Updating in working memory: A comparison of good and poor comprehenders

Carretti, Barbara; Cornoldi, Cesare; De Beni, Rossana; Romanò, Marta

doi:10.1016/j.jecp.2005.01.005

Cited by 185Reading and Literacy DevelopmentCognitive Abilities and TestingDevelopmental and Educational Neuropsychology

Updating in working memory: A comparison of good and poor comprehenders

Carretti, Barbara, Cornoldi, Cesare, De Beni, Rossana, Romanò, Marta·2005·Journal of Experimental Child Psychology

DOI 10.1016/j.jecp.2005.01.005

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Abstract

In this research, we examined the relation between reading comprehension and success in a working memory updating task. We tested the hypotheses that poor comprehenders' deficiencies are associated with a specific difficulty in the working memory updating process, particularly in controlling for information that is no longer relevant. In the first experiment, groups of poor and good comprehenders, ages 8-11 years, were administered a working memory updating task. In the second experiment a year later, a subgroup of participants involved in the first experiment was tested with a different updating task. In both experiments, poor comprehenders had less accurate recall performance and made more intrusion errors than did good comprehenders. Moreover, distinguishing intrusion errors on the basis of their permanence in memory, we found that poor comprehenders were more likely to intrude items that were maintained longer in memory than were good comprehenders. This type of error predicted reading comprehension abilities better than did working memory recall. This suggests that the relation between reading comprehension and working memory is mediated by the ability to control for irrelevant information.

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Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was supported by Peloy Endowment Funds awarded by the first author. This work is truly a collaborative endeavor. First authorship primarily reflects responsibility for write-up and data analysis and second authorship reflects data collection. Data was collected by the second author in the Redlands Unified School District. The authors are thankful to staff at the Redlands School District and for the comments of Jerry Carlson, Richard Eyman, Kathy Wilson, Carole Lee, Randy Engle, and the two reviewers of this journal on an earlier draft. Inquiries and requests should be directed to H. Lee Swanson, Educational Psychology, School of Education, University of California, Riverside, CA., 92521-0128.
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Authors: Carretti, B., Cornoldi, C., De Beni, R., & Romanò, M.
Affiliations: University of Padua (IT)
Corresponding author: Carretti, Barbara
ORCID: Carretti, Barbara
Cornoldi, Cesare
Venue: Journal of Experimental Child Psychology
Publisher: Elsevier BV
Published: 2005-05
Volume: 91
Issue: 1
Pages: 45-66
ISSN: 0022-0965 (ISSN-L)
DOI: 10.1016/j.jecp.2005.01.005
OpenAlex: W2069705154
Cited by: 185
References: 46
Citations by year: 2026: 5 · 2025: 4 · 2024: 5 · 2023: 12 · 2022: 9 · 2021: 11 · 2020: 6 · 2019: 8 · 2018: 6 · 2017: 14 · 2016: 17 · 2015: 13 · 2014: 16 · 2013: 11 · 2012: 7
FWCI: 7.59
Type: journal article
Language: en
Open access: closed
Licence: www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations: Journal of Experimental Child Psychology (publishedVersion)
PubMed (publishedVersion)
Padua Research Archive (University of Padova) (submittedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Keywords: working memory updating, reading comprehension, poor comprehenders, intrusion errors, recall accuracy, children, mediation
MeSH terms: Child, Cognition, Female, Humans, Inhibition, Psychological, Male, Memory, Surveys and Questionnaires, Reading, Vocabulary

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Updating in working memory: A comparison of good and poor comprehenders

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