The dual-component model postulates that working memory capacity consists of two dissociable components: maintenance in primary memory (PM) and retrieval from secondary memory (SM). Recent application of this model to attention-deficit/hyperactivity disorder (ADHD) has revealed that the SM component is more deficient than the PM component across both verbal and spatial modalities. The present study attempts to strengthen this conclusion by addressing two weaknesses in the previous study. First, the present study shows that the SM component continues to be more deficient than the PM component across both modalities under conditions in which (1) all participants were instructed to use the same recall strategy (resulting in the exclusion of fewer participants); and, (2) individual differences in this strategy were controlled. Second, the present study also documents a group difference in word reading efficiency that is confounded with diagnostic status and that might have influenced estimates of PM and SM capacities in the verbal modality. However, although the SM component is more deficient than the PM component in the ADHD group, the magnitude of this interaction does not vary as a function task modality. These findings are interpreted to suggest that the pattern of WM deficiencies observed are part of a causal pathway that can lead to the symptoms of ADHD, as well as to impairments in reading (and intelligence) due to overlapping cue-dependent retrieval mechanisms. These findings provide additional support for the notion that the SM component of WM is an important and neglected target for treatment.

Working memory (WM) is the ability to temporarily store and retrieve a limited amount of information during complex cognitive activities, especially in the face of distraction. The dual-component model describes WM as including active maintenance in primary memory (PM) and cuedependent search and retrieval from secondary memory (SM). Previously, researchers have found that WM training (WMT) fails to enhance SM capacity, a component that mediates the relationship between WM and fluid reasoning (gF). Thus, a double-blinded, placebo-controlled, randomized trial was conducted to elucidate whether retrieval from SM could be targeted using a two-component WMT regimen versus two control conditions: adaptive one-component WMT targeting solely PM capacity and non-adaptive one-component WMT. Participants were 174 adolescents, aged 10 to 13 years, who were assessed before, after, and 6 months following training. Retrieval from SM was measured using delayed free recall tasks, far transfer to gF was assessed with matrix reasoning and verbal inference tests, and far transfer to academic performance was assessed with reading and math tests. It was predicted that solely two-component WMT would enhance retrieval from SM and result in far transfer. ANCOVAs with pre-test scores as the covariate indicated that two-component participants increased total errors over controls. There were no significant differences between the groups on recall latency, total correct, or gF measures. The non-adaptive one-component group significantly improved on reading, although a drop in the other two groups drove the effect. Additional research is needed to elucidate whether theoretically motivated WMT can positively impact higher-level cognition through SM retrieval mechanisms. Keywords Working memory . Working memory training . Secondary memoryWorking memory (WM) is a multifaceted cognitive ability that allows for the temporary storage and retrieval of a limited amount of goal-relevant information during complex cognitive activities, especially in the face of distraction (Kane and Engle 2002;Unsworth and Engle 2007a). As a construct, WM has taken a core role in modern theories of cognition because it strongly relates to our ability to solve novel complex problems and adapt to new situations in daily life (i.e., fluid reasoning (gF)) (Carpenter et al. 1990;Cattell 1943;de Abreu et al. 2010;Engle et al. 1999;Kane et al. 2005). Furthermore, WM capacity is predictive of a variety of higher-order abilities including performance on verbal and mathematical aptitude tests in children (Cowan et al. 2005;Gathercole and Pickering 2000) and adults (Cowan et al. 2005;Daneman and Carpenter 1980;Turner and Engle 1989). Working Memory Training BackgroundGiven the crucial role WM plays in everyday functioning, there has been increased interest in whether it can be enhanced by computerized WM training (WMT). Often such training paradigms include participants practicing on simple span, complex span, or n-back tasks that adapt in difficulty and therefore push...

The use of online crowdsourcing services like Amazon's Mechanical Turk (AMT) as a method of collecting behavioral data online has become increasingly popular in recent years. A growing body of contemporary research has empirically validated the use of AMT as a tool in psychological research by replicating a wide range of well-established effects that have been previously reported in controlled laboratory studies. However, the potential for AMT to be used to conduct spatial cuing experiments has yet to be investigated in depth. Spatial cuing tasks are typically very basic in terms of their stimulus complexity and experimental testing procedures, thus making them ideal for remote testing online that requires minimal task instruction. Studies employing the spatial cuing paradigm are typically aimed at unveiling novel facets of the symbolic control of attention, which occurs whenever observers orient their attention through space in accordance with the meaning of a spatial cue. Ultimately, the present study empirically validated the use of AMT to study the symbolic control of attention by successfully replicating four hallmark effects reported throughout the visual attention literature: the left/right advantage, cue type effect, cued axis effect, and cued endpoint effect. Various recommendations for future endeavors using AMT as a means of remotely collecting behavioral data online are also provided. In sum, the present study provides a crucial first step toward establishing a novel tool for conducting psychological research that can be used to expedite not only our own scientific contributions, but also those of our colleagues.

A critical purpose of human communication is to inform others where to focus their attention, and humans use a wide variety of spatial symbols to accomplish this goal. Over the past several years, we have developed a theory of how spatial symbols control the orientation of attention in space. A key feature of this theory is that it uses spatial frames of reference to explain how the information conveyed by these symbols can influence the spatial distribution of attention.Here, we provide a brief summary of this theory, the evidence taken to support it, and how it has illuminated our understanding of attention control and the methods used to study it.

Spatial symbols can guide attention to a specific location only when they convey information about both direction and distance. However, the spatial symbols that have been used in previous cuing studies only convey information about direction, but not distance. Consequently, previous studies have only demonstrated that spatial symbols can exert partial control over the guidance of attention to specific locations. The present study investigated whether spatial symbols can also exert a more complete form of control over the guidance of attention to specific locations by presenting symbolic cues that conveyed information about both direction and distance. The effects of each spatial dimension were isolated by varying the spatial validity of each dimension separately. Consistent with the notion of more complete control, the results of 4 experiments showed that observers routinely combined symbolic information about direction and distance to guide their attention to specific locations. Perhaps more importantly, the results also suggested that observers demonstrated greater expertise orienting in response to direction symbols, though this expertise was only observed when these symbols were both familiar and commonly used to orient attention in the outside world. These results extend current theories, and set a new standard for studying symbolic control.