The utilization of domain knowledge to expand working memory capacity

2007 ◽  
Author(s):  
Travis R. Ricks ◽  
Jennifer Wiley
Keyword(s):  
Working Memory ◽  
Domain Knowledge ◽  
Working Memory Capacity ◽  
Memory Capacity

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.

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

Differential Effects of Executive Processes on Working Memory

2016 ◽  
Vol 37 (4) ◽  
pp. 239-249
Author(s):  
Xuezhu Ren ◽  
Tengfei Wang ◽  
Karl Schweizer ◽  
Jing Guo
Keyword(s):  
Working Memory ◽  
Cognitive Processes ◽  
Latent Variable ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Attention Control ◽  
Executive Processes ◽  
Differential Effects ◽  
Prepotent Response ◽  
Two Measures

Abstract. Although attention control accounts for a unique portion of the variance in working memory capacity (WMC), the way in which attention control contributes to WMC has not been thoroughly specified. The current work focused on fractionating attention control into distinctly different executive processes and examined to what extent key processes of attention control including updating, shifting, and prepotent response inhibition were related to WMC and whether these relations were different. A number of 216 university students completed experimental tasks of attention control and two measures of WMC. Latent variable analyses were employed for separating and modeling each process and their effects on WMC. The results showed that both the accuracy of updating and shifting were substantially related to WMC while the link from the accuracy of inhibition to WMC was insignificant; on the other hand, only the speed of shifting had a moderate effect on WMC while neither the speed of updating nor the speed of inhibition showed significant effect on WMC. The results suggest that these key processes of attention control exhibit differential effects on individual differences in WMC. The approach that combined experimental manipulations and statistical modeling constitutes a promising way of investigating cognitive processes.

Working Memory Capacity and a Notorious Brain Teaser

2006 ◽  
Vol 53 (2) ◽  
pp. 123-131 ◽  
Author(s):  
Wim De Neys ◽  
Niki Verschueren
Keyword(s):  
Working Memory ◽  
Secondary Task ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Task Load ◽  
Normative Reasoning ◽  
Monty Hall Dilemma ◽  
Monty Hall ◽  
Memory Resources

Abstract. The Monty Hall Dilemma (MHD) is an intriguing example of the discrepancy between people’s intuitions and normative reasoning. This study examines whether the notorious difficulty of the MHD is associated with limitations in working memory resources. Experiment 1 and 2 examined the link between MHD reasoning and working memory capacity. Experiment 3 tested the role of working memory experimentally by burdening the executive resources with a secondary task. Results showed that participants who solved the MHD correctly had a significantly higher working memory capacity than erroneous responders. Correct responding also decreased under secondary task load. Findings indicate that working memory capacity plays a key role in overcoming salient intuitions and selecting the correct switching response during MHD reasoning.

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