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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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Self-citationA comparison of working memory profiles in children with ADHD and DCD
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“This model also includes two domain-specific stores responsible for the temporary storage of verbal and visuospatial information and has been supported in studies of children ( Alloway, Gathercole, & Pickering, 2006 ; Bayliss, Jarrold, Gunn, & Baddeley, 2003 ), adults ( Kane et al, 2004 ), and neuroimaging research (…”
ResultFrischkorn, G. T., Schubert, A., & Hagemann, D. (2019) · Intelligence · doi:10.1016/j.intell.2019.05.003 · Cited by 77
Working Memory, Language Skills, and Autism Symptomatology
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“Simple WM is thought to reflect storage, or holding, while complex WM involves both storage and manipulation of information [19,36].”
BackgroundAdolescent user behaviors on short video application, cognitive functioning and academic performance
Xu, Z., Gao, X., Wei, J., Liu, H., & Zhang, Y. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104865 · Cited by 78
Morey, C. C., Morey, R. D., van der Reijden, M., & Holweg, M. (2013) · Journal of Memory and Language · doi:10.1016/j.jml.2013.04.004 · Cited by 63
Oberauer, K., Farrell, S., Jarrold, C., Pasiecznik, K., & Greaves, M. (2011) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0026337 · Cited by 61
Self-citationComplexities and constraints in nonword repetition and word learning
Gathercole, S. E. (2006) · Applied Psycholinguistics · doi:10.1017/s014271640606053x · Cited by 63
“…of all three components of the working memory model in children with SLI (Archibald & Gathercole, 2006c), using a set of tasks developed by Bayliss et al. (2003) that incorporated all possible combinations of verbal and visuospatial processing and storage within a common complex memory…”
MethodWorking Memory In Individuals With Fragile X Syndrome
Lanfranchi, S., Cornoldi, C., Drigo, S., & Vianello, R. (2008) · Child Neuropsychology · doi:10.1080/09297040802112564 · Cited by 63
“In previous studies and analyses, researchers have found evidence to show that central working memory components are involved in the verbal working memory span (eg, Baddeley, 1986 ; Bayliss, Jarrold, Gunn, & Baddeley, 2003 ).”
BackgroundSingh, L., Liederman, J., Mierzejewski, R., & Barnes, J. A. (2011) · Developmental Science · doi:10.1111/j.1467-7687.2011.01044.x · Cited by 62
Working memory and cognitive styles in adolescents' attainment
Alloway, T. P., Banner, G., & Smith, P. (2010) · British Journal of Educational Psychology · doi:10.1348/000709910x494566 · Cited by 61
Differences in brain morphology and working memory capacity across childhood
Bathelt, J., Gathercole, S. E., Johnson, A., & Astle, D. E. (2017) · Developmental Science · doi:10.1111/desc.12579 · Cited by 60
“Distinct factors were identified for verbal and visuo- spatial storage with an additional factor contributing to tasks with a higher executive demand load regardless of domain (see also Alloway et al., 2004; Bayliss et al., 2003; Kane et al., 2007).”
BackgroundChildren’s working memory: Investigating performance limitations in complex span tasks
Conlin, J. A., Gathercole, S. E., & Adams, J. W. (2005) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2004.12.001 · Cited by 60
“In addition, Bayliss, Jarrold, Gunn, and Baddeley (2003) provided evidence to suggest that children’s performance on working memory span tasks is underpinned by domain-general processing and domain-speciWc storage resources.”
BackgroundJarrold, C., & Citroën, R. (2013) · Developmental Psychology · doi:10.1037/a0028771 · Cited by 58
Self-citationDevelopmental Trends for Object and Spatial Working Memory: a Psychophysiological Analysis
Leijenhorst, L. V., Crone, E. A., & van der Molen, M. W. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.01045.x · Cited by 57
Gathercole, S. E. (2008) · Elsevier eBooks · doi:10.1016/b978-012370509-9.00179-0 · Cited by 55
Visual attention and quantifier-spreading in heritage Russian bilinguals
Алексеевна, С. И., & Sauermann, A. (2014) · Second language Research · doi:10.1177/0267658314537292 · Cited by 55
“Thus, all of them appeal to the individual differences approach popular in cognitive psychology (Bayliss et al., 2003) and psycholinguistics (Sekerina, 2012; Swets et al.”
