| Title |
Interactivity mitigates the impact of working memory depletion on mental arithmetic performance
|
|---|---|
| Published in |
Cognitive Research: Principles and Implications, December 2016
|
| DOI | 10.1186/s41235-016-0027-2 |
| Pubmed ID | |
| Authors |
Frédéric Vallée-Tourangeau, Miroslav Sirota, Gaëlle Vallée-Tourangeau |
| Abstract |
Doing long sums in the absence of complementary actions or artefacts is a multistep procedure that quickly taxes working memory; congesting the phonological loop further handicaps performance. In the experiment reported here, participants completed long sums either with hands down - the low interactivity condition - or by moving numbered tokens - the high interactivity condition - while they repeated "the" continuously, loading the phonological loop, or not. As expected, interactivity and articulatory suppression substantially affected performance; critically, the effect of articulatory suppression was stronger in the low than in the high interactivity condition. In addition, an independent measure of mathematics anxiety predicted the impact of articulatory suppression on performance only in the low (not high) interactivity condition. These findings suggest that interactivity augmented overall or systemic working memory resources and diminished the effect of mathematics anxiety, underscoring the importance of characterizing the properties of the system as it is configured by the dynamic agent-environment coupling. |
X Demographics
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Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 34 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 34 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 8 | 24% |
| Student > Master | 7 | 21% |
| Professor | 2 | 6% |
| Researcher | 2 | 6% |
| Professor > Associate Professor | 2 | 6% |
| Other | 6 | 18% |
| Unknown | 7 | 21% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 15 | 44% |
| Social Sciences | 3 | 9% |
| Mathematics | 2 | 6% |
| Business, Management and Accounting | 2 | 6% |
| Neuroscience | 2 | 6% |
| Other | 2 | 6% |
| Unknown | 8 | 24% |
Attention Score in Context
This research output has an Altmetric Attention Score of 80. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 05 June 2022.
All research outputs
#453,543
of 22,908,162 outputs
Outputs from Cognitive Research: Principles and Implications
#32
of 319 outputs
Outputs of similar age
#10,482
of 419,655 outputs
Outputs of similar age from Cognitive Research: Principles and Implications
#4
of 15 outputs
Altmetric has tracked 22,908,162 research outputs across all sources so far. Compared to these this one has done particularly well and is in the 98th percentile: it's in the top 5% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 319 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 44.0. This one has done well, scoring higher than 89% of its peers.
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We're also able to compare this research output to 15 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 73% of its contemporaries.