The influence of personality and working memory capacity on implicit learning
| Autor: | Francisco Javier Guzmán Muñoz |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2018 |
| Předmět: |
Adult
Male Personality Tests Serial reaction time Physiology media_common.quotation_subject short-term memory working memory capacity Short-term memory Experimental and Cognitive Psychology implicit memory Serial Learning psychology 050105 experimental psychology Extraversion Psychological 03 medical and health sciences 0302 clinical medicine leergedrag Physiology (medical) Task Performance and Analysis Reaction Time Humans Personality 0501 psychology and cognitive sciences Personality test General Psychology media_common studenten Extraversion and introversion students psychologie 05 social sciences General Medicine personality assessment Implicit learning Memory Short-Term Neuropsychology and Physiological Psychology personality Female Educational Measurement Implicit memory Personality Assessment Inventory Psychology implicit learning 030217 neurology & neurosurgery Cognitive psychology |
| Zdroj: | Quarterly Journal of Experimental Psychology, 71(12), 2603-2614. Sage |
| ISSN: | 1747-0218 |
| Popis: | The main objective of this study was to influence implicit learning through two different classical manipulations and to inspect whether working memory capacity (WMC) and personality were related to the different measures of learning. With that purpose, in Experiment 1 we asked 172 undergraduate students of psychology to perform a serial reaction time (SRT) task under single- or dual-task conditions and to complete a WMC task and a personality test. In Experiment 2, 164 students performed the SRT task under incidental or intentional conditions and also filled a WMC task and a personality test. In both experiments, WMC influenced learning, but this relation was found only when attention was not loaded (Experiment 1) or when intentional instructions were given (Experiment 2). The pattern of relations with personality, although more varied, also showed a commonality between both experiments: learning under the most implicit conditions correlated positively with extraversion. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|