{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/99299"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/99299","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A matter of priorities: High working memory enables (slightly) superior value-directed remembering","abstract":"People with larger working memory capacity exhibit enhanced free recall but do not show any advantage on tests of recognition. This pair of results suggests that differences in the strategies that people bring to the task of learning and retrieving are superior in learners with high working memory. There is ample evidence that learners with high working memory do indeed bring better strategies to both encoding and retrieval, but as yet little evidence of whether higher working memory is related to greater effectiveness in prioritizing information across materials that differ in value. Using the value-directed remembering paradigm of Castel, Benjamin, Watkins, and Craik (2002), we examined whether learners with high working memory capacity show a particular advantage in remembering materials that are of high value. Across four experiments, we found that high working memory capacity led to a selective preference for remembering high-valued word pairs, but the effect was very modest and does not provide a complete picture of the relationship between working memory and recall.","abstract_html":"People with larger working memory capacity exhibit enhanced free recall but do not show any advantage on tests of recognition. This pair of results suggests that differences in the strategies that people bring to the task of learning and retrieving are superior in learners with high working memory. There is ample evidence that learners with high working memory do indeed bring better strategies to both encoding and retrieval, but as yet little evidence of whether higher working memory is related to greater effectiveness in prioritizing information across materials that differ in value. Using the value-directed remembering paradigm of Castel, Benjamin, Watkins, and Craik (2002), we examined whether learners with high working memory capacity show a particular advantage in remembering materials that are of high value. Across four experiments, we found that high working memory capacity led to a selective preference for remembering high-valued word pairs, but the effect was very modest and does not provide a complete picture of the relationship between working memory and recall.","abstract_has_math":false,"creators":["Griffin, Michael Llewellyn"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Benjamin, Aaron S."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-03-13T15:44:48Z","date_published":"2018-03-13T15:44:48Z","updated_at":"2026-07-22T22:24:37Z","subjects":["Working Memory","Cued Recall","Selectivity"],"languages":["en"],"rights":["Copyright 2017 Michael Griffin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/99299","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Benjamin, Aaron S."]},{"key":"dc:creator","label":"Author","values":["Griffin, Michael Llewellyn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-03-13T15:44:48Z","2017-10-12","2017-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Working Memory","Cued Recall","Selectivity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Michael Griffin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/99299"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["People with larger working memory capacity exhibit enhanced free recall but do not show any advantage on tests of recognition. This pair of results suggests that differences in the strategies that people bring to the task of learning and retrieving are superior in learners with high working memory. There is ample evidence that learners with high working memory do indeed bring better strategies to both encoding and retrieval, but as yet little evidence of whether higher working memory is related to greater effectiveness in prioritizing information across materials that differ in value. Using the value-directed remembering paradigm of Castel, Benjamin, Watkins, and Craik (2002), we examined whether learners with high working memory capacity show a particular advantage in remembering materials that are of high value. Across four experiments, we found that high working memory capacity led to a selective preference for remembering high-valued word pairs, but the effect was very modest and does not provide a complete picture of the relationship between working memory and recall.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2018-03-13 without embargo terms","The student, Michael Griffin, accepted the attached license on 2017-10-05 at 15:51.","The student, Michael Griffin, submitted this Thesis for approval on 2017-10-05 at 15:56.","This Thesis was approved for publication on 2017-10-12 at 15:04.","DSpace SAF Submission Ingestion Package generated from Vireo submission #11669 on 2018-03-13 at 10:03:51","Made available in DSpace on 2018-03-13T15:44:48Z (GMT). No. of bitstreams: 2 GRIFFIN-THESIS-2017.pdf: 1179660 bytes, checksum: c7fb4fd96718bb8f7e80d8f5ab3af5ff (MD5) LICENSE.txt: 4212 bytes, checksum: 0fa70fc17f8b2c8fa1e2eb408d027b85 (MD5) Previous issue date: 2017-10-12"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A matter of priorities: High working memory enables (slightly) superior value-directed remembering"]}]}],"canonical_facts":{"dc:contributor":["Benjamin, Aaron S."],"dc:creator":["Griffin, Michael Llewellyn"],"dc:date":["2018-03-13T15:44:48Z","2017-10-12","2017-12"],"dc:description":["People with larger working memory capacity exhibit enhanced free recall but do not show any advantage on tests of recognition. This pair of results suggests that differences in the strategies that people bring to the task of learning and retrieving are superior in learners with high working memory. There is ample evidence that learners with high working memory do indeed bring better strategies to both encoding and retrieval, but as yet little evidence of whether higher working memory is related to greater effectiveness in prioritizing information across materials that differ in value. Using the value-directed remembering paradigm of Castel, Benjamin, Watkins, and Craik (2002), we examined whether learners with high working memory capacity show a particular advantage in remembering materials that are of high value. Across four experiments, we found that high working memory capacity led to a selective preference for remembering high-valued word pairs, but the effect was very modest and does not provide a complete picture of the relationship between working memory and recall.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2018-03-13 without embargo terms","The student, Michael Griffin, accepted the attached license on 2017-10-05 at 15:51.","The student, Michael Griffin, submitted this Thesis for approval on 2017-10-05 at 15:56.","This Thesis was approved for publication on 2017-10-12 at 15:04.","DSpace SAF Submission Ingestion Package generated from Vireo submission #11669 on 2018-03-13 at 10:03:51","Made available in DSpace on 2018-03-13T15:44:48Z (GMT). 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