The multiple faces of working memory: Storage, processing, supervision, and coordination

By Klaus Oberauer, H. Süss, Oliver Wilhelm, Werner W. Wittmann. 2003

448 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a05a35fb4dd27273e1905abb0c9054dcbbc16090

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Citations in the corpus

Executive functions and achievements in school: Shifting, updating, inhibition, and working memory (2006, background): “In an exploratory factor analysis spatial span and reading span also loaded on to distinct factors (see also, Friedman & Miyake, 2000; Handley, Capon, Copp, & Harper, 2002; Kane et al., 2004; Oberauer et al., 2003).”
The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties (2004, background): “…strategies, attention switching during manipulation of material held in the verbal and visual–spatial systems, suppression of irrelevant information, and so on, in addition to LTM knowledge retrieval (see, e.g., Baddeley, 1996; Miyake et al., 2000; Oberauer, Sub, Wilhelm, & Wittman, 2003).”
Working memory and language learning: A review (2017, background): “Working memory is responsible for monitoring ongoing cognitive processes and actions, engaging selective attention to relevant representations and procedures, and suppressing irrelevant, distracting ones (Oberauer et al., 2003).”
Working Memory, Fluid Intelligence, and Attention Are Predictors of Multitasking Performance, but Polychronicity and Extraversion Are Not (2005, methodology): “…if certain cognitive representations or procedures have to be activated whereas others do not, and if ongoing cognitive processes have to be monitored, working memory is necessary because it is assumed to be responsible for such cognitive functions (Oberauer et al., 2000; Oberauer et al., 2003).”
Distinct transfer effects of training different facets of working memory capacity (2013, methodology): “In studies of the facet model of working memory (Oberauer et al., 2000, 2003 ), the concept of supervision has so far been measured through the efficiency of task switching, which is largely equivalent to the concept of shifting in Miyake et al.’s model of executive functions (2000).”
Working memory, fluid intelligence, and science learning (2006, background): “However, only a few studies reported the reliability of their WM measurements (Hambrick & Engle, 2001; Oberauer et al., 2000, 2003).”
Working Memory Dimensions as Differential Predictors of the Speed and Error Aspect of Multitasking Performance (2006, methodology): “The third functional working memory dimension, supervision, involves “the monitoring of ongoing cognitive processes and actions, the selective activation of relevant representations and procedures, and the suppression of irrelevant, distracting ones” (Oberauer et al., 2003, p. 169).”
Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. (2008, background): “…and retrieval strategies, attention switching during manipulation of material held in the verbal and visual–spatial systems, and suppressing irrelevant information , have been assigned to the central executive system (Baddeley, 1996; Miyake et al., 2000; Oberauer, Suss, Wilhelm, & Wittman, 2003).”