Effects of Domain Knowledge, Working Memory Capacity, and Age on Cognitive Performance: An Investigation of the Knowledge-Is-Power Hypothesis

2002 ◽  
Vol 44 (4) ◽  
pp. 339-387 ◽  
Author(s):  
David Z. Hambrick ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Cognitive Performance ◽  
Domain Knowledge ◽  
Working Memory Capacity ◽  
Memory Capacity

scholarly journals Short mindset intervention effective in attitude change but no evidence of transfer to improved cognitive outcomes of working memory capacity and standardized test performance

2021 ◽  
Author(s):  
LaTasha R Holden ◽  
Bear Goldstein
Keyword(s):  
Working Memory ◽  
Cognitive Performance ◽  
Test Performance ◽  
Standardized Test ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Self Report ◽  
Academic Attitudes ◽  
Standardized Test Performance ◽  
Mindset Intervention

There has been extensive research conducted on mindset, involving both experimental and observational methods. However, the findings in the literature remain mixed. This should give educators and researchers pause from an intervention perspective —if we still do not have a good understanding of how mindset works, then more research is needed. To better understand how mindset interventions work, we looked at self-report measures as well as post-intervention behavior within and across individuals. We implemented a mindset intervention to improve cognitive performance measures relevant to academic performance—working memory capacity and standardized test performance in math. We also explored individual differences in academic attitudes (e.g., academic identification and sense of belonging in university) that might moderate students’ mindset and the effect of the mindset intervention on subsequent cognitive performance. We expected the malleable mindset intervention to significantly improve cognitive performance and to cause more positive academic attitudes and attitudinal change. The mindset intervention did change students’ beliefs about ability but also caused students to report higher grit (no condition difference), and to feel less belonging in terms of connection to their university—which was not in line with our hypotheses. We also found that the malleable mindset intervention had no significant effects on improving WMC or standardized test performance. We discuss the implications of these findings and make suggestions for future work in this area.

scholarly journals Navigation and Comprehension of Digital Expository Texts: Hypertext Structure, Previous Domain Knowledge, and Working Memory Capacity

2017 ◽  
Vol 13 (37) ◽  
Author(s):  
Debora I. Burin ◽  
Juan P. Barreyro ◽  
Gastón Saux ◽  
Natalia C. Irrazábal
Keyword(s):  
Working Memory ◽  
Domain Knowledge ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Expository Texts

Introducción. La lectura de textos digitales es cada vez más extendida en la sociedad de la información contemporánea. Uno de los rasgos más salientes de los textos digitales es su interconexión mediante enlaces, resultando en hipertextos no lineales. Entre los principales factores que afectan a la comprensión de textos expositivos digitales se encuentran la estructura del hipertexto y el conocimiento previo específico de dominio. Desde la teoría de la Carga Cognitiva, la capacidad de la memoria de trabajo debería también jugar un papel en las decisiones sobre la navegación, así como en la construcción del modelo de situación para la comprensión. El presente experimento analizó los efectos de la estructura hipertextual, el conocimiento previo, y la capacidad de la memoria de trabajo, en la navegación y comprensión de textos expositivos digitales.Método. Cincuenta y seis participantes completaron un test de memoria de trabajo, y leyeron cuatro textos digitales para luego contestar preguntas sobre los mismos. En un diseño intrasujeto se manipularon la estructura del hipertexto (jerárquica vs. en red) y el conocimiento específico de dominio (alto vs. bajo). La navegación se indexó teniendo en cuenta el tiempo total empleado en cada texto, el número total de páginas visitadas por texto, el número de vueltas a la página de inicio, y el número de enlaces no lineales visitados.Resultados. Se hallaron mejores resultados en comprensión para los textos de alto conocimiento previo y para los participantes con alta capacidad de memoria de trabajo. La interfase en red condujo a una navegación menos lineal respecto de la estructura jerárquica. Por otro lado, en la estructura en red, los textos de alto conocimiento previo llevaron a visitar más páginas, a más enlaces no lineales durante la lectura, y a una mayor cantidad de retornos a la página de inicio. Asimismo, los participantes con alta memoria de trabajo que leían textos de alto conocimiento previo emplearon mayor tiempo en total.Discusión. En conjunto, este patrón de resultados se suma a la literatura acerca de los beneficios que provee una interfase jerárquica, y a los efectos de desorientación que tienen los hipertextos no estructurados, cuando el conocimiento previo es bajo. Por otro lado, cuando el conocimiento previo es alto y los participantes poseen alta capacidad de memoria de trabajo, un patrón de navegación más variable ayudaría a promover una construcción más activa en la comprensión lectora.

