1)working memory span工作记忆广度
1.Objective: To examine the development of digit, verbal and spatial working memory span in adults, and explore the factors which can affect them.目的:考察成人(18~49岁)数字、词语和视空间工作记忆广度发展变化的趋势及其影响因素。
2.In this article, we chose subjects strictly by experiment of stroop-interference and investigated the performance of high and low controlled-attention capacity subjects in working memory span tasks that cognitive loads of processing are different.通过stroop干扰实验严格筛选被试,考察了控制性注意能力不同的被试在加工部分认知负荷不同的工作记忆广度任务中的成绩。
3.Introduction There are mainly three models concerning cognitive mechanisms underlying the limitations of working memory span,namely,resource-sharing model,task-switching model and time-based resource-sharing model.为了检验工作记忆广度有限性的3种假说,即资源限制假说、记忆消退假说和转换机制假说,实验要求被试首先完成一项转换效率任务,然后完成工作记忆广度任务。
英文短句/例句
1.Working Memory Span:Resource Constraint,Memory Decay or Switching Mechanism?;工作记忆广度:资源限制、记忆消退还是转换机制?
2.Researches upon the Cognitive Mechanisms Underlying the Limitations of Working Memory Span;工作记忆广度有限性的认知机制研究
3.The Effects of Cognitive Load and the Decay of Memory Trace on Adults Spatial Working Memory Span;认知负载与记忆痕衰退对成人空间工作记忆广度的影响
4.The Effects of Cognitive Load and Processing Duration on Working Memory Span;认知负荷、加工时间对工作记忆广度的影响
5.DEVELOPMENT IN DIGIT WORKING MEMORY SPAN ACROSS THE LIFE SPAN AND ITS INFLUNETIAL FACTORS;数字工作记忆广度的毕生发展及其作用因素
6.A Study on the Correlation between Working Memory Span and Creative Thinking;工作记忆广度与创造性思维的关系研究
7.The Relation between Working Memory Span and Context Effect During Chinese Sentence Reading;工作记忆广度与汉语句子语境效应的关系
8.Working Memory Capacity of Mathematical Learning Disabilities in Primary Schools;小学数学学习困难儿童的工作记忆广度研究
9.The Influence of Working Memory Span on Children s Arithmetical Cognitive Strategies;工作记忆广度对儿童算术认知策略的影响
10.Study on the Relationship between English Working Memory Span and EFL Reading Comprehension英语工作记忆广度与英语阅读理解关系研究
11.Effects of Retention Duration and Task Load on Working Memory Span保持时间和存储负荷对工作记忆广度的影响
12.The Influencing Factors of Chinese and English Reading Span: A Latent Variable Analysis of Three Hypotheses;英、汉语阅读广度的影响因素：工作记忆广度理论的潜变量分析
13.The Effects of Working Memory Span and Text Process Depth on the Global Goal Inference Generation;工作记忆广度及语篇加工深度对整体目标推理的影响
14.The Effect of Time and Working Memory Span on the Situation Model Process;工作记忆广度和时间表征对情境模型加工的影响的研究
15.In these results, the reading ability and working memory span were both the main factors of the individual differences in the topical inference processing.阅读能力和工作记忆广度都是影响主题推理个体差异的主要因素。
16.The Effects of Cognitive Load and Controlled-attention on Working Memory Span Tasks认知负荷和控制性注意对工作记忆广度任务成绩的影响
17.We get the following results:(1) Working memory span affects the correctness percentage of complex sentence comprehension, but has no influence on the reading time of complex sentence comprehension.(1)工作记忆广度影响阅读理解句子的正确率，而不影响阅读时间；
18.The Influence of Emotion to Working Memory Span and Mathematics Problem Solving of Elementary Students;情绪对小学生工作记忆广度及数学应用题解决的影响
相关短句/例句
visuospatial working memory span视空间工作记忆广度
1.This experiment was a 2(direction: front-back;left-right)×2(visuospatial working memory span: high span;low span) mixed design.该研究采用混合实验设计,以含有空间信息的语篇为实验材料,选取32名不同视空间工作记忆广度的大学生作为被试,考察方位和视空间工作记忆广度对空间情境模型更新的影响。
3)digital working memory span数字工作记忆广度
1.This study tested 514 high school students with visuospatial working memory span, digital working memory span, localization, form completion, mental rotation-3D and touching blocks tests.本研究选取西北大学不同专业的学生共514人作为被试,通过研究视觉空间工作记忆广度、数字工作记忆广度与定位测验、积木连接、图画完形和三维旋转四项视觉空间认知能力测验的关系,探讨工作记忆容量领域普遍性和特殊性的问题。
4)simple working memory span简单工作记忆广度
1.The present study investigated individual differences between the mathematics disabled students and the language disabled students by the means of exploring their simple working memory span and complex working memory span, and found that their difficulties are caused by different cognitive disabilities.通过对数学学习困难学生和语文学习困难学生的简单工作记忆广度以及复杂工作记忆广度的研究，探索到这两种学习困难是由不同种类型的认知缺陷引起的。
5)complex working memory span复杂工作记忆广度
1.The present study investigated individual differences between the mathematics disabled students and the language disabled students by the means of exploring their simple working memory span and complex working memory span, and found that their difficulties are caused by different cognitive disabilities.通过对数学学习困难学生和语文学习困难学生的简单工作记忆广度以及复杂工作记忆广度的研究，探索到这两种学习困难是由不同种类型的认知缺陷引起的。
6)English working memory span英语工作记忆广度
延伸阅读
工作记忆 人们从事某项熟悉工作时的一种短暂的记忆。又称活动记忆。A.巴德利和G.J.希契于1974年最早提出这个概念。他们认为这种记忆是连续的流动的记忆，实质上是由若干个短时记忆随时间顺序组合而成的一个连续系统，短时记忆是它的组合元件或"次级系统"。在信息加工过程中，随着时间的进展，短时记忆不断变化，工作记忆的内容也就不断地增减、变动和更新。根据信息加工的观点，在认知过程中，外部刺激经过编码进入记忆系统后，要与已经存储的信息进行比较，并找出与之接近的匹配模式。这样，长时记忆中已存储的信息有一部分就要再次活动起来,在当前的加工活动中起作用,这一部分记忆就是工作记忆。有的理论认为，工作记忆是从长时记忆中提取出来的，存在着一个分离的记忆结构，如H.A.西蒙的观点。也有理论认为，工作记忆没有独立的结构，只是长时记忆中当时被激活的那一部分，如J.安德森的观点。对于工作记忆的结构虽然还存在不同的看法,但对工作记忆的内容,则都认为包括一个人当时注意着的信息和对这些信息进行加工所应用着的操作。因此可以把工作记忆看作是正在进行中的精细认知活动的"工作空间"。它的容量有限，一般认为记忆广度不超过 7个项目。只不过由于工作记忆具有连续性和活动性特点，它的内容才随时变动、不断更新。可以认为工作记忆是短时记忆概念的扩充和发展。
