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The complexities of complex span: Explaining individual differences in working memory in children and adults.
Open accessAbstract
Two studies are presented that investigated the constraints underlying working memory performance in children and adults. In each case, independent measures of processing efficiency and storage capacity are assessed to determine their relative importance in predicting performance on complex span tasks,which measure working memory capacity. Results show that complex span performance was independently constrained by individual differences in domain-general processing efficiency and domain-specific storage capacity. Residual variance, which may reflect the ability to coordinate storage and processing, also predicted academic achievement. These results challenge the view that complex span taps a limited-capacity resource pool shared between processing and storage operations. Rather, they are consistent with a multiple-component model in which separate resource pools support the processing and storage functions of working memory.
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“There is a substantial domain-general component to such working memory tasks (e.g., Bayliss, Jarrold, Gunn, & Baddeley, 2003; Kane, Hambrick, Tuholski, Wilhelm, Payne, & Engle, 2004; Swanson & Sachse-Lee, 2001) that has been interpreted as reflecting central executive function.”
From Working memory in children with reading disabilities (2006) · cites this paper as Bayliss, Jarrold, Gunn, & Baddeley, 2003
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“with the allocation of limited-capacity attentional resources to support the processing element of complex span tasks (Alloway, Gathercole, & Pickering, 2006; Bayliss, Jarrold, Gunn, and Baddeley, 2003; Kane, Hambrick, Tuholski, Wilhelm, Payne, & Engle, 2004).”
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“, a memory load, disrupts the effectiveness of encoding of to-be-remembered items (Bayliss et al., 2003;McCabe Robertson, & Smith, 2005).”
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“Forward recall tasks have a minimal processing load, whereas this load is much higher in backward spans (Baddeley, 1996) and maximized in dual tasks (Bayliss et al., 2003).”
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“We compared Jonʼs performance to a baseline group taken from the initial Bayliss et al. (2003) study.”
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“Yet, others have found that WM capacity is also limited by factors that are not necessarily attentional, including storage capacity, processing efficiency, or the ability to coordinate processing and storage requirements (e.g., Bayliss, Jerrold, Gunn, & Baddeley, 2003 ).”
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Behavioral and Neural Signatures of Working Memory in Childhood
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Henry, L. A., & Winfield, J. (2010) · Journal of Intellectual Disability Research · doi:10.1111/j.1365-2788.2010.01264.x · Cited by 115
“…memory measures are important predictors of educational achievement in TD children (Alloway, Gathercole, Adams, Willis, Eaglen & Lamont, 2005; Bayliss, Jarrold, Gunn & Baddeley, 2003; Bayliss et al, 2005; Berg, 2008; Bull & Scerif, 2001; Bull, Espy & Wiebe, 2008; Gathercole & Pickering,…”
Nevo, E., & Breznitz, Z. (2010) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2010.09.010 · Cited by 101
“Some studies found that the two subsidiary systems of the central executive were significantly related to reading abilities (e.g., Bayliss et al., 2003; Bishop, 2003; Meyler & Breznitz, 1998; Plaza & Cohen, 2003; Shatil & Share, 2003).”
BackgroundOberauer, K. (2009) · Memory & Cognition · doi:10.3758/mc.37.3.346 · Cited by 100
“Feature overwriting as a mechanism of interference can also explain why interference is reduced when items and distractors come from different broad categories, such as numbers versus words (Conlin et al., 2005; Li, 1999) or verbal versus spatial material ( Bayliss, Jarrold, Gunn, & Baddeley, 2003; Maehara & Saito, 20…”
BackgroundINHIBITION CONTROL AND WORKING MEMORY CAPACITY IN CHILDREN WITH SLI
Marton, K., KELMENSON, L., & PINKHASOVA, M. (2007) · PSYCHOLOGIA · doi:10.2117/psysoc.2007.110 · Cited by 107
Low working memory capacity impedes both efficiency and learning of number transcoding in children
Camos, V. (2007) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2007.06.006 · Cited by 98
“The capacity of the storage per se could also be greater in these children (Bayliss et al., 2003, 2005).”
BackgroundInfluentialEvidence for different components in children's visuospatial working memory
Mammarella, I. C., Pazzaglia, F., & Cornoldi, C. (2007) · British Journal of Developmental Psychology · doi:10.1348/026151007x236061 · Cited by 107
Working memory capacity and resistance to interference
Oberauer, K., Lange, E. B., & Engle, R. W. (2004) · Journal of Memory and Language · doi:10.1016/j.jml.2004.03.003 · Cited by 97
“Preliminary evidence for this contention has been obtained by Bayliss, Jarrold, Gunn, and Baddeley (2003) and by Oberauer et al. (2003).”
