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Cited by 296Cognitive Abilities and TestingCognitive Functions and MemoryMemory Processes and Influences

Working memory capacity and strategy use

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McNamara, Danielle S., Scott, Jennifer L.·2001·Memory & Cognition
DOI 10.3758/bf03195736
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Abstract

In this study, we examine the role of strategy use in working memory (WM) tasks by providing short-term memory (STM) task strategy training to participants. In Experiment 1, the participants received four sessions of training to use a story-formation (i.e., chaining) strategy. There were substantial improvements from pretest to posttest (after training) in terms of both STM and WM task performance. Experiment 2 demonstrated that WM task improvement did not occur for control participants, who were given the same amount of practice but were not provided with strategy instructions. An assessment of participants' strategy use on the STM task before training indicated that more strategic participants displayed better WM task performance and better verbal skills. These results support our hypothesis that strategy use influences performance on WM tasks.

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  • Non-phonological strategies such as semantic linking and visual imagery can improve immediate memory performance.

    “Other non-phonological strategies such as semantic linkage and visual imagery can also be beneficial in immediate memory tasks (McNamara & Scott, 2001; St Clair-Thompson, Stevens, Hunt, & Bolder, 2010; Turley-Ames & Whitfield, 2003).”

    From Working memory training involves learning new skills (2019) · cites this paper as McNamara & Scott, 2001

  • Use of internally generated strategies as measured by self-reports has been found to be related to better complex span performance in several studies.

    “Besides practice with an externally provided strategy, also the use of internally generated strategies as measured by self-reports has been found to be related to better complex span performance in several studies9,10,14–16.”

    From The early effects of external and internal strategies on working memory updating training (2018) · cites this paper as [10]

  • McNamara and Scott found that practicing a semantic strategy over four sessions improved word recall on a word list task and a complex span task.

    “In a strategy training study by McNamara and Scott10, practicing with a semantic strategy (generating a story based on a list of unrelated words) over four sessions improved word recall both on a word list task and a complex span task.”

    From The early effects of external and internal strategies on working memory updating training (2018) · cites this paper as [10]

  • The present results using the n-back paradigm align well with previous findings that explicit WM strategy instruction can be effective and that self-generated WM strategies are associated with higher task performance.

    “The present results using the n-back paradigm align well with previous findings mainly from complex span studies that have indicated that explicit WM strategy instruction can be effective10–13, and that self-generated WM strategies are associated with higher task performance9,10,14–16.”

    From The early effects of external and internal strategies on working memory updating training (2018) · cites this paper as [10]

  • Strategies help to make the most out of the available WM resources.

    “According to this hypothesis, strategies help to make the most out of the available WM resources10.”

    From The early effects of external and internal strategies on working memory updating training (2018) · cites this paper as [10]

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Research works printed but not linked: 5

  1. Daneman, M., & Carpenter, P. A. (1983). Individual difference in in- tegrating information between and within sentences. Journal of Ex- perimental Psychology: Learning, Memory, & Cognition, 9, 561-583.
  2. Engle, R. W., Carullo, J. J., & Collins, K. W. (1991). Individualdif- ferences in working memory for comprehension and following di- rections. Journal of Educational Research, 84, 253-262.
  3. McNamara, D. S. & Scott, J. L. (1999). Training reading strategies. In M. Hahn & S. C. Stoness (Eds.), Proceedings of the Twenty-First Annual Meeting of the Cognitive Science Society (pp. 387-392). Hillsdale, NJ: Erlbaum.
  4. Oakhill, J. V. (1982). Constructive processes in skilled and less-skilled comprehenders. British Journal of Psychology, 73, 13-20.
  5. Scott, J. (1999). Training strategy use and its effects on working mem- ory capacity. Unpublished master's thesis, Old Dominion University.

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Authors
McNamara, D. S., & Scott, J. L.
Affiliations
Old Dominion University (US)
Corresponding author
McNamara, Danielle S.
ORCID
McNamara, Danielle S.
Venue
Memory & Cognition
Publisher
Springer Science and Business Media LLC
Published
2001-01
Volume
29
Issue
1
Pages
10-17
ISSN
  • 0090-502X (ISSN-L)
  • 1532-5946
DOI
10.3758/bf03195736
OpenAlex
W2042361575
Cited by
296
References
54
Citations by year
2026: 5 · 2025: 11 · 2024: 15 · 2023: 8 · 2022: 14 · 2021: 6 · 2020: 14 · 2019: 12 · 2018: 11 · 2017: 9 · 2016: 19 · 2015: 18 · 2014: 21 · 2013: 17 · 2012: 21
FWCI
8.96
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Memory & Cognition (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Keywords
working memory capacity, strategy use, short-term memory, strategy training, verbal ability, cognitive training
MeSH terms
Adolescent, Adult, Analysis of Variance, Cognition, Female, Humans, Logic, Male, Memory, Memory, Short-Term, Middle Aged, Practice, Psychological, Mental Recall, Serial Learning

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