Updating in working memory: A comparison of good and poor comprehenders

Carretti, Barbara; Cornoldi, Cesare; Béni, Rossana De; Romano, Marta M. M.

doi:10.1016/j.jecp.2005.01.005

Cited by 147 publications

(120 citation statements)

References 42 publications

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“…Working Memory Updating The updating of information in WM seems particularly crucial to reading comprehension (e.g., Carretti et al 2005), so we used a WM updating task adapted from the Updating Following a Relevant Criterion task proposed by Palladino et al (2001). At each assessment stage, the child was shown six lists of nouns and asked to remember the three smallest objects on each list in their order of presentation.…”

Section: Specific Effectsmentioning

confidence: 99%

Improvements in Reading Comprehension Performance After a Training Program Focusing on Executive Processes of Working Memory

et al. 2017

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Reading comprehension is a complex cognitive task crucial to success in formal education and everyday life activities. Working memory (WM) and associated executive processes have been shown to be implicated in reading comprehension abilities. The aim of the present study was to assess the efficacy of a program for improving reading comprehension skills based on reading activities that require WM and associated executive processes. The study involved 48 third-graders (8-9 years old), who were assigned to three groups: a trained group that received training on reading comprehension and on the mechanisms related to this ability; an active control group that attended extra in-school activities designed to improve children's reading comprehension; and a passive control group that only attended normal lessons. The training program consisted of ten sessions conducted in the classroom, focusing on WM and associated executive functions embedded in reading comprehension activities. The efficacy of the training was examined in terms of both specific improvements in reading comprehension and WM, and transfer effects to more ecological reading comprehension and nonverbal reasoning tasks. Long-term gains were also examined after 2 months. The results showed that the training was effective in directly improving the children's reading comprehension and WM, with some maintenance effects too, while it elicited limited gains in the more ecological reading comprehension task, and no transfer effects on nonverbal reasoning. Overall, the present findings suggest that training involving the use of WM and its executive processes during reading comprehension activities is a promising approach to sustaining reading comprehension.

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Section: Specific Effectsmentioning

confidence: 99%

Improvements in Reading Comprehension Performance After a Training Program Focusing on Executive Processes of Working Memory

et al. 2017

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“…Conversely, many previous studies that reported correlations between updating and other indicators of cognitive performance (Carretti et al, 2005;Chen & Li, 2007;Friedman et al, 2006;Palladino et al, 2001) utilized updating measures that drew heavily upon retrieval. In fact, in those four studies, WMU was measured almost exclusively with running memory and keep-track tasks.…”

Section: The Role Of Wmc For Wmumentioning

confidence: 99%

The components of working memory updating: An experimental decomposition and individual differences.

Ecker

Lewandowsky

Oberauer³

et al. 2010

Journal of Experimental Psychology: Learning, Memory, and Cogni

215

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Working memory updating (WMU) has been identified as a cognitive function of prime importance for everyday tasks and has also been found to be a significant predictor of higher mental abilities. Yet, little is known about the constituent processes of WMU. We suggest that operations required in a typical WMU task can be decomposed into 3 major component processes: retrieval, transformation, and substitution. We report a large-scale experiment that instantiated all possible combinations of those 3 component processes. Results show that the 3 components make independent contributions to updating performance. We additionally present structural equation models that link WMU task performance and working memory capacity (WMC) measures. These feature the methodological advancement of estimating interindividual covariation and experimental effects on mean updating measures simultaneously. The modeling results imply that WMC is a strong predictor of WMU skills in general, although some component processes-in particular, substitution skills-were independent of WMC. Hence, the reported predictive power ofWMUmeasures may rely largely on common WM functions also measured in typical WMC tasks, although substitution skills may make an independent contribution to predicting higher mental abilities.

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“…These errors consist in recalling nontarget words and are considered to reflect failures in inhibitory function. Intrusion errors in WM tasks were found to be higher for children (Carretti, Cornoldi, De Beni, & Romanò, 2005;Chiappe et al, 2000) and for older adults than for young adults (Borella, Carretti, Cornoldi, & De Beni, 2007;Borella et al, 2008;Borella, Carretti, & Mammarella, 2006;De Beni & Palladino, 2004;Lustig, May, & Hasher, 2001). Furthermore, Chiappe et al (2000) have examined the type of intrusions made in the Reading Span Test by a sample of skilled and less skilled readers from 6 to 49 years of age.…”

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Working memory and inhibitory control across the life span: Intrusion errors in the Reading Span Test

et al. 2009

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The aim of this study was to examine to what extent inhibitory control and working memory capacity are related across the life span. Intrusion errors committed by children and younger and older adults were investigated in two versions of the Reading Span Test. In Experiment 1, a mixed Reading Span Test with items of various list lengths was administered. Older adults and children recalled fewer correct words and produced more intrusions than did young adults. Also, age-related differences were found in the type of intrusions committed. In Experiment 2, an adaptive Reading Span Test was administered, in which the list length of items was adapted to each individual's working memory capacity. Age groups differed neither on correct recall nor on the rate of intrusions, but they differed on the type of intrusions. Altogether, these findings indicate that the availability of attentional resources influences the efficiency of inhibition across the life span

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Updating in working memory: A comparison of good and poor comprehenders

Cited by 147 publications

References 42 publications

Improvements in Reading Comprehension Performance After a Training Program Focusing on Executive Processes of Working Memory

Improvements in Reading Comprehension Performance After a Training Program Focusing on Executive Processes of Working Memory

The components of working memory updating: An experimental decomposition and individual differences.

Working memory and inhibitory control across the life span: Intrusion errors in the Reading Span Test

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