Complex span versus updating tasks of working memory: The gap is not that deep.

Schmiedek, Florian; Hildebrandt, Andrea; Lövdén, Martin; Wilhelm, Oliver; Lindenberger, Ulman

doi:10.1037/a0015730

Cited by 199 publications

(212 citation statements)

References 38 publications

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“…Shipstead and colleagues (2012) recommended that construct assessment should occur via a battery of multiple tests, which allows for creation of latent variables, thereby reducing the potential for task idiosyncrasies driving results. Multiple tests enable creation of a latent difference score model that uses factor-analysis techniques to assess gains at the latent level (Schmiedek, Hildebrandt, Lövdén, Wilhelm, & Lindenberger, 2009). Our focus was on comparing WM training to memory strategy training in addition to a no-training control group.…”

Section: Discussionmentioning

confidence: 99%

Practice makes imperfect: Working memory training can harm recognition memory performance

et al. 2016

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There is a great deal of debate concerning the benefits of working memory (WM) training and whether that training can transfer to other tasks. Although a consistent finding is that WM training programs elicit a short-term neartransfer effect (i.e., improvement in WM skills), results are inconsistent when considering persistence of such improvement and far transfer effects. In this study, we compared three groups of participants: a group that received WM training, a group that received training on how to use a mental imagery memory strategy, and a control group that received no training. Although the WM training group improved on the trained task, their posttraining performance on nontrained WM tasks did not differ from that of the other two groups. In addition, although the imagery training group's performance on a recognition memory task increased after training, the WM training group's performance on the task decreased after training. Participants' descriptions of the strategies they used to remember the studied items indicated that WM training may lead people to adopt memory strategies that are less effective for other types of memory tasks. These results indicate that WM training may have unintended consequences for other types of memory performance.

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Section: Discussionmentioning

confidence: 99%

Practice makes imperfect: Working memory training can harm recognition memory performance

et al. 2016

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“…Las tareas duales pueden caracterizarse como de amplitud compleja, ya que requieren la ejecución simultánea de dos tareas: una tarea primaria simple como la anterior y una tarea secundaria simultánea de interferencia, que tiene como objetivo interrumpir cualquier tipo de estrategia que pudiera facilitar el mantenimiento de la información de la tarea primaria. Las tareas simples permiten evaluar el componente de almacenamiento (verbal y visoespacial), mientras que las tareas con interferencia, el componente ejecutivo de la MT (Conway et al, 2005;Hale, Myerson, Emery, Lawrence & DuFault, 2007;Schmiedek, Hildebrandt, Lövdén, Wilhelm & Lindenberger, 2009). …”

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Comprensión Lectora y Cálculo Matemático: El Rol de la Memoria de Trabajo en Niños de Edad Escolar

et al. 2017

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El objetivo del estudio fue analizar la capacidad explicativa de los componentes de la memoria de trabajo (MT) en las habilidades académicas de comprensión lectora (CL) y cálculo matemático (CM) en niños de edad escolar. La muestra estuvo compuesta por 84 niños argentinos de ambos sexos, de 9 a 11 años de edad, seleccionados mediante un muestreo no probabilístico intencional. La MT se evaluó mediante la batería informatizada de Tareas de Autorregulación Cognitiva (TAC), la CL, con la prueba de screening del Test Leer para Comprender y el CM, con el sub-test Cálculo Matemático del WRAT-3. Se realizaron análisis de regresión lineal múltiple y se calculó el porcentaje único de varianza explicada por cada componente. Los resultados mostraron que los componentes de almacenamiento verbal y ejecutivo explicaron la CL, mientras que el almacenamiento verbal, visoespacial y el componente ejecutivo explicaron el CM. Estos resultados son de interés para profundizar en el conocimiento del rol de la MT en la CL y el CM en niños del medio local.Palabras clave: memoria de trabajo, comprensión lectora, cálculo matemático, niñosThe aim of the study was to analyze the explanatory power of the components of working memory (WM) with respect to reading comprehension (RC) and mathematical computation (MC) skills in school-age children. The sample was obtained through a purposive non probability procedure and consisted of 84 Argentinean children of both sexes, aged 9-11 years. WM was assessed with the computer-based Tareas

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“…Additionally, the construct validity of updating working memory tasks demonstrated that this type of procedure is a reliable indicator of working memory (Oberauer et al 2000). Furthermore, according to Schmiedek et al (2009), the complex span and updating tasks measure working memory with equal efficiency and use the same working memory mechanisms of building, maintaining and updating bindings.…”

Section: Introductionmentioning

confidence: 99%

“…Thus, this task examines several of the characteristics that have been used to describe the working memory system. Moreover, updating tasks, such as the n-back procedure, are moderately (r=0.55) (Shamosh et al 2008) to highly correlated (r=0.96) (Schmiedek et al 2009) with span tasks, and both types of tasks successfully predict reasoning abilities (Schmiedek et al 2009). Nevertheless, see Kane et al (2007) for contradicting results.…”

Section: Introductionmentioning

confidence: 99%

The decline of verbal and visuospatial working memory across the adult life span

Cansino

Hernández-Ramos

Estrada-Manilla

et al. 2013

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It has been well established that working memory abilities decrease with advancing age; however, the specific time point in the adult life span at which this deficit begins and the rate at which it advances are still controversial. There is no agreement on whether working memory declines equally for visuospatial and verbal information, and the literature disagrees on how task difficulty may influence this decay. We addressed these questions in a lifespan sample of 1,500 participants between 21 and 80 years old. The n-back task was used, with letters and circles presented at different positions around an imaginary circle, to evaluate working memory in the verbal and visuospatial domains, respectively. The participants' task was to judge whether the current stimulus matched a stimulus that was shown n trials prior. Both domains were evaluated in two levels of difficulty: 1-back and 2-back. The comparison across decades showed that discrimination in the visuospatial and 1-back tasks started to decline earlier in women than in men; however, discrimination was equal between the sexes in the verbal and 2-back tasks. Performance on tasks in the visuospatial domain exhibited more pronounced decline than in those in the verbal domain. The rate of decline in working memory accuracy was superior in 2-back tasks than in 1-back tasks, independent of the domain. These results revealed that the effects of aging on working memory are less dependent on the type of information and more reliant on the resources demanded by the task.

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Complex span versus updating tasks of working memory: The gap is not that deep.

Cited by 199 publications

References 38 publications

Practice makes imperfect: Working memory training can harm recognition memory performance

Practice makes imperfect: Working memory training can harm recognition memory performance

Comprensión Lectora y Cálculo Matemático: El Rol de la Memoria de Trabajo en Niños de Edad Escolar

The decline of verbal and visuospatial working memory across the adult life span

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