![]() Implicit learning is also critical to the incremental fine-tuning of the perceptual-motor system. Implicit learning allows us to acquire complex motor skills through repeated exposure to sensory cues and repetition of motor behaviours, without awareness or effort. asked if they recognised the sequence from previous exposure. (Conners, 2014) HRT = Hit Reaction Time on measure of sustained attention, in T-score conversion of mean reaction time is based on the sample mean and sample standard deviation of normative sample of 1,400 cases (Conners CPT 3™) Omissions = T-score of errors by missed targets on measure of sustained attention (Conners CPT 3™) Commissions = T-score of errors by incorrect response on measure of sustained attention (Conners CPT 3™) Perseverations = T-score of responses made in less than 100 ms following the presentation of a stimulus %SS = percent syllables stuttered, averaged across reading and conversation samples from the Stuttering Severity Instrument Fourth Edition (SSI-4 Riley, 2009). Participants were simply asked to provide a yes or no verbal response, when Abbreviations: LDSF = Longest Digit Span Forward, raw scores of Short-term Memory (Gignac and Weiss, 2015 Wechsler, 1981) LDSB = Longest Digit Span Backward, raw scores of Working Memory (Gignac and Weiss, 2015 Wechsler, 1981) EHI = Edinburgh Handedness Inventory Handedness Quotient by percent (Oldfield, 1971) CPT 3™ = Conners' Continuous Performance Test Third Ed. Among these 20 sequences, 10 followed the same pattern as those completed during practice and 10 interspersed sequences followed a pattern that was different to those previously experienced (e.g., reversed-order or alternate-order sequences). The results are discussed in light of the increasing evidence across multiple domains that memory span plays an important role in intellectual functioning. Thus, the commonly held position that Digit Span performance beyond an average level is not indicative of greater intellectual functioning was not supported. Based on linear and nonlinear contrast analyses of means, as well as linear and nonlinear bifactor model analyses, all 3 Digit Span indicators (LDSF, LDSB, and LDSS) were found to exhibit primarily linear associations with FSIQ/g. Consequently, the purpose of this investigation was to test Wechsler's contention on the Wechsler Adult Intelligence Scale-Fourth Edition normative sample (N = 1,800 ages: 16 - 69). Although Wechsler's position does not appear to have ever been tested empirically, it does appear to have become clinical lore. In fact, Wechsler (1958) contended that beyond an average level of Digit Span performance, there was little benefit to possessing a greater memory span. Historically, Digit Span has been regarded as a relatively poor indicator of general intellectual functioning (g). ![]()
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