Working Memory Capacity

Working Memory Capacity

Author: Nelson Cowan

Publisher: Psychology Press

Published: 2016-04-14

Total Pages: 238

ISBN-13: 1317232380

DOWNLOAD EBOOK

The idea of one's memory "filling up" is a humorous misconception of how memory in general is thought to work; it actually has no capacity limit. However, the idea of a "full brain" makes more sense with reference to working memory, which is the limited amount of information a person can hold temporarily in an especially accessible form for use in the completion of almost any challenging cognitive task. This groundbreaking book explains the evidence supporting Cowan's theoretical proposal about working memory capacity, and compares it to competing perspectives. Cognitive psychologists profoundly disagree on how working memory is limited: whether by the number of units that can be retained (and, if so, what kind of units and how many), the types of interfering material, the time that has elapsed, some combination of these mechanisms, or none of them. The book assesses these hypotheses and examines explanations of why capacity limits occur, including vivid biological, cognitive, and evolutionary accounts. The book concludes with a discussion of the practical importance of capacity limits in daily life. This 10th anniversary Classic Edition will continue to be accessible to a wide range of readers and serve as an invaluable reference for all memory researchers.


Working Memory and Ageing

Working Memory and Ageing

Author: Robert H. Logie

Publisher: Psychology Press

Published: 2014-06-20

Total Pages: 177

ISBN-13: 1134751893

DOWNLOAD EBOOK

The rapid growth in the numbers of older people worldwide has led to an equally rapid growth in research on the changes across age in cognitive function, including the processes of moment to moment cognition known as working memory. This book brings together international research leaders who address major questions about how age affects working memory: Why is working memory function much better preserved in some people than others? In all healthy adults, which aspects of working memory are retained in later years and which aspects start declining in early adulthood? Can cognitive training help slow cognitive decline with age? How are changes in brain structures, connectivity and activation patterns related to important changes in working memory function? Impairments of cognition, and particularly of working memory, can be major barriers to independent living. The chapters of this book dispel some popular myths about cognitive ageing, while presenting the state of the science on how and why working memory functions as it does throughout the adult lifespan. Working Memory and Aging is the first volume to provide an overview of the burgeoning literature on changes in working memory function across healthy and pathological ageing, and it will be of great interest to advanced undergraduates, postgraduates and researchers in psychology and related subject areas concerned with the effects of human ageing, including several areas of medicine.


Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching

Mind, Brain, and Education Science: A Comprehensive Guide to the New Brain-Based Teaching

Author: Tracey Tokuhama-Espinosa

Publisher: W. W. Norton & Company

Published: 2010-12-20

Total Pages: 460

ISBN-13: 0393706818

DOWNLOAD EBOOK

Establishing the parameters and goals of the new field of mind, brain, and education science. A groundbreaking work, Mind, Brain, and Education Science explains the new transdisciplinary academic field that has grown out of the intersection of neuroscience, education, and psychology. The trend in “brain-based teaching” has been growing for the past twenty years and has exploded in the past five to become the most authoritative pedagogy for best learning results. Aimed at teachers, teacher trainers and policy makers, and anyone interested in the future of education in America and beyond, Mind, Brain, and Education Science responds to the clamor for help in identifying what information could and should apply in classrooms with confidence, and what information is simply commercial hype. Combining an exhaustive review of the literature, as well as interviews with over twenty thought leaders in the field from six different countries, this book describes the birth and future of this new and groundbreaking discipline. Mind, Brain, and Education Science looks at the foundations, standards, and history of the field, outlining the ways that new information should be judged. Well-established information is elegantly separated from “neuromyths” to help teachers split the wheat from the chaff in classroom planning, instruction and teaching methodology.


The Wiley Handbook of Cognitive Control

The Wiley Handbook of Cognitive Control

Author: Tobias Egner

Publisher: John Wiley & Sons

Published: 2017-03-20

Total Pages: 629

ISBN-13: 1118920546

DOWNLOAD EBOOK

Covering basic theory, new research, and intersections with adjacent fields, this is the first comprehensive reference work on cognitive control – our ability to use internal goals to guide thought and behavior. Draws together expert perspectives from a range of disciplines, including cognitive psychology, neuropsychology, neuroscience, cognitive science, and neurology Covers behavioral phenomena of cognitive control, neuroanatomical and computational models of frontal lobe function, and the interface between cognitive control and other mental processes Explores the ways in which cognitive control research can inform and enhance our understanding of brain development and neurological and psychiatric conditions


Cognitive Aging

Cognitive Aging

Author: Denise Park

Publisher: Psychology Press

Published: 2012-12-06

Total Pages: 294

ISBN-13: 1135887519

DOWNLOAD EBOOK

As our society ages, the topic of cognitive aging is becoming increasingly important. This volume provides an accessible overview of how the cognitive system changes as a function of normal aging. Building on the successful first edition, this volume provide an even more comprehensive coverage of the major issues affecting memory, attention, language, speech and other aspects of cognitive functioning. The essential chapters from the first edition have been thoroughly revised and updated and new chapters have been introduced which draw in neuroscience studies and more applied topics. In addition, contributors were encouraged to ensure their chapters are accessible to students studying the topic for the first time. This therefore makes the volume appealing as a textbook on senior undergraduate and graduate courses.


