Individual differences in working memory and comprehension: A test of four hypotheses.
- 1 January 1992
- journal article
- Published by American Psychological Association (APA) in Journal of Experimental Psychology: Learning, Memory, and Cognition
- Vol. 18 (5) , 972-992
- https://doi.org/10.1037//0278-7393.18.5.972
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.Keywords
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