms supporting recognition of spectrally degraded speech in adult CI users and normal-hearing (NH) peers listening to noise-vocoded speech, with the hypothesis that an overlapping set of neurocognitive functions would contribute to speech recognition in both groups. Ninety-seven adults with either a CI (54 CI individuals, mean age 66.6 years, range 45–87 years) or age-normal hearing (43 NH individuals, mean age 66.8 years, range 50–81 years) participated. Listeners heard materials varying in linguistic complexity consisting of isolated words, meaningful sentences, anomalous sentences, high-variability sentences, and audiovisually (AV) presented sentences. Participants were also tested for vocabulary knowledge, nonverbal reasoning, working memory capacity, inhibition-concentration, and speed of lexical and phonological access. Linear regression analyses with robust standard errors were performed for speech recognition tasks on neurocognitive functions. Nonverbal reasoning contributed to meaningful sentence recognition in NH peers and anomalous sentence recognition in CI users. Speed of lexical access contributed to performance on most speech tasks for CI users but not for NH peers. Finally, inhibition-concentration and vocabulary knowledge contributed to AV sentence recognition in NH listeners alone. Findings suggest that the complexity of speech materials may determine the particular contributions of neurocognitive skills, and that NH processing of noise-vocoded speech may not represent how CI listeners process speech. [ABSTRACT FROM AUTHOR]

This study examines the referential context effect on second-language relative clause ambiguity resolution by proficient L1 Chinese learners who learn English as a foreign language (EFL) and investigates whether the ambiguity resolution process is constrained by individuals' working memory capacity (WMC). It presents a self-paced reading study and investigates L2 relative clauses ambiguity resolution in two phases. The baseline phase probes Chinese EFL learners' initial attachment preference when comprehending global ambiguous sentences without referential context. In the further experimental phases, each target sentence is preceded by a referential context with either neutral or NP-biasing information. We observe the change in reaction time spent on processing sentences and answering comprehension questions. Results showed that firstly regardless of WMC, proficient Chinese EFL learners employed a high-attachment parsing strategy when there was no referential context. Secondly, referential context facilitated sentence processing and comprehension, as demonstrated by decreased reaction times in critical region and on comprehension questions from neutral to biased contexts, with no significant difference in accuracy rates. Notably, the contextual effect was more pronounced when high-attachment contextual cues were present. Thirdly, working memory capacity modulated the ambiguity resolution process. Participants with different WMCs showed different parsing behaviors, and this difference manifested itself in both the interpretive and post-interpretive stages of processing. Participants with lower WMC had limited cognitive resources for processing ambiguous sentences, whereas those with larger WMC were more adept at resolving ambiguity in a context-dependent manner. These findings offer new insights into L2 shallow sentence processing as well as WMC constraints in L2 ambiguity resolution. [ABSTRACT FROM AUTHOR]

Abstract: Working memory capacity (WMC) measures for children are unsatisfying in terms of lack of operational continuity with measures for adolescents and adults. Thus, we developed and validated a multivariate WMC test battery that uses WMC paradigms that can be applied from 1st grade onwards. In Study 1, we developed child-contextualized WMC tests and investigated their psychometric properties (including gender differences) in N = 343 1st graders. In Study 2, we juxtaposed child-contextualized and decontextualized instantiations of our tasks in N = 379 5th–10th graders. Child-contextualized tests were essentially equivalent to structurally identical, decontextualized WMC tests, and the battery correlated strongly with a multivariate measure of fluid intelligence. Across studies, we found support for good psychometric properties of the tests. The battery bridges the gap between child-specific and decontextualized WMC tests, is applicable for all ability levels, can be adapted easily in terms of difficulty and length.

Background Aims Sample and Methods Results Conclusions Previous research has demonstrated that quizzing can improve self‐regulation processes and learning performances. However, it remains unclear whether quizzes in multimedia material bring similar benefits, and whether interindividual differences such as working memory capacity (WMC) modulate quizzing effects.This study aimed to examine the effects of embedded quizzes (multiple quizzes within the learning sequence) with feedback during a multimedia learning sequence on self‐regulated processing (monitoring and control) and learning performances on repeated (material already tested) and new (untested) questions, and possible WMC moderation on performances.Participants were 59 students who learned a multimedia neuroscience course module in either a no‐quiz or embedded quizzes condition. With regard to self‐regulated processing, control was assessed with eye‐tracking measures (fixation durations and transitions between texts and illustrations), and monitoring by comparing self‐reported judgements of learning with actual performances (calibration). At the end, students' WMC was measured, and learning performances were assessed with repeated and new questions.Quizzing improved learning performances on repeated and new questions, and enhanced monitoring (better calibration). Students with low WMC benefited more from quizzing for new questions than those with high WMC. However, contrary to our hypothesis, the embedded quizzes group allocated less time to the learning than the no‐quiz group.Embedded quizzes are relevant tools to help students recalibrate their monitoring process and foster more effective self‐regulated learning. Results confirm that the use of quizzes can be recommended to improve the learning of multimedia material, especially among students with low WMC. [ABSTRACT FROM AUTHOR]

