Meaningfulness and Familiarity Expand Visual Working Memory Capacity

IF 7.4 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Current Directions in Psychological Science Pub Date : 2024-08-26 DOI:10.1177/09637214241262334
Yong Hoon Chung, Timothy F. Brady, Viola S. Störmer
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Abstract

Visual working memory is traditionally studied using abstract, meaningless stimuli. Although studies using such simplified stimuli have been insightful in understanding the mechanisms of visual working memory, they also potentially limit our ability to understand how people encode and store conceptually rich and meaningful stimuli in the real world. Recent studies have demonstrated that meaningful and familiar visual stimuli that connect to existing knowledge are better remembered than abstract colors or shapes, indicating that meaning can unlock additional working memory capacity. These findings challenge current models of visual working memory and suggest that its capacity is not fixed but depends on the type of information that is being remembered and, in particular, how that information connects to preexisting knowledge.
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意义和熟悉程度可扩展视觉工作记忆能力
视觉工作记忆的研究历来使用抽象、无意义的刺激物。尽管使用这种简化刺激物进行的研究对于理解视觉工作记忆的机制很有启发,但它们也可能限制了我们理解人们如何编码和存储现实世界中概念丰富且有意义的刺激物的能力。最近的研究表明,与抽象的颜色或形状相比,有意义的、熟悉的、与已有知识相关联的视觉刺激物更容易被记住,这表明意义可以释放额外的工作记忆容量。这些研究结果对当前的视觉工作记忆模型提出了挑战,并表明视觉工作记忆的容量并不是固定不变的,而是取决于被记忆的信息类型,尤其是这些信息与已有知识之间的联系。
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来源期刊
Current Directions in Psychological Science
Current Directions in Psychological Science PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
13.00
自引率
1.40%
发文量
61
期刊介绍: Current Directions in Psychological Science publishes reviews by leading experts covering all of scientific psychology and its applications. Each issue of Current Directions features a diverse mix of reports on various topics such as language, memory and cognition, development, the neural basis of behavior and emotions, various aspects of psychopathology, and theory of mind. These articles allow readers to stay apprised of important developments across subfields beyond their areas of expertise and bodies of research they might not otherwise be aware of. The articles in Current Directions are also written to be accessible to non-experts, making them ideally suited for use in the classroom as teaching supplements.
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