Pascual-Leone and Baddeley's models of information processing as pbkp_redictors of academic performance

Abstract:

The main purpose was to compare whether Pascual-Leone and Baddeley's models of information processing can explain performance of 83 Venezuelan freshman students in subjects such as chemistry, physics, mathematics, and language (Spanish). All students were tested on (a) Working Memory Span based on an adaptation of the Daneman and Carpenter task by Baddeley and colleagues, (b) Structural Mental Capacity based on Pascual-Leone's Figurai Intersection Test with no time limit, (c) Pascual-Leone's Functional mental capacity based on the Figurai Intersection Test with a time limit, (d) Witkin's field dependence/independence based on the Group Embedded Figures Test, and (e) formal operational reasoning based on the Group Assessment of Logical Thinking. Multiple regression analyses showed that compared to scores on Working Memory Span, scores on both the Group Assessment of Logical Thinking and Structural Mental Capacity are better pbkp_redictors of performance in science courses. Scores on Working Memory Span, however, are better pbkp_redictors in the language course. Simultaneous processing of a large number of bits of information (Pascual-Leone's Structural Mental Capacity) may be a more important constraint on performance in science courses than a model that postulates the storage and processing of information at the same time (Baddeley's working memory).

Año de publicación:

1996

Keywords:

Fuente:

scopus