Focused, unfocused, and defocused information in working memory.

نویسندگان

  • Laura Rerko
  • Klaus Oberauer
چکیده

The study investigated the effect of selection cues in working memory (WM) on the fate of not-selected contents of WM. Experiments 1A and 1B showed that focusing on 1 cued item in WM does not impair memory for the remaining items. The nonfocused items are maintained in WM even when this is not required by the task. Experiments 2 and 3 showed that items that were once focused in WM remain strengthened after the focus shifts away from them. When defocused items are presented as mismatching recognition probes, they are rejected better than other mismatching probes (Experiments 2 and 3). When a defocused item was later cued again, such that the focus had to shift back to it, that item was recognized better than an item cued for the first time (Experiment 3). The results support the distinction between mechanisms for temporary maintenance and the focus of attention in WM, and they challenge theories that explain maintenance and focusing by the same mechanisms, such as a limited number of slots or a limited resource.

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

منابع مشابه

The Impact of Indirect Focused and Unfocused Corrective Feedback on Written Accuracy

Usually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective feedback, produced differential effects on the accurate use of grammatical forms by high intermediate EFL learners. In this stud...

متن کامل

The Impact of Indirect Focused and Unfocused Corrective Feedback on Written Accuracy

Usually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective feedback, produced differential effects on the accurate use of grammatical forms by high intermediate EFL learners. In this stud...

متن کامل

The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners

Abstract The study aimed at investigating the efficacy of written corrective feedback (CF) in improving Iranian EFL learners’ grammatical accuracy. It compared the effects of focused and unfocused written CF on the learners’ grammatical accuracy. 75 EFL students formed a one control and two experimental groups. The focused feedback group was provided with error correction in tenses. The unfocus...

متن کامل

The Effect of Focused Corrective Feedback and Attitude on Grammatical Accuracy: A Study of Iranian EFL Learners

Abstract The study aimed at investigating the efficacy of written corrective feedback (CF) in improving Iranian EFL learners’ grammatical accuracy. It compared the effects of focused and unfocused written CF on the learners’ grammatical accuracy. 75 EFL students formed a one control and two experimental groups. The focused feedback group was provided with error correction in tenses. The unfocus...

متن کامل

Improving Learner Performance in Producing Grammatical Structures

This experimental study examined the effectiveness of using focused and unfocused tasks on Iranian intermediate EFL learners’ performance in producing noun, adjective, and adverb clauses. In addition,the aim of this study was to explore the effects of form-focused instruction and the feedback students received from their teacher after doing focused grammar tasks. Data consisted of the scores of...

متن کامل

ذخیره در منابع من


  با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید

برای دانلود متن کامل این مقاله و بیش از 32 میلیون مقاله دیگر ابتدا ثبت نام کنید

ثبت نام

اگر عضو سایت هستید لطفا وارد حساب کاربری خود شوید

عنوان ژورنال:
  • Journal of experimental psychology. Learning, memory, and cognition

دوره 39 4  شماره 

صفحات  -

تاریخ انتشار 2013