The Relationship Of College Student’s Self-control,Stability And Working Memory

Human self-control, to a large extent depends on their level of self-control resources.Self-control resources more abundant, self-control is the stronger. Working memory span ofthe main factors affecting the level of attentional resources, suppression and conversioncapabilities as well as the strength of memory decay time. This paper selected as the researchobject college groups discussed self-control, attention and working memory span stabilityrelationship. This study consists of three parts: the first discusses different working memoryspan were tested computational speed is the same, self-control resource model validation andworking memory span relationships, and self-control stability and breadth of the relationshipbetween working memory; secondly explore the self-control resources losses under differentworking memory span were tested computational speed, error rate relations and furtherdetermine what aspects of working memory affect self-control, and the different workingmemory span, note whether there are differences stability; Finally, verify working memoryspan whether the conversion by inhibiting the ability and capacity to influence the stability ofself-control. The results showed that:1. Different working memory span of the subjects hadsignificant differences in processing speed, and attention to stability no difference;(2)self-control resource depletion in the case of low working memory span groups were testedbefore and after the apparent stability of attention changed. Meanwhile, in the case ofself-control resource depletion, low working memory span group was significantly lowererror rate test, reached a significant level, whereas the control group and the high workingmemory span group no difference.3different working memory span of the subjects under theeffect of reaction time in stroop a significant difference. Group of high working memory spanis shorter reaction time, low working memory span group reaction time longer. Conclusion:working memory span of the students have more self-control resources, more engaged atwork, while self-control resources are consumed faster than the average person; low working memory span of the students have less self-control resources, the work is not so input, butalso consumes less self-control resources. In the absence of self-control resources consumedbefore, different working memory span of the students there is no difference in the stability ofattention. The consumption of controlled resources, the low working memory span of thestudents pay attention to stability, because the resources in the consumption of self-controltasks with high working memory span of the students compared to fewer resources to investin automation.