memory and learning Seven-year-olds allocate attention like adults unless working memory is overloaded Nelson Cowan Candice C. Morey Angela M. AuBuchon Christopher E. Zwilling Amanda L. Gilchrist (2010)

memory and learning Attend to … (‘classroom’) circlestrianglesboth equal 1: For 1.0 seconds - Fixation (‘boys’)(‘girls’) (‘boys + girls’)

memory and learning 2: For 0.5 seconds - Remember color + location

memory and learning 3: For 1.5 seconds - Retention interval

memory and learning 4: Probe display - Type 1 = No change

memory and learning 4: Probe display - Type 2 = Location change

memory and learning 4: Probe display - Type 3 = New color

memory and learning 4: Probe display - Type 4 = Other shape’s color

memory and learning Previous studies When children get older their visual working memory increases. Why? visual working memory younger childrenolder children

memory and learning Hypothesis Younger children are less able to exclude irrelevant items from working memory to make room for relevant items. working memory Younger children Older children

memory and learning An impression of the speed. Ready?

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memory and learning The method 1/5 grades – 8 years old grades – 13 years old college students participants

memory and learning The method 2/5 10 possible circles, 10 possible triangles, both in 10 colors

memory and learning 8.19 cm The method 3/ cm

memory and learning The method 4/5, Trial condition 1-shape 1.Probe: 50% no-change 2.Probe: 25% location-change 3.Probe: 25% new-color

memory and learning The method 4/5, Trial condition 100% 1.Array: 50% attended shape, 50% other shape 2.Probe: Always the attended shape, 50% no-change, the rest divided: location-change/other color/new color

memory and learning The method 4/5, Trial condition 80% / 20% 1.Same as the 100% condition, except 2.Probe: 20% is the shape that had to be ignored 3.Probe: 40% no change

memory and learning The method 4/5, Trial condition 50% / 50% 1.Probe: 50% in location of a circle in the array 50% in location of a triangle in the array Change/No-change distribution as in 100% condition

memory and learning Proportion correct Usually-tested shapeNot-usually-tested shape 1 - Less- advanced group 2 - More-advanced group Expected capacities A: Same working memory + better filtering in group 2

memory and learning Expected capacities B: More working memory in group 2 + same filtering Proportion correct Usually-tested shapeNot-usually-tested shape 1 - Less- advanced group 2 - More-advanced group

memory and learning Expected capacities C: More working memory in group 2 + better filtering in group 2 Proportion correct Usually-tested shapeNot-usually-tested shape 1 - Less- advanced group 2 - More-advanced group

memory and learning Results 1/7, 1-shape condition k = No. array objects in working memory

memory and learning Results 2/7, 1-shape condition Clear effect groups > peak > decline age 7-8 age age 18+

memory and learning Results 3/7 – 2 or 3 objects: Attention young children is adult-like? YESNO

memory and learning Results 4/7 – 2 or 3 objects: Significant interaction attention age? NOYES

memory and learning Results 5/7 – 2 objects: Large difference working memory depend on attention? NO YES NO

memory and learning Results 6/7 Compared with expectations

memory and learning Results 7/7 Young children filter out items as well as older? YESNO

memory and learning Nestor question Katja: “It is mentioned that working memory capacity increases during elementary school, I wonder if this means that the neural basis develops, or if it is rather due to learning how to filter information when a lot of other information are present in working memory?”

memory and learning What do you think? Would young children be able to attend experiments like this? What would it be like? How can we do this?

memory and learning Thanks for your attention

memory and learning Additional info

memory and learning Additional info

memory and learning Additional info

Bunge & Wright: “A growing literature indicates that increased recruitment of task-related areas in frontal, parietal and striatal regions underlies improvements in working memory and cognitive control over the course of middle childhood and adolescence.” memory and learning Additional info

Information on how to participate young children in experiments memory and learning Additional info