The interactive influences of stress, modality of stimuli, and task difficulty on verbal versus visual working memory capacity

Lai, Guey-Jen; Yeh, Yu‐chu; Lin, Chung-Wei; Hsu, Wei-Chin; Wu, Junyi

doi:10.1016/j.lindif.2016.10.016

Cited by 3 publications

(3 citation statements)

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“…The insight tasks and priming stimuli employed in this study were adapted from the Situation-Based Creativity Tasks (SCT) and the Situation-Based WM Tasks (SWMT) instruments. The two instruments have been shown to be a good vehicle for understanding the cognitive process of insight problem solving (Lai et al, 2017;Yeh et al, 2014;Yeh et al, 2015).…”

Section: Methodsmentioning

confidence: 99%

“…Priming effect is regarded an implicit learning mechanism; it may influence insight problem solving both consciously and unconsciously. Insight problem solving involves breaking an impasse produced through the reinterpretation or restructuring of a problem to reveal a new solution (Kounios & Beeman, 2014;Lai et al, 2017). Many studies on insight problem solving have been conducted since the advent of the creative cognition approach (e.g., Abraham & Windmann, 2007;Yeh et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The interactive effects of associative response priming and personality traits on insight problem solving over time

Yeh¹,

Li²,

Lin³

2020

JGER

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Priming effect is, in a great part, an implicit learning mechanism; it may influence insight problem solving both consciously and unconsciously. The present study investigates interactions between personality traits and priming effects in insight problem solving involving novel object associations in complex situations over time. Based on the findings of past literature, a two-path (conscious vs. unconscious process) model exploring the moderation effects of two personality traits (emotional creativity and Big Five personality traits) were analyzed in this study. One hundred and fifteen college students participated in a randomized block design experiment (nonprimed vs. primed) which included three runs of insight problem solving. During the experiment, the participants were exposed to partially direct priming with recognition memory tasks that associated novel objects (associative response priming) and then were challenged by situationbased insight problems; the interaction effects of priming manipulation and personality traits on insight problem solving were analyzed. The results showed that emotional creativity as well as extraversion, openness to experience, neuroticism, and conscientiousness play important moderating roles during the processes of insight problem solving when associative response priming was offered. Overall, the priming effects as well as the moderating effects of these personality traits on insight problem solving grew over time. The findings suggest that insight problem solving, although largely governed by an implicit learning mechanism, involves both conscious and unconscious cognitive processes; moreover, mindfulness, focused attention, persistence, positive emotion, and flexible thinking can be important mechanisms that facilitate insight problem solving in primed situations.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The interactive effects of associative response priming and personality traits on insight problem solving over time

Yeh¹,

Li²,

Lin³

2020

JGER

Self Cite

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“…However, online learners often report difficulties in maintaining attention due to the lack of oversight and guidance (Valizadeh and Soltanpour, 2021). Attentional engagement in EFL vocabulary learning can be enhanced by increasing the frequency of exposure to words and task demands (Lai et al, 2017;Godfroid et al, 2018;Koval, 2019), which is distinct from the processes involved in viewing provided contexts and generating their contexts. Therefore, it is highly conceivable that learners may exhibit different levels of attentional engagement when acquiring lexical knowledge since they need to access contextual clues to understand unfamiliar words through various means.…”

Section: Research Regarding Contextual Clues In Efl Vocabulary Learningmentioning

confidence: 99%

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

Zhou,

2024

Front. Psychol.

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With the popularity of learning vocabulary online among English as a Foreign Language (EFL) learners today, educators and researchers have been considering ways to enhance the effectiveness of this approach. Prior research has underscored the significance of contextual clues in vocabulary acquisition. However, few studies have compared the context provided by instructional materials and that generated by learners themselves. Hence, this present study sought to explore the impact of internal-generated contextual clues in comparison to those provided by instructional materials on EFL learners’ online vocabulary acquisition. A total of 26 university students were enrolled and underwent electroencephalography (EEG). Based on a within-subjects design, all participants learned two groups of vocabulary words through a series of video clips under two conditions: one where the contexts were externally provided and the other where participants themselves generated the contexts. In this regard, participants were tasked with either viewing contextual clues presented on the screen or creating their own contextual clues for word comprehension. EEG signals were recorded during the learning process to explore neural activities, and post-tests were conducted to assess learning performance after each vocabulary learning session. Our behavioral results indicated that comprehending words with internal-generated contextual clues resulted in superior learning performance compared to using context provided by instructional materials. Furthermore, EEG data revealed that learners expended greater cognitive resources and mental effort in semantically integrating the meaning of words when they self-created contextual clues, as evidenced by stronger alpha and beta-band oscillations. Moreover, the stronger alpha-band oscillations and lower inter-subject correlation (ISC) among learners suggested that the generative task of creating context enhanced their top-down attentional control mechanisms and selective visual processing when learning vocabulary from videos. These findings underscored the positive effects of internal-generated contextual clues, indicating that instructors should encourage learners to construct their own contexts in online EFL vocabulary instruction rather than providing pre-defined contexts. Future research should aim to explore the limits and conditions of employing these two types of contextual clues in online EFL vocabulary learning. This could be achieved by manipulating the quality and understandability of contexts and considering learners’ language proficiency levels.

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Exploring profiles of varied types of achievement goals, emotions and digital insight problem solving through cluster analysis

Yeh

Huang

2022

Thinking Skills and Creativity

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The interactive influences of stress, modality of stimuli, and task difficulty on verbal versus visual working memory capacity

Cited by 3 publications

References 60 publications

The interactive effects of associative response priming and personality traits on insight problem solving over time

The interactive effects of associative response priming and personality traits on insight problem solving over time

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

Exploring profiles of varied types of achievement goals, emotions and digital insight problem solving through cluster analysis

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