Individual differences in working memory capacity and divided attention in dichotic listening
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The controlled attention theory of working memory suggests that individuals with greater working memory capacity (WMC) are better able to control or focus their attention than individuals with lesser WMC. This relationship has been observed in a number of selective attention paradigms including a dichotic listening task (Conway, Cowan, & Bunting, 2001) in which participants were required to shadow words presented to one ear and ignore words presented to the other ear. Conway et al. found that when the participant's name was presented to the ignored ear, 65% of participants with low WMC reported hearing their name, compared to only 20% of participants with high WMC, suggesting greater selective attention on the part of high WMC participants. In the present study, individual differences in divided attention were examined in a dichotic listening task, in which participants shadowed one message and listened for their own name in the other message. Here we find that 66.7% of high WMC and 34.5% of low WMC participants detected their name. These results suggest that as WMC capacity increases, so does the ability to control the focus of attention, with high WMC participants being able to flexibly "zoom in" or "zoom out" depending on task demands.
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Participants with high WMC demonstrated better attentional control in dichotic listening tasks for both selective attention and divided attention.
“Experimental studies have revealed that participants with high WMC demonstrated better attentional control in dichotic listening tasks (commonly used to investigate selective attention within the auditory system) for both selective attention (Conway, Cowan, & Bunting, 2001) and divided attention (Colflesh & Conway, 2007).”
From The indirect relationship of media multitasking self-efficacy on learning performance within the personal learning environment: Implications from the mechanism of perceived attention problems and self-regulation strategies (2017) · cites this paper as Colflesh & Conway, 2007
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Stockum, C. A. V., & DeCaro, M. S. (2013) · eScholarship (California Digital Library) · Cited by 9 · see citing works
Hán, N. V., & van Rensburg, H. (2014) · English Language Teaching · doi:10.5539/elt.v7n2p30 · Cited by 8 · see citing works
- Authors
- Colflesh, G. J. H., & Conway, A. R. A.
- Affiliations
- University of Illinois Chicago (US)
- Princeton University (US)
- Corresponding author
- Colflesh, Gregory J. H.
- ORCID
- Conway, Andrew R. A.
- Venue
- Psychonomic Bulletin & Review
- Published
- 2007-08
- Volume
- 14
- Issue
- 4
- Pages
- 699-703
- ISSN
- 1069-9384 (ISSN-L)
- 1531-5320
- OpenAlex
- W2022667221
- Cited by
- 180
- References
- 15
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 7 · 2023: 22 · 2022: 6 · 2021: 11 · 2020: 7 · 2019: 8 · 2018: 6 · 2017: 8 · 2016: 11 · 2015: 11 · 2014: 16 · 2013: 13 · 2012: 15
- FWCI
- 7.72
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.springer.com/tdm (tdm)
- Locations
- Psychonomic Bulletin & Review (publishedVersion)
- PubMed (publishedVersion)
- Funders
- University of Illinois at Urbana-Champaign
- University of Illinois at Chicago
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- working memory capacity, divided attention, dichotic listening, selective attention, individual differences, auditory attention, attentional flexibility
- MeSH terms
- Adult, Attention, Dichotic Listening Tests, Female, Humans, Male, Mass Screening, Memory, Short-Term
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