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Background: Everyone has a different brain programming some people have a brilliant concentration but some people struggle to focus on things or to pay attention. This, research is focused on the importance of concentration for learners as the previous studies also concluded that higher levels of concentration are vulnerable to distractions. Hence this research is intended to assess the reports generated from the Aimtest tool administered by 8 Infinity Education Research group in India with the end view of identifying its implication to enhance the human concentration level. Materials and Methods: This prospective study operates on evocative research method which involved the use of documentary analysis, questionnaires and interviews with voluntary opted respondents carried by researchers' approach and analysis pertaining to the content of the data. In this pilot study, we recruited 159 individuals age 8 to 20 yearsResult: between the academic standard levels 4th to 12th who were chosen after consent for this assessment. The Aimtest calculated their Memory, concentration level and, reading speed with the proven formulas. We have found overall 83.64% satisfaction rate among all the categories. Based on the descriptive research our findings suggestConclusion: that this tool can be used to enhance the concentration level as well as it can also be embodied in academic institutions to improve on the learning ability of students.
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Reading in a foreign language is considered a high cognitive function, believed, thus, to impose demands on working memory resources. Studies have shown significant correlations between working memory capacity and foreign language reading comprehension, but its underlying mechanisms are still open to discussion. This article reports on a study whose objective was to investigate possible correlations between working memory capacity and foreign language reading comprehension considering the knowledge of the first language as a possible source of interference. A recall task was conducted in two conditions, one in which readers performed the task in English and another, in Portuguese. Results showed a weak but statistically significant correlation between working memory capacity and recall scores in the second condition and no correlations between working memory capacity and reading time. Exploratory data analyses suggested that the correlation observed was influenced by foreign language reading proficiency and that the ratio of recall scores to reading time is a better measure of comprehension efficiency.
A leitura em língua estrangeira é considerada uma função cognitiva de alto nível que se acredita, portanto, impor demandas nos recursos da memória de trabalho. Estudos mostram correlações significativas entre capacidade de memória de trabalho e compreensão leitora em língua estrangeira, mas seus mecanismos subjacentes ainda estão abertos a discussões. Esse artigo reporta um estudo cujo objetivo foi investigar possíveis correlações entre capacidade de memória de trabalho e compreensão leitora em língua estrangeira considerando o conhecimento da primeira língua como uma possível fonte de interferência. Uma tarefa de recordação foi conduzida em duas condições, uma em que os leitores realizaram a tarefa em inglês e outra, em português. Os resultados mostraram uma correlação fraca, mas estatisticamente significativa entre capacidade de memória de trabalho e pontuações no teste de recordação na segunda condição e nenhuma correlação entre capacidade de memória de trabalho e tempo de leitura. Análises exploratórias dos dados apontaram que a correlação observada foi influenciada pela proficiência de leitura em língua estrangeira e que a razão entre pontuações do teste de recordação e tempo de leitura é uma medida mais apropriada para a eficiência da compreensão leitora.
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Humanos , Comprensión , Lenguaje , Aprendizaje , Memoria a Corto PlazoRESUMEN
Objective:To investigate the moderating role of emotional expressivity in the relationship between test anxiety and working memory capacity (WMC).Methods:Totally 332 college students were selected.The Test Anxiety Inventory (TAI),Emotional Expressivity Inventory (EEI) and Arithmetic Operation-Word Memory Span Task (OSPAN) were used to measure the severity of test anxiety,working memory capacity,and degree of emotional expressivity,respectively.Results:TAI scores were negatively correlated with WMC scores (r =-0.36,P ＜0.01).Emotional expressivity had a moderating effect between scores of test anxiety and WMC (β =0.19,P ＜0.01).Test anxiety score negatively predicted WMC score in students with low emotional expressivity (β =-0.74,P ＜ 0.01),whereas it couldn't predict WMC in those with high emotional expressivity (β =-0.07,P ＞0.05).Conclusion:It suggests that higher emotional expressivity could buffer the negative effect of test anxiety on working memory capacity.
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Desarrollada por Juan Pascual-Leone y sus colaboradores, en el marco de su teoría de los operadores constructivos, la prueba de intersección de figuras (FIT) ha sido ampliamente utilizada en investigaciones básicas y aplicadas que tienen que ver con el desarrollo de la capacidad de memoria de trabajo, como tal y como factor que influye en el logro de aprendizaje. Este trabajo consigna los resultados del análisis psicométrico de la prueba realizado en una muestra de estudiantes colombianos. Los participantes del estudio fueron 146 estudiantes (79 niños y 67 niñas) entre los grados primero y quinto de educación básica primaria (entre 7 y 11 años de edad). Se presenta un análisis de consistencia y un modelo de predicción de la dificultad de cada ítem que se podría considerar indicador de validez de constructo. Se examinan dos escalas propuestas por el autor, así como las diferencias relacionadas con la edad y el sexo.
The figural intersection test (FIT), which was developed by Juan Pascual-Leone and his collaborators within the framework of the theory of constructive operators, has been widely used in basic and applied research concerning working memory capacity both per se and as a factor of learning.This article presents the results of a psychometric analysis of the FIT on a sample of Colombian schoolchildren. The test was applied to 146 primary school children (79 boys and 67 girls) between 1st and 5th grades (7 to 11 years old). An analysis is presented of the internal consistency and a predictive model of the difficulty of each item, which could be considered as an indicator of the construct validity of the test. The twoscoring scales proposed by the FIT author, as well as data related to age and gender differences were examined.
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The present study was based on the hypothesis that a limited amount of information can be simultaneously processed in working memory. The main objective was to determine the capacity of working memory under experiment conditions and express it in terms of bits of information. The bit values of the selected objects used in the experiment were determined using Shannon's formula. The objects were presented to the participants as a set of charts. Each chart presented a four-element object with a particular bit value. The elements constituted commonly known signs, with no difficulty in perception. The efficiency of object recollection from working memory decreased as the bit value of the object increased. In each of the experiments, the bit value of the recollected information oscillated between 26.7 and 31.9. The present results did not confirm sex differences in working memory function...
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Humanos , Masculino , Femenino , Adulto Joven , Memoria a Corto Plazo , Procesos Mentales , Retención en PsicologíaRESUMEN
This article surveys an experimental research on working memory capacity and second language (L2) writing performance. It attempts to tap on a principled account on whether individual differences in working memory capacity are related to L2 writing performance and whether such performance could be affected by working memory capacity. The experiment consists of a memory test - The operation-word span test (the OSPAN test), and the performance of a written task in the L2 (a sequencing narrative story board), as measured by accuracy and complexity. The results revealed evidence that there is statistically significant relationship between working memory (WM) capacity and L2 writing performance. In the concluding part, these issues are discussed and directions for further research are suggested