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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
Published on: September 20, 2020
Does Attending to Information in Working Memory Improve Long-Term Memory?
Caro Hautekiet1, Klaus Oberauer2
1Vrije Universiteit Amsterdam, the Netherlands.
Journal of Cognition
|August 15, 2026
Summary
Focused attention during working memory (WM) shows minimal benefit for long-term memory (LTM) formation. Prioritization techniques in WM do not consistently enhance LTM, suggesting attention alone is insufficient for robust memory encoding.
Area of Science:
- Cognitive Psychology
- Neuroscience
Background:
- Working memory (WM) processes are known to influence long-term memory (LTM) formation.
- Mechanisms like refreshing and elaboration in WM are thought to rely on focused attention.
- Prior research suggests prolonged WM maintenance may benefit LTM, but isolating attention effects is challenging.
Purpose of the Study:
- To review studies investigating the direct effect of attention on LTM performance.
- To examine the efficacy of prioritization techniques in directing attention within WM.
- To synthesize findings on whether focused attention in WM enhances LTM encoding.
Main Methods:
- Review of studies employing prioritization techniques (e.g., retro-cuing, rewarding) to direct attention in WM.
- Analysis of outcomes across studies with varying parameters like memory set size, material type, and test format.
- Evaluation of the consistency and magnitude of LTM benefits for prioritized items.
Main Results:
- Results from reviewed studies are mixed; some show LTM benefits for prioritized items, while others do not.
- Variability in outcomes could not be attributed to methodological differences.
- Observed LTM benefits, when present, were generally modest.
Conclusions:
- Focused attention within WM provides, at best, a small benefit to LTM.
- Attention alone appears insufficient for robust LTM encoding.
- Further research is needed to explore the interaction between attentional focus and the intent to remember for LTM.
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