Working memory in chess
Working memory in chess
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国际象棋中的工作记忆
作者：
Trevor W. Robbins;E. Anderson;D. R. Barker;A. Bradley;C. Fearnyhough;Richard N. Henson;S. R. Hudson;Alan D. Baddeley
三个实验考察了工作记忆在国际象棋思维各个方面的作用。实验一考察了不同能力的棋手对简单呈现的国际象棋位置的即时记忆，在施加了各种次要任务后，这些次要任务旨在阻断工作记忆的不同组成部分。抑制发音环路(通过阻止发音下排练)对回忆的测量没有影响，而与控制条件相比，阻止视觉空间草图(通过操作键盘)和阻止中央执行(通过随机生成字母)具有同等的干扰效果。实验2考察了类似的次要任务对战术棋位解题(即棋步选择)的影响，发现了类似的模式，只是阻断中央执行任务比实验1更具破坏性。实验3比较了两种主要任务的成绩，其中一种任务与实验2中的解决棋位任务有关，另一种任务是句子重排任务。每种情况下的次要任务都被设计为阻止中央执行，但其中一个是口头任务(语音产生的随机数字)，而另一个任务本质上是空间任务(随机产生的按键)。空间次要任务的成绩受国际象棋主要任务的影响大于受语言主要任务的影响，而语言主要任务对这两个次要任务的影响不存在差异。在这三个实验中，弱者和强者之间没有任何差异效应。这些结果是在工作记忆模型和以前的国际象棋认知本质理论的背景下解释的。
Three experiments investigated the role of working memory in various aspects of thinking in chess. Experiment 1 examined the immediate memory for briefly presented chess positions from master games in players from a wide range of abilities, following the imposition of various secondary tasks designed to block separate components of working memory. Suppression of the articulatory loop (by preventing subvocal rehearsal) had no effect on measures of recall, whereas blocking the visuospatial sketchpad (by manipulation of a keypad) and blocking the central executive (by random letter generation) had equivalent disruptive effects, in comparison with a control condition. Experiment 2 investigated the effects of similar secondary tasks on the solution (i.e., move selection) of tactical chess positions, and a similar pattern was found, except that blocking the central executive was much more disruptive than in Experiment 1. Experiment 3 compared performance on two types of primary task, one concerned with solving chess positions as in Experiment 2, and the other a sentence-rearrangement task. The secondary tasks in each case were both designed to block the central executive, but one was verbal (vocal generation of random numbers), while the other was spatial in nature (random generation of keypresses). Performance of the spatial secondary task was affected to a greater extent by the chess primary task than by the verbal primary task, whereas there were no differential effects on these secondary tasks by the verbal primary task. In none of the three experiments were there any differential effects between weak and strong players. These results are interpreted in the context of the workingmemory model and previous theories of the nature of cognition in chess.