Working Memory Capacity as Controlled Attention in Tactical Decision Making

The controlled attention theory of working memory capacity (WMC, Engle 2002) suggests that WMC represents a domain free limitation in the ability to control attention and is predictive of an individual’s capability of staying focused, avoiding distraction and impulsive errors. In the present paper we test the predictive power of WMC in computer-based sport decision-making tasks. Experiment 1 demonstrated that high-WMC athletes were better able at focusing their attention on tactical decision making while blocking out irrelevant auditory distraction. Experiment 2 showed that high-WMC athletes were more successful at adapting their tactical decision making according to the situation instead of relying on prepotent inappropriate decisions. The present results provide additional but also unique support for the controlled attention theory of WMC by demonstrating that WMC is predictive of controlling attention in complex settings among different modalities and highlight the importance of working memory in tactical decision making.

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Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties

European Journal of Psychological Assessment ◽

10.1027/1015-5759.25.2.92 ◽

2009 ◽

Vol 25 (2) ◽

pp. 92-98 ◽

Cited By ~ 109

Author(s):

Tracy Packiam Alloway

Keyword(s):

Working Memory ◽

Predictive Power ◽

Working Memory Capacity ◽

Learning Difficulties ◽

Academic Progress ◽

Memory Capacity ◽

Specific Knowledge ◽

Learning Abilities ◽

Domain Specific ◽

Domain Specific Knowledge

The purpose of the present study was to compare the predictive power of working memory and IQ in children identified as having learning difficulties. The term “working memory” refers to the capacity to store and manipulate information in mind for brief periods of time. Working-memory capacity is strongly related to learning abilities and academic progress, predicting current and subsequent scholastic attainment of children across the school years in both literacy and numeracy. Children aged between 7 and 11 years were tested at Time 1 on measures of working memory, IQ, and learning. They were then retested 2 years later on the learning measures. The findings indicated that working-memory capacity and domain-specific knowledge at Time 1, but not IQ, were significant predictors of learning at Time 2. The implications for screening and intervention are discussed.

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Increased working memory capacity prevents financial losses caused by model-free decision making

10.26226/morressier.5cf632c6af72dec2b0554df9 ◽

2019 ◽

Author(s):

Thomas Campidell ◽

Simon Liegl ◽

Lucas Haraped

Keyword(s):

Decision Making ◽

Working Memory ◽

Working Memory Capacity ◽

Memory Capacity ◽

Model Free ◽

Financial Losses

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Individual Differences in Attention Control

Working Memory ◽

10.1093/oso/9780198842286.003.0007 ◽

2020 ◽

pp. 175-211

Author(s):

Cody A. Mashburn ◽

Jason S. Tsukahara ◽

Randall W. Engle

Keyword(s):

Working Memory ◽

Individual Differences ◽

Fluid Intelligence ◽

Working Memory Capacity ◽

Memory Capacity ◽

Attention Control ◽

Executive Attention ◽

Attention Theory ◽

Attentional Resources ◽

The Relationship

This chapter outlines the executive attention theory of higher-order cognition, which argues that individual differences in the ability to maintain information in working memory and disengage from irrelevant information is inextricably linked to variation in the ability to deploy domain-free attentional resources in a goal-directed fashion. It also summarizes recent addendums to the theory, particularly regarding the relationship between attention control, working memory capacity, and fluid intelligence. Specifically, the chapter argues that working memory capacity and fluid intelligence measures require different allocations of the same attentional resources, a fact which accounts for their strong correlation. At various points, it addresses theoretical alternatives to the executive attention theory of working memory capacity and empirical complications of the study of attention control, including difficulties deriving coherent attention control latent factors.

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Individual Differences in Working Memory Capacity in Recency Effects: From the Recall Process

Psychological Reports ◽

10.2466/pr0.104.2.545-548 ◽

2009 ◽

Vol 104 (2) ◽

pp. 545-548 ◽

Cited By ~ 2

Author(s):

Takashi Sasaki

Keyword(s):

Working Memory ◽

Individual Differences ◽

Predictive Power ◽

Working Memory Capacity ◽

Memory Capacity ◽

Recall Accuracy ◽

Recency Effects ◽

Span Test ◽

Backward Recall

The purpose was to investigate the role of individual differences in working memory capacity in recency effects on free, forward, and backward recall tasks. In Exp. 1, correlations between scores on a listening-span test and recall accuracy of recent items were positive and significant under all conditions. This result suggested participants with large working memory capacity are likely to show a stronger recency effect. Predictive power of the listening-span test was still significant after the word-span score was partialled out. In Exp. 2, the predictive power of the listening-span test scores was not significant when a delay was introduced between study and recall phases. Analysis suggested participants with a larger working memory capacity, and particularly with higher cognitive function, were sensitive to the recollection process.

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