Working memory develops slowly: Even by age 8, children are able to maintain only half the number of items that adults can remember. Neural substrates that support performance on working memory tasks also have a slow developmental trajectory and typically activate to a lesser extent in children, relative to adults. Little is known about why younger participants elicit less neural activation. Th...

We show that spurious synchronization, as suggested by Luck and Vogel 6], is not suucient to explain the limited storage capacity of working memory. Instead we argue that the sharp breakdown of error free recall suggests a dynamic mechanism behind working memory. We summarize some suggestions for the dynamic basis of working memory and argue that the reason behind our limited processing capacit...

The capacity of working memory is limited and is altered in brain disorders including schizophrenia. In rodent working memory tasks, capacity is typically not measured (at least not explicitly). One task that does measure working memory capacity is the odor span task (OST) developed by Dudchenko and colleagues. In separate experiments, the effects of medial prefrontal cortex (mPFC) inactivation...

BACKGROUND This study assessed the relationship between working memory capacity and auditory stream segregation by using the concurrent minimum audible angle in children with a diagnosed auditory processing disorder (APD). METHODS The participants in this cross-sectional, comparative study were 20 typically developing children and 15 children with a diagnosed APD (age, 9-11 years) according t...

The purpose of the present study was to explore cognitive symptoms of personality disorder traits by means of Baddeley’s working memory model. Forty-nine college students were tested for personality disorder traits with the Coolidge Axis II Inventory, and they were given measures assessing executive control, working memory, including general working memory capacity (Operation-Word Span), phonol...

The present study examined how students’ working memory capacity influences learning from animations with or without guidance. We tested three different conditions: visual guidance, instructional guidance, and no guidance. The results show that especially visual guidance was perceived as being helpful for making references between narration and display of an animation. However, students without...

Does visual working memory represent a fixed number of objects, or is capacity reduced as object complexity increases? We measured accuracy in detecting changes between sample and test displays and found that capacity estimates dropped as complexity increased. However, these apparent capacity reductions were strongly correlated with increases in sample-test similarity (r= .97), raising the poss...