Memory and learning martin@specken.nl Seven-year-olds allocate attention like adults unless working...

memory and learning martin@specken.nl

Seven-year-olds allocate attention like adults unless working memory is overloaded

Nelson CowanCandice C. Morey

Angela M. AuBuchonChristopher E. Zwilling

Amanda L. Gilchrist(2010)

memory and learning martin@specken.nl

Attend to … (‘classroom’)

circles triangles both equal

1: For 1.0 seconds - Fixation

(‘boys’) (‘girls’) (‘boys + girls’)

memory and learning martin@specken.nl

2: For 0.5 seconds - Remember color + location

memory and learning martin@specken.nl

3: For 1.5 seconds - Retention interval

memory and learning martin@specken.nl

4: Probe display - Type 1 = No change

memory and learning martin@specken.nl

4: Probe display - Type 2 = Location change

memory and learning martin@specken.nl

4: Probe display - Type 3 = New color

memory and learning martin@specken.nl

4: Probe display - Type 4 = Other shape’s color

memory and learning martin@specken.nl

Previous studies

• When children get older their visual working memory increases. Why?

visu

al w

orki

ng m

emor

y

younger children older children

memory and learning martin@specken.nl

Hypothesis

• Younger children are less able to exclude irrelevant items from working memory to make room for relevant items.

working memory

working memory

working memory

working memory

Younger children

Older children

memory and learning martin@specken.nl

An impression of the speed. Ready?

memory and learning martin@specken.nl

memory and learning martin@specken.nl

memory and learning martin@specken.nl

memory and learning martin@specken.nl

memory and learning martin@specken.nl

The method 1/5

grades 1 + 27 – 8 years old

grades 6 + 712 – 13 years old

college students18+

30 participants 30 participants 30 participants

memory and learning martin@specken.nl

The method 2/5

10 possible circles, 10 possible triangles, both in 10 colors

memory and learning martin@specken.nl

8.19 cm

The method 3/5

8.19 cm

memory and learning martin@specken.nl

The method 4/5, Trial condition 1-shape

1. Probe: 50% no-change2. Probe: 25% location-change3. Probe: 25% new-color

memory and learning martin@specken.nl

The method 4/5, Trial condition 100%

1. Array: 50% attended shape, 50% other shape2. Probe: Always the attended shape, 50% no-change,

the rest divided: location-change/other color/new color

memory and learning martin@specken.nl

The method 4/5, Trial condition 80% / 20%

1. Same as the 100% condition, except2. Probe: 20% is the shape that had to be ignored3. Probe: 40% no change

memory and learning martin@specken.nl

The method 4/5, Trial condition 50% / 50%

1. Probe:• 50% in location of a circle in the array• 50% in location of a triangle in the array• Change/No-change distribution as in 100% condition

memory and learning martin@specken.nl

Prop

ortio

n co

rrec

t

Usually-tested shape Not-usually-tested shape

1 - Less-advanced group

2 - More-advanced group

Expected capacities A: Same working memory +better filtering in group 2

memory and learning martin@specken.nl

Expected capacities B: More working memory ingroup 2 + same filtering

Prop

ortio

n co

rrec

t

Usually-tested shape Not-usually-tested shape

1 - Less-advanced group

2 - More-advanced group

memory and learning martin@specken.nl

Expected capacities C: More working memory ingroup 2 + better filtering in group 2

Prop

ortio

n co

rrec

t

Usually-tested shape Not-usually-tested shape

1 - Less-advanced group

2 - More-advanced group

memory and learning martin@specken.nl

Results 1/7, 1-shape conditionk = No. array objects in working memory

memory and learning martin@specken.nl

Results 2/7, 1-shape conditionClear effect groups > peak > decline

age 7-8age 12-13age 18+

memory and learning martin@specken.nl

Results 3/7 – 2 or 3 objects:Attention young children is adult-like?

YES NO

memory and learning martin@specken.nl

Results 4/7 – 2 or 3 objects:Significant interaction attention <-> age?

NO YES

memory and learning martin@specken.nl

Results 5/7 – 2 objects:Large difference working memory depend on attention?

NOYES

NO

memory and learning martin@specken.nl

Results 6/7Compared with expectations

memory and learning martin@specken.nl

Results 7/7Young children filter out items as well as older?

YES NO

memory and learning martin@specken.nl

Nestor question

Katja:

“It is mentioned that working memory capacity increases during elementary school, I wonder if this means that the neural basis develops, or if it is rather due to learning how to filter information when a lot of other information are present in working memory?”

memory and learning martin@specken.nl

What do you think?

• Would young children be able to attendexperiments like this?

• What would it be like?

• How can we do this?

memory and learning martin@specken.nl

Thanks for your attention

memory and learning martin@specken.nl

Additional info

memory and learning martin@specken.nl

Additional info

memory and learning martin@specken.nl

Additional info

Bunge & Wright: “A growing literature indicates that increased recruitment of task-related areas in frontal, parietal and striatal regions underlies improvements in working memory and cognitive control over the course of middle childhood and adolescence.”

memory and learning martin@specken.nl

Additional info

Information on how to participate young children in experiments

memory and learning martin@specken.nl

Additional info