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O pożytkach z teorii średniego zasięgu

100%
Krejtz I., Krejtz K., Bielecki M.
Psychologia Społeczna
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2008
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vol. 3
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issue 1(6)
73-86
EN
Psychophysiological experimental methods are getting more and more popular in all fields of psychology. They find applications especially in projects concerning information acquisition and processing in social cognition. The article presents a contemporary understanding of visual attention processes and well established behavioral methods of investigating research problems concerning them, as well as presenting the potential of psychophysiological methods in this field. The paper focuses on eye gaze acquisition methods as most appropriate for visual attention research. Basing on the newest literature, the authors present advantages and limitations of those methods. We also propose a new method that allows for reconstruction of dynamical patterns of visual attention with a combination of behavioral and psychophysiological measures.
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Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence

88%
Sedek G., Krejtz I., Rydzewska K., Kaczan R., Rycielski P.
Polish Psychological Bulletin
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2016
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vol. 47
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issue 1
103-111
EN
The paper presents an overview of research on working memory as a predictor of early school achievements. We contrast two main areas of research on the role of working memory in school achievements: the first concerns the structural model of working memory and the second focuses on executive functions. Then, we discuss the facet model of working memory as a promising approach merging the two research branches on working memory tasks as predictors of early school achievements. At the end we present exemplary results of the research conducted on a national sample of six- and seven-year-olds in Poland, which indicates strong relation of working memory functions with the measures of competences in mathematics, reading, and writing. Additionally, the mediation analyses, with parents’ education as a covariate, indicate that the influence of age on achievements in math, reading, and writing in six- and seven-year olds is mediated by working memory functions.
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