English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  Items with full text/Total items : 94188/124659 (76%)
Visitors : 29630410      Online Users : 250
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/108949

    Title: The interactive influences of stress, modality of stimuli, and task difficulty on verbal versus visual working memory capacity
    Authors: 葉玉珠
    Lai, G. J.;Yeh, Yu-chu;Lin, C. W.;Hsu, W. C.;Wu, J.
    Contributors: 師培中心
    Keywords: Cortisol;Stress;Task difficulty;Visual working memory;Verbal working memory
    Date: 2017-05
    Issue Date: 2017-04-20 13:29:46 (UTC+8)
    Abstract: Recently, contradictory findings on the influence of stress on verbal and visual working memory (WM) have urged researchers to explore moderators of stress and the two types of WM. This study included perceived task difficulty as a moderator to investigate the interactive effects of stress, different types of stimuli, and perceived task difficulty on verbal and visual WM capacity. In the experimental study, 92 college students were randomly assigned to one of the following groups: high-stress verbal, low-stress verbal, high-stress visual, or low-stress visual. Saliva cortisol level was used as a proxy of stress. The results revealed that (1) stress enhanced visual WM capacity, but not verbal WM capacity; and (2) perceived task difficulty was an important moderator of WM capacity. Under stressful situations, perceived task difficulty may enhance attention, cognitive control, and processing efficiency through the modulation of cortisol responses, which further improves WM, especially visual WM. The findings suggest that interactions between stress, types of stimuli, and task difficulty should be taken into consideration concurrently to maximize the effects of learning.
    Relation: Learning and Individual Differences, Volume 56, Pages 119-127
    Data Type: article
    DOI 連結: http://dx.doi.org/10.1016/j.lindif.2016.10.016
    DOI: 10.1016/j.lindif.2016.10.016
    Appears in Collections:[師資培育中心] 期刊論文

    Files in This Item:

    File Description SizeFormat
    1-9.pdf1912KbAdobe PDF429View/Open

    All items in 政大典藏 are protected by copyright, with all rights reserved.

    社群 sharing

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback