Factor analysis of memory ability.

Carlson, Hilding B.

doi:10.1037/h0060438

Cited by 11 publications

(5 citation statements)

References 4 publications

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“…In these studies participants perform a large sample of different LTM tasks and factor analysis (primarily exploratory factor analysis for early studies) was used to examine the overall factor structure. Early work by Carothers (1921), Kelley (1928), Anastasi (1932), Carlson (1937), Garrett (1938), and Brener (1940) suggested the presence of one or more memory factors based on a number of different memory tests. In Thurstone’s (1938) primary mental abilities one factor was specifically devoted to memory and consisted primarily of paired-associates test.…”

Section: Factor Structure Of Ltm Abilitiesmentioning

confidence: 99%

Individual differences in long-term memory.

Unsworth

2019

Psychological Bulletin

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The literature on individual differences in long-term memory (LTM) is organized and reviewed. This includes an extensive review of the factor structure of LTM abilities as well as specific individual differences in criterial tasks such as free recall, paired associates recall, and recognition. It is demonstrated that individual differences in LTM abilities are represented by various lower order factors based on criterial tasks as well as by a more general higher-order LTM factor. These individual differences are linked with multiple different constructs including working memory, intelligence, and attention control. Individual differences in forgetting, interference control, false memory, testing effects, general retrieval abilities, and the influence of strategies are also examined. Overall, it is clear that there are substantial and robust individual differences in LTM abilities and that these abilities demonstrate important relations with other cognitive abilities. Future directions and an integration of individual differences in a general framework of memory are discussed, and it is suggested that combined experimental and correlational approaches are needed to better understand individual differences in LTM and that individual differences in LTM should be used to better test and revise theories of LTM processes.

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Section: Factor Structure Of Ltm Abilitiesmentioning

confidence: 99%

Individual differences in long-term memory.

Unsworth

2019

Psychological Bulletin

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“…Prior to the current focus on working memory, some early individual difference work examined episodic memory tasks (e.g., Carlson, 1937; Christal, 1958; Games, 1962; Kelley, 1964; Underwood, Boruch, & Malmi, 1978). This work attempted to understand the relationships among both span and classic episodic memory tasks (e.g., free recall, paired associates, recognition) by deriving an overall summary measure for each task, such as overall recall accuracy, and examining the correlations among the summary measures.…”

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confidence: 99%

Individual differences in memory search and their relation to intelligence.

Healey¹,

Crutchley²,

Kahana³

2014

Journal of Experimental Psychology: General

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Attempts to understand why memory predicts intelligence have not fully leveraged state-of-the-art measures of recall dynamics. Using data from a multi–session free recall study we examine individual differences in measures of recall initiation and post–initiation transitions. We identify four sources of variation: a recency factor reflecting variation in the tendency to initiate recall from an item near the end of the list, a primacy factor reflecting a tendency to initiate from the beginning of the list, a temporal factor corresponding to transitions mediated by temporal associations, and a semantic factor corresponding to semantically–mediated transitions. Together these four factors account for 83% of the variability in overall recall accuracy, suggesting they provide a nearly complete picture of recall dynamics. We also show that these sources of variability account for over 80% of the variance shared between memory and intelligence. The temporal association factor was the most influential in predicting both recall accuracy and intelligence. We outline a theory of how controlled drift of temporal context may be critical across a range of cognitive activities.

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“…Though Spearman did not present evidence, studies by Bryan (1934) and Eysenck and Halstead (1945) did indeed confirm that all correlations between tests of learning meaningful materials could be accounted for by g and V, i.e., verbal intelligence. However Carlson (1937) and Kelley (1954) claimed to have found meaningful memory factors, though their materials seem to have been largely mechanical (e.g., recalling the last lines of limericks), and only immediate reproduction was tested.…”

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confidence: 99%