How Working Memory Moderates Function Learning Behaviour: A Dual-Task Paradigm

A breadth of research has demonstrated that many cognitive phenomena can be explained by a dual-processing account. However, little research has attempted to apply a dual-task paradigm to function learning. The present thesis aims to fill this gap in the literature by exploring the relationship between working memory and function learning behaviour. Eighty Carleton University students were randomly assigned to learn either a linear or bilinear function. Moreover, participants were randomly assigned to complete training and transfer under either single- or dual-task conditions. It was hypothesized that the secondary task would hinder performance resulting in a dependency on exemplar-based learning. Using a novel classification approach, the results showed that the secondary task reduced the stability of learning approach. However, the results remain inconclusive due to low power. Therefore, additional research is required to determine whether dual-task paradigms can be used to distinguish between rule- and exemplar-based processing in function learning.