A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence

By Andrew R. A. Conway, Nelson Cowan, Michael F. Bunting, David J. Therriault, Scott R. B. Minkoff. 2002

1,136 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/afd4e0139f433471d4eb3da59a503af81880d2a7

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In Artificial Intelligence

In Experimental and Cognitive Psychology

Citations in the corpus

The role of prefrontal cortex in working-memory capacity, executive attention, and general fluid intelligence: An individual-differences perspective (2002, methodology): “contributions of WM are controlled for (Conway et al., 2002; Engle, Tuholski, et al., 1999).”
Verbal and visuospatial short-term and working memory in children: are they separable? (2006, methodology): “In order to apply a current theoretical model of working memory based on adult data to the present data from children (e.g., Conway et al., 2002 ), a final model (4b) was tested.”
Are smarter groups more cooperative? Evidence from prisoner's dilemma experiments, 1959–2003 (2008, background): “One well-established fact about higher-IQ individuals is that they tend to have larger working memories (inter alia, Conway et al. 2002), thus giving them a better chance of remembering precisely what kind of game they're playing and what has happened in the course of the game.”
A structural model of algebra achievement: computational fluency and spatial visualisation as mediators of the effect of working memory on algebra achievement (2009, result): “The factor loadings in the measurement model are consistent with those found in previous research studies (Conway et al., 2002; Engle et al., 1999; Kane et al., 2004).”
Variation in Working Memory Capacity as Variation in Executive Attention and Control (2012, background): “Structural-equation model, adapted from Conway et al. (2002) .”
When are fluid intelligence and working memory isomorphic and when are they not (2013, background): “Moreover, the variables reflecting capacity usually correlated with Gf more strongly than the variables reflecting speed (e.g., Colom et al., 2008; Conway et al., 2002; Kaufman et al., 2009; Martínez et al., 2011).”
Working memory across the lifespan: A cross-sectional approach (2013, background): “…as a function of individual differences throughout the lifespan has been found to mediate outcomes in reasoning tasks (Salthouse, 1993), IQ scores (Conway et al., 2002), academic attainment (Alloway & Alloway, 2010), reading (Siegel, 1994), and even building Lego blocks (Morrell and Park, 1993).”