Research on adult participants and on older children supports this distinction ().īased on studies that have explored the contribution of short-term and working memory performance to other higher-level abilities such as reading and maths (e.g. According to this account, each domain is independently capable of manipulating and keeping information active. An alternative account is that working memory capacity is supported by two separate pools of domain-specific resources for verbal and visuospatial information (, see also 20). Domain-general accounts of working memory capacity have been advanced by many leading theorists, and are supported by factor analytic studies in which tasks designed to measure the ability to process and store verbal and visuo-spatial information load on to a common factor (e.g. capable of manipulating and keeping active both verbal and visuo-spatial information) or whether there are separate subsystems for handling verbal and non-verbal information. It is less clear whether working memory is domain-general (i.e. Verbal STM is a well-defined system, which is domain-specific and dedicated solely to storing verbal / phonological information. This latter component, referred to as working memory, is more closely associated with measures of general intelligence, other higher order cognitive control functions and reading and mathematics (). Both accounts distinguish between the storage-only capacity of a verbal STM system and a central component that co-ordinates the ongoing processing of information with the storage of information in STM (see for example 7, 12). In a latent factor analysis, Engle and colleagues distinguished between verbal STM tasks and verbal working memory tasks, and herein lays the commonality across different models of working memory. Other accounts suggest that working memory capacity is limited by controlled attention that acts to activate existing representations in long-term memory in the face of distraction or interference. The fourth component, the episodic buffer, binds information across domains into integrated chunks. Two storage systems, the phonological loop and the visuo-spatial sketchpad, provide temporary maintenance of verbal and visuo-spatial information. The central executive is responsible for monitoring and processing information across domains and for the retrieval of information from long-term memory and attentional control. One account, which is provided by the enduring model of Baddeley and Hitch suggests working memory is comprised of four components.
The primary distinction between these models is whether working memory is conceived of as a discrete entity (e.g., ) or a limited capacity process of controlled attention (e.g. There are several theoretical models of working memory which differ in their views of the nature, structure, and function of the system (see 5, 6 for reviews). numbers and letters) are handled differently within different aspects of the verbal memory system. In this experiment, we explore whether different types of verbal information (e.g. These include reading comprehension, mental arithmetic, following directions, and reasoning. It is important for many everyday activities that require the online storage and processing of different types of information. Working memory is the cognitive system responsible for the temporary maintenance and processing of information during complex cognitive activities.
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