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Background: In the last 30 years, many studies have shown that the optimization of working memory resources is a key factor in academic learning success (St Clair-Thompson & Gathercole, 2006; Cortés Pascual et al., 2019). In educational psychology, cognitive load theory has shown (based on several thousand published experiments) that decreasing cognitive load in working memory could lead to a learning rise (Sweller, Van Merriënboer & Paas, 2019). Based on human cognitive architecture, working memory is limited in capacity and can handle only a limited number of items at a time. Working memory resources can be depleted during a learning task (Chen et al., 2018; Leahy & Sweller, 2019). These authors highlighted a decrease of performance to a working memory test after high cognitive load task compared to a low cognitive load task. These results extend the field of working memory by adding the resource depletion to the cognitive load theory. Objectives The main purpose of this project is to study the working memory resource depletion by using an integrated approach from social psychology, educational psychology, and cognitive neuroscience: the strength model of self-control (Baumeister, Vohs & Tice, 2007), the time-based resource sharing model (Barouillet & Camos, 2015) and the integrative model of effortful control (André et al., 2019). This integrated approach will be based on multiple measurements of mental workload: subjective, behavioral, physiological, and neurophysiological markers. This study is the Work package WP2b from the ANR project « Working memory resource depletion effect in academic learning. An integrated approach » (WM-RDE) which received a funding from the French National Research Agency (ANR) in the framework of the 2020 generic call for projects in the field of « Cognition, education, training » (Project n°ANR-20-CE28-0014-02). |