This study investigated the extent to which different pedagogical gestures contribute to learners' foreign or second language (L2) narrative recall, and further discussed how task complexity and task difficulty (i.e. working memory capacity or WMC) influence recall performance. Sixty-four adolescent learners, assigned to four different gesture viewing conditions (iconic gestures, deictic gestures, beat gestures, or no gesture), were required to listen to an instructor telling two stories (one complex and one simple) and then retell both stories twice: once immediately after listening (immediate recall) and a second time two weeks later (delayed recall). Recall performance was evaluated by the number of relevant pieces of event and motion information produced in the participants' retelling. The results show that L2 learners who were exposed to deictic and iconic gesture conditions outperformed the other gesture groups, particularly in delayed narrative recall, but only in complex tasks where cognitive demands were increased. It was also found that event and motion information was retained for a longer period of time in the deictic and iconic conditions respectively. Although both high and low WMC groups benefitted from viewing gestures, this finding further indicates that the beneficial effect of gestures on learners could possibly compensate for low WMC by providing scaffolding that reduces cognitive burden in narrative recall. [ABSTRACT FROM AUTHOR]

Individual differences in working memory capacity (WMC) are correlated with long-term memory (LTM) differences. Whether this is because high-WMC individuals encode more effectively, resulting in better LTM storage, or because they better retrieve information from LTM is debated. In two experiments, we used Bayesian-hierarchical multinomial modeling to correlate participant-level storage and retrieval processes from LTM recall to WMC abilities estimated from operation and symmetry complex span tasks. In Experiment 1, we presented participants with 20 consecutive words, including semantically associated pairs (e.g., knife and fork), to assess LTM processes. Participants received standard (n = 242) or associative-storage instructions (n = 222) and then completed a free recall task. In Experiment 2, we instructed participants (N = 239) to memorize 40 cue-target words as pairs before completing free and cued recall tasks. Correlations with WMC emerged with storage and retrieval processes and only when an associative storage strategy was instructed (Experiment 1). When associative processing was inherent to the task (Experiment 2), only the associative storage, not the retrieval advantage, replicated. The strategy reports suggest that high-WMC individuals use associative encoding strategies more effectively, resulting in better storage in LTM. [ABSTRACT FROM AUTHOR]

Comprehending speech in noise (SiN) poses a challenge for older hearing-impaired listeners, requiring auditory and working memory resources. Visual speech cues provide additional sensory information supporting speech understanding, while the extent of such visual benefit is characterized by large variability, which might be accounted for by individual differences in working memory capacity (WMC). In the current study, we investigated behavioral and neurofunctional (i.e., neural speech tracking) correlates of auditory and audio-visual speech comprehension in babble noise and the associations with WMC. Healthy older adults with hearing impairment quantified by pure-tone hearing loss (threshold average: 31.85–57 dB, N = 67) listened to sentences in babble noise in audio-only, visual-only and audio-visual speech modality and performed a pattern matching and a comprehension task, while electroencephalography (EEG) was recorded. Behaviorally, no significant difference in task performance was observed across modalities. However, we did find a significant association between individual working memory capacity and task performance, suggesting a more complex interplay between audio-visual speech cues, working memory capacity and real-world listening tasks. Furthermore, we found that the visual speech presentation was accompanied by increased cortical tracking of the speech envelope, particularly in a right-hemispheric auditory topographical cluster. Post-hoc, we investigated the potential relationships between the behavioral performance and neural speech tracking but were not able to establish a significant association. Overall, our results show an increase in neurofunctional correlates of speech associated with congruent visual speech cues, specifically in a right auditory cluster, suggesting multisensory integration. [ABSTRACT FROM AUTHOR]

AbstractMid-air gesture interactions have emerged as one of the predominant modalities used in human-computer interaction (HCI). However, extant research on gestures predominantly concentrates on the design of gestures for singular functionalities, which requires a comprehensive investigation into gesture interaction design from an integrative HCI system perspective. Working memory capacity plays a pivotal role in constraining the number of gestures accommodated within an HCI system. This study adopts the change detection paradigm to conduct an empirical investigation into the working memory capacities associated with mid-air gestures, aiming to elucidate the working memory capacity for such gestures. The experimental design included two independent variables: five distinct categories of mid-air gestures (physical, symbolic, metaphorical, abstract, and mixed) and memory set sizes ranging from two to nine items. The findings revealed that working memory capacities for different types of gestures fluctuate between three and five items, with symbolic gestures presenting the most negligible cognitive load for recall and abstract gestures proving to be the most challenging. The outcomes of this research have significant implications for both the design of individual gestures and the overarching design of gesture interaction systems, serving as a valuable reference for future endeavors in HCI design optimization. [ABSTRACT FROM AUTHOR]

