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Introduction
Published in Walter R. Boot, Neil Charness, Sara J. Czaja, Wendy A. Rogers, Designing for Older Adults, 2020
Walter R. Boot, Neil Charness, Sara J. Czaja, Wendy A. Rogers
Memory abilities change with age too, including working memory. “Working memory” refers to the ability to simultaneously store and manipulate information in mind, and this ability is important for problem solving, reasoning, and speech and language comprehension. Designs that place high working memory demands on the user, for example, by having them navigate complex menu structures to identify the most appropriate option, can negatively influence older adults’ performance. Prospective memory, the ability to remember to do something in the future, can also be impacted. However, not all cognitive abilities show large age-related cognitive declines. Procedural memory (memory for the steps involved in how to perform a practiced task, the classic example being how to ride a bicycle) is often unaffected by age, and crystallized intelligence (knowledge about the world) remains stable or even increases later in life. Designs that take advantage of what older adults already know can help offset the impact of declines in other abilities. Memory limitations can be addressed by providing “knowledge in the world.” This refers to having information (for example, about the sequence of actions involved in completing a task) displayed as part of the system itself, rather than relying on users to learn and remember these actions.
Ability, Aptitude and Performance Assessment
Published in Robert Bor, Carina Eriksen, Todd P. Hubbard, Ray King, Pilot Selection, 2019
Working memory is important in roles where new information and new skills have to be learnt. It is the capacity to hold small amounts of information in such a way that they can be easily accessed, typically for less than 30 seconds at a time. You use this skill every day, for example when you look up a phone number then remember it for long enough to dial it or retain a meeting date and time in your active memory until you can enter it into your diary. To retain information for longer periods of time, different cognitive processing strategies are used, which are not the subject of our consideration. There are a number of different working memory tests that can be used, which typically involve displaying a shape, word, number string or picture for a few seconds, then asking which of a number of alternatives match the original, the options being displayed for a short period after the stimulus has been shown. It is usual in these tests for the stimulus to be shown only once. Sometimes, the input can be auditory, rather than visual:
Driver Behavior
Published in Motoyuki Akamatsu, Handbook of Automotive Human Factors, 2019
The brain’s memory functions can be classified into short-term memory, long-term memory, and working memory. Short-term memory is temporary storage of information obtained via sensory organs, and is retained for only several seconds before disappearing. In contrast, long-term memory is a function to store information for long periods of time. It includes not only the type of information that people can recall but also templates and filters acquired through perceptual experience, which do not surface to consciousness but are necessary for information processing. Working memory is a temporary memory function to manipulate perceived information within the brain and judge if the perceived information matches the information that the brain is looking for. The brain is considered to perceive shapes of objects using template that is kept in long-term memory. For the brain to decide what actions to take based on perceived information, it is necessary for it to take account of and refer to the goals in order to properly interpret the perceived information. In addition, attentional resources (see 6.1.1) must be involved to activate the perception, decision, and action selection stages using the three memory functions mentioned above during the course of performing a task. Therefore, Wickens’s model includes the memory functions and attentional resources to the information processing (Fig. 6.9).
Working Memory Capacity for Gesture-Command Associations in Gestural Interaction
Published in International Journal of Human–Computer Interaction, 2023
Qi Gao, Zheng Ma, Quan Gu, Jiaofeng Li, Zaifeng Gao
Working memory, a buffer temporarily maintaining and manipulating a limited set of information from perception and long-term memory (Baddeley & Hitch, 1974), is a fundamental cognitive component underlying learning and memorizing gesture-command associations. Specifically, users need to learn and memorize gesture-command associations presented in perception during the study phase of gestural interaction (Anderson & Bischof, 2013), and later have to retrieve them from long-term memory after a period without interacting with the system (Harrison et al., 2013). This process innately requires the involvement of working memory storage, or short-term memory (see Baddeley, 2012 for a review). In the multi-component working memory model, the storage component is referred to as the traditional short-term memory term, while working memory includes extra active processing components, episodic buffer, and central executive (see Baddeley, 2012; Cowan, 2016 for reviews). Corroborating this view, many studies have revealed that working memory plays a pivotal role in a variety of high-level cognitive activities, including learning, reasoning, and comprehension (e.g., Just & Carpenter, 1992; Kyllonen & Christal, 1990; Maxwell et al., 2003).
Attention, working-memory control, working-memory capacity, and sport performance: The moderating role of athletic expertise
Published in European Journal of Sport Science, 2021
Robert S. Vaughan, Sylvain Laborde
Evidence from neuropsychology can further explain this effect. First, the link between attention and working-memory, suggests a sequential relationship in that attention is responsible for encoding and working-memory is responsible for maintenance in task performance (i.e. attention is the processing gatekeeper and working-memory the bridge with performance; Awh et al., 2006). Moreover, rarely are both systems employed unilaterally. It is possible that both systems may have partial dependence from each other. According to perceptual-load-theory (Lavie, 1995), attentional uptake is continuous, encoding both early and late stimuli. Whilst the processing of relevant and irrelevant stimuli is situated within working-memory, additional information may be required from attention for successful performance (Lavie, 1995). Higher expertise in the basketball free-throw task may also align to theories proposing attention-based rehearsal in working-memory (Awh et al., 2006). That is, maintenance of spatial information in working-memory is accomplished through a sustained shift of spatial attention to a memorised location, which may be advantageous to experts (Awh et al., 2006; Swann et al., 2015).
Feasibility of test administration and preliminary findings for cognitive control in the Burn 2 learn pilot randomised controlled trial
Published in Journal of Sports Sciences, 2020
Angus A. Leahy, Madieke F.I. Michels, Narelle Eather, Charles H. Hillman, Tatsuya T. Shigeta, David R. Lubans, Jordan J. Smith
Working memory was assessed using a modified version of a serial n-back task which has demonstrated acceptable test-re-test reliability (r = 0.70) (Ishihara & Mizuno, 2018) and construct validity (Wade et al., 2019). Two task conditions (i.e., 1-back and 2-back) were evaluated and administered in a counterbalanced order, which differed by the degree of cognitive demand. Participants were presented with a series of basic shapes and required to recall (using specific response keys) whether the current shape (trial “n”) matched the shape immediately prior (1-back, ‘n-1ʹ), or two shapes prior (2-back, ‘n-2ʹ). For each stimulus (within each n-back condition) participants were required to indicate whether the shape was a match (i.e., target) by pressing the “red button” with their right index finger, or not a match (i.e., non-target) by pressing the “blue button” with their left index finger. Stimuli were shown for 250 ms following a fixed inter stimulus interval of 2500 ms and consisted of 3 cm shapes (i.e., crescent, triangle, circle, square, star, and cross) displayed on a black background. Following successful completion of the practice block for each task, participants then completed two testing blocks of randomised target (n = 24) and non-target (n = 48) trials. Response time and accuracy were recorded for both target shapes (i.e., correctly identifying a match), and non-target shapes (i.e., correctly identifying a non-match).