Following instructions in a virtual school: Does working memory play a role?
Accumulating evidence that working memory supports the ability to follow instructions has so far been restricted to experimental paradigms that have greatly simplified the practical demands of performing actions to instructions in everyday tasks. The aim of the present study was to investigate wheth...
| Published in: | Memory & Cognition Vol. 44; no. 4; pp. 580 - 590 |
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| Main Authors: | , , , |
| Format: | Article |
| Published: |
Springer Nature
May2016
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=114605227&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 114605227 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: May2016 vid: 44 iid: 4 pid: 237 pub: Springer Nature artinfo: ui: 114605227 10.3758/s13421-015-0579-2 ppf: 580 ppct: 10 formats: fmt: @attributes: type: P size: 415KB tig: atl: Following instructions in a virtual school: Does working memory play a role? aug: au: Jaroslawska, Agnieszka Gathercole, Susan Logie, Matthew Holmes, Joni affil: MRC Cognition and Brain Sciences Unit, 15 Chaucer Road Cambridge CB2 7EF UK su: Computer simulation Memory Paradigms (Social sciences) School environment Schools Virtual reality Task performance Children Information resources management sug: subj: Computer simulation Memory Paradigms (Social sciences) School environment Schools Virtual reality Task performance Children All Other Information Services Elementary and Secondary Schools All Other Miscellaneous Schools and Instruction Information resources management keyword: Following instructions Virtual environment Working memory Following instructions Virtual environment Working memory ab: Accumulating evidence that working memory supports the ability to follow instructions has so far been restricted to experimental paradigms that have greatly simplified the practical demands of performing actions to instructions in everyday tasks. The aim of the present study was to investigate whether working memory is involved in maintaining information over the longer periods of time that are more typical of everyday situations that require performing instructions to command. Forty-two children 7-11 years of age completed assessments of working memory, a real-world following-instructions task employing 3-D objects, and two new computerized instruction-following tasks involving navigation around a virtual school to complete a sequence of practical spoken commands. One task involved performing actions in a single classroom, and the other, performing actions in multiple locations in a virtual school building. Verbal working memory was closely linked with all three following-instructions paradigms, but with greater association to the virtual than to the real-world tasks. These results indicate that verbal working memory plays a key role in following instructions over extended periods of activity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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