A relationship has consistently been found between measures of working memory and reading comprehension. Four hypotheses for this relationship were tested in 3 experiments. In the first 2 experiments, a moving window procedure was used to present the operation-word and reading span tasks. High- and low-span subjects did not differentially trade off time on the elements of the tasks and the to-be-remembered word. Furthermore, the correlation between span and comprehension was undiminished when the viewing times were partialed out. Experiment 3 compared a traditional experimenter-paced simple word-span and a subject-paced span in their relationship with comprehension. The experimenter-paced word-span correlated with comprehension but the subject-paced span did not. The results of all 3 experiments support a general capacity explanation for the relationship between working memory and comprehension.

One explanation of the correlation often observed between working-memory span scores and reading comprehension is that individuals differ in level of activation available for long-term memory units. Two experiments used the fan manipulation to test this idea. In Experiment 1, high- and low-working-memory Ss learned a set of unrelated sentences varying in the number of shared concepts (fan) and then performed speeded recognition for those sentences. Low-working-memory Ss showed a larger increase in recognition time as fan increased. When the slope of the fan effect was partialed out of the relationship between working-memory span and verbal abilities, the relationship was reduced to nonsignificance. In Experiment 2, Ss learned thematically related sentences that varied in fan. Low-span Ss showed the positive fan effect typically found with thematically unrelated sentences, whereas high-span Ss showed a negative fan effect. The results are discussed in terms of a general capacity theory.

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This study is concerned with whether the correlation between complex working memory spans and reading comprehension occurs because the complex spans reflect the capacity of a structural working memory that plays a causal role in comprehension or because a third factor, word knowledge, plays a causal role in both the span tasks and comprehension. If the latter hypothesis is correct, the correlation between word span and reading comprehension should be large when span is tested with low-frequency words but should not occur when span is tested with very familiar words. Ninety college students were tested on a simple and a complex version of the word span task with high-and low-frequency words. The Verbal Scholastic Aptitude Test (VSAT) was used as a measure of reading comprehension. The correlation between span and VSAT was somewhat higher when span was tested with low-frequency words, but was significant with both low-and high-frequency words. This suggests that both word knowledge and a content-free working memory play a causal role in the relationship between word span and higher level cognitive tasks. This research was supported by AFOSR 870069 to Randall W. Engle. We would like to thank Russel Onley for help in running subjects, Linda LaPointe for help with stimuli and analysis, and Lee Kirkpatrick for advice about the analysis.

Pavlovian heart rate (HR) and eyeblink (EB) conditioning were assessed in 4 groups of Ss who differed in age: young = 19-33 years, young middle-aged = 35-48 years, old middle-aged = 50-63 years, and old = 66-78 years. A 100-ms corneal airpuff was the unconditioned stimulus and a 600-ms tone was the conditioned stimulus. A nonassociative control group received explicitly unpaired tone and airpuff presentations. All Ss were studied for 2 100-trial sessions separated by approximately 7 days. An impairment in acquisition of both the EB and HR responses occurred in the old and middle-age Ss, but all age groups showed significantly greater conditioning than did the control group. Slight increases in performance resulted from a 2nd session of training. These findings suggest an age-related impairment in a general associative process.