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A re-evaluation of working memory capacity in children.

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A re-evaluation of working memory capacity in children. / Towse, J. N.; Hitch, G. J.; Hutton, U.
In: Journal of Memory and Language, Vol. 39, No. 2, 1998, p. 195-217.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Towse, JN, Hitch, GJ & Hutton, U 1998, 'A re-evaluation of working memory capacity in children.', Journal of Memory and Language, vol. 39, no. 2, pp. 195-217. https://doi.org/10.1006/jmla.1998.2574

APA

Vancouver

Towse JN, Hitch GJ, Hutton U. A re-evaluation of working memory capacity in children. Journal of Memory and Language. 1998;39(2):195-217. doi: 10.1006/jmla.1998.2574

Author

Towse, J. N. ; Hitch, G. J. ; Hutton, U. / A re-evaluation of working memory capacity in children. In: Journal of Memory and Language. 1998 ; Vol. 39, No. 2. pp. 195-217.

Bibtex

@article{371ee0264f77471994960c84f8380aa2,
title = "A re-evaluation of working memory capacity in children.",
abstract = "A common account of working memory capacity, and its development, incorporates the notion of limited mental resources being shared between processing and storage components. Working memory tasks are assumed to measure this capacity. However, recent data from children's performance at one such task, counting span, implicate forgetting over time as being more important than the capacity for resource-sharing. Three experiments investigated the role of temporal factors in more depth and breadth by varying the retention requirements in working memory tasks while holding constant the overall processing difficulty. Counting span, operation span, and reading span tests in 6- to 11-year-olds were all shown to decline as the retention interval of stimulus items is increased and, across tasks, there were no consistent effects from different concurrent storage loads on processing speed. It is suggested that among children, performance in these tasks does not reflect a trade-off between resources allocated to processing and storage and that caution should be adopted in interpreting working memory span in adult populations.",
author = "Towse, {J. N.} and Hitch, {G. J.} and U. Hutton",
year = "1998",
doi = "10.1006/jmla.1998.2574",
language = "English",
volume = "39",
pages = "195--217",
journal = "Journal of Memory and Language",
issn = "0749-596X",
publisher = "Academic Press Inc.",
number = "2",

}

RIS

TY - JOUR

T1 - A re-evaluation of working memory capacity in children.

AU - Towse, J. N.

AU - Hitch, G. J.

AU - Hutton, U.

PY - 1998

Y1 - 1998

N2 - A common account of working memory capacity, and its development, incorporates the notion of limited mental resources being shared between processing and storage components. Working memory tasks are assumed to measure this capacity. However, recent data from children's performance at one such task, counting span, implicate forgetting over time as being more important than the capacity for resource-sharing. Three experiments investigated the role of temporal factors in more depth and breadth by varying the retention requirements in working memory tasks while holding constant the overall processing difficulty. Counting span, operation span, and reading span tests in 6- to 11-year-olds were all shown to decline as the retention interval of stimulus items is increased and, across tasks, there were no consistent effects from different concurrent storage loads on processing speed. It is suggested that among children, performance in these tasks does not reflect a trade-off between resources allocated to processing and storage and that caution should be adopted in interpreting working memory span in adult populations.

AB - A common account of working memory capacity, and its development, incorporates the notion of limited mental resources being shared between processing and storage components. Working memory tasks are assumed to measure this capacity. However, recent data from children's performance at one such task, counting span, implicate forgetting over time as being more important than the capacity for resource-sharing. Three experiments investigated the role of temporal factors in more depth and breadth by varying the retention requirements in working memory tasks while holding constant the overall processing difficulty. Counting span, operation span, and reading span tests in 6- to 11-year-olds were all shown to decline as the retention interval of stimulus items is increased and, across tasks, there were no consistent effects from different concurrent storage loads on processing speed. It is suggested that among children, performance in these tasks does not reflect a trade-off between resources allocated to processing and storage and that caution should be adopted in interpreting working memory span in adult populations.

U2 - 10.1006/jmla.1998.2574

DO - 10.1006/jmla.1998.2574

M3 - Journal article

VL - 39

SP - 195

EP - 217

JO - Journal of Memory and Language

JF - Journal of Memory and Language

SN - 0749-596X

IS - 2

ER -