Individual differences in working memory and comprehension: A test of four hypotheses.
Abstract
A relationship has consistently been found between measures of working memory and reading comprehension. Four hypotheses for this relationship were tested in 3 experiments. In the first 2 experiments, a moving window procedure was used to present the operation-word and reading span tasks. High- and low-span subjects did not differentially trade off time on the elements of the tasks and the to-be-remembered word. Furthermore, the correlation between span and comprehension was undiminished when the viewing times were partialed out. Experiment 3 compared a traditional experimenter-paced simple word-span and a subject-paced span in their relationship with comprehension. The experimenter-paced word-span correlated with comprehension but the subject-paced span did not. The results of all 3 experiments support a general capacity explanation for the relationship between working memory and comprehension.
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Performance on the OSpan task measures the attentional resources available to the individual on a moment-to-moment basis.
“As in experiment 1, performance on the OSpan task measures the attentional resources available to the individual on a moment-to-moment basis (Engle et al. 1992).”
From Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity (2017) · cites this paper as Engle et al. 1992
Performance on the OSpan assesses the domain-general attentional resources available to the individual on a moment-to-moment basis.
“Performance on the OSpan assesses the domaingeneral attentional resources ' available to the individual on a moment-to-moment basis ' (Engle et al. 1992).”
From Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity (2017) · cites this paper as Engle et al. 1992
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Effects of skill training on working memory capacity.
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Age-Related Changes in Working Memory during Sentence Comprehension: An fMRI Study
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Low working memory capacity is only spuriously related to poor reading comprehension
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Cross-sectional and incremental changes in working memory and mathematical problem solving.
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Comparison of four scoring methods for the reading span test
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Bilingual working memory span is affected by language skill
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Perspective Effects on Online Text Processing
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Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship
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- Authors
- Engle, R. W., Cantor, J., & Carullo, J. J.
- Affiliations
- University of South Carolina (US)
- ORCID
- Engle, Randall W.
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 1992
- Volume
- 18
- Issue
- 5
- Pages
- 972-992
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2045491217
- Cited by
- 626
- References
- 35
- Citations by year
- 2026: 1 · 2025: 8 · 2024: 9 · 2023: 7 · 2022: 16 · 2021: 20 · 2020: 10 · 2019: 41 · 2018: 19 · 2017: 24 · 2016: 19 · 2015: 20 · 2014: 29 · 2013: 24 · 2012: 26
- FWCI
- 14.14
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- working memory, reading comprehension, word span, operation span, individual differences, viewing time
- MeSH terms
- Adult, Attention, Humans, Individuality, Memory, Short-Term, Reaction Time, Reading, Mental Recall, Retention, Psychology
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