The generality of working memory capacity: a latent-variable approach to verbal and visuospatial memory span and reasoning.

By M. Kane, David Z. Hambrick, Stephen W. Tuholski, Oliver Wilhelm, Tabitha W Payne, R. Engle. Journal of experimental psychology. General, 2004

1,705 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6661117649247a5243b8bd95fe9457ee53e0c84d

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Citations in the corpus

Investigating the predictive roles of working memory and IQ in academic attainment. (2010, neutral): “…stores responsible for the temporary storage of verbal and visuospatial information and has been supported in studies of children (Alloway, Gathercole, & Pickering, 2006; Bayliss, Jarrold, Gunn, & Baddeley, 2003), adults (Kane et al., 2004), and neuroimaging research (Jonides, Lacey, & Nee, 2005).”
Does working memory training work? The promise and challenges of enhancing cognition by training working memory (2011, background): “Working memory (WM) is a capacity limited system that serves as the mind ’ s workspace, and the size of one ’ s WM is thus thought to be a key determinant of an individual ’ s ability to carry out a wide variety of cognitive tasks (Engle, Tuholski, Laughlin, & Conway, 1999; Kane et al., 2004).”
Scanpaths reveal syntactic underspecification and reanalysis strategies (2012, methodology): “Does the operation span task measure a resource relevant to reading? Kane et al. (2004) argue yes, because they found that a large part of the variance in how people perform in domain-specific span tasks can be explained by a domain-general factor. In order to measure operation span we developed a s”
Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties (2009, neutral): “…Gathercole, & Pickering, 2006; Alloway, Gathercole, Willis, & Adams, 2004; Bayliss, Jarrold, Gunn, & Baddeley, 2003; Gathercole, Pickering, Ambridge, & Wearing, 2004), adult participants (Kane et al., 2004), neuropsychological patients, and neuroimaging research (Jonides, Lacey, & Nee, 2005).”
Variation in Working Memory Capacity as Variation in Executive Attention and Control (2012, background): “…particular tests of reading comprehension, WM span predicts performance in many tasks where interference or inhibition are not obviously rel evant but active maintenance should be, such as mental rotation, verbal analogies, or counting vi sual objects (Kane et al., 2004; Tuholski et al., 2001).”
Opening up Openness to Experience: A Four-Factor Model and Relations to Creative Achievement in the Arts and Sciences. (2013, methodology): “Prior research has demonstrated significant correlations between Operation Span and g (e.g., Unsworth & Engle, 2005) and a high loading of Operation Span on a general working memory factor (Kane et al., 2004).”
An automated version of the operation span task (2005, methodology): “In addition, we predicted that the correlation between WM capacity and gF would be close to .60 on the basis of the magnitude of correlation that previous studies have shown (see Kane et al., 2004).”
Working memory capacity: Attention control, secondary memory, or both? A direct test of the dual-component model (2010, methodology): “In particular, several studies have demonstrated moderate to strong correlations between WMC and higher-order cognitive abilities such as fluid intelligence (Ackerman, Beier, & Boyle, 2002; Conway, Cowan, Bunting, Therriault, & Minkoff, 2002; Engle, Tuholski, Laughlin, & Conway, 1999; Kane et al., 2”
What is working memory capacity, and how can we measure it? (2013, methodology): “The rotation span task—developed on the basis of an idea from Shah and Miyake (1996)—was also adapted from Kane et al. (2004).”
The differential role of verbal and visuospatial working memory in mathematics and reading (2018, neutral): “On the one hand, some authors claimed that this distinction is not possible because the correlation between verbal (WM-V) and visuospatial (WM-VS) working memory tasks is too strong (Kane et al., 2004).”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, methodology): “…span measure that has been widely utilized and accepted as tapping verbal WMC since Turner and Engle’s ( 1989 ) fi rst version (Conway et al., 2003 ; Kane et al., 2004 ; Rosen & Engle, 1998 ; Tokowicz et al., 2004 ; Unsworth, 2007 ; Unsworth & Engle, 2007 ; see Unsworth, Heitz, Schrock, & Engle,…”
Components of Spatial Intelligence (2010, neutral): “This characterization of successful spatial problem solvers as flexibly switching between imagery and more analytical thinking processes is consistent with studies examining the relation between spatial ability and working memory (Kane et al., 2004; Miyake et al., 2001).”