BackgroundAn Overview of Research into the Cognitive Basis of Intelligence
SCHWEIZER, K. W. (2005) · Journal of Individual Differences · doi:10.1027/1614-0001.26.1.43 · Cited by 55
The Many Facets of Individual Differences in Working Memory Capacity
Nash Unsworth, A. (2016) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/bs.plm.2016.03.001 · Cited by 56
Role of working memory in children's understanding spoken narrative: A preliminary investigation
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Williams, D. M., Jarrold, C., Grainger, C., & Lind, S. E. (2013) · Neuropsychology · doi:10.1037/neu0000008 · Cited by 57
“Object names were chosen from a set that had previously been shown to reliably indicate the target color (Bayliss et al., 2003).”
InfluentialSelf-citationFarrell, S., Oberauer, K., Greaves, M., Pasiecznik, K., Lewandowsky, S., & Jarrold, C. (2016) · Journal of Memory and Language · doi:10.1016/j.jml.2016.03.010 · Cited by 48
Self-citationDolean, D. D., Lervåg, A., Visu‐Petra, L., & Melby‐Lervåg, M. (2021) · Reading and Writing · doi:10.1007/s11145-020-10107-4 · Cited by 82
Effects of Feedback on Self‐Evaluations and Self‐Regulation in Elementary School
van Loon, M. H., & Roebers, C. M. (2017) · Applied Cognitive Psychology · doi:10.1002/acp.3347 · Cited by 56
Maehara, Y., & Saito, S. (2006) · Journal of Memory and Language · doi:10.1016/j.jml.2006.07.009 · Cited by 47
SCHWEIZER, K. W. (2007) · Intelligence · doi:10.1016/j.intell.2006.11.004 · Cited by 46
Evidence for a central pool of general resources in working memory
Vergauwe, E., Dewaele, N., Langerock, N., & Barrouillet, P. (2012) · Journal of Cognitive Psychology · doi:10.1080/20445911.2011.640625 · Cited by 45
“Conversely, concurrent visuo-spatial activities such as continuously tapping a sequence of locations (ie, spatial tapping) or mental rotation disrupt tasks involving maintenance of visuo-spatial information, but not (or less) tasks involving maintenance of verbal information (eg, Bayliss, Jarrold, Gunn, & Baddeley, 20…”
BackgroundResultVisuospatial memory in dyslexia: Evidence for strategic deficits
Bacon, A. M., Parmentier, F. B. R., & Barr, P. (2012) · Memory · doi:10.1080/09658211.2012.718789 · Cited by 45
“Rather than being a unitary resource, the CE is thought to comprise separate components for domain-specific storage and domain-general processing and individual differences in performance on complex WM tasks reflect capacity in these resources (Bayliss, Jarrold, Gunn, & Baddeley, 2003 ).”
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The influence of strategies on relationships between working memory and cognitive skills
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“Several studies have also demonstrated a relationship between working memory and cognitive skills in adulthood, including reading (e.g., Bayliss et al., 2003), comprehension (e.g., Friedman & Miyake, 2004; Waters & Caplan, 1996), and arithmetic (e.g., De Rammelaere, Stuyven, & Vandierendonck, 2001;…”
BackgroundAmes, C. S., & Jarrold, C. (2006) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-006-0309-5 · Cited by 45
“These object names were drawn from Bayliss, Jarrold, Gunn, and Baddeley (2003) and had been shown to be consistently paired with a single colour among 5- and 6-year-old children.”
MethodSelf-citationSwanson, H. L. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.01099 · Cited by 44
Nevo, E., & Breznitz, Z. (2012) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2012.09.004 · Cited by 44
Growth in literacy, cognition, and working memory in English language learners
Swanson, H. L., Orosco, M. J., & Lussier, C. M. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.01.001 · Cited by 49
Developmental relations between working memory and inhibitory control
Roncadin, C., Pascual‐Leone, J., Rich, J. B., & Dennis, M. (2006) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617707070099 · Cited by 43
The maintenance of cross-domain associations in the episodic buffer.
Langerock, N., Vergauwe, E., & Barrouillet, P. (2014) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/a0035783 · Cited by 43
“These findings seem at odds with the hypothesis suggested by Cowan et al. (2006) of the maintenance of cross-domain information as separated features held in parallel in their respective domain-specific buffers (i.”