Working memory capacity (WMC) has been measured with a plethora of cognitive tasks. Several preeminent automated batteries of working memory (WM) tasks have been developed recently. However, despite all their advantages, most batteries were programmed in paid platforms and/or only included a single WM paradigm. To address these issues, we developed the OpenWMB, an automated battery comprising seven tasks from three distinct paradigms (complex spans, updating tasks, and binding tasks) that tap into several functional aspects of WM (simultaneous storage and processing, updating, and binding). The battery runs on open-source software (OpenSesame) and is freely available online in a ready-to-download format. The OpenWMB possesses flexible features and includes a data processing script (that converts data into a format ready for statistical analysis). The instrument is available in Portuguese and English. However, we only assessed the psychometric properties of the former version. The Portuguese version presented good internal consistency and considerable internal and predictive validity: all tasks loaded into a single factor. Additionally, the WMC estimate was strongly correlated with a fluid intelligence factor. This study also tried to contribute to the ongoing debate regarding the best method to assess WMC. We computed a permutation analysis to compare the amount of variance shared between a fluid intelligence factor and (1) each WM task, (2) homogenous WMC factors (based on multiple tasks from the same paradigm), and (3) heterogeneous WMC factors (derived from triplets of tasks from different paradigms). Our results suggested that heterogeneous factors provided the best estimates of WMC. [ABSTRACT FROM AUTHOR]

EFL listening comprehension has been a stark challenge for language learners, but little is known about the combined effect of individual differences, such as working memory capacity, and metacognitive intervention. Thus, the present experimental study investigates the effect of metacognitive intervention on the listening performance and metacognitive awareness of high- and low-WMC EFL learners. For this purpose, Oxford Placement Tests were distributed among 120 male Iranian EFL learners, of which 94 were identified as intermediate. Then, backward visual digit span tests were administered to measure their working memory capacity. Based on the median of all scores, 80 learners were selected and randomly assigned to two experimental groups and two control groups each with 20 participants. Next, their performance on the International English Language Testing System and the Metacognitive Awareness Listening Questionnaire was measured before and after the 8-session metacognitive intervention. Results showed that high-WMC experimental learners had a higher gain with a large effect size in terms of listening performance compared with all the other groups. In addition, the experimental group learners reported the significantly higher use of the metacognitive strategies with a moderate effect size. Interestingly, low-WMC learners’ listening performance and metacognitive awareness also improved as a result of the intervention. Our findings bear pedagogical significance in that individual differences in WMC should be considered more in both EFL language classes and the future line of research involving the metacognitive intervention. [ABSTRACT FROM AUTHOR]

The present study investigated the effect of verbal working memory capacity (VWMC) on the processing of semantic information during on-line lexical ambiguity resolution of bilinguals. Seventeen Persian–English subordinate bilinguals of similar proficiency level were recruited to perform two experimental tasks: (1) a multi-load-level reading span task designed to measure their VWMC and (2) a cross-modal semantic priming task (CMPT), 24 h subsequent to the last encoding session, to assess their performance on semantic processing of L2 homographs whose subordinate readings were deemed "novel" for them. An overall 2 × 3 repeated-measures ANOVA revealed a statistically significant difference in the processing of the encoded semantic information between high and low WMC participants. The findings of the experiments lend support to the veracity of the assumptions made by Reordered Access Model in that biasing semantic context facilitates the ambiguity resolution of lexical items. Lastly, the pedagogical implications of the findings were expounded on. [ABSTRACT FROM AUTHOR]

Based on Cognitive Load Theory, this study developed a moderated mediation model to examine the relationship between English as foreign language (EFL) teachers' air pollution appraisal and negative emotions. Specifically, it hypothesizes that air pollution appraisal significantly increases the mental effort of EFL teachers, which in turn leads to the manifestation of negative emotions. Additionally, the study introduces the concept that the working memory capacity of EFL teachers can negatively moderate the impact of increased mental effort on their emotions, effectively attenuating the overall mediating effect. Data for this research was gathered from daily diary surveys of 182 EFL teachers across 23 high schools in Shanxi Province, China. The hypotheses were tested using two-level Hierarchical Linear Modeling and Monte Carlo analysis, with all proposed hypotheses receiving empirical support. This study significantly enriches the existing literature on air pollution appraisal, EFL teacher emotion, and Cognitive Load Theory, offering crucial practical insights for educational institutions on how to mitigate the adverse effects of air pollution on teachers.

Mind wandering, a subjective daily experience often conflated with daydreaming or zoning out, has been primarily investigated as “task-unrelated thoughts” in psychology and cognitive neuroscience concerning attention, creativity, mindfulness, mental health, and aging. However, diverse evidence also reveals the limitations of this mainstream definition and prompts alternative viewpoints, that have yet to be systematically reviewed and compared. In addition, the issue regarding its mechanisms or predictive factors in terms of the occurrence of task-related thought remains unsettled. This article thus examines mind-wandering research from two perspectives: “What is mind wandering?” and “How does it occur and how can it be regulated?” Three current viewpoints (the task-centric view, the dynamic framework view, and the family resemblance view) are first introduced in terms of definitions, measurement, related evidence, relations with cognitive performance, creativity and mental health, and limitations. Then we examine the issue regarding how executive control functions or cognitive resources influence the occurrence of mind wandering, on which inconsistent evidence has been addressed. Finally, we propose “the awareness-modulation hypothesis”, highlighting the modulatory role of present-moment awareness (an aspect of mindfulness) to integrate the current diverse evidence better. Its implications for the age of distraction are discussed. [ABSTRACT FROM AUTHOR]

