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Examining the relationship between learning discriminations, working memory, attentional control, and fluid intelligence
Descriptive
TitleInfo
Title
Examining the relationship between learning discriminations, working memory, attentional control, and fluid intelligence
Name
(type = personal)
NamePart
(type = family)
Soreth
NamePart
(type = given)
Brianna Oney
NamePart
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1991-
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Brianna Oney Soreth
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(authority = RULIB)
author
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Duffy
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Sean
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Sean Duffy
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Advisory Committee
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chair
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Whitlow
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Jesse
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Jesse Whitlow
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Advisory Committee
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internal member
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Allred
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Sarah
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Sarah Allred
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Advisory Committee
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internal member
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Rutgers University
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degree grantor
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Camden Graduate School
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school
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Text
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theses
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2016
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2016-05
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2016
Place
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xx
Language
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eng
Abstract
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Multiple cognitive processes have shown to be related to one another in recent studies. For example, one study found executive functions such as working memory, attentional control, and associative learning are correlated with fluid intelligence (Kaufman et al., 2009). The present study is the first study to look at specific learning patterns in associative learning with the constructs of working memory, attentional control, and fluid intelligence. The specific learning patterns studied here include negative patterning, positive patterning, and biconditional discriminations. First, the goal of this study was to see if specific associative learning patterns were related to working memory, attentional control, and fluid intelligence. It was further hypothesized that those who learn negative patterning would have higher scores on working memory, attentional control, and fluid intelligence. Furthermore, this study aimed to add support to the notion that negative patterning is harder to learn than biconditional discriminations. Our results conclude that negative patterning is harder to learn than biconditional discriminations and positive patterning. We found that negative patterning was significantly correlated with working memory and fluid intelligence. Additionally, we found that biconditional discriminations were significantly correlated with attentional control. Therefore, the results of this study suggest that specific learning patterns are related to performance in important cognitive constructs that are used every day. This has practical importance because people constantly learn to associate stimuli together. This study suggests that those who are better at learning more complex association patterns also perform better on other related cognitive tasks.
Subject
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Topic
Psychology
Subject
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Topic
Paired-association learning
Subject
(authority = ETD-LCSH)
Topic
Short-term memory
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Rutgers University Electronic Theses and Dissertations
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ETD_7349
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (iii, 32 p, : ill.)
Note
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M.A.
Note
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Includes bibliographical references
Note
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by Brianna Oney Soreth
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TitleInfo
Title
Camden Graduate School Electronic Theses and Dissertations
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rucore10005600001
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NjNbRU
Identifier
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doi:10.7282/T3X92DF4
Genre
(authority = ExL-Esploro)
ETD graduate
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
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Soreth
GivenName
Brianna
MiddleName
Oney
Role
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Permission or license
DateTime
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2016-04-29 17:27:19
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Brianna Soreth
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Affiliation
Rutgers University. Camden Graduate School
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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