A capacity theory of comprehension: individual differences in working memory
Abstract
A theory of the way working memory capacity constrains comprehension is proposed. The theory proposes that both processing and storage are mediated by activation and that the total amount of activation available in working memory varies among individuals. Individual differences in working memory capacity for language can account for qualitative and quantitative differences among college-age adults in several aspects of language comprehension. One aspect is syntactic modularity: The larger capacity of some individuals permits interaction among syntactic and pragmatic information, so that their syntactic processes are not informationally encapsulated. Another aspect is syntactic ambiguity: The larger capacity of some individuals permits them to maintain multiple interpretations. The theory is instantiated as a production system model in which the amount of activation available to the model affects how it adapts to the transient computational and storage demands that occur in comprehension.
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The Canadian working memory model emphasizes the trade-off between storage and processing, as evidenced by its operationalization, which measures working memory capacity as sentence span, where sentences have to be comprehended and evaluated for meaning while a verbal storage load (the last word of each sentence) steadily increases in magnitude.
“emphasizes the trade-off between storage and processing, as is evidenced by its operationalization, which measures working memory capacity as sentence span, where sentences have to be comprehended and evaluated for meaning while a verbal storage load ~the last word of each sentence!steadily increases in magnitude+”
From AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE (2005) · cites this paper as Just & Carpenter, 1992
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- Authors
- Just, M. A., & Carpenter, P. A.
- Affiliations
- Carnegie Mellon University (US)
- ORCID
- Just, Marcel A.
- Venue
- Psychological Review
- Published
- 1992
- Volume
- 99
- Issue
- 1
- Pages
- 122-149
- ISSN
- 0033-295X (ISSN-L)
- 1939-1471
- OpenAlex
- W2072875864
- Cited by
- 4,153
- References
- 99
- Citations by year
- 2026: 105 · 2025: 90 · 2024: 76 · 2023: 98 · 2022: 104 · 2021: 135 · 2020: 170 · 2019: 144 · 2018: 151 · 2017: 140 · 2016: 155 · 2015: 212 · 2014: 181 · 2013: 156 · 2012: 168
- FWCI
- 25.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Review (publishedVersion)
- PubMed (publishedVersion)
- KiltHub Repository (submittedVersion)
- Funders
- National Institute of Mental Health (MH 00661, MH-29617, R01MH029617, MH 00662)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- working memory capacity, language comprehension, individual differences, activation theory, syntactic ambiguity, pragmatic interpretation, production system modeling, information encapsulation, multiple interpretations
- MeSH terms
- Concept Formation, Humans, Individuality, Problem Solving, Mental Recall, Retention, Psychology, Semantics, Thinking, Verbal Learning
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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