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This experimental study investigated how text difficulty and different working memory capacity (WMC) affected Chinese EFL learners' reading comprehension and their tendency to engage in task-unrelated thoughts, that is, mind wandering (MW), in the course of reading. Sixty first-year university non-English majors participated in the study. A two-factor mixed experimental design of 2 (text difficulty: difficult and simple) × 2 (WMC: high/large and low/small) was employed. Results revealed that 1) the main and interaction effects of WMC and text difficulty on voluntary MW were significant, whereas those on involuntary MW were not; 2) while reading the easy texts, the involuntary MW of high-WMC individuals was less frequent than that of low-WMC ones, whereas while reading the difficult ones, the direct relationship between WMC and involuntary MW was not found; and that 3) high-WMC individuals had a lower overall rate of MW and better reading performance than low-WMC individuals did, but with increasing text difficulty, their rates of overall MW and voluntary MW were getting higher and higher, and the reading performance was getting lower and lower. These results lend support to WM theory and have pedagogical implications for the instruction of L2 reading. [ABSTRACT FROM AUTHOR]

The ability to prepare and maintain an optimal level of preparedness for action, across some unknown duration, is critical for human behavior. Temporal preparation has historically been analyzed in the context of reaction time (RT) experiments where the interval varies between the start of the trial, or foreperiod (FP), and the required response. Two main findings have come out of such paradigms: the variable FP effect (longer RTs to shorter vs. longer FPs) and the sequential FP effect (longer RTs when shorter FPs follow longer FPs). Several theoretical views of these FP effects have been proposed with some suggesting a dissociation while others argue for an implicit process driven by memory traces. One possible method to test these views of FP effects is to examine how individual differences in working memory capacity (WMC) moderate such effects. To this end, I reanalyzed data from three studies in which participants completed measures of WMC and a simple RT task with a variable FP. Results suggest that individual differences in WMC were related to the magnitude of the variable FP and the sequential FP effect in two of three individual studies. A "mega-analysis" provided supportive evidence for a relationship between WMC and both forms of FP effects. The present combined experimental-individual differences study provides a novel approach to better understand how and why individuals vary in temporal preparation ability. Through leveraging several large-scale databases unseen in FP research, I provide a new way of understanding FP effects and response timing more generally. [ABSTRACT FROM AUTHOR]

Working memory capacity (WMC) describes an individual's ability to focus their attention in the face of interference which allows them to actively maintain and manipulate information in immediate memory. Individual differences in WMC predict a wide range of psychological constructs. The development of online measures can enable data collection from broader, more diverse samples than those typically collected in person in laboratory settings. In addition, logistical challenges brought on by the COVID-19 pandemic have mandated the need for reliable and valid remote assessments of individual differences that are both culture-fair and less susceptible to cheating. This study reports details of a new online version of a Mental Counters task that takes only 10 min to collect and provides evidence for its reliability and convergent validity with other measures including Picture Span and Paper Folding. [ABSTRACT FROM AUTHOR]

People tend to obtain information through fragmented reading. However, this behavior itself might lead to distraction and affect cognitive ability. To address it, it is necessary to understand how fragmented reading behavior influences readers' attention switching. In this study, the researchers first collected online news that had 6 theme words and 60 sentences to compose the experimental material, then defined the degree of text dissimilarity, used to measure the degree of attention switching based on the differences in text content, and conducted an EEG experiment based on P200. The results showed that even after reading the fragmented text content with the same overall content, people in subsequent cognitive tasks had more working memory capacity, lower working memory load, and less negative impact on cognitive ability with the text content with lower text dissimilarity. Additionally, attention switching caused by differences in concept or working memory representation of text content might be the key factor affecting cognitive ability in fragmented reading behavior. The findings disclosed the relation between cognitive ability and fragmented reading and attention switching, opening a new perspective on the method of text dissimilarity. This study provides some references on how to reduce the negative impact of fragmented reading on cognitive ability on new media platforms. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effects of working memory capacity and learning styles of prospective mathematics teachers on their ability to solve higher-order thinking problems. In the present study, learning style was considered students' tendency to learn visually or verbally. In addition, the types of higher-order thinking skills (HOTS) problems are complex and noncomplex. Multiple regression tests were used to analyze the effects of learning style and working memory capacity. An ANOVA test was also conducted to analyze the ability of each group to solve each HOTS problem. In addition, one hundred twenty-six prospective mathematics teachers voluntarily participated in this study. The study found that learning styles only affected visual problems while working memory capacity (WMC) only affected the ability to solve complex problem-solving skills. Furthermore, WMC affected the ability to solve complex HOTS problems, not non-complex ones. The ability of visual students to solve HOTS problems will greatly increase when the problems are presented in visual form. On the other hand, the obstacle for visual students in solving verbal problems was to present the problem appropriately in visual form. The obstacle for students with low WMC in solving complex HOTS problems was to find a solution that met all the requirements set in the problem. [ABSTRACT FROM AUTHOR]

