Research Byte: A closer look at who "chokes under pressure" - importance of attentional control (AC)

Journal of Applied Research in Memory and Cognition

Volume 5, Issue 4, December 2016, Pages 470–477

Working Memory in the Wild: Applied Research in Working Memory

A Closer Look at Who “Chokes Under Pressure” ^{☆ ☆}

• Jason R. Sattizahn^a, ,
• Jason S. Moser^b,
• Sian L. Beilock^a

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Highlights

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High pressure settings compromise working memory and decrease cognitive performance.

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Those with higher working memory show greatest pressure-induced cognitive deficits.

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Attentional control alters relation of working memory to performance under pressure.

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Previous research has shown that the higher one's working memory capacity, the more likely his/her performance is to be negatively impacted by performance pressure. In the current research we examined potential explanations for this finding by assessing the relation between pressure-induced performance deficits (i.e. “choking under pressure”) in math-based problem solving and individual differences in both working memory (as assessed via complex span tasks) and attentional control (as assessed via two measures from an Eriksen Flanker task). We find higher working memory only relates to “choking under pressure” when individuals were low in attentional control. These results further elucidate the mechanism by which high-pressure scenarios can lead to errors in performance and carry implications for developing effective intervention strategies to prevent poor performance in high-stakes situations.

For the Gv Gallery Hall of Fame: Neurocognitive developmental model of cognitive control maturation

Another excellent visual presentation of complex psychological constructs, research and theory.  Click on image to enlarge.

Friday, July 10, 2015

7:18 PM

Research byte: Dual method model of cognitive control

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Research Byte: Age-related cognitive decline due more to processing speed and less to executive control?

Note that the final model (above) is consistent with prior research I included in McGrew (2005) and which is also online here. There is clearly strong evidence for the primary role of processing speed (Gs) playing a indirect role on cognition mediated via working memory.





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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence working memory executive function cognitive control processing speed working memory Gsm Gs aging cognitive control

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IQs Reading: Chun et al's taxonomy of human attention

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I just finished my first read of Chun et al.'s thought provoking article that suggests and interesting external/internal taxonomy of human attention. All my comments are embedded in the article as per the IQ's Reading feature of IQ's Corner.

A very thought provoking article that ties together a wide array of research on attention, working memory (attentional control), the importance of brain network synchrony (esp. the P-FIT model of Haeir et al), etc.

Worth the read. I particular like the treatment of working memory as more an attentional control mechanism and the treatment of cognitive control and top-down vs bottom-up attention.


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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence Annual Review of Psychology working memory attention controlled executive attention cognitive control P-FIT model of intelligence taxonomy of attention

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Research byte: Relationship between working memory, memory span and fluid intelligence (Gf)

As per usual when I make a research byte/brief post, if anyone would like to read the original article, I can share via email---with the understanding that the article is provided in exchange for a brief guest post about it's contents. :) (contact me at iap@earthlink.net if interested). Also, if figure/images are included in the post, they can usually be made larger by clicking on the image.


Pascale M.J. Engel de Abreu, Andrew R.A. Conway, Susan E. Gathercole. Working memory and fluid intelligence in young children. Intelligence 38 (2010) 552–561

Abstract

The present study investigates how working memory and fluid intelligence are related in young children and how these links develop over time. The major aim is to determine which aspect of the working memory system—short-term storage or cognitive control—drives the relationship with fluid intelligence. A sample of 119 children was followed from kindergarten to second grade and completed multiple assessments of working memory, short-term memory, and fluid intelligence. The data showed that working memory, short-term memory, and fluid intelligence were highly related but separate constructs in young children. The results further showed that when the common variance between working memory and short-term memory was controlled, the residual working memory factor manifested significant links with fluid intelligence whereas the residual short-term memory factor did not. These findings suggest that in young children cognitive control mechanisms rather than the storage component of working memory span tasks are the source of their link with fluid intelligence.





The findings of this study are very similar to a series of SEM models I ran with indicators from the WJ III. The WJ III CHC-based models also showed that memory span (Gms-MS) was a causal factor for working memory (Gsm-MW) which in turn had a significant causal effect on g (and not just Gf). The primary difference was that these WJ III based analyses also included processing speed (Gs) as a causal influence on MS and MW but, consistent with the developmental cascade hypothesis Gs did not have a direct causal effect on Gf (it was mediated thru Gsm-MS-MW). In addition, these models included a much broader array of indicators of g, inclusive of Gc, Gv, Ga, Glr, and Gf.


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intelligence IQ tests IQ scores CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner neuroscience neurocognitive cognitive abilities cognition Gv Ga Glr Gf Gc Gsm working memory developmental cascade hypothesis cognitive control fluid intelligence general intelligence WJ III