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Author Oberauer, Klaus
Source CiteSeerX
Content type Text
File Format PDF
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Concurrent Task ♦ Resource Model ♦ Active Set ♦ Concurrent Short-term Memory Demand ♦ Capacity Limited Region ♦ Arithmetic Operation ♦ Dual Task Study ♦ Different Digit ♦ Arithmetic Task ♦ Passive Set ♦ Foos Wright ♦ Resource-sharing Hypothesis ♦ Maximum Span ♦ Common Resource ♦ Direct Access ♦ Numerous Example ♦ Simultaneous Storage ♦ Object-switch Cost ♦ Long-term Memory ♦ Memory Demand ♦ Activated Part ♦ Successive Operation
Description Participants memorized briefly presented sets of digits, a subset of which had to be accessed as input for arithmetic tasks (the active set), whereas another subset had to be remembered independently of the concurrent task (the passive set). Latencies for arithmetic operations were a function of the setsize of active but not passive sets. Object-switch costs were observed when successive operations were applied to different digits within an active set. Participants took2stoencode a passive set so that it did not affect processing latencies (Experiment 2). The results support a model distinguishing 3 states of representations in working memory: the activated part of long-term memory, a capacity limited region of direct access, and a focus of attention. Working memory is commonly described as a system for simultaneous storage and processing of information. The relation between “storage ” and “processing, ” however, is rarely specified. Resource models generally posit a common resource (e.g., activation) that must be shared between the two functions (Just & Carpenter, 1992). Evidence from dual task studies, however, casts doubt on the resource-sharing hypothesis: There are numerous examples in the literature of processing that is largely unimpaired by a concurrent short-term memory demand, even when the memory demand is close to the maximum span (e.g., Foos & Wright,
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article
Publisher Date 2002-01-01