Xiao, Su (2007) Working memory capacity and age as determinants of performance in the balls and boxes puzzle. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
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Reber and Kotovsky (1997) claimed that even though learning to solve the Balls and Boxes puzzle is implicit, it is slowed by a secondary task, thus suggesting that implicit learning requires attentional capacity. In the present study, this suggestion and the degree to which implicit learning can be attributed to age-correlated changes were tested by comparing individuals differing in test-defined working memory (WM) capacity. Retrospective verbal reports, a move-selection test, and Trial 2 performance data all indicated that participants were unaware of their knowledge of the puzzle, suggesting implicit learning. However, speak-span scores did not correlate with performance measures on either the learning or transfer trial. It appears that in the absence of a secondary task, WM capacity did not affect learning or transfer in the Balls and Boxes puzzle. Moreover, inconsistent with Rebel's (1992, 1993) age-independent assumption, substantial developmental changes on performance were found when the children in the present study were compared to the adults in Reber and Kotovsky's (1997) study.
|Item Type:||Thesis (Masters)|
|Additional Information:||Includes bibliographical references (leaves 62-70)|
|Department(s):||Humanities and Social Sciences, Faculty of > Psychology
Science, Faculty of > Psychology
|Library of Congress Subject Heading:||Implicit learning; Memory--Age factors; Memory--Testing; Short-term memory|
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