Cognitive Changes and the Aging Brain

Cognitive Changes and the Aging Brain

Author: Kenneth M. Heilman

Publisher: Cambridge University Press

Published: 2019-12-05

Total Pages:

ISBN-13: 1108688497

DOWNLOAD EBOOK

This book describes the changes in the brain and in cognitive functions that occur with aging in the absence of a neurological, psychiatric, or medical disease. It discusses aging-related changes in many brain functions, including memory, language, sensory perception, motor function, creativity, attention, executive functions, emotions and mood. The neural mechanisms that may account for specific aging-related changes in cognition, perception and behavior are explored, as well as the means by which aging-related cognitive decrements can be managed and possibly ameliorated. Consequently, this book will be of value to clinicians, including neurologists, psychiatrists, geriatricians, primary care physicians, psychologists and speech-language pathologists. In addition, researchers and graduate students who want to learn about the aging brain will find this an indispensable guide.


Ageing and Episodic Memory

Ageing and Episodic Memory

Author: Claire V. Killen

Publisher:

Published: 2009

Total Pages:

ISBN-13:

DOWNLOAD EBOOK

This thesis investigates the effect of normal ageing on the strategies adopted during episodic memory retrieval, using a combination of neuropsychological profiling and neuroimaging data measured during performance on a source memory exclusion task. The exclusion task is a type of source memory task where participants distinguish between targets (studied items from one source e.g. female voice), non-targets (studied items from another source e.g. male voice) and new items. Unlike a source memory task where three separate buttons are pressed for each item at test, in the exclusion task one button is pressed for targets and a second for non-target and new items. As this task is more complex than a normal source memory paradigm and also allows participants to perform the task in more than one way, it places high emphasis on the use of strategies to facilitate retrieval and is therefore ideal for investigating strategic retrieval. Previous source memory studies have shown that while older adults are reasonably good at recognising whether items are old or new, they show marked impairments at remembering the source in which items were presented at study. Dual process theories propose that the age-related decline in source memory occurs because recollection becomes impaired with ageing whereas familiarity remains relatively spared. The results reported in this thesis support dual process theory. Experiment 2a showed that, behaviourally, as expected, the young outperformed the elderly. Event-related potentials (ERPs), recorded while a source memory exclusion test was performed, revealed that both young and older adults showed bilateral frontal and left parietal old/new effects, thought to index familiarity and recollection respectively. Importantly, the magnitude of the left parietal effect was significantly reduced in the older adults. The ERP findings also suggested that dual process theories represent an oversimplification of episodic memory decline with age. In Experiment 1a, three temporally and topographically distinct late frontal old/new effects were present in the younger adults: a bilateral anterior frontal effect (450-900ms post stimulus), a right prefrontal effect (900-1300ms) and a right frontal effect (1300-2000ms). Significant positive correlations between the magnitude of these effects and performance on neuropsychological tests of executive functioning in Experiment 1b, revealed that the bilateral anterior frontal effect was related to working memory, strategy use and planning; the right prefrontal effect was related to working memory and planning while the right frontal effect was related to planning. By contrast, the older adults in Experiment 2a only produced the right frontal effect, which correlated with planning across all three time windows in Experiment 2c. Post-retrieval monitoring in older adults therefore appeared to be qualitatively different than their younger counterparts. Performance on the neuropsychological tests in Experiment 2b, revealed that the older adults' working memory and strategy use was impaired compared to the young, whereas planning was relatively intact, suggesting that age-related differences in post retrieval processing may be due to reduced executive functioning in older adults. Identifying distinct late frontal effects and demonstrating a relationship between these effects and specific executive functions is a novel finding. The presence of a left parietal target greater than non-target difference in the young adults from Experiment 1a and 2a was interpreted as the young reducing recollection of irrelevant non-target information. The modulation did not differ in magnitude for targets and non-targets in the elderly adults from Experiment 2a, suggesting they were less able to reduce activation of goal irrelevant non-target information. The results in the young adults from Experiment 1a also highlight the importance of considering the context of source information on the processes engaged at retrieval. The bilateral frontal effect was significant for the retrieval of the intrinsic context (source information inherent to the studied item), but not the extrinsic context (source information not inherent to the studied item). This finding was interpreted within a unitisation framework, where the intrinsic context became unitised with the item and enhanced familiarity based remembering. The findings also highlight that in order to fully understand post retrieval processing in both young and old adults, focus should move away from examining quantitative differences in the right frontal effect over long time periods and instead identify qualitatively distinct late frontal effects that may reflect the engagement of various executive functions over time.