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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Phonological similarity in working memory span tasks.

Michael Chow1, Brooke N Macnamara2, Andrew R A Conway2

  • 1Department of Psychology, Princeton University, Princeton, NJ, 08544, USA. machow@princeton.edu.

Memory & Cognition
|April 7, 2016
PubMed
Summary
This summary is machine-generated.

Phonological similarity aids working memory span tasks when memoranda and secondary tasks are semantically related. This effect is robust, supporting interference theories of memory.

Keywords:
Interference/inhibitionMemory retrievalShort-term memoryWorking memory

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Area of Science:

  • Cognitive Psychology
  • Human Memory Research

Background:

  • Working memory span tasks assess the capacity to retain and manipulate information.
  • Phonological similarity can influence memory performance, but the conditions for this effect are not fully understood.

Purpose of the Study:

  • To investigate the conditions necessary for phonological similarity facilitation in working memory span tasks.
  • To determine the role of semantic relationships between memoranda and secondary tasks in this facilitation.

Main Methods:

  • Conducted four experiments using identical memoranda but varying secondary-task requirements.
  • Manipulated semantic relatedness between memoranda and secondary-task stimuli across experiments.

Main Results:

  • A phonological similarity facilitation effect was observed only when memoranda and secondary-task stimuli shared a semantic relationship.
  • The effect remained consistent despite variations in secondary-task stimuli representation, order, and pool size.

Conclusions:

  • Phonological similarity facilitation in working memory is contingent on the semantic relationship between to-be-remembered items and distractors.
  • Findings support interference models of memory, where categorical similarity aids in excluding irrelevant information during recall.