Delays of retention, processing efficiency, and attentional resources in working memory span development

2004 ◽  
Vol 51 (4) ◽  
pp. 644-657 ◽  
Author(s):  
Nathalie Gavens ◽  
Pierre Barrouillet
Keyword(s):  
Working Memory ◽  
Memory Span ◽  
Processing Efficiency ◽  
Attentional Resources

scholarly journals Examining the Relative Contribution of Memory Updating, Attention Focus Switching, and Sustained Attention to Children’s Verbal Working Memory Span

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Beula M. Magimairaj ◽  
James W. Montgomery
Keyword(s):  
Working Memory ◽  
Sustained Attention ◽  
Short Term Memory ◽  
Memory Span ◽  
Verbal Working Memory ◽  
School Age Children ◽  
Processing Efficiency ◽  
Switching Speed ◽  
Memory Updating ◽  
Attention Focus

Whereas considerable developmental memory research has examined the contributions of short-term memory, processing efficiency, retention duration, and scope of attention to complex memory span, little is known about the influence of controlled attention. The present study investigated the relative influence of three understudied attention mechanisms on the verbal working memory span of school-age children: memory updating; attention focus switching; and sustained attention. Results of general linear modeling revealed that, after controlling for age, only updating accuracy emerged as a significant predictor of verbal working memory span. Memory updating speed (that subsumed attention focus switching speed) also contributed but was mediated by age. The results extend the developmental memory literature by implicating the mechanism of memory updating and developmental improvement in speed of attention focus switching and updating as critical contributors to children’s verbal working memory. Theoretically, the results provide substantively new information about the role of domain-general executive attention in children’s verbal working memory.

Effects of anxiety on memory storage and updating in young children

2010 ◽  
Vol 35 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Laura Visu-Petra ◽  
Lavinia Cheie ◽  
Oana Benga ◽  
Tracy Packiam Alloway
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Short Term Memory ◽  
Memory Span ◽  
Verbal Working Memory ◽  
Memory Storage ◽  
Processing Efficiency ◽  
Memory Functioning ◽  
Visual Spatial ◽  
High Anxious

The relationship between trait anxiety and memory functioning in young children was investigated. Two studies were conducted, using tasks tapping verbal and visual-spatial short-term memory (Study 1) and working memory (Study 2) in preschoolers. On the verbal storage tasks, there was a detrimental effect of anxiety on processing efficiency (duration of preparatory intervals) on Word Span. Performance effectiveness (memory span) did not differ between high-anxious and low-anxious children. In the second study, evaluating memory updating in a dual-task context, high-anxious children performed worse than low-anxious children on two verbal working memory tasks. Therefore, when simple verbal storage is required, high-anxious children show only efficiency deficits; when executive demands are higher (i.e., verbal updating) both accuracy and efficiency are impaired. However, on the visual-spatial storage and updating measures, performance did not differ between the two anxiety groups. The results are discussed in the context of the attentional control theory (Eysenck, Derakshan, Santos, & Calvo, 2007).

The Modality Effect on False Recall as a Function of Working Memory Span

2000 ◽  
Author(s):  
Rebekah E. Smith ◽  
Tabitha Payne ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Memory Span ◽  
False Recall ◽  
Modality Effect
Sign in / Sign up

Export Citation Format

Share Document