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Related Concept Videos

Working Memory01:24

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.
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Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
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Related Experiment Video

Updated: Jul 10, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions
10:38

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Published on: July 16, 2015

Stimulus similarity decrements in children's working memory span.

Juliet A Conlin1, Susan E Gathercole, John W Adams

  • 1University of Durham, Durham, UK.

The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology
|December 21, 2005
PubMed
Summary

Children

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Working memory is crucial for cognitive tasks.
  • Understanding how processing and storage interact is key to working memory research.
  • Children's working memory development is an active area of study.

Purpose of the Study:

  • To investigate how the relationship between processing and storage stimuli affects working memory span in children.
  • To examine the impact of stimulus category overlap on recall performance.
  • To explore underlying mechanisms like interference and response competition.

Main Methods:

  • Two experiments were conducted with 7- and 9-year-old children.
  • Tasks included sentence span and operation span.

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Last Updated: Jul 10, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions
10:38

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Published on: July 16, 2015

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

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  • Participants recalled items that were either direct products or unrelated to the processing task, varying in stimulus category.

    • Main Results:

    • Memory span was significantly higher when recalled items differed in stimulus category from processed material.
    • In sentence span tasks, number recall exceeded word recall.
    • In operation span tasks, word recall exceeded number recall.

    Conclusions:

    • Stimulus category dissimilarity enhances working memory performance in children.
    • Findings support theories of similarity-based interference and response competition in working memory.
    • Results offer insights into optimizing working memory tasks for children.