scholarly journals Novices’ performance using hypertext materials: Shedding light on disorientation

2020 ◽  
Vol 36 (4) ◽  
pp. 189-205
Author(s):  
Álvaro Jáñez ◽  
Javier Rosales
Keyword(s):  
Working Memory ◽  
Undergraduate Students ◽  
Domain Knowledge ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Causal Link ◽  
General Assumption ◽  
Control Group ◽  
Elaborative Interrogation ◽  
Navigation Patterns

Many researchers have proposed a causal link between low domain knowledge and disorientation in hypertext. Our objective was to challenge this hypothesis, examining other variables that might have an influence, such as design, reading instructions, or working memory capacity. We analysed navigation patterns and comprehension scores in a sample of low topic knowledge undergraduate students (N = 45) who were assigned to one of three hypertext conditions: reading for a test, reading to write a summary, and elaborative interrogation. Another sample (N = 45) of low knowledgeable undergraduate students were used as a control group, performing the same tasks using printed texts. Regarding disorientation, and contrasting with previous research, only a minority of students became disoriented in hypertext. Neither reading instructions nor working memory capacity had the expected impact on readers’ behaviour or outcomes, so hypertext design might be a key aspect on explaining disorientation. Implications for hypertext design and education are discussed.   Implications for practice or policy: The general assumption of low prior knowledge readers becoming disoriented in hypertext is falsified. Educational hypertext designers should always consider hypertext structure, graphical overviews, and usability elements. Educators must be aware that novices may show difficulties to adapt their learning behaviour to different reading goals.

Multimedia Learning and Working Memory Capacity

2009 ◽  
pp. 17-33 ◽  
Author(s):  
Peter E. Doolittle
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Cognitive Performance ◽  
Working Memory Capacity ◽  
Relevant Literature ◽  
Relevant Information ◽  
Memory Capacity ◽  
Long Term Memory ◽  
Instructional Environments ◽  
Multimedia Environments

This chapter addresses the role that working memory capacity (WMC) plays in learning in multimedia environments. WMC represents the ability to control attention, that is, to be able to remain focused on the task at hand while simultaneously retrieving relevant information from long-term memory, all in the presence of distraction. The chapter focuses on how individual differences in attentional control affect cognitive performance, in general, and cognitive performance in multimedia environments, in particular. A review of the relevant literature demonstrates that, in general, students with high WMC outperform students with low WMC on measures of cognitive performance. However, there has been very little research addressing the role of WMC in learning in multimedia environments. To address this need, the authors conducted a study that examined the effects of WMC on learning in a multimedia environment. Results of this study indicated students with high WMC recalled and transferred significantly more information than students with low WMC. Ultimately, this chapter provides evidence that individual differences in working memory capacity should be taken into account when creating and implementing multimedia instructional environments.

Distinct effects of cognitive versus somatic anxiety on cognitive performance in old age: the role of working memory capacity

2018 ◽  
Vol 24 (4) ◽  
pp. 604-610 ◽  
Author(s):  
Nathalie Mella ◽  
Fanny Vallet ◽  
Marine Beaudoin ◽  
Delphine Fagot ◽  
Marie Baeriswyl ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Performance ◽  
Old Age ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Somatic Anxiety

Roles of domain knowledge and working memory capacity in components of skill in Texas Hold’Em poker

2012 ◽  
Vol 1 (1) ◽  
pp. 34-40 ◽  
Author(s):  
Elizabeth J. Meinz ◽  
David Z. Hambrick ◽  
Carlee Beth Hawkins ◽  
Alison K. Gillings ◽  
Brett E. Meyer ◽  
...  
Keyword(s):  
Working Memory ◽  
Domain Knowledge ◽  
Working Memory Capacity ◽  
Memory Capacity

scholarly journals Effects of working memory capacity on mental set due to domain knowledge

2007 ◽  
Vol 35 (6) ◽  
pp. 1456-1462 ◽  
Author(s):  
Travis R. Ricks ◽  
Kandi Jo Turley-Ames ◽  
Jennifer Wiley
Keyword(s):  
Working Memory ◽  
Domain Knowledge ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Mental Set
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