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| Research article summary (published 27 Feb 2003): |
Children's working-memory processes: a response-timing analysis.
Full Abstract
Recall response durations were used to clarify processing in working-memory tasks. Experiment 1 examined children's performance in reading span, a task in which sentences were processed and the final word of each sentence was retained for subsequent recall. Experiment 2 examined the development of listening-, counting-, and digit-span task performance. Responses were much longer in the reading-and listening-span tasks than in the other span tasks, suggesting that participants in sentence-based span tasks take time to retrieve the semantic or linguistic structure as cues to recall of the sentence-final words. Response durations in working-memory tasks helped to predict academic skill and achievement, largely separate from the contributions of the memory spans themselves. Response durations thus are important in the interpretation of span task performance.
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Author information
Author/s: Cowan, Nelson (N); Towse, John N (JN); Hamilton, Zoë (Z); Saults, J Scott (JS); Elliott, Emily M (EM); Lacey, Jebby F (JF); Moreno, Matthew V (MV); Hitch, Graham J (GJ);
Affiliation: Department of Psychology, University of Missouri-Columbia, 210 McAlester Hall, Columbia, Missouri 65211, USA. CowanN(-atsign-)missouri.edu
Grants: R01 HD-21338 (Agency:United States NICHD)
Journal and publication information
Publication Type: Journal Article; Research Support, Non-U.S. Gov't; Research Support, U.S. Gov't, P.H.S.
Journal: Journal of experimental psychology. General (J Exp Psychol Gen), published in United States. (Language: eng)
Reference: 2003-Mar; vol 132 (issue 1) : pp 113-32
Dates: Created 2003/03/26; Completed 2003/07/01; Revised 2007/11/14;
PMID: 12656300, status: MEDLINE (last retrieval date: 11/6/2008)
Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.
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