Applying Automated Working Memory Assessment and Working Memory Rating Scale in Russian Population

Kseniya Absatova

Published: April 1, 2016

In the current study, two standardized English-language assessments, the AWMA by T.P. Alloway (2007) and the WMRS (Alloway, Gathercole, & Kirkwood, 2008), were translated into Russian. The translated version of the AWMA was undertaken by 51 adults and 73 primary school children, and the translated version of the WMRS was completed by the teachers who worked with those children. The WMRS is a questionnaire list for teachers with 20 items which describe possible behavior manifestations of poor working memory in the classroom. The AWMA is a computer test battery with 12 subtests which aim to assess verbal short-term memory, verbal …

Theories of Implicit Learning: Contradictory Approaches to the Same Phenomenon or Consistent Descriptions of Different Types of Learning?

Ivan Ivanchei

Published: Jan. 1, 2014

Almost 50 years ago, Reber described implicit learning as the unintentional and unconscious processing of regularities in the environment. Since then, psychologists have actively investigated this phenomenon. However, there is currently no unambiguous description of the mechanisms of implicit learning. Moreover, the descriptions of implicit learning properties vary depending on the approach to the phenomenon. The main theoretical accounts developed in the last decades are presented in this work. Four types of theories are identified, which differ in how they answer two main questions: 1) How explicit is the knowledge acquired during implicit learning?; and 2) How automatically is it …

Usability and applicability of a mindfulness based online intervention developed for people with problematic internet gaming behavior

Reichrath Benedict,

Pietrowsky Reinhard

Published: May 31, 2022

In this study, the usability and applicability of a mindfulness based online administered gamified short-term intervention for people suffering from internet gaming disorder is investigated in a subclinical sample (N = 49). Within a four-week intervention program (Room2Respawn) participants were randomly allocated to a gamified condition (experimental) or a neutral condition (control). Participants were provided with three intervention sessions per week consisting of psychoeducation on internet gaming disorder and mindfulness-exercises. Most of the intervention content has been adopted from a group-therapy intervention to an online platform. The 39 participants who participated over the course of the whole intervention rated the …