What makes working memory spans so predictive of high-level cognition?

Lépine, Raphaë lle; Parrouillet, Pierre; Camos, Valérie

doi:10.3758/bf03196363

Cited by 131 publications

(154 citation statements)

References 23 publications

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“…Recent research has explored this relationship both directly, by examining the factors that influence the predictive relationship between working memory and cognition (Friedman & Miyake, 2004;Lépine, Barrouillet, & Camos, 2005;Unsworth & Engle, 2005, 2007a, and also indirectly, by identifying the factors that constrain working memory performance, and thus, are likely to be important for higher-level cognitive skills (Barrouillet, Portrat, & Camos, 2011;Bayliss, Jarrold, Gunn, & Baddeley, 2003;Kane, Bleckley, Conway, & Engle, 2001;Unsworth & Engle, 2007b). This has led to the development of a number of theories about the nature of working memory and its relationship to higherorder cognition.…”

Section: Memory Span Performancementioning

confidence: 99%

How quickly they forget: The relationship between forgetting and working memory performance.

Bayliss¹,

Jarrold²

2015

Journal of Experimental Psychology: Learning, Memory, and Cogni

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This study examined the contribution of individual differences in rate of forgetting to variation in working memory performance in children. 112 children (mean age 9 years 4 months) completed two tasks designed to measure forgetting, as well as measures of working memory, processing efficiency, and short-term storage ability.Individual differences in forgetting rate accounted for unique variance in working memory performance over and above variance explained by measures of processing efficiency and storage ability. In addition, the nature of the variation in forgetting was more consistent with a non-executive forgetting parameter than an executive ability associated with resistance to interference. These findings indicate that individual differences in the rate at which information is lost from memory is an important constraint on children's working memory performance which has implications for current models of working memory that do not incorporate such a factor.

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Section: Memory Span Performancementioning

confidence: 99%

How quickly they forget: The relationship between forgetting and working memory performance.

Bayliss¹,

Jarrold²

2015

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Apart from the strategy used, the speed and nature of the response were also recorded. The working memory capacities of the children were assessed using the same working memory span tasks as in Barrouillet and Lépine (2005), the counting span task inspired by Case, Kurland, and Goldberg (1982), and the reading letter span task (Lépine, Barrouillet, & Camos, 2005;Lépine, Bernardin, & Barrouillet, 2005).…”

Section: The Current Studymentioning

confidence: 99%

Strategies in subtraction problem solving in children

Barrouillet

Mignon

Thévenot

2008

Journal of Experimental Child Psychology

112

111

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The aim of this study was to investigate the strategies used by third graders in solving the 81 elementary subtractions that are the inverses of the one-digit additions with addends from 1 to 9 recently studied by Barrouillet and Lépine. Although the pattern of relationship between individual differences in working memory, on the one hand, and strategy choices and response times, on the other, was the same in both operations, subtraction and addition differed in two important ways. First, the strategy of direct retrieval was less frequent in subtraction than in addition and was even less frequent in subtraction solving than the recourse to the corresponding additive fact. Second, contrary to addition, the retrieval of subtractive answers is confined to some peculiar problems involving 1 as the subtrahend or the remainder. The implications of these findings for developmental theories of mental arithmetic are discussed.

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“…This question was addressed by Lépine, Barrouillet and Camos (2005). The authors noted that two alternative hypotheses could be put forward to account for the well-known relationship between working memory spans and performance on high level cognitive activities.…”

Section: Are the New Time-constrained Tasks As Predictive Of High Levmentioning

confidence: 99%

“…The results were particularly clear and eloquent (Table 4.2). Adapted from Lépine, R, Barrouillet, P and Camos, V (2005). What makes working memory spans so predictive of high-level cognition?…”

Section: Are the New Time-constrained Tasks As Predictive Of High Levmentioning

confidence: 99%

The time-based resource-sharing model of working memory

Barrouillet¹,

Camos²

2007

The Cognitive Neuroscience of Working Memory

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Since Baddeley and Hitch's (1974) seminal proposal to distinguish between short-term and working memory, several influential models and theories have been put forward to account for the structure and functioning of a working memory thought of as the core system of cognition devoted to the maintenance and processing of relevant information. As Engle and Oransky (1999) suggested, deas about temporary storage in memory during the previous decades have moved from multi-store models and structural approaches championed by Baddeley and Hitch (1974;Baddeley and Logie 1999) to more dynamic or process-oriented models of working memory (Cowan 1995(Cowan 1999Engle, Cantor and Carullo 1992;Engle, Kane and Tuholski 1999; Lovett, Reder and Lebiere 1999; Schneider and Detweiller 1987). By conceiving working memory as the activated part of long-term memory rather than as a structure or a set of cognitive structures, these theories have emphasized functional aspects of cognition related to the way activation is produced, maintained or even inhibited, and to the way cognitive processes use the activated items of knowledge. The main question, which seemed to be 'How is working memory organized?' has progressively become 'How does working memory work?'. We do not claim to know how working memory works and admit that the reader will not find the final answer in this chapter. However, we hope to provide some elements to shed light on questions such as 'How is the relevant information maintained active during concurrent processing?', 'What is the nature of the resource to be shared between maintenance and processing?', 'How is this sharing achieved?' , and thus 'What are the limiting factors of working memory functioning?' .Retracing the history of the literature on short-term and working memory, Engle and Oransky (1999) noted that models have become more complex and more flexible. Whereas the first descriptions of working memory functioning mainly concerned the articulatory loop, which is closest in character to the original concept of a short-term store, further models provided thorough descriptions of the relationships between short-and long-term memory, of processes devoted to the activation and maintenance of information, as well as of the role of attention in selecting relevant information and monitoring working memory functioning. Several complex span tasks designed to evaluate working memory capacity proved to be reliable and predictive of high level cognition, and the relations between working memory capacity, controlled attention and general intelligence have been investigated extensively. However, these models might have overlooked an important factor in accounting for cognition, namely time.Many models of working memory mentioned time as an important factor, but almost exclusively to account for forgetting from short-term memory. For example, Baddeley (1990Baddeley ( , 2000 suggested that the traces within the articulatory or phonological loop decay within about 2 s unless they are maintained by a process of subvocal arti...

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What makes working memory spans so predictive of high-level cognition?

Cited by 131 publications

References 23 publications

How quickly they forget: The relationship between forgetting and working memory performance.

How quickly they forget: The relationship between forgetting and working memory performance.

Strategies in subtraction problem solving in children

The time-based resource-sharing model of working memory

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