Amanda H Waterman
Dados Biográficos
| ID | 5760830 |
|---|---|
| NOME | Amanda H Waterman |
| PRENOMES | Amanda H |
| SOBRENOME | Waterman |
| ASSINATURA | WATERMAN A H |
| AFILIAÇÕES | University of Leeds |
| ORCID | 0000-0001-9882-7206 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
The Relationship Between Cognitive Offloading and the Transient Information Effect
Within the Cognitive Load Theory framework, the transient information effect suggests that learning with transient information before learners can adequately process the information reduces performance, compared to learning information presented in a non-transient way. Cognitive offloading is a process whereby people externalise internal information onto the environment, making the information more accessible and so less transient, supporting tas…
How do individuals direct attention to valuable information in working memory tasks? Evidence from eye-tracking
There is robust evidence that individuals can direct their attention towards valuable information in working memory. However, the cognitive mechanisms underlying such effects are still under debate. Whilst attentional refreshing is considered to at least partially drive the effect, research has yet to establish whether other processes also contribute. One possibility is that participants preferentially encode high value information, creating a st…
Exploring techniques for encoding spoken instructions in working memory
Encoding and recalling spoken instructions is subject to working memory capacity limits. Previous research suggests action-based encoding facilitates instruction recall, but has not directly compared benefits across different types of action-based techniques. The current study addressed this in two experiments with young adults. In Experiment 1, participants listened to instructional sequences containing four action-object pairs, and encoded thes…
Do executive functions and processing speed mediate the relationship between socioeconomic status and educational achievement? Analysis of an observational birth cohort study
These results, and the theoretical mechanisms linking working memory to educational achievement, both indicate the importance of finding ways to support children with working memory difficulties in the classroom. This is an important avenue for future research and may be useful for closing the socioeconomic gap in educational achievement
Using Give–Get Grids to Evaluate Community-Engaged Interprofessional Education Partnerships
Developing transparent aims that clearly outline what each community partner will give and what they hope to receive before engaging students in a learning experience can be mutually beneficial in developing community partnerships for Interprofessional Education. Such practices can enhance mutual understanding, respect, and responsiveness among health care trainees, community organizations, and their constituents
Socioeconomic disadvantage and ethnicity are associated with large differences in children’s working memory ability
Working memory is a limited capacity system that stores and processes information over short time periods and is essential for learning new information. Some studies have investigated the associations between socioeconomic position and working memory, however none have examined this across potentially dissociable aspects of working memory. Further, there are very few studies about children's working memory differences across and within different …
Exploring the understanding and experience of working memory in teaching professionals
Working memory (WM) underpins learning and is strongly associated with academic achievement. Children with poor WM need support in the classroom, but little is known about teachers’ understanding of WM. An online questionnaire (N = 1425) assessed educational professionals’ understanding of key concepts related to WM. Respondents generally showed some understanding, although most overestimated WM duration. There was also considerable variability i…
Following Instructions in Working Memory
Our findings suggest that additional spatial-motoric information is beneficial for older adults when the actions are demonstrated to them, but not when the individual must enact the instructions themselves
Growing up in Bradford
Our multi-method approach to recruitment and assessment provides an efficient method of collecting rich data on all family members. Data collected will enhance BiB as a resource for the international research community to study the interplay between ethnicity, socioeconomic circumstances and biology in relation to cardiometabolic health, mental health, education, cognitive and sensorimotor development and wellbeing
Can children prioritize more valuable information in working memory? An exploration into the effects of motivation and memory load
Recent research found no evidence that children aged 7-10 years are able to direct their attention to more valuable information in working memory. The current experiments examined whether children demonstrate this ability when the reward system used to motivate participants is engaging and age-appropriate. This was explored across different memory loads (3- vs. 4-item arrays) and modes of presentation (sequential vs. simultaneous). Younger (7-8 y…
The influence of visual and vestibular orientation cues in a clock reading task
The limits of visual working memory in children
Recent research has demonstrated that, when instructed to prioritize a serial position in visual working memory (WM), adults are able to boost performance for this selected item, at a cost to nonprioritized items (e.g., Hu, Hitch, Baddeley, Zhang, & Allen, 2014). While executive control appears to play an important role in this ability, the increased likelihood of recalling the most recently presented item (i.e., the recency effect) is relatively…
The effect of delay and individual differences on children's tendency to guess
Few researchers have investigated the factors that influence children's tendency to indicate correctly when they do not know the answer to a question. In this study, 5- to 8-year-olds witnessed a staged event in their classroom and were subsequently interviewed about that event either the following day or after 5 months. Some of the questions were answerable based on the information in the event, and some were unanswerable such that children woul…
Factors affecting children's responses to nonsensical and unanswerable questions
This thesis investigates to what extent it is possible to perform forensic speaker identification under three important conditions of realism: with forensically realistic data, i.e. natural and non-contemporaneous speech; with 'traditional' (i.e.non-automatic) acoustic parameters of formant centre-frequency; with a Bayesian Likelihood Ratio approach as a discriminant measure.Natural speech data were elicited from 13 male speakers of Standard Japa…
Can children prioritize more valuable information in working memory? An exploration into the effects of motivation and memory load
Recent research found no evidence that children aged 7-10 years are able to direct their attention to more valuable information in working memory. The current experiments examined whether children demonstrate this ability when the reward system used to motivate participants is engaging and age-appropriate. This was explored across different memory loads (3- vs. 4-item arrays) and modes of presentation (sequential vs. simultaneous). Younger (7-8 y…
