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Memory. 2010 Apr 19:1-19. [Epub ahead of print]
The concurrent validity of the N-back task as a working memory measure.
Jaeggi SM, Buschkuehl M, Perrig WJ, Meier B.
University of Michigan, Ann Arbor, MI, USA.
Abstract
The N-back task is used extensively in literature as a working memory (WM) paradigm and it is increasingly used as a measure of individual differences. However, not much is known about the psychometric properties of this task and the current study aims to shed more light on this issue. We first review the current literature on the psychometric properties of the N-back task. With three experiments using task variants with different stimuli and load levels, we then investigate the nature of the N-back task by investigating its relationship to WM, and its role as an inter-individual difference measure. Consistent with previous literature, our data suggest that the N-back task is not a useful measure of individual differences in WM, partly because of its insufficient reliability. Nevertheless, the task seems to be useful for experimental research in WM and also well predicts inter-individual differences in other higher cognitive functions, such as fluid intelligence, especially when used at higher levels of load.
notice the authors.
maybe not a 'demanding working memory task'?
The concurrent validity of the N-back task as a working memory measure.
Jaeggi SM, Buschkuehl M, Perrig WJ, Meier B.
University of Michigan, Ann Arbor, MI, USA.
Abstract
The N-back task is used extensively in literature as a working memory (WM) paradigm and it is increasingly used as a measure of individual differences. However, not much is known about the psychometric properties of this task and the current study aims to shed more light on this issue. We first review the current literature on the psychometric properties of the N-back task. With three experiments using task variants with different stimuli and load levels, we then investigate the nature of the N-back task by investigating its relationship to WM, and its role as an inter-individual difference measure. Consistent with previous literature, our data suggest that the N-back task is not a useful measure of individual differences in WM, partly because of its insufficient reliability. Nevertheless, the task seems to be useful for experimental research in WM and also well predicts inter-individual differences in other higher cognitive functions, such as fluid intelligence, especially when used at higher levels of load.
notice the authors.
maybe not a 'demanding working memory task'?
medicalstudent | 2 years ago
Reply
Incorrect inference. The demand will always be there. The issue is chunking effects which perceptibly emerge through familiarity with the task. The benefit is not from the chunking process itself but the state of mind one must take on; studies into meditation also show that WM can be temporarily improved thereby.
Calmest waves bring the art of recollection to bear, for the smallest ripples reach each other.
Is anyone listening? How can they when they are shouting, yelling, and clamouring over each other?
So few possess true mental literacy to surpass the expertise of sluggish observation.
Calmest waves bring the art of recollection to bear, for the smallest ripples reach each other.
Is anyone listening? How can they when they are shouting, yelling, and clamouring over each other?
So few possess true mental literacy to surpass the expertise of sluggish observation.
? | 2 years ago
Reply
interestingly put.
i like the meditation avenue.
lower working memory capacity is associated with improved information-integration learning (over +wmc subjects)
for those with high capacity, this means you can either choose to think about a task mastered this way, or you can choose to learn about it.
clamour, hah... time will tell
i like the meditation avenue.
lower working memory capacity is associated with improved information-integration learning (over +wmc subjects)
for those with high capacity, this means you can either choose to think about a task mastered this way, or you can choose to learn about it.
clamour, hah... time will tell
medicalstudent | 2 years ago
Reply
It would be interesting to see if working memory training would have an effect on information-integration learning or whether reduced performance is characteristic of "high reliance" on working memory rather than working memory capacity.
Would knowing that working memory interferes with the task enable subjects to perform better, as a result of improved cognitive strategy? Would this effect be more pronounced in those who have increased working memory capacity by training?
Would knowing that working memory interferes with the task enable subjects to perform better, as a result of improved cognitive strategy? Would this effect be more pronounced in those who have increased working memory capacity by training?
? | 2 years ago
Reply
exceptional question(s).
task and strategy meta-awareness all over this. i think it does indeed have to do with reliance on a suboptimal ('smarter'?) system. but then again, the truly 'adaptively smart' person should be aware that their fallback strategy is suboptimal.
its probably easier to tell if you are doing something wrong if you once did it right.
mode toggling is next. selective working memory restraint with concomitant working memory expansion.
task and strategy meta-awareness all over this. i think it does indeed have to do with reliance on a suboptimal ('smarter'?) system. but then again, the truly 'adaptively smart' person should be aware that their fallback strategy is suboptimal.
its probably easier to tell if you are doing something wrong if you once did it right.
mode toggling is next. selective working memory restraint with concomitant working memory expansion.
medicalstudent | 2 years ago
Reply
"lower working memory capacity is associated with improved information-integration learning"
This needs serious verbal qualification. I doubt the verity of this, in all sincerity.
Perhaps you are referring to merely a (scientifically uncontrolled) lack of depth of processing which is compensated for by a high WM? You see, not all high WM subjects will inevitably lack "improved information-integration learning". (I would be one such exception, to be sure. But I also have an alarmingly high IQ to show for that....)
