Optimising episodic encoding within segmented virtual contexts.

The encoding of episodic memories depends on segmentation; memory performance improves when segmentation is available and performance is impaired when segmentation is absent. Indeed, for episodic memories to be created, the encoding of information into long-term memory requires the experience of event boundaries (i.e.

Do doorways really matter: Investigating memory benefits of event segmentation in a virtual learning environment.

Event segmentation allows the flow of information experienced in life to be partitioned into distinct episodes, facilitating understanding of the world, action within it, and the ability to store information in memory. One basis on which experiences are segmented is the presence of physical boundaries, such as walking through doorways. Previous findings have shown that event segmentation has a significant influence on memory, with better memory for events occurring within a single boundary (compared to events that cross boundaries).

Following instructions in a virtual school: Does working memory play a role?

Accumulating evidence that working memory supports the ability to follow instructions has so far been restricted to experimental paradigms that have greatly simplified the practical demands of performing actions to instructions in everyday tasks. The aim of the present study was to investigate whether working memory is involved in maintaining information over the longer periods of time that are more typical of everyday situations that require performing instructions to command. Forty-two children 7-11 years of age completed assessments of working memory, a real-world following-instructions task employing 3-D objects, and two new computerized instruction-following tasks involving navigation around a virtual school to complete a sequence of practical spoken commands.