BackgroundDomain-general cognitive abilities and simultaneous interpreting skill
Macnamara, B. N., Moore, A., Kegl, J. A., & Conway, A. R. A. (2011) · Interpreting International Journal of Research and Practice in Interpreting · doi:10.1075/intp.13.1.08mac · Cited by 47
“These domain-general cognitive abilities are typically assumed to be fairly innate qualities since they are present early in development (e.g., Bayliss et al. 2003; Starkey 1992) and, after adulthood, are relatively stable over time (e.g., Rund 1998: 426–428; Wichertsa et al. 2004; Waters & Caplan…”
BackgroundWorking Memory and Intelligence
Conway, A. R. A., Getz, S. J., Macnamara, B. N., & de Abreu, P. E. (2011) · Cambridge University Press eBooks · doi:10.1017/cbo9780511977244.021 · Cited by 42
Spatiotemporal characteristics of dynamic feature binding in visual working memory
Saiki, J. (2003) · Vision Research · doi:10.1016/s0042-6989(03)00331-6 · Cited by 42
Briscoe, J., & Rankin, P. M. (2008) · International Journal of Language & Communication Disorders · doi:10.1080/13682820802028760 · Cited by 41
Increased integrity of white matter pathways after dual n-back training
Salminen, T., Mårtensson, J., Schubert, T., & Kühn, S. (2016) · NeuroImage · doi:10.1016/j.neuroimage.2016.03.028 · Cited by 43
“, auditory and visual) are separate in dual-task situations (Bayliss et al., 2003; Oberauer et al., 2004).”
InfluentialThe development of metacognitive accuracy in working memory across childhood.
Forsberg, A., Blume, C. L., & Cowan, N. (2021) · Developmental Psychology · doi:10.1037/dev0001213 · Cited by 41
Wang, S., Allen, R. J., Lee, J. R., & Hsieh, C.-E. (2015) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2015.01.002 · Cited by 40
Central executive involvement in children's spatial memory
Ang, S. Y., & Lee, K. L. (2008) · Memory · doi:10.1080/09658210802365347 · Cited by 40
“( 2004 ) showed that visuo-spatial span tasks were associated with central executive tasks requiring verbal recall and processing, and other studies (eg, Alloway et al, 2006 ; Bayliss, Jarrold, Gunn, & Baddeley, 2003 ) found that verbal and visuo-spatial storage resources were domain specific while executive resources…”
BackgroundPhonological similarity effects in verbal complex span
Lobley, K. J., Baddeley, A., & Gathercole, S. E. (2005) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/02724980443000700 · Cited by 40
“A growing body of research has examined tests of complex span, resulting in understandings of these tests as more complex than the initial “processing-plus-storage” view (e.g., Bayliss et al., 2003; Duff & Logie, 2001; Engle et al., 1999b; Kane & Engle, 2000).”
BackgroundSelf-citationWhy is working memory related to intelligence? Different contributions from storage and processing
Dang, C.-P., Braeken, J., Colom, R., Ferrer, E. E., & Liu, C. (2013) · Memory · doi:10.1080/09658211.2013.797471 · Cited by 41
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Oakhill, J. V., Yuill, N., & Garnham, A. (2011) · lnternational Electronic Journal of Elementary Education · Cited by 38
Adult age differences in the effects of processing on storage in working memory: A meta-analysis.
Graham, A. J., & Rhodes, S. (2019) · Psychology and Aging · doi:10.1037/pag0000358 · Cited by 41
Emergent Bilingualism and Working Memory Development in School Aged Children
Hansen, L. B., Macizo, P., Duñabeitia, J. A., Saldaña, D., Carreiras, M., Fuentes, L. J., & Bajo, M. T. (2016) · Language Learning · doi:10.1111/lang.12170 · Cited by 41
“In terms of different WM components, reading span is a balanced measure of the domaingeneral executive central and domain-general verbal storage, while the n-back task mainly reflects central executive processes (Bayliss et al., 2003; Schmiedek et al., 2009).”
BackgroundWorking memory growth predicts mathematical problem-solving growth among emergent bilingual children
Swanson, H. L., Arizmendi, G. D., & Li, J. (2020) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2020.104988 · Cited by 46
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The Development of Rehearsal in Verbal Short-Term Memory
Jarrold, C., & Hall, D. (2013) · Child Development Perspectives · doi:10.1111/cdep.12034 · Cited by 41
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“Some studies indicate that the backward digit-span taps executive function (Bayliss et al., 2003).”
BackgroundWagle, S., Ghosh, A., Karthic, P., Ghosh, A., Pervaiz, T., Kapoor, R., Patil, K., & Gupta, N. (2021) · Scientific Reports · doi:10.1038/s41598-021-93258-w · Cited by 42
Domain-Specific Versus Domain-General Maintenance in Working Memory
Camos, V. (2017) · The Psychology of learning and motivation/The psychology of learning and motivation · doi:10.1016/bs.plm.2017.03.005 · Cited by 40
Can short-term memory be trained?