Individual differences in working memory and musical aptitude, as well as task complexity are crucial in predicting the performance of word stress perception in a second language (L2). The present study investigated the interactive effects of these factors with the listeners' first language. French and German listeners, both without knowledge of Spanish, performed stress-related tasks in Spanish, as well as musical and working memory tests in their L1. Besides confirming the impact of L1, our findings better define the influence of working memory and musical aptitude on L2 stress perception by specifically tapping into the central executive component of working memory, objectively assessing musical aptitude, and considering task complexity as a moderating factor in the relationship between the inter-individual factors and L2 stress perception. Our findings are also the first to demonstrate task-specific performance differences between French and German listeners, possibly reflecting differential cognitive and perceptual mechanisms depending on L1. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between working memory capacity (WMC) and L2 oral fluency and explored the maintenance of newly presented information in L2 speaking production. When performing speech production tasks, knowledge from long-term memory is at frequent use and hence involves the operation of the episodic buffer, one component of the working memory system, where information is retrieved from long-term memory and stored in chunks as we speak in chunks. In this study, we measured WMC by assessing chunk capacity and chunk size held in and retrieved from the episodic buffer. Chunk capacity was measured by Pair-word Speaking Task; chunk size was measured by Procedure Description Task; and oral fluency was measured by speech rate and mean length of run using an IELTS speaking task. Twentynine English-major students participated in this study. The results showed a strong positive correlation between chunk capacity and the two measures of fluency while chunk size negatively correlated with fluency. Data from the recall interviews revealed that participants employed various strategies for the maintenance of the presented information which involved different types of information binding. [ABSTRACT FROM AUTHOR]

Background: Immersive virtual reality (IVR) is a new technology that could motivate learners, but also could contain distracting elements that increase cognitive demands on learners. In contrast, learning with conventional media, such as a narrated slideshow could be less motivating, but also less distracting. Objectives: This experiment investigates: (1) in what situations executive function and working memory capacity play a role in learning in IVR and a slideshow lesson and (2) whether people learn science content better with IVR or with a narrated slideshow lesson. Method: Participants watched a lesson on ocean acidification either using a head‐mounted display IVR device or a pre‐recorded narrated slideshow lesson. A week later, they took a test on this material and completed tasks to assess executive function and working memory capacity. Results and Conclusion: On a post‐test, there was no difference between IVR and slideshow lessons, but there were differences in the role of executive function in learning with these two media. For students learning in IVR, executive function correlated significantly with post‐test scores, such that learners with stronger executive function did better on the posttest than those with weaker executive function, while for students learning with a slideshow lesson, executive function and working memory capacity did not correlate significantly with posttest scores. This research indicates that it is important to understand how a learner's attentional controls impact their understanding when using IVR for learning. Lay Description: What is already know about this topic: Immersive virtual reality increases demands on cognition for learners.Immersive virtual reality for learning has inconsistent effects in prior research.Executive function and working memory capacity are important components in processing material while learning. What this paper adds: Research focused on the role individual differences play in learning with technology.Using common cognitive assessments to understand the process of learning better. Implications for practice and/or policy: Executive function predicted test score for an immersive virtual reality lesson.Use of immersive technology needs to take into account executive function to reduce potential inequity in learning. [ABSTRACT FROM AUTHOR]

We investigated the simultaneous influence of expectation and experience on metacontrol, which we define as the instantiation of context-specific control states. These states could entail heightened control states in preparation for frequent task switching or lowered control states for task repetition. Specifically, we examined whether "expectations" regarding future control demands prompt proactive metacontrol, while "experiences" with items associated with specific control demands facilitate reactive metacontrol. In Experiment 1, we utilized EEG with a high temporal resolution to differentiate between brain activities associated with proactive and reactive metacontrol. We successfully observed cue-locked and image-locked ERP patterns associated with proactive and reactive metacontrol, respectively, supporting concurrent instantiation of two metacontrol modes. In Experiment 2, we focused on individual differences to investigate the modulatory role of working memory capacity (WMC) in the concurrent instantiation of two metacontrol modes. Our findings revealed that individuals with higher WMC exhibited enhanced proactive metacontrol, indicated by smaller response time variability (RTV). Additionally, individuals with higher WMC showed a lower tendency to rely on reactive metacontrol, indicated by a smaller item-specific switch probability (ISSP) effect. In conclusion, our results suggest that proactive and reactive metacontrol can coexist, but their interplay is influenced by individuals' WMC. Higher WMC promotes the use of proactive metacontrol while attenuating reliance on reactive metacontrol. This study provides insights into the interplay between proactive and reactive metacontrol and highlights the impact of WMC on their concurrent instantiation. [ABSTRACT FROM AUTHOR]