ResultUncovering the Mechanisms Responsible for Why Language Learning May Promote Healthy Cognitive Aging
Antoniou, M., & Wright, S. M. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.02217 · Cited by 100
“…thus greater variability in executive functions, as measured by behavioral tasks, are more likely to be observed in older adulthood (when cognitive functions decline; Bialystok et al., 2008) or in childhood (when the foundations of cognitive processing are being established; Bayliss et al., 2003).”
BackgroundChildren with low working memory and children with ADHD: same or different?
Holmes, J., Hilton, K. A., Place, M., Alloway, T. P., Elliott, J. G., & Gathercole, S. E. (2014) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2014.00976 · Cited by 94
“The general pattern of findings is consistent with a common impairment in both groups in the domain-general executive control aspect of WM (Bayliss et al., 2003; Kane et al., 2004; Alloway et al., 2006), but not in verbal STM.”
ResultTam, H., Jarrold, C., Baddeley, A., & Sabatos‐DeVito, M. (2010) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2010.05.006 · Cited by 102
Self-citationCoughlin, C. A., Lyons, K. E., & Ghetti, S. (2014) · Cognitive Development · doi:10.1016/j.cogdev.2014.02.001 · Cited by 86
Genetics of verbal working memory processes: a twin study of middle-aged men.
Kremen, W., Jacobsen, K. C., Xian, H., Eisen, S., Eaves, L., Tsuang, M., & Lyons, M. (2007) · Neuropsychology · doi:10.1037/0894-4105.21.5.569 · Cited by 87
“This reaction time measure provides some index of processing speed, a factor that may be associated with reading span performance (Bayliss et al., 2003).”
BackgroundWorking memory and general intelligence: The role of short-term storage
Colom, R., Flores-Mendoza, C. E., Quiroga, M. Á., & Privado, J. (2005) · Personality and Individual Differences · doi:10.1016/j.paid.2005.03.020 · Cited by 83
The real relationship between short-term memory and working memory
Colom, R., Shih, P. C., Flores-Mendoza, C. E., & Quiroga, M. Á. (2006) · Memory · doi:10.1080/09658210600680020 · Cited by 83
“Colom et al.’s (in press) re-analyses of the datasets of Engle et al. (1999), Miyake et al. (2001), Conway et al. (2002), Bayliss et al. (2003), and Kane et al. (2004) failed to find empirical evidence supporting the view that WM measures should be distinguished from STM measures.”
BackgroundHow common are WM deficits in children with difficulties in reading and mathematics?
Gathercole, S. E., CALM Team, Woolgar, F., Kievit, R., Astle, D. E., Manly, T., & Holmes, J. (2016) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2016.07.013 · Cited by 84
Working memory development: A 50-year assessment of research and underlying theories
Cowan, N. (2022) · Cognition · doi:10.1016/j.cognition.2022.105075 · Cited by 95
The relationship between short‐term memory and working memory: Complex span made simple?
Bayliss, D. M., Jarrold, C., Baddeley, A., & Riby, D. M. (2004) · Memory · doi:10.1080/09658210344000332 · Cited by 78
Self-citationLau‐Zhu, A., Holmes, E. A., Butterfield, S., & Holmes, J. (2017) · Applied Cognitive Psychology · doi:10.1002/acp.3339 · Cited by 75
“According to Baddeley’s model, the processing demands of these tasks share variance and are therefore controlled by a domain-general component (Bayliss et al., 2003).”
Method
Metadata
- Authors
- Bayliss, D. M., Jarrold, C., Gunn, D. M., & Baddeley, A. D.
- Affiliations
- University of Bristol (GB)
- Venue
- Journal of Experimental Psychology: General
- Published
- 2003
- Volume
- 132
- Issue
- 1
- Pages
- 71-92
- ISSN
- 0096-3445 (ISSN-L)
- 1939-2222
- OpenAlex
- W1985525819
- Cited by
- 427
- References
- 79
- Citations by year
- 2026: 4 · 2025: 10 · 2024: 10 · 2023: 10 · 2022: 13 · 2021: 24 · 2020: 11 · 2019: 17 · 2018: 14 · 2017: 20 · 2016: 24 · 2015: 24 · 2014: 20 · 2013: 18 · 2012: 29
- FWCI
- 26.20
- Type
- journal article
- Language
- en
- Open access
- Licence
- cc-by
- Locations
- Journal of Experimental Psychology General (publishedVersion)
- PubMed (publishedVersion)
- UWA Profiles and Research Repository (UWA) (submittedVersion)
- Durham Research Online (Durham University) (submittedVersion, cc-by)
- Explore Bristol Research (submittedVersion)
- Bristol Research (University of Bristol) (submittedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Cognitive and developmental aspects of mathematical skills
- Keywords
- working memory, complex span, individual differences, processing efficiency, storage capacity, domain-general processing, academic performance, children, adults, resource allocation
- MeSH terms
- Adult, Age Factors, Child, Educational Status, Humans, Memory, Reaction Time, Space Perception, Speech Perception, Visual Perception
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