Norris, D. G., Hall, J., & Gathercole, S. E. (2019) · Memory & Cognition · doi:10.3758/s13421-019-00901-z · Cited by 31
Executive functioning and general cognitive ability in pregnant women and matched controls
Onyper, S. V., Searleman, A., Thacher, P. V., Maine, E. E., & Johnson, A. G. (2010) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803391003662694 · Cited by 34
“Furthermore, studies that partition variance associated with performance on complex working memory tasks, such as O-SPAN, suggest that executive ability accounts for significant variation in scores ( Bayliss, Jarrold, Gunn, & Baddeley, 2003 ).”
BackgroundOberauer, K., & Göthe, K. (2006) · The European Journal of Cognitive Psychology · doi:10.1080/09541440500423038 · Cited by 33
“The architecture of the storage systems is taken from Baddeley ( 2000 ); the assumption of a domain-general processing system stems from Bayliss, Jarrold, Gunn, and Baddeley ( 2003 ).”
MethodStimulus similarity decrements in children's working memory span
Conlin, J. A., Gathercole, S. E., & Adams, J. W. (2005) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/02724980443000683 · Cited by 32
“In summary, the experiments reported here extend previous evidence (Bayliss et al., 2003) that in children, complex span performance is influenced by the similarity of informational domain between processing and storage stimuli.”
ResultJones, G., Gobet, F. R., & Pine, J. M. (2008) · Cognitive Science · doi:10.1080/03640210802073689 · Cited by 32
Alt, M., Fox, A. B., Levy, R., Hogan, T. P., Cowan, N., & Gray, S. I. (2021) · Dyslexia · doi:10.1002/dys.1699 · Cited by 40
Presentational format and financial consumers’ behaviour: an eye-tracking study
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The sources of the relationship between sustained attention and reasoning
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Lexicality and interference in working memory in children and in adults
Conlin, J. A., & Gathercole, S. E. (2006) · Journal of Memory and Language · doi:10.1016/j.jml.2006.05.003 · Cited by 31
“…function has been extensively researched in children as well as adults, with much of the theoretical analysis in the field being driven by both experimental and individual differences analyses of children's performance (e.g., Bayliss et al., 2003; Towse, Hitch, Hamilton, Peacock, & Hutton, 2005).”
Variation in Working Memory Due to Typical and Atypical Development
Jarrold, C., & Bayliss, D. M. (2008) · doi:10.1093/acprof:oso/9780195168648.003.0006 · Cited by 31
Self-citationMorey, C. C., & Miron, M. (2016) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0000280 · Cited by 30
Miller, S., McCulloch, S., & Jarrold, C. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00524 · Cited by 34
“have shown that children’s working memory performance draws on either their verbal or visuo-spatial short-term memory capacities, depending on whether the task involves the maintenance of either verbal or visual information (Bayliss et al., 2003; Alloway et al., 2006).”
BackgroundResultInfluentialSelf-citationThe predictive ability of IQ and Working Memory scores in literacy in an adult population
Alloway, T. P., & Gregory, D. (2012) · International Journal of Educational Research · doi:10.1016/j.ijer.2012.10.004 · Cited by 30
The Language, Working Memory, and Other Cognitive Demands of Verbal Tasks
Archibald, L. M. D. (2013) · Topics in Language Disorders · doi:10.1097/tld.0b013e31829dd8af · Cited by 28
“Indeed, working memory has been found to be linked to a number of other complex cognitive activities including mental arithmetic (DeStefano & LeFevre, 2004) and scholastic achievement (Bayliss et al., 2003).”
