政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/108949

English | 正體中文 | 简体中文 | Post-Print筆數 : 27 | Items with full text/Total items : 109951/140892 (78%)
Visitors : 46202828 Online Users : 696

RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.

Home ‧ Login ‧ Upload ‧ Help ‧ About ‧ Administer

政大典藏 > College of Education > Institute of Teacher Education > Periodical Articles > Item 140.119/108949

Please use this identifier to cite or link to this item: https://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 link:	http://dx.doi.org/10.1016/j.lindif.2016.10.016
DOI:	10.1016/j.lindif.2016.10.016
Appears in Collections:	[Institute of Teacher Education] Periodical Articles

Files in This Item:

File	Description	Size	Format
1-9.pdf		1912Kb	Adobe PDF2	599	View/Open

社群 sharing

著作權政策宣告 Copyright Announcement

1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.

2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.

Loading...