Measuring Working Memory Capacity With Automated Complex Span Tasks
Open accessAbstract
Individual differences in working memory capacity are related to a variety of behaviors both within and outside of the lab. Recently developed automated complex span tasks have contributed to increasing our knowledge concerning working memory capacity by making valid and reliable assessments freely available for use by researchers. Combining the samples from three testing locations yielded data from over 6,000 young adult participants who performed at least one of three such tasks (Operation, Symmetry, and Reading Span). Normative data are presented here for researchers interested in applying cutoffs for their own applications, and information on the validity and reliability of the tasks is also reported. In addition, the data were analyzed as a function of sex and college status. While automated complex span tasks are just one way to measure working memory capacity, the use of a standardized procedure for administration and scoring greatly facilitates comparison across studies.
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Across meta-analyses using traditional neuropsychological executive function tests for children with ADHD, 33%-50% of cases exhibited executive function deficits, including 30%-37% with impaired working memory and 21%-46% with impaired inhibitory control.
“across meta-analyses using traditional neuropsychological executive function tests for children with ADHD, 33%-50% of cases exhibited executive function deficits (30%-37% impaired working memory, 21%-46% impaired inhibitory control).90,144–149”
From Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder (2024) · cites this paper as [148]
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Experimental — accuracy not yet measuredThe Operation Span task used the Spanish adapted version of the procedure developed by Turner and Engle (1989).
“We used the Spanish adapted version of the procedure developed by Turner and Engle (1989) (Turner and Engle, 1989; Tokowicz et al., 2004; Redick et al., 2012).”
From Training on Working Memory and Inhibitory Control in Young Adults (2016) · cites this paper as Redick et al., 2012
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- Authors
- Redick, T. S., Broadway, J. M., Meier, M. E., Kuriakose, P. S., Unsworth, N., Kane, M. J., & Engle, R. W.
- Affiliations
- Georgia Institute of Technology (US)
- University of North Carolina at Greensboro (US)
- University of Oregon, Eugene, OR, USA
- Venue
- European Journal of Psychological Assessment
- Publisher
- Hogrefe Publishing Group
- Published
- 2012-01-01
- Volume
- 28
- Issue
- 3
- Pages
- 164-171
- ISSN
- 1015-5759 (ISSN-L)
- 2151-2426
- OpenAlex
- W2155004465
- Cited by
- 457
- References
- 47
- Citations by year
- 2026: 16 · 2025: 32 · 2024: 25 · 2023: 25 · 2022: 29 · 2021: 50 · 2020: 26 · 2019: 38 · 2018: 45 · 2017: 51 · 2016: 33 · 2015: 35 · 2014: 24 · 2013: 18 · 2012: 8
- FWCI
- 36.43
- Type
- journal article
- Language
- en
- Open access
- green
- libres.uncg.edu
- Locations
- European Journal of Psychological Assessment (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Funders
- Office of Naval Research (N000140910129)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Keywords
- working memory capacity, reading span, operation span, reference values, individual differences, validity, reliability statistics, sex differences, university students, young adults
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