Working Memory Capacity and Mental Rotation: Evidence for a Domain-General View

2012 ◽  
Vol 15 (3) ◽  
pp. 881-890 ◽  
Author(s):  
Jose L. Pardo-Vazquez ◽  
Jose Fernandez-Rey

Despite the existence of numerous studies that examined the relationship between working memory capacity and performance in complex cognitive tasks, it remains unclear whether this capacity is domain specific or domain general. In addition, the available empirical evidence is somewhat contradictory. In this work we have studied the role of verbal working memory capacity in a non-verbal task – mental image rotation. If this capacity were domain specific it would be expected that high and low verbal span participants would obtain similar results in the mental rotation task. We have found that this is not the case as the high span participants performed better in terms of both speed and accuracy. Moreover, these differences depended on the processing component of the mental rotation task: the higher the processing requirements the higher the differences as a function of the working memory capacity. Therefore, the evidence presented here supports the domain general hypothesis.

2019 ◽  
Vol 12 (2) ◽  
pp. e86-e87
Author(s):  
Zhenhong Hu ◽  
Adam J. Woods ◽  
Immanuel B.H. Samuel ◽  
Sreenivasan Meyyappan ◽  
Mingzhou Ding

2020 ◽  
Vol 10 (2) ◽  
pp. 52
Author(s):  
Aleksander Veraksa ◽  
Daria Bukhalenkova ◽  
Natalia Kartushina ◽  
Ekaterina Oshchepkova

This study examined the relationship between working memory capacity and narrative abilities in 5–6-year-old children. 269 children were assessed on their visual and verbal working memory and performed in a story retelling and a story creation (based on a single picture and on a series of pictures) tasks. The stories were evaluated on their macrostructure and microstructure. The results revealed a significant relationship between both components (verbal and visual) of working memory and the global indicators of a story’s macrostructure—such as semantic completeness, semantic adequacy, programming and narrative structure—and with the indicators of a story’s microstructure, such as grammatical accuracy and number of syntagmas. Yet, this relationship was systematically stronger for verbal working memory, as compared to visual working memory, suggesting that a well-developed verbal working memory leads to lexically and grammatically more accurate language production in preschool children.


2017 ◽  
Vol 30 (1) ◽  
pp. 19-25
Author(s):  
Hideki Sato ◽  
Yui Takebayashi ◽  
Haruna Suyama ◽  
Risa Ito ◽  
Shin-ichi Suzuki

2021 ◽  
Vol 165 ◽  
pp. 18-28
Author(s):  
Zefeng Li ◽  
Xiaojuan Xue ◽  
Xiaoyan Li ◽  
Xiaohua Bao ◽  
Sifang Yu ◽  
...  

1999 ◽  
Vol 42 (5) ◽  
pp. 1249-1260 ◽  
Author(s):  
Susan Ellis Weismer ◽  
Julia Evans ◽  
Linda J. Hesketh

This study investigated verbal working memory capacity in children with specific language impairment (SLI). The task employed in this study was the Competing Language Processing Task (CLPT) developed by Gaulin and Campbell (1994). A total of 40 school-age children participated in this investigation, including 20 with SLI and 20 normal language (NL) age-matched controls. Results indicated that the SLI and NL groups performed similarly in terms of true/false comprehension items, but that the children with SLI evidenced significantly poorer word recall than the NL controls, even when differences in nonverbal cognitive scores were statistically controlled. Distinct patterns of word-recall errors were observed for the SLI and NL groups, as well as different patterns of associations between CLPT word recall and performance on nonverbal cognitive and language measures. The findings are interpreted within the framework of a limited-capacity model of language processing.


2009 ◽  
Vol 25 (2) ◽  
pp. 92-98 ◽  
Author(s):  
Tracy Packiam Alloway

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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