BackgroundResultThe Role of Executive Function Skills in the Development of Children’s Mathematical Competencies
Gilmore, C. K., & Cragg, L. (2018) · Elsevier eBooks · doi:10.1016/b978-0-12-811529-9.00014-5 · Cited by 34
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“…course of WM, it appears that domain-general processing mechanisms interact with domain-specific storage components leading to a gradual progress (Bayliss et al., 2003, 2005; Alloway Frontiers in Psychology | Developmental Psychology May 2014 | Volume 5 | Article 443 | 14 et al., 2006) also…”
BackgroundCounting Span and the Identification of Primary Language Impairment
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Memory and Learning in Intellectual Disability
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Evidence for selective executive function deficits in ecstasy/polydrug users
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The role of executive functions in psychiatric disorders
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Swanson, H. L., Kong, J. E., & Petcu, S. D. (2019) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2019.06.006 · Cited by 31
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The proposed interaction between working memory and inhibition
Nyberg, L., Brocki, K. C., Tillman, C. M., & Bohlin, G. (2008) · The European Journal of Cognitive Psychology · doi:10.1080/09541440701862133 · Cited by 25
Working Memory Period: The Endurance of Mental Representations
Towse, J. N., Hitch, G. J., Hamilton, Z., Peacock, K. A., & Hutton, U. M. Z. (2004) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/02724980443000098 · Cited by 24
“…extreme position described in the Introduction, according to which either size or time was the core working memory constraint, has been demonstrated to be entirely satisfactory (see Bayliss et al., 2003, for converging evidence of independent contributors to performance on complex memory tasks).”
BackgroundPhonological awareness and working memory: Comparisons between South African and British children
Cockcroft, K., & Alloway, T. P. (2012) · Southern African Linguistics and Applied Language Studies · doi:10.2989/16073614.2012.693706 · Cited by 23
“The existence and functioning of these stores has been established in studies of children and adults, as well as neuro-imaging research (Bayliss et al., 2003; Jonides et al., 2005; Alloway et al., 2006).”
BackgroundWang, T., & Kao, C. (2022) · Instructional Science · doi:10.1007/s11251-022-09594-5 · Cited by 32
WORKING MEMORY AS THE INTERFACE BETWEEN PROCESSING AND RETENTION: A DEVELOPMENTAL PERSPECTIVE
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Examining cognitive performance: Do perfectionism and rumination matter?
Desnoyers, A., & Arpin-Cribbie, C. A. (2015) · Personality and Individual Differences · doi:10.1016/j.paid.2014.11.050 · Cited by 26
“Although previous research has provided some insight into how these personality constructs independently affect cognitive functions (Bayliss et al., 2003; Hill et al., 2010), the current study seeks to add to the literature by being the first to specifically examine their individual influence on…”
ResultSpecific language or working memory impairments: A small scale observational study
Archibald, L. M. D., Joanisse, M. F., & Edmunds, A. L. (2011) · Child Language Teaching and Therapy · doi:10.1177/0265659010396779 · Cited by 23
“Nevertheless, the real work of working memory is in the coordinated processing of the assembled information by the central executive function, and this capacity is domain-general in nature (Engle et al., 1999; Bayliss et al., 2003; Kane et al., 2004).”
BackgroundThe roles of feedback and working memory in children’s reference production
Wardlow, L., & Heyman, G. D. (2016) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2016.05.016 · Cited by 24
Jarrold, C. (2016) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470218.2016.1213869 · Cited by 27
“To that end, a study by Hall, Jarrold, Towse, Zarandi, and Mackett (2016) extended the Bayliss et al. (2003) approach in order to extract the residual variance in children’s complex span that remained once independent measures of the ability to carry out the processing and storage components of…”
BackgroundMethodResultInfluentialSelf-citationVariation in Working Memory Due to Normal Development
Towse, J. N., & Hitch, G. J. (2008) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780195168648.003.0005 · Cited by 23
Ανδρέου, Μ., Tsimpli, I. M., Masoura, E. V., & Agathopoulou, E. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.613992 · Cited by 22
The development of early numeracy ability in kindergartners with limited working memory skills
Toll, S. W. M., & Luit, J. E. H. V. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2013.03.006 · Cited by 22
Magimairaj, B. M., & Montgomery, J. W. (2013) · Child Development Research · doi:10.1155/2013/763808 · Cited by 24
Brothers, T. A., Zeitlin, M., Perrachione, A. C., Choi, C., & Kuperberg, G. R. (2021) · Journal of Experimental Psychology General · doi:10.1037/xge0001130 · Cited by 23
Dulaney, A., Vasilyeva, M., & O’Dwyer, L. M. (2014) · Learning and Individual Differences · doi:10.1016/j.lindif.2014.11.008 · Cited by 25
McCabe, D. P. (2010) · Memory & Cognition · doi:10.3758/mc.38.7.868 · Cited by 21
Working memory and fluid intelligence: A multi-mechanism view
Conway, A. R. A., Macnamara, B. N., Getz, S. J., & de Abreu, P. E. (2011) · Open Repository and Bibliography (University of Luxembourg) · Cited by 21
Darling, S., Parker, M.-J., Goodall, K., Havelka, J., & Allen, R. J. (2013) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2013.10.004 · Cited by 21
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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