تغییرهای تحولی در ظرفیت و مولفه های حافظه کاری بر اساس مدل بدلی

ﻣﺮور ﻣﻄﺎﻟﻌﺎت اﮔﺮﭼﻪ ﺣﺎﮐﯽ از اﻓﺰاﯾﺶ ﻇﺮﻓﯿﺖ ﺣﺎﻓﻈﻪ ﮐﺎری از ﮐﻮدﮐﯽ ﺑﻪ ﺑﻌﺪ ﺑﻮده اﺳﺖ ﺑﺎاﯾﻦﺣﺎل ﺑﻪ ﻧﻈﺮ ﻣﯽرﺳﺪ ﻣﺎﻫﯿﺖ ﺑﻪ ﻫﻢ ﻣﺮﺗﺒﻂ ﻣﻮﻟﻔﻪ ﻫﺎی ﺣﺎﻓﻈﻪ ﮐﺎری، ﺑﺮرﺳﯽ ﺗﺤﻮل ﻫﻤﺰﻣﺎن آنﻫﺎ را ﺿﺮوری ﻣﯽﺳﺎزد. ﺑﺮ اﯾﻦ اﺳﺎس ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺷﻨﺎﺳﺎﯾﯽ ﺗﻐﯿﯿﺮات ﺗﺤﻮﻟﯽ ﻇﺮﻓﯿﺖ و ﻣﻮﻟﻔﻪﻫﺎی ﺣﺎﻓﻈﻪ ﮐﺎری در ﮐﻮدﮐﺎن ﺑﺮ اﺳﺎس اﻟﮕﻮی ﺑﺪﻟﯽ ﺑﻮده اﺳﺖ. ﺑﻪ اﯾﻦ ﻣﻨﻈﻮر ﯾﮏ ﻧﻤﻮﻧﻪ 356 ﻧﻔﺮ ﺷﺎﻣﻞ 172 و 184 ﮐﻮدک 8 و 12 ﺳﺎﻟﻪ از دﺑﺴﺘﺎن ﻫﺎی ﺷﻬﺮ ﺗﻬﺮان ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﻣﺮﺣﻠﻪای اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺮای ﺳﻨﺠﺶ ﻇﺮﻓﯿﺖ ﺣﺎﻓﻈﻪ ﮐﺎری از ﺗﮑﻠﯿﻒ ﻓﺮاﺧﻨﺎی واروﻧﻪ اﻋﺪاد و ﺑﺮای ﺳﻨﺠﺶ ﺣﻠﻘﻪ واج ﺷﻨﺎﺧﺘﯽ، ﻟﻮح دﯾﺪاری ﻓﻀﺎﯾﯽ و اﺟﺮاﯾﯽ ﻣﺮﮐﺰی ﺑﻪ ﺗﺮﺗﯿﺐ از ﺗﮑﺎﻟﯿﻒ ﻓﺮاﺧﻨﺎی ﻣﺴﺘﻘﯿﻢ اﻋﺪاد، ﺣﺎﻓﻈﻪ دﯾﺪاری ﮐﯿﻢ ﮐﺎراد و دو ﺗﮑﻠﯿﻒ اﺳﺘﺮوپ و ﻧﮕﻪ داﺷﺘﻦ رد اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮه ﻧﺸﺎن داده اﺳﺖ ﻫﻢ ﻇﺮﻓﯿﺖ ﺣﺎﻓﻈﻪ ﮐﺎری و ﻫﻢ ﻣﻮﻟﻔﻪﻫﺎی آن ﺑﻪﻣﻮازات اﻓﺰاﯾﺶ ﺳﻦ ﻇﺮﻓﯿﺖ ﺑﯿﺸﺘﺮی ﻧﺸﺎن ﻣﯽ دﻫﻨﺪ. اﯾﻦ ﯾﺎﻓﺘﻪﻫﺎ را ﻣﯽﺗﻮان از دو ﻣﻨﻈﺮ رﺳﺸﯽ و ﻏﯿﺮ رﺳﺸﯽ ﺗﺒﯿﯿﻦ ﻧﻤﻮد. رﺳﺶ ﻣﻨﺎﻃﻖ ﻣﻐﺰی درﮔﯿﺮ در ﺣﺎﻓﻈﻪ ﮐﺎری(رﺳﺸﯽ) و اﻧﻌﻄﺎف در اﻧﺠﺎم وﻇﺎﯾﻒ اﻧﺪوزﺷﯽ و ﭘﺮدازﺷﯽ، ﻣﻬﺎرت ﺑﯿﺸﺘﺮ در ﺗﻮاﻧﺎﯾﯽﻫﺎی ﻋﺪدی، ﺗﺠﺮﺑﻪ ﺳﺎلﻫﺎی ﺑﯿﺸﺘﺮ ﺗﺤﺼﯿﻞ ﻣﺪرﺳﻪای و اﺳﺘﻔﺎده ﻣﻮﺛﺮﺗﺮ از راﻫﺒﺮدﻫﺎی ﻓﺮاﺷﻨﺎﺧﺘﯽ (ﻏﯿﺮ رﺳﺸﯽ) ﻣﯽ ﺗﻮاﻧﺪ دﻻﯾﻞ اﺣﺘﻤﺎﻟﯽ ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﺑﺎﺷﺪ.

Developmental Change in Working Memory Capacity and its Components

AbstractWorking memory is the comprehensive cognitive system that embedded attentional and memorial mechanisms and therefore can be used in systematic research of cognitive problems. Accordingly, the aim of this study was to investigate the developmental changes of working memory capacity, and its components, including phonological loop, visuospatial sketchpad, and central executive (inhibition and updating). A total of 356 children (8 and 12 years) recruited from primary school in Tehran were selected and tested. Digit Span, and the Kim Karad Visual Memory Test were used for measuring phonological loop and visuospatial sketchpad. Working memory capacity was measured by Backward Digit Span, and finally, the Stroop Task, and the Keep Track task measured central executive. Data analyzing showed as child growth, working memory and its components become more effective. More skills in arithmetic abilities, more flexibility in storage and processing, more experience in academic achievement and more use of metacognitive strategies can be possible reasons for the results of this study.