This needs serious verbal qualification. I doubt the verity of this, in all sincerity.
Perhaps you are referring to merely a (scientifically uncontrolled) lack of depth of processing which is compensated for by a high WM? You see, not all high WM subjects will inevitably lack "improved information-integration learning". (I would be one such exception, to be sure. But I also have an alarmingly high IQ to show for that....)
? | 2 years ago
Reply
okaly dokaly
Cognition. 2008 Apr;107(1):284-94. Epub 2007 Aug 17.
Individual differences in category learning: sometimes less working memory capacity is better than more.
Decaro MS, Thomas RD, Beilock SL.
Department of Psychology, Miami University, USA.
Abstract
We examined whether individual differences in working memory influence the facility with which individuals learn new categories. Participants learned two different types of category structures: rule-based and information-integration. Successful learning of the former category structure is thought to be based on explicit hypothesis testing that relies heavily on working memory. Successful learning of the latter category structure is believed to be driven by procedural learning processes that operate largely outside of conscious control. Consistent with a widespread literature touting the positive benefits of working memory and attentional control, the higher one's working memory, the fewer trials one took to learn rule-based categories. The opposite occurred for information-integration categories - the lower one's working memory, the fewer trials one took to learn this category structure. Thus, the positive relation commonly seen between individual differences in working memory and performance can not only be absent, but reversed. As such, a comprehensive understanding of skill learning - and category learning in particular - requires considering the demands of the tasks being performed and the cognitive abilities of the performer.
yes, there is debate
but for now, i'm rolling with this conclusion. there is a role for 'intuition', as abstract as it may seem.
not sure how to classify the tasks yet, but it seems to have to do with verbalizable rules as opposed to 'gut' feelings.
just don't trip the alarms at the airport.
Cognition. 2008 Apr;107(1):284-94. Epub 2007 Aug 17.
Individual differences in category learning: sometimes less working memory capacity is better than more.
Decaro MS, Thomas RD, Beilock SL.
Department of Psychology, Miami University, USA.
Abstract
We examined whether individual differences in working memory influence the facility with which individuals learn new categories. Participants learned two different types of category structures: rule-based and information-integration. Successful learning of the former category structure is thought to be based on explicit hypothesis testing that relies heavily on working memory. Successful learning of the latter category structure is believed to be driven by procedural learning processes that operate largely outside of conscious control. Consistent with a widespread literature touting the positive benefits of working memory and attentional control, the higher one's working memory, the fewer trials one took to learn rule-based categories. The opposite occurred for information-integration categories - the lower one's working memory, the fewer trials one took to learn this category structure. Thus, the positive relation commonly seen between individual differences in working memory and performance can not only be absent, but reversed. As such, a comprehensive understanding of skill learning - and category learning in particular - requires considering the demands of the tasks being performed and the cognitive abilities of the performer.
yes, there is debate
but for now, i'm rolling with this conclusion. there is a role for 'intuition', as abstract as it may seem.
not sure how to classify the tasks yet, but it seems to have to do with verbalizable rules as opposed to 'gut' feelings.
just don't trip the alarms at the airport.
medicalstudent | 2 years ago
Reply
Artificial integration. People with lower working memory usually have reduced cognitive subjectivity, the required up-keeping of simultaneous thoughts. Working memory, of course, provides a number of performance-related capabilities--although it is a proportion, a subsystem of g. As a factor - it is frequently found alone: it is a behavioral adapting. Genes=behavior. It would be interesting to know if the relationship between working memory and skill learning was still negative within equal g. Maintenance of simultaneous thoughts optimally requires about .3 working memory, etc. and adaptations are more numerous--the minds of those with high working memory are geared toward remembering extensions, as g is rare. When rarer than working memory, thoughts behave more coheringly, internal data is public rather than private. This is why g is highest when correlations are low...
Really "artificial" integration is hard when A. thoughts tend to be more private (valuation..) when working memory is high, and B. artificial structures are trivially constructed ( ..Public) and input does not correspond to thought expectations., A. is not tended toward by g exactly as the expectation is toward thought upkeep. B. can be seen to be the detriment of g (public is contrary to g)...yet things are not trivial (C.) The structure of C. is the structure of g, ~ reliant on A., subtracted by B. the domain that contains them, both g and C., is logical....
WT:disclaimer
Really "artificial" integration is hard when A. thoughts tend to be more private (valuation..) when working memory is high, and B. artificial structures are trivially constructed ( ..Public) and input does not correspond to thought expectations., A. is not tended toward by g exactly as the expectation is toward thought upkeep. B. can be seen to be the detriment of g (public is contrary to g)...yet things are not trivial (C.) The structure of C. is the structure of g, ~ reliant on A., subtracted by B. the domain that contains them, both g and C., is logical....
WT:disclaimer
? | 2 years ago
Reply
Nah, I wouldn't poke this with _your_ brain.
I remember this study; very underwhelming to say the least.
I remember this study; very underwhelming to say the least.
? | 2 years ago
Reply
