Process-based account for the effects of perceptual attention and executive attention on fluid intelligence: an integrative approach

How Executive Processes Explain the Overlap between Working Memory Capacity and Fluid Intelligence: A Test of Process Overlap Theory

Working memory capacity (WMC) and fluid intelligence (Gf) are highly correlated, but what accounts for this relationship remains elusive. Process-overlap theory (POT) proposes that the positive manifold is mainly caused by the overlap of domain-general executive processes which are involved in a battery of mental tests. Thus, executive processes are proposed to explain the relationship between WMC and Gf. The current study aims to (1) achieve a relatively purified representation of the core executive processes including shifting and inhibition by a novel approach combining experimental manipulations and fixed-links modeling, and (2) to explore whether these executive processes account for the overlap between WMC and Gf. To these ends, we reanalyzed data of 215 university students who completed measures of WMC, Gf, and executive processes. Results showed that the model with a common factor, as well as shifting and inhibition factors, provided the best fit to the data of the executive function (EF) task. These components explained around 88% of the variance shared by WMC and Gf. However, it was the common EF factor, rather than inhibition and shifting, that played a major part in explaining the common variance. These results do not support POT as underlying the relationship between WMC and Gf.

Executive Control in Learning: Evidence for the Dissociation of Rule Learning and Associative Learning

The dual-process account and the propositional account of learning hold opposite views regarding the recruitment of higher-level processes in rule learning and associative learning. Taking an individual differences perspective, the current study focused on the relationship between rule learning and associative learning and investigated to what extent executive control accounts for rule learning and associative learning. Two studies were conducted. In Study 1, a sample of 184 university students completed paired associative learning and rule learning tasks, as well as measures of working memory capacity, short-term storage, and executive control. Theory-based bifactor models were used to achieve a purified representation of executive control. The results showed that the latent correlation between associative learning and rule learning was rather small. Executive control showed a substantial relationship with rule learning, whereas no significant link was found with associative learning. In Study 2, a sample of 211 university students completed a three-term contingency learning task and an executive control task. The results replicated the finding that executive control was not significantly related to associative learning. Taken together, these results suggest a dissociation between rule learning and associative learning in terms of their underlying processes, which supports the dual-process account of learning.

On the relationship between executive functions of working memory and components derived from fluid intelligence measures

The aim of the current study is to provide new insights into the relationship between executive functions and intelligence measures in considering the item-position effect observed in intelligence items. Raven's Advanced Progressive Matrices (APM) and Horn's LPS reasoning test were used to assess fluid intelligence which served as criterion in investigating the relationship between intelligence and executive functions. A battery of six experimental tasks measured the updating, shifting, and inhibition processes of executive functions. Data were collected from 205 university students. Fluid intelligence showed substantial correlations with the updating and inhibition processes and no correlation with the shifting process without considering the item-position effect. Next, the fixed-link model was applied to APM and LPS data separately to decompose them into an ability component and an item-position component. The results of relating the components to executive functions showed that the updating and shifting processes mainly contributed to the item-position component whereas the inhibition process was mainly associated with the ability component of each fluid intelligence test. These findings suggest that improvements in the efficiency of updating and shifting processes are likely to occur during the course of completing intelligence measures and inhibition is important for intelligence in general.

Individual Differences in Frequency of Inner Speech: Differential Relations with Cognitive and Non-cognitive Factors

Inner speech plays a crucial role in behavioral regulation and the use of inner speech is very common among adults. However, less is known about individual differences in the frequency of inner speech use and about the underlying processes that may explain why people exhibit individual differences in the frequency of inner speech use. This study was conducted to investigate how individual differences in the frequency of inner speech use are related to cognitive and non-cognitive factors. Four functions of inner speech including self-criticism, self-reinforcement, self-management, and social assessment measured by an adapted version of Brinthaupt's Self-Talk Scale were examined. The cognitive factors that were considered included executive functioning and complex reasoning and the non-cognitive factors consisted of trait anxiety and impulsivity. Data were collected from a large Chinese sample. Results revealed that anxiety and impulsivity were mainly related to the frequency of the affective function of inner speech (self-criticism and self-reinforcement) and executive functions and complex reasoning were mainly related to the frequency of the cognitive, self-regulatory function of inner speech (self-management).

Differential Effects of Executive Processes on Working Memory

Abstract. Although attention control accounts for a unique portion of the variance in working memory capacity (WMC), the way in which attention control contributes to WMC has not been thoroughly specified. The current work focused on fractionating attention control into distinctly different executive processes and examined to what extent key processes of attention control including updating, shifting, and prepotent response inhibition were related to WMC and whether these relations were different. A number of 216 university students completed experimental tasks of attention control and two measures of WMC. Latent variable analyses were employed for separating and modeling each process and their effects on WMC. The results showed that both the accuracy of updating and shifting were substantially related to WMC while the link from the accuracy of inhibition to WMC was insignificant; on the other hand, only the speed of shifting had a moderate effect on WMC while neither the speed of updating nor the speed of inhibition showed significant effect on WMC. The results suggest that these key processes of attention control exhibit differential effects on individual differences in WMC. The approach that combined experimental manipulations and statistical modeling constitutes a promising way of investigating cognitive processes.

Moving to Capture Children's Attention: Developing a Methodology for Measuring Visuomotor Attention

Attention underpins many activities integral to a child's development. However, methodological limitations currently make large-scale assessment of children's attentional skill impractical, costly and lacking in ecological validity. Consequently we developed a measure of 'Visual Motor Attention' (VMA)-a construct defined as the ability to sustain and adapt visuomotor behaviour in response to task-relevant visual information. In a series of experiments, we evaluated the capability of our method to measure attentional processes and their contributions in guiding visuomotor behaviour. Experiment 1 established the method's core features (ability to track stimuli moving on a tablet-computer screen with a hand-held stylus) and demonstrated its sensitivity to principled manipulations in adults' attentional load. Experiment 2 standardised a format suitable for use with children and showed construct validity by capturing developmental changes in executive attention processes. Experiment 3 tested the hypothesis that children with and without coordination difficulties would show qualitatively different response patterns, finding an interaction between the cognitive and motor factors underpinning responses. Experiment 4 identified associations between VMA performance and existing standardised attention assessments and thereby confirmed convergent validity. These results establish a novel approach to measuring childhood attention that can produce meaningful functional assessments that capture how attention operates in an ecologically valid context (i.e. attention's specific contribution to visuomanual action).

The contribution of temporary storage and executive processes to category learning

Three distinctly different working memory processes, temporary storage, mental shifting and inhibition, were proposed to account for individual differences in category learning. A sample of 213 participants completed a classic category learning task and two working memory tasks that were experimentally manipulated for tapping specific working memory processes. Fixed-links models were used to decompose data of the category learning task into two independent components representing basic performance and improvement in performance in category learning. Processes of working memory were also represented by fixed-links models. In a next step the three working memory processes were linked to components of category learning. Results from modeling analyses indicated that temporary storage had a significant effect on basic performance and shifting had a moderate effect on improvement in performance. In contrast, inhibition showed no effect on any component of the category learning task. These results suggest that temporary storage and the shifting process play different roles in the course of acquiring new categories.