Interference between processing and storage in working memory: Testing a prediction of the SOB model

2010 ◽  
Author(s):  
Klaus Oberauer ◽  
Simon Farrell ◽  
Christopher Jarrold ◽  
Martin Greaves ◽  
Kaz Pasiecznik
Keyword(s):  
Working Memory ◽  
Memory Testing ◽  
Processing And Storage ◽  
And Storage

Visuo-Spatial Processing in Working Memory

1986 ◽  
Vol 38 (2) ◽  
pp. 229-247 ◽  
Author(s):  
Robert H. Logie
Keyword(s):  
Working Memory ◽  
Memory Performance ◽  
Visual Presentation ◽  
Spatial Processing ◽  
Matching Task ◽  
Visual Material ◽  
Line Drawings ◽  
Visual Matching ◽  
Processing And Storage ◽  
And Storage

This paper reports four experiments designed to develop a simple technique for the study of visuo-spatial processing within the working memory framework (Baddeley and Hitch, 1974). Experiment 1 involved the matching of successively presented random matrix patterns, as a secondary visual suppression task. This was coupled with rote rehearsal or a visual imagery mnemonic for learning lists of concrete words presented auditorily. Although memory performance with matching dropped overall, the visual mnemonic was differentially affected. Experiment 2 removed the matching decision, with visual presentation of unattended patterns. There was no overall effect of the unattended material, but use of the visual mnemonic was significantly affected. Experiment 3 replicated this result with simpler plain coloured squares as the unattended material. In Experiment 4, for one group, the unattended material consisted of line drawings of common objects. For a second group, the lists of words for recall were presented visually, with or without unattended speech. The results suggested that unattended pictures disrupt use of a visual mnemonic, while unattended speech disrupts rote rehearsal. These results suggest that unattended visual material has privileged access to the mechanism(s) involved in short-term visuo-spatial processing and storage. They also suggest that use of a concurrent visual matching task or of unattended visual material may provide tractable techniques for investigating this aspect of cognitive function within the context of working memory.

Working Memory Capacity

1986 ◽  
Vol 30 (13) ◽  
pp. 1273-1277 ◽  
Author(s):  
Marilyn L. Turner ◽  
Randall W. Engle
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Cognitive Skills ◽  
Working Memory Capacity ◽  
Functional Model ◽  
Limited Capacity ◽  
Concurrent Processing ◽  
Two Measures ◽  
Processing And Storage ◽  
And Storage

Recent researchers have attempted to correlate measures of working memory (WM) with measures of higher level cognitive skills and abilities focusing on the functions of this limited capacity system, i.e., processing and storage. Relationships between three span measures of the functional model of WM capacity and two measures of reading comprehension were investigated. The magnitude of the correlations found between reading comprehension and the two spans embedded in reading processing tasks was similar to that of the correlation found between a third span measure embedded in a quantitative task with reading comprehension. These results indicated that these span measures of WM capacity were independent of the nature of the concurrent processing task.

scholarly journals Working memory and developmental language impairments

2016 ◽  
Vol 33 (1) ◽  
pp. 19-32 ◽  
Author(s):  
Lucy A Henry ◽  
Nicola Botting
Keyword(s):  
Working Memory ◽  
Research Evidence ◽  
Short Term Memory ◽  
Language Impairments ◽  
Convincing Evidence ◽  
Short Term ◽  
Concurrent Processing ◽  
Processing And Storage ◽  
And Storage ◽  
Working Memory Model

Children with developmental language impairments (DLI) are often reported to show difficulties with working memory. This review describes the four components of the well-established working memory model, and considers whether there is convincing evidence for difficulties within each component in children with DLI. The emphasis is on the most demanding form of working memory that draws on central executive (CE) resources, requiring concurrent processing and storage of information. An evaluation of recent research evidence suggests that, not only are children with DLI impaired on verbal CE measures, but they also show difficulties on non-verbal CE tasks that cannot be assumed to tap language. Therefore, it seems increasingly likely that children with DLI show domain-general CE impairments, along with their more established impairments in verbal short-term memory. Implications for potential working memory interventions and classroom learning are discussed.

scholarly journals Working memory as a mental workspace: Why activated long-term memory is not enough

2003 ◽  
Vol 26 (6) ◽  
pp. 745-746 ◽  
Author(s):  
Robert H. Logie ◽  
Sergio Della Sala
Keyword(s):  
Working Memory ◽  
Event Related Potential ◽  
Long Term Memory ◽  
Memory Retention ◽  
Term Memory ◽  
On Line ◽  
Processing And Storage ◽  
And Storage

Working-memory retention as activated long-term memory fails to capture orchestrated processing and storage, the hallmark of the concept of working memory. The event-related potential (ERP) data are compatible with working memory as a mental workspace that holds and manipulates information on line, which is distinct from long-term memory, and deals with the products of activated traces from stored knowledge.

Sign in / Sign up

Export Citation Format

Share Document