Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 6 |
Descriptor
| Comparative Analysis | 6 |
| Interference (Learning) | 6 |
| Spatial Ability | 6 |
| Short Term Memory | 4 |
| Task Analysis | 3 |
| Cognitive Processes | 2 |
| Color | 2 |
| Foreign Countries | 2 |
| Recall (Psychology) | 2 |
| Verbal Ability | 2 |
| Visual Perception | 2 |
| More ▼ | |
Source
| Journal of Experimental… | 3 |
| Discourse Processes: A… | 1 |
| Journal of Deaf Studies and… | 1 |
| Journal of Learning… | 1 |
Author
| Baruffaldi, Francesca | 1 |
| Bonmassar, Claudia | 1 |
| Cohen Kadosh, Roi | 1 |
| Heimler, Benedetta | 1 |
| Jara, Pilar | 1 |
| Lolliot, Simon | 1 |
| Mayer, Maria Gabriela | 1 |
| Miranda, Ana | 1 |
| Miron, Monica D. | 1 |
| Morey, Candice C. | 1 |
| Pavani, Francesco | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Higher Education | 2 |
| Postsecondary Education | 2 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Stroop Color Word Test | 2 |
| Continuous Performance Test | 1 |
| Wechsler Intelligence Scale… | 1 |
| Wisconsin Card Sorting Test | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHeimler, Benedetta; Baruffaldi, Francesca; Bonmassar, Claudia; Venturini, Marta; Pavani, Francesco – Journal of Deaf Studies and Deaf Education, 2017
Multisensory interactions in deaf cognition are largely unexplored. Unisensory studies suggest that behavioral/neural changes may be more prominent for visual compared to tactile processing in early deaf adults. Here we test whether such an asymmetry results in increased saliency of vision over touch during visuo-tactile interactions. About 23…
Descriptors: Interference (Learning), Deafness, Adults, Multisensory Learning
Schüler, Anne; Mayer, Maria Gabriela – Discourse Processes: A Multidisciplinary Journal, 2020
In this study we investigated whether the beneficial effect of adding illustrations to text can be explained by the fact that illustrations facilitate analogous mental representation construction from text in visuospatial working memory. For this the secondary task paradigm was used. It was expected that the secondary task interfered only with…
Descriptors: Illustrations, Instructional Materials, Reading Processes, Reading Materials
Morey, Candice C.; Miron, Monica D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Among models of working memory, there is not yet a consensus about how to describe functions specific to storing verbal or visual-spatial memories. We presented aural-verbal and visual-spatial lists simultaneously and sometimes cued one type of information after presentation, comparing accuracy in conditions with and without informative…
Descriptors: Short Term Memory, Retention (Psychology), Interference (Learning), Spatial Ability
Sella, Francesco; Sader, Elie; Lolliot, Simon; Cohen Kadosh, Roi – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Recent studies have highlighted the potential role of basic numerical processing in the acquisition of numerical and mathematical competences. However, it is debated whether high-level numerical skills and mathematics depends specifically on basic numerical representations. In this study mathematicians and nonmathematicians performed a basic…
Descriptors: Numbers, Cognitive Processes, Mathematics Skills, Professional Personnel
Thomas, Laura E. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2013
Directed actions can play a causal role in cognition, shaping thought processes. What drives this cross-talk between action and thought? I investigated the hypothesis that representations in spatial working memory mediate interactions between directed actions and problem solving. Participants attempted to solve an insight problem while…
Descriptors: Spatial Ability, Short Term Memory, Experimental Psychology, Problem Solving
Miranda, Ana; Presentacion, M. Jesus; Siegenthaler, Rebeca; Jara, Pilar – Journal of Learning Disabilities, 2013
The purpose of this study was to analyze the effects of an intensive psychosocial intervention on the executive functioning (EF) in children with ADHD. The treatment was carried out in a coordinated manner over a period of 10 weeks with 27 children with ADHD aged 7 to 10, their parents, and their teachers. A battery of neuropsychological tasks was…
Descriptors: Executive Function, Attention Deficit Hyperactivity Disorder, Intervention, Outcomes of Treatment