In multimedia learning, there is a lot of new information that learners are exposed to, making it a cognitively intensive process. Poorly-designed multimedia lessons can introduce distractions that must be dealt with by the learner. However, learners do not all share the same skill at managing incoming information or holding capacity, which could create individual differences in the impact of multimedia lessons on learning and lead to inequity in learning. In three experiments, learners saw a multimedia lesson varying in the amount of distracting material included: high (Experiment 1), moderate (Experiment 2), or low (Experiment 3). Learners took a posttest and completed tasks to assess individual differences in managing incoming information (executive function) and holding capacity (working memory capacity). When distractions were present (Experiment 1 and Experiment 2), executive function was related to posttest performance such that as executive functioning increased, performance on the posttest increased. However, when distractions were not present (Experiment 3), executive function was not related to posttest performance. Individual differences in working memory capacity were not related to posttest performance at any level of distraction. This indicates the importance of considering individual differences in learners' executive functioning in the design of multimedia lessons. [ABSTRACT FROM AUTHOR]

Abstract Objectives Establishment of effective evidence-based interventions in rehabilitation of working memory (WM) deficits after acquired brain injury (ABI) is sorely needed. Despite robust evidence for the efficiency of clinical hypnosis in a wide range of clinical conditions, and improved understanding of mechanisms underlying its effects, the potential of clinical hypnosis in cognitive rehabilitation is underexplored. A recent study has shown large effects of hypnotic suggestion on WM capacity following ABI. This randomized controlled trial aims to evaluate and explore the replicability of these findings and examine the generalization of treatment effects. The study will also explore possible mechanisms of change. Methods Ninety patients will be recruited from the Sunnaas Rehabilitation Hospital. Inclusion criteria are nonprogressive ABI, minimum 12-month post-injury, ongoing WM deficits, and age between 18 and 67 years. Patients will be randomized to either (a) an intervention group receiving four weekly 1-h sessions with induction and hypnosis, (b) an active control group receiving four weekly 1-h sessions of induction and mindfulness, or (c) a passive control group without intervention. The targeted procedure consists of suggestions about enhancing WM functions, for example through the instantiation of preinjury WM capacity in the present using age regression or through visualizations of brain plasticity. The non-targeted suggestions contain no explicit mention of ABI- or WM-related abilities. Each participant will be assessed at baseline, immediately after intervention, and 6 months after baseline. The primary outcome is the WM index from WAIS-IV and self- and informant-reported WM subscale from BRIEF-A, a questionnaire exploring executive functioning in everyday life. Secondary outcomes include a cognitive composite score derived from tests measuring processing speed, executive functions, learning capacity and memory, and self-reported measures of emotional distress, quality of life, and community integration. Exploratory measures include self-rated ABI and WM-related self-efficacy. Discussion Rehabilitation of impaired WM after ABI has hitherto yielded limited transfer effects beyond the training material, i.e., improvement effects on everyday WM capacity, and clinical trials of new interventions are thus warranted. Long-standing empirical evidence demonstrates that hypnosis is an effective therapeutic technique in a wide range of conditions, and recent exploratory research has suggested a high efficacy of hypnosis in improving WM capacity in patients with ABI. However, these extraordinary findings need replication in studies applying scientifically rigorous designs. If successful, our ambition is to provide recommendations and materials to implement hypnotic suggestion as an adjunct treatment following ABI. Study findings may inform future studies exploring the use of clinical hypnosis in other areas of rehabilitation, such as mild TBI, and in other neurological conditions where WM deficit is prominent. Trial registration ClinicalTrials.gov NCT05287542. Registered on March 2022 Protocol version Protocol version 2.0, December 2023.

This study investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and receptive and productive dimensions of explicit and implicit (automatized) knowledge of English passive voice, also taking into account the effect of grammar attainment and self-reported length of study. Participants were 152 Polish university students majoring in English. Two measures of PSTM and WMC were applied. Receptive and productive explicit knowledge were measured by means of an untimed grammaticality judgment test and a test requiring the provision of correct verb forms, respectively. Receptive implicit (automatized) knowledge was assessed with a timed grammaticality judgment test while its productive dimension was assessed through a focused communication task. Canonical correlation for the entire model was rather high, which means that the original variables were strongly related to each other. However, finer-grained analyses showed that it was primarily overall grammar attainment, and, to a lesser extent, WMC that determined the levels of explicit and implicit (automatized) grammar knowledge.

Working memory for movements is responsible for the temporary storage and manipulation of limb movements. This study explored and compared the working memory capacity for movements (WMCM) in early childhood (5–6 years), childhood (8–9 years), preadolescence (10–12 years), adolescence (14–17 years), and early adulthood (20–22 years) groups. The results showed that the groups with the greatest WMCM in descending order were adolescence, preadolescence, childhood, and early childhood; all differences were statistically significant. No significant differences in WMCM were observed between adolescence and early adulthood. Therefore, WMCM increased continuously from early childhood to adolescence, with childhood and preadolescence being periods of rapid growth and adolescence being the plateau period when early adult levels are reached. These findings help to depict the developmental trajectory of WMCM and provide theoretical and practical guidance for movement-related research. Significance: What is the public health significance of this article?: This study suggests that elementary school students may be an appropriate intervention period for motor skills and movement-related cognitive abilities. The intensity of the intervention may need to be differentiated between the lower and upper elementary grades. [ABSTRACT FROM AUTHOR]

