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Belletier, Clément; Doherty, Jason M.; Graham, Agnieszka J.; Rhodes, Stephen; Cowan, Nelson; Naveh-Benjamin, Moshe; Barrouillet, Pierre; Camos, Valérie; Logie, Robert H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
How working memory supports dual-task performance is the focus of a long-standing debate. Most previous research on this topic has focused on participant performance data. In three experiments, we investigated whether changes in participant-reported strategies across single- and dual-task conditions might help resolve this debate by offering new…
Descriptors: Short Term Memory, Theories, Cognitive Processes, Executive Function
Arenillas-Alcón, Sonia; Ribas-Prats, Teresa; Puertollano, Marta; Mondéjar-Segovia, Alejandro; Gómez-Roig, María Dolores; Costa-Faidella, Jordi; Escera, Carles – Developmental Science, 2023
Fetal hearing experiences shape the linguistic and musical preferences of neonates. From the very first moment after birth, newborns prefer their native language, recognize their mother's voice, and show a greater responsiveness to lullabies presented during pregnancy. Yet, the neural underpinnings of this experience inducing plasticity have…
Descriptors: Prenatal Influences, Neonates, Music, Speech
Norman, Donald A.; Hutchins, Edwin L., Jr. – 1988
This synthesis of the research on direct manipulation interfaces explores the nature of directness in computer interfaces and demonstrates that the concept of directness is complex, including two gulfs--for execution and evaluation--and two kinds of mappings--semantic mappings and referential distance. Examination of the complexities of the…
Descriptors: Artificial Intelligence, Auditory Stimuli, Check Lists, Cognitive Processes
Henning, Grant – 1991
Criticisms of the Test of English as a Foreign Language (TOEFL) have included speculation that the listening test places too much burden on short-term memory as compared with comprehension, that a knowledge of reading is required to respond successfully, and that many items appear to require mere recall and matching rather than higher-order…
Descriptors: Adults, Auditory Stimuli, Cognitive Processes, Educational Assessment

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