What is working memory capacity, and how can we measure it?

By Oliver Wilhelm, Andrea Hildebrandt, Klaus Oberauer. 2013

432 citations recorded by the source corpus.

A latent variable study examined whether different classes of working-memory tasks measure the same general construct of working-memory capacity (WMC). Data from 270 subjects were used to examine the relationship between Binding, Updating, Recall-N-back, and Complex Span tasks, and the relations of WMC with secondary memory measures, indicators of cognitive control from two response-conflict paradigms (Simon task and Eriksen flanker task), and fluid intelligence. Confirmatory factor analyses support the concept of a general WMC factor. Results from structural-equation modeling show negligible relations of WMC with response-conflict resolution, and very strong relations of WMC with secondary memory and fluid intelligence. The findings support the hypothesis that individual differences in WMC reflect the ability to build, maintain and update arbitrary bindings.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

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Citations in the corpus

On the Binding Problem in Artificial Neural Networks (2020, background): “In this case, the temporal accuracy of synchronization directly relates to the capacity of working memory (Wilhelm et al., 2013).”
Working memory updating involves item-specific removal (2014, background): “…number requires the binding of digits to serial positions, and maintaining an accurate representation of one’s environment while navigating traffic requires binding of shape, color, and dynamic location information over time (Oberauer, 2005; Wilhelm et al., 2013, also see Ecker et al., 2013).”
From brain maps to cognitive ontologies: informatics and the search for mental structure (2015, background): ““A hypothetical cognitive system responsible for providing access to information required for ongoing cognitive processes” (Wilhelm et al. 2013); and !”
Longitudinal contributions of executive functioning and visual-spatial skills to mathematics learning in young Chinese children (2019, background): “It is likely that updating was relatively indistinguishable from working memory at this early level of development (Wilhelm et al., 2013).”