Complex span tasks are perhaps the most widely used paradigm to measure working memory capacity (WMC). Researchers assume that all types of complex span tasks assess domain-general WM. However, most research supporting this claim comes from factor analysis approaches that do not examine task performance at the item level, thus not allowing comparison of the characteristics of verbal and spatial complex span tasks. Item response theory (IRT) can help determine the extent to which different complex span tasks assess domain-general WM. In the current study, spatial and verbal complex span tasks were examined using IRT. The results revealed differences between verbal and spatial tasks in terms of item difficulty and block difficulty, and showed that most subjects with below-average ability were able to answer most items correctly across all tasks. In line with previous research, the findings suggest that examining domain-general WM by using only one task might elicit skewed scores based on task domain. Further, visuospatial complex span tasks should be prioritized as a measure of WMC if resources are limited. [ABSTRACT FROM AUTHOR]

Mounting evidence suggests that people may use multiple cues to predict different levels of representation (e.g., semantic, syntactic, and phonological) during language comprehension. One question that has been less investigated is the relationship between general cognitive processing and the efficiency of prediction at various linguistic levels, such as semantic and phonological levels. To address this research gap, the present study investigated how working memory capacity (WMC) modulates different kinds of prediction behavior (i.e., semantic prediction and phonological prediction) in the visual world. Chinese speakers listened to the highly predictable sentences that contained a highly predictable target word, and viewed a visual display of objects. The visual display of objects contained a target object corresponding to the predictable word, a semantic or a phonological competitor that was semantically or phonologically related to the predictable word, and an unrelated object. We conducted a Chinese version of the reading span task to measure verbal WMC and grouped participants into high- and low-span groups. Participants showed semantic and phonological prediction with comparable size in both groups during language comprehension, with earlier semantic prediction in the high-span group, and a similar time course of phonological prediction in both groups. These results suggest that verbal working memory modulates predictive processing in language comprehension. [ABSTRACT FROM AUTHOR]

Two experiments aimed to determine whether working memory capacity (WMC) and high‐order executive functions predict drown detection performance and maintenance under heightened task demands. Experiment 1 (n = 111) found a positive correlation between enhanced performance scores and higher WMC, while executive function showed no comparable association. Experiment 2 (n = 28) individuals with elevated WMC demonstrated an ability to detect a greater number of drowning events over an extended period overall, relative to their lower scoring counterparts. However, this heightened capacity did not necessarily prevent the presence of vigilance decrement, but enabled lifeguards to perform more effectively under conditions of increased bather numbers. Our findings highlight that lifeguards have a measurable underlying process that may systematically discriminate lifeguards of varying degrees of experience and detection performance. This offers a new avenue for future lifeguarding research. [ABSTRACT FROM AUTHOR]

Existing evidence suggested learners with differences in attention and cognition might respond to the same media in differential ways. The current study focused on one format of video design – instructor visibility and explored the moderating effects of working memory capacity on learning from such video design and if learners with high and low working memory capacity attended to the instructor's visuals differently. Participants watched a video either with or without the instructor's visuals on the screen, while their visual attention was recorded simultaneously. After the video, participants responded to a learning test that measured retention and transfer. Although the results did not show working memory capacity moderated the instructor visibility effects on learning or influenced learners' visual attention to the instructor's visuals, the findings did indicate working memory capacity was a positive predictor of retention performance regardless of the video design. Discussions and implications of the findings were provided. [ABSTRACT FROM AUTHOR]

Limited attentional capacity is essential to working memory. How its limit should be assessed is a debated issue. Five experiments compare Cowan's 4-units and Pascual-Leone's 7-units models of limited working memory capacity, with presentation time and attention to operative schemes as potential explanations of this discrepancy. Experiments 1a–1c used the Compound Stimuli Visual Information (CSVI) task, with long versus brief presentation. Capacity was estimated with the Bose-Einstein model, assuming a different number of attending acts in each condition. Participants' k estimates in both conditions were highly correlated and the means were not different, indicating that the same capacity is assessed in both conditions. Experiments 2 and 3 used the 5000-msec CSVI, and the Visual Array Task (VAT) in two conditions (5000- vs. 120-msec presentation). Capacity in the VAT was estimated with Morey's Bayesian method. Participants' k estimates in both VAT conditions were correlated, but the mean was higher with long presentation, suggesting that the long condition benefits from recoding or chunking. The k estimate in the CSVI correlated with the short VAT and (to a lesser degree in Exp.2) with the long VAT. The mean estimate of k in the CSVI was one unit more than in the short VAT. We conclude that the CSVI and the short VAT tap the same capacity, one unit of which in the short VAT is allocated to an operative scheme; we discuss how Cowan's and Pascual-Leone's views on limited capacity can be reconciled. [ABSTRACT FROM AUTHOR]

