Encoding and Choice in the Task Span Procedure

For the manufacturing task of manufacturing collaborative alliances, the relationship between manufacturing task programming and manufacturing resources deployment is analyzed and the model for the span of manufacturing task with time sequence constraint is constructed. The problem of span programming of manufacturing task with time sequence constraint is analyzed by integrating qualitative and quantitative methods from production period for the manufacturing task. The mathematical formulations of influential factors and task span are constructed, and the optimal values of task span are obtained. By analyzing the results of quasi-quantitative study, some meaningful results that benefit to programming for collaborative manufacturing task are achieved.

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Working Memory Deficits in Individuals with and without Mental Retardation

Journal of Cognitive Education and Psychology ◽

10.1891/194589502787383236 ◽

2002 ◽

Vol 2 (3) ◽

pp. 301-312 ◽

Cited By ~ 8

Author(s):

Silvia Lanfranchi ◽

Cesare Cornoldi ◽

Renzo Vianello

Keyword(s):

Working Memory ◽

Mental Retardation ◽

Memory Deficits ◽

Memory Functions ◽

Mental Age ◽

Working Memory Models ◽

Different Levels ◽

Individuals With Mental Retardation ◽

Task Span

The authors critically examine the issue of working memory in mental retardation. Different outcomes reported in the literature could be due to the different aspects of working memory tested. It was hypothesized that working memory functions can be distinguished according to a control continuum: a deficit of an individual with mental retardation in working memory tasks should be more evident to the extent to which they require higher control. 30 individuals with mental retardation, aged between 7 and 17, with a mean mental age of 5 years 6 months, and 30 children without mental retardation, matched for mental age, were given a battery of four working memory tests requiring different levels of control: low (forward word span), medium-low (backwards word span), medium-high (listening word span), and high (dual task span). Results confirmed the hypothesis that an increase in the gap between the two groups corresponds to an increase in the control required by the task. Results are discussed for their implications on working memory models and the role of working memory in intelligence.

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