Abstract
In the present study, the role of visual attentional processes for working memory performance in a sample of 6-year-olds was investigated. This was done by combining an individual differences approach with an experimental manipulation: For the individual differences approach, participants were grouped based on their performance in a classical interference control task, and their working memory skills were systematically compared. For the experimental manipulation, the need to control interference while performing a working memory task was increased in one condition through presentation of distracting stimuli. In a between-subject design performance in this condition was contrasted with a control condition without distractors. Additionally, fixation time during stimuli presentation were quantified by tracking participants` gazes. Results revealed that children with higher interference control skills showed superior working memory performance. Increasing the need to inhibit attention towards task-irrelevant information through presentation of distractors decreased working memory performance. The present study offers supporting evidence for a close relationship between young children`s working memory and attention.
Highlights
Working memory is a central theoretical construct in cognitive psychology
The major aim of the present study was to investigate the role of interference control processes for working memory performance
While there is relatively consistent empirical evidence for an association between working memory and interference control in adults and most of the current theoretical frameworks of working memory emphasize attentional processes (Baddeley, 2001; Cowan, 2005; Kane & Engle, 2000, 2003), little is known about this relationship in young children
Summary
Working memory is a central theoretical construct in cognitive psychology. there are different theoretical conceptualisations of working memory in the literature, most researchers agree that limited capacity in working memory is a key aspect (Baddeley, 2001; Cowan, 2005; Kane & Engle, 2000, 2003). Working memory has been found to account for substantial amounts of variance in central aspects of cognition like general fluid intelligence, reasoning or reading comprehension (e.g., Daneman & Merikle, 1996; Kyllonen & Christal, 1990; Engle, Tuholski, Laughlin, & Conway, 1999). Studies have consistently shown that working memory tasks requiring participants to retain information for immediate recall, to maintain and/or update information, and to simultaneously process additional aspects of the task, constitute better predictors for achievement and general intelligence than, for example, short-term memory capacity (e.g., Bayliss, Jarrold, Gunn, & Baddeley, 2003; Cowan & Alloway, 2009; Engle et al, 1999; Gathercole et al, 2006; Kail & Hall, 2001)
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