Over the past few years, several studies have explored the relationship between resting-state baseline pupil size and cognitive abilities, including fluid intelligence, working memory capacity, and attentional control. However, the results have been inconsistent. Here we present the findings from two experiments designed to replicate and expand previous research, with the aim of clarifying previous mixed findings. In both experiments, we measured baseline pupil size while participants were not engaged in any tasks, and assessed fluid intelligence using a matrix task. In one experiment we also measured working memory capacity (letter-number-sequencing task) and attentional control (attentional-capture task). We controlled for several personal and demographic variables known to influence pupil size, such as age and nicotine consumption. Our analyses revealed no relationship between resting-state pupil size (average or variability) and any of the measured constructs, neither before nor after controlling for confounding variables. Taken together, our results suggest that any relationship between resting-state pupil size and cognitive abilities is likely to be weak or non-existent. [ABSTRACT FROM AUTHOR]

Objectives: Establishment of effective evidence-based interventions in rehabilitation of working memory (WM) deficits after acquired brain injury (ABI) is sorely needed. Despite robust evidence for the efficiency of clinical hypnosis in a wide range of clinical conditions, and improved understanding of mechanisms underlying its effects, the potential of clinical hypnosis in cognitive rehabilitation is underexplored. A recent study has shown large effects of hypnotic suggestion on WM capacity following ABI. This randomized controlled trial aims to evaluate and explore the replicability of these findings and examine the generalization of treatment effects. The study will also explore possible mechanisms of change. Methods: Ninety patients will be recruited from the Sunnaas Rehabilitation Hospital. Inclusion criteria are nonprogressive ABI, minimum 12-month post-injury, ongoing WM deficits, and age between 18 and 67 years. Patients will be randomized to either (a) an intervention group receiving four weekly 1-h sessions with induction and hypnosis, (b) an active control group receiving four weekly 1-h sessions of induction and mindfulness, or (c) a passive control group without intervention. The targeted procedure consists of suggestions about enhancing WM functions, for example through the instantiation of preinjury WM capacity in the present using age regression or through visualizations of brain plasticity. The non-targeted suggestions contain no explicit mention of ABI- or WM-related abilities. Each participant will be assessed at baseline, immediately after intervention, and 6 months after baseline. The primary outcome is the WM index from WAIS-IV and self- and informant-reported WM subscale from BRIEF-A, a questionnaire exploring executive functioning in everyday life. Secondary outcomes include a cognitive composite score derived from tests measuring processing speed, executive functions, learning capacity and memory, and self-reported measures of emotional distress, quality of life, and community integration. Exploratory measures include self-rated ABI and WM-related self-efficacy. Discussion: Rehabilitation of impaired WM after ABI has hitherto yielded limited transfer effects beyond the training material, i.e., improvement effects on everyday WM capacity, and clinical trials of new interventions are thus warranted. Long-standing empirical evidence demonstrates that hypnosis is an effective therapeutic technique in a wide range of conditions, and recent exploratory research has suggested a high efficacy of hypnosis in improving WM capacity in patients with ABI. However, these extraordinary findings need replication in studies applying scientifically rigorous designs. If successful, our ambition is to provide recommendations and materials to implement hypnotic suggestion as an adjunct treatment following ABI. Study findings may inform future studies exploring the use of clinical hypnosis in other areas of rehabilitation, such as mild TBI, and in other neurological conditions where WM deficit is prominent. Trial registration: ClinicalTrials.gov NCT05287542. Registered on March 2022 Protocol version: Protocol version 2.0, December 2023. [ABSTRACT FROM AUTHOR]

Abstract Background Working memory capacity impairment is an early sign of Alzheimer's disease, but the underlying mechanisms remain unclear. Clarifying how working memory capacity is affected will help us better understand the pathological mechanism of Alzheimer's disease. We used the olfactory working memory capacity paradigm to evaluate memory capacity in 3-month-old 5XFAD (an animal model of Alzheimer's disease) mice. Immunofluorescence staining of the prefrontal cortex was performed to detect the number of FOS-positive neurons, calmodulin-dependent protein kinase II-positive neurons, and glutamate decarboxylase-positive neurons in the prelimbic cortex and infralimbic cortex. A chemogenetic method was then used to modulate the inhibition and activation of excitatory neurons in the prelimbic cortex of wild-type and 5XFAD mice and to measure the memory capacity of mice. Results Working memory capacity was significantly diminished in 5XFAD mice compared to littermate wild-type mice. Neuronal activation of the prelimbic cortex, but not the infralimbic cortex, was attenuated in 5XFAD mice performing the olfactory working memory capacity task. Subsequently, the FOS-positive neurons were co-localized with both calmodulin-dependent protein kinase II-positive neurons and glutamate decarboxylase-positive neurons. The results showed that the activation of excitatory neurons in the prelimbic cortex was correlated with working memory capacity in mice. Our results further demonstrate that the chemogenetic inhibition of prelimbic cortex excitatory neurons resulted in reduced working memory capacity in wild-type mice, while the chemogenetic activation of prelimbic cortex excitatory neurons improved the working memory capacity of 5XFAD mice. Conclusion The diminished activation of prelimbic cortex excitatory neurons in 5XFAD mice during task performance is associated with reduced working memory capacity, and activation modulation of excitatory neurons by chemogenetic methods can improve memory capacity impairment in 5XFAD mice. These findings may provide a new direction for exploring Alzheimer's disease therapeutic approaches.