What do estimates of working memory capacity tell us?

Cowan, Nelson; Morey, Candice C.; Chen, Zhijian; Bunting, Michael F.

doi:10.1093/acprof:oso/9780198570394.003.0003

Cited by 17 publications

(22 citation statements)

References 57 publications

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“…Second, it was hypothesized that the attentional control domain (involving interference control and response inhibition aspect) fully accounts for any uni-or bi-directional relationships between all other EF defined within the model. In line with past research the functioning of top-down regulatory mechanisms (i.e., the EF) was expected to still strongly rely on shared pool of attentional resources (Cowan, Morey, Chen, & Bunting, 2007;Engle, Tuholski, Laughlin, & Conway, 1999), due to yet incomplete developmental shift to a system of related, but rather diverse functions. Is the attentional control still such a strong factor that it can explain the relationships between the other EF?…”

Section: Present Studysupporting

confidence: 73%

Explaining the Ability to Learn Analogies: The Role of Executive Functions and Fluid Intelligence

Ropovik

Bobaková²,

Ferjenčík³

et al. 2016

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It is well established that analogical reasoning can be explained by the efficiency of working memory (WM) but it remains unclear what processes are involved when the child learns to reason analogically. The present study examined the relationship of executive functions (EF) and fluid intelligence (gF) and the ability to learn analogies in a sample of 210 10-year-old children. First, with regard to the structure of EF, a four-factor model fitted the data well, however, shifting and fluency were indistinguishable from attentional control. At the same time, attentional control fully accounted for the interrelationships between other EF. Second, only WM proved to have a direct effect on the ability to learn and on gF, while mediating the effect of attentional control. Third, despite a decent explanatory power of WM, it did not explain the relationship between the ability to learn and gF, indicating the presence of another factor distinct from WM.

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Section: Present Studysupporting

confidence: 73%

Explaining the Ability to Learn Analogies: The Role of Executive Functions and Fluid Intelligence

Ropovik

Bobaková²,

Ferjenčík³

et al. 2016

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“…The Owen-SWM test assessed the capacity to maintain a strategy when searching the correct spatial sequence is assumed to explore spatial working memory in relation to the right frontoparietal regions, 24 which are also supplied by the middle cerebral artery. Note that the forward digit and spatial spans were relatively preserved in our patients, because they rather engage storage than processing working memory 25 and could have been more sensitive to the stroke side. 26 Age and level of education were strongly associated with CDF using bivariate analysis in agreement with most previous studies.…”

Section: Discussionmentioning

confidence: 86%

Hidden Dysfunctioning in Subacute Stroke

Jaillard

Naëgelé

Trabucco-Miguel

et al. 2009

Stroke

153

116

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Background and Purpose-Determining cognitive dysfunctioning (CDF) after stroke is an important issue because it influences choices for management in terms of return to previous activities. Because previous research in subacute stroke has shown important variations in CDF rates, we aimed to describe the frequency and neuropsychological profile of CDF in subacute stroke outside dementia. We used a large battery of tests to screen any potentially hidden CDF. Methods-Patients with Mini-Mental State Examination scores Ն23 were prospectively and consecutively included 2 weeks after a first-ever ischemic brain infarct. Stroke features were based on MRI. Four domains were evaluated: instrumental and executive functions, episodic memory, and working memory (WM). Patients were scored using means and compared with education-and age-matched control subjects. Then we attributed Z-scores for each test and each domain. The most relevant cognitive tests characterizing CDF were determined using logistic regression.

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“…Updating tasks may also impose control over distractors, when there is interference within updated information and participants have to carefully avoid "lure foils" -items familiar or similar to targets, but related to improper contexts. Several studies have confirmed moderate correlations between scores in updating tasks and Gf (e.g., Colom et al, 2008;Cowan, Morey, Chen, & Bunting, 2007;Friedman et al, 2006;Gray, Chabris, & Braver, 2003;Salthouse, 2005, Schmiedek, Hildebrandt, Lövdén, Wilhelm, & Lindenberger, 2009). …”

Section: Updatingmentioning

confidence: 94%