DIVIDED ATTENTION AND STUDENTS' LEARNING: A STUDY ON THE ROLE OF PRIOR- KNOWLEDGE AND SHORT TERM MEMORY

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AFZALNIA M.R.; DABIRI O.

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Journal Paper

Paper Information

Journal: PSYCHOLOGICAL STUDIES Year:2006 | Volume:1 | Issue:4-5 Page(s): 145-160

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Title

DIVIDED ATTENTION AND STUDENTS' LEARNING: A STUDY ON THE ROLE OF PRIOR- KNOWLEDGE AND SHORT TERM MEMORY

Author(s)

AFZALNIA M.R. | DABIRI O. | Issue Writer Certificate

Keywords

DIVIDED ATTENTION

SHON TERM MEMORY

PRIOR KNOWLEDGE

ADULT STUDENTS

LEARNING

LONG TERM MEMORY

Abstract

The level of attention deployed in a text-reading situation is said to be playing an important role latter. In this research, this study intended to find out how DIVIDED ATTENTION in ADULT STUDENTS' LEARNING situation can have an impact on their overall performance when controlling for their short-term memory, PRIOR KNOWLEDGE and their recall in LONG TERM MEMORY. In a group of 100 Al-zahr University students, aged between 18-49 years old, a computer program was designed to test LEARNING from reading and a concurrent pictorial task on computer monitor in different settings. Exploring empirically how attention can be important in ADULT STUDENTS' pattern of LEARNING, it was found that involving the short term memory (STM) capacity together with PRIOR KNOWLEDGE (PK), the second variable more directly influences their later recall. In a DIVIDED ATTENTION situation, where most STM capacity would be expected to be involved in processing of text reading, recall was only better in more knowledgeable people. Paired t-test analyses were used to compare the high PK people versus the low ones among high and low capacity STM students in divided and unDIVIDED ATTENTION situations. It was found that the differences between recall of participants in a divided and unDIVIDED ATTENTION are only statistically significant when higher capacity STM participants were remembering the content. Other results indicated that while the higher PK groups remembered statistically more than the lower PK students, higher STM capacity groups did not remember significantly more than the lower ones. These results are indicating the role of PK in ADULT STUDENTS' recall of text reading.

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APA: Copy

AFZALNIA, M.R., & DABIRI, O.. (2006). DIVIDED ATTENTION AND STUDENTS' LEARNING: A STUDY ON THE ROLE OF PRIOR- KNOWLEDGE AND SHORT TERM MEMORY. PSYCHOLOGICAL STUDIES, 1(4-5), 145-160. SID. https://sid.ir/paper/530288/en

Vancouver: Copy

AFZALNIA M.R., DABIRI O.. DIVIDED ATTENTION AND STUDENTS' LEARNING: A STUDY ON THE ROLE OF PRIOR- KNOWLEDGE AND SHORT TERM MEMORY. PSYCHOLOGICAL STUDIES[Internet]. 2006;1(4-5):145-160. Available from: https://sid.ir/paper/530288/en

IEEE: Copy

M.R. AFZALNIA, and O. DABIRI, “DIVIDED ATTENTION AND STUDENTS' LEARNING: A STUDY ON THE ROLE OF PRIOR- KNOWLEDGE AND SHORT TERM MEMORY,” PSYCHOLOGICAL STUDIES, vol. 1, no. 4-5, pp. 145–160, 2006, [Online]. Available: https://sid.ir/paper/530288/en

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