Exploring the understanding and experience of working memory in teaching professionals
Working memory (WM) underpins learning and is strongly associated with academic achievement. Children with poor WM need support in the classroom, but little is known about teachers’ understanding of WM. An online questionnaire (N = 1425) assessed educational professionals’ understanding of key concepts related to WM. Respondents generally showed some understanding, although most overestimated WM duration. There was also considerable variability i…
Factors affecting children's responses to nonsensical and unanswerable questions
This thesis investigates to what extent it is possible to perform forensic speaker identification under three important conditions of realism: with forensically realistic data, i.e. natural and non-contemporaneous speech; with 'traditional' (i.e.non-automatic) acoustic parameters of formant centre-frequency; with a Bayesian Likelihood Ratio approach as a discriminant measure.Natural speech data were elicited from 13 male speakers of Standard Japa…
The effect of delay and individual differences on children's tendency to guess
Few researchers have investigated the factors that influence children's tendency to indicate correctly when they do not know the answer to a question. In this study, 5- to 8-year-olds witnessed a staged event in their classroom and were subsequently interviewed about that event either the following day or after 5 months. Some of the questions were answerable based on the information in the event, and some were unanswerable such that children woul…
The influence of visual and vestibular orientation cues in a clock reading task
The limits of visual working memory in children
Recent research has demonstrated that, when instructed to prioritize a serial position in visual working memory (WM), adults are able to boost performance for this selected item, at a cost to nonprioritized items (e.g., Hu, Hitch, Baddeley, Zhang, & Allen, 2014). While executive control appears to play an important role in this ability, the increased likelihood of recalling the most recently presented item (i.e., the recency effect) is relatively…
Growing up in Bradford
Our multi-method approach to recruitment and assessment provides an efficient method of collecting rich data on all family members. Data collected will enhance BiB as a resource for the international research community to study the interplay between ethnicity, socioeconomic circumstances and biology in relation to cardiometabolic health, mental health, education, cognitive and sensorimotor development and wellbeing
Can children prioritize more valuable information in working memory? An exploration into the effects of motivation and memory load
Recent research found no evidence that children aged 7-10 years are able to direct their attention to more valuable information in working memory. The current experiments examined whether children demonstrate this ability when the reward system used to motivate participants is engaging and age-appropriate. This was explored across different memory loads (3- vs. 4-item arrays) and modes of presentation (sequential vs. simultaneous). Younger (7-8 y…
Following Instructions in Working Memory
Our findings suggest that additional spatial-motoric information is beneficial for older adults when the actions are demonstrated to them, but not when the individual must enact the instructions themselves
Exploring the understanding and experience of working memory in teaching professionals
Working memory (WM) underpins learning and is strongly associated with academic achievement. Children with poor WM need support in the classroom, but little is known about teachers’ understanding of WM. An online questionnaire (N = 1425) assessed educational professionals’ understanding of key concepts related to WM. Respondents generally showed some understanding, although most overestimated WM duration. There was also considerable variability i…
Socioeconomic disadvantage and ethnicity are associated with large differences in children’s working memory ability
Working memory is a limited capacity system that stores and processes information over short time periods and is essential for learning new information. Some studies have investigated the associations between socioeconomic position and working memory, however none have examined this across potentially dissociable aspects of working memory. Further, there are very few studies about children's working memory differences across and within different …
Exploring techniques for encoding spoken instructions in working memory
Encoding and recalling spoken instructions is subject to working memory capacity limits. Previous research suggests action-based encoding facilitates instruction recall, but has not directly compared benefits across different types of action-based techniques. The current study addressed this in two experiments with young adults. In Experiment 1, participants listened to instructional sequences containing four action-object pairs, and encoded thes…
Do executive functions and processing speed mediate the relationship between socioeconomic status and educational achievement? Analysis of an observational birth cohort study
These results, and the theoretical mechanisms linking working memory to educational achievement, both indicate the importance of finding ways to support children with working memory difficulties in the classroom. This is an important avenue for future research and may be useful for closing the socioeconomic gap in educational achievement
Using Give–Get Grids to Evaluate Community-Engaged Interprofessional Education Partnerships
Developing transparent aims that clearly outline what each community partner will give and what they hope to receive before engaging students in a learning experience can be mutually beneficial in developing community partnerships for Interprofessional Education. Such practices can enhance mutual understanding, respect, and responsiveness among health care trainees, community organizations, and their constituents
The Relationship Between Cognitive Offloading and the Transient Information Effect
Within the Cognitive Load Theory framework, the transient information effect suggests that learning with transient information before learners can adequately process the information reduces performance, compared to learning information presented in a non-transient way. Cognitive offloading is a process whereby people externalise internal information onto the environment, making the information more accessible and so less transient, supporting tas…
How do individuals direct attention to valuable information in working memory tasks? Evidence from eye-tracking
There is robust evidence that individuals can direct their attention towards valuable information in working memory. However, the cognitive mechanisms underlying such effects are still under debate. Whilst attentional refreshing is considered to at least partially drive the effect, research has yet to establish whether other processes also contribute. One possibility is that participants preferentially encode high value information, creating a st…
Psychology (11 obras) · Cognition (8 obras) · Developmental psychology (8 obras) · Working memory (7 obras) · Cognitive psychology (5 obras) · Medicine (5 obras) · Cognitive Abilities and Testing (4 obras) · Neural and Behavioral Psychology Studies (4 obras) · Recall (4 obras) · Child and Animal Learning Development (3 obras)