The Impact of Persistent Pain on Working Memory and Learning

Autor/inn/en	Smith, Alexander; Ayres, Paul
Titel	The Impact of Persistent Pain on Working Memory and Learning
Quelle	In: Educational Psychology Review, 26 (2014) 2, S.245-264 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-013-9247-x
Schlagwörter	Pain; Chronic Illness; Short Term Memory; Neurology; Cognitive Processes; Difficulty Level; Multimedia Materials; Teaching Methods; Attendance; Illustrations; Written Language; Natural Resources; Foreign Countries; Retention (Psychology); Instructional Effectiveness; Australia + Suchen Sie Ihr Suchwort? Schmerz; Chronic disease; Chronische Krankheit; Kurzzeitgedächtnis; Neurologie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Teaching method; Lehrmethode; Unterrichtsmethode; Anwesenheit; Bildliche Darstellung; Geschriebene Sprache; Natural Ressource; Natürliche Ressource; Ausland; Merkfähigkeit; Unterrichtserfolg; Australien
Abstract	The study reviewed the evidence that persistent pain has the capacity to interrupt and consume working memory resources. It was argued that individuals with persistent pain essentially operate within a compromised neurocognitive paradigm of limited working memory resources that impairs task performance. Using cognitive load theory as a theoretical framework, the study investigated if multimedia materials could be used to support individuals with persistent pain. A 2?×?2 design was used where the first factor was the pain status of the participant (absence vs. presence for more than 6 months), and the second was instructional strategy (written + illustrations vs. written). Fifty-eight full-time teachers from two schools in New South Wales (Australia) were randomly assigned to an instructional strategy to learn about lightning formation. Participants that identified as experiencing pain for 6 or more months demonstrated clinically low levels of pain, but nevertheless performed significantly worse than pain-free participants on retention and transfer tests. For both pain and pain-free participants, there was a significant benefit in learning from multimedia instruction compared to a written text only strategy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10