On the nature of forgetting and the processing–storage relationship in reading span performance ☆

By S. Saito, Akira Miyake. 2004

121 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/24e59fe5b9f5a254c522f94055d4c16ac11009ad

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Effects of skill training on working memory capacity (2007, unknown): “In particular , both the complex spatial span and operation span tests tap processing and storage of the working memory simultaneously and they also involve a resource - sharing and task - switching mechanism ( see Saito & Miyake , 2004 ) .”
Why are reasoning ability and working memory capacity related to mental speed? An investigation of stimulus–response compatibility in choice reaction time tasks (2006, result): “The crucial assumption of this explanation, that representations in working memory decay within seconds as a function of time, has been questioned by recent experimental work (Barrouillet, Bernardin, & Camos, 2004; Lewandowsky, Duncan, & Brown, 2004; Saito & Miyake, 2004).”
Two maintenance mechanisms of verbal information in working memory (2009, methodology): “Using a reading complex span task inspired by Saito and Miyake (2004), participants had to read sentences divided in four segments of constant length, and to memorize the last word of each sentence for further recall.”
Time and cognitive load in working memory. (2007, methodology): “Saito and Miyake (2004) stressed that this account differs from the time-based interference because the degree of representational overlap and not the duration of interference determines later recall performance.”
On the capacity of attention: its estimation and its role in working memory and cognitive aptitudes. (2005, background): “…is the imposition of a time delay during which rehearsal is impossible (Towse et al., 1998) or the imposition of high-frequency retrievals or processing during which rehearsal is impossible or storage is somehow interfered with (Barrouillet, Bernardin, & Camos, 2004; Saito & Miyake, 2004).”
Working memory abilities and children's performance in laboratory analogues of classroom activities (2008, unknown): “In line with previous research employing more conventional assessments of working memory (Bayliss et al., 2003; Saito & Miyake, 2004), individual differences in the recall performance in both tasks could not be accounted for solely in terms of general cognitive abilities or of skills in the…”