Individual differences in working memory and reasoning-remembering relationships in solving class-inclusion problems

In the present experiment, we evaluated the effects of individual differences in reading span and variation in memory demands on class-inclusion performance. One hundred twenty college students whose reading spans ranged from low to medium to high (as indexed by a computerized version of the Daneman...

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Bibliographic Details
Published in:Memory & cognition Vol. 26; no. 5; pp. 1089 - 1101
Main Authors: Howe, Mark L., Rabinowitz, F. Michael, Powell, T. Lynette
Format: Journal Article
Language:English
Published: Austin, TX Psychonomic Society 01.09.1998
Springer Nature B.V
Subjects:
Academic achievement
Analysis of Variance
Biological and medical sciences
Cognition
Cognition & reasoning
Cognition. Intelligence
Cognitive load
Cognitive Processes
College students
Color
Computerization
Educational activities
Experiments
Female
Fundamental and applied biological sciences. Psychology
Human
Humans
Individual differences
Individuality
Learning. Memory
Likelihood Functions
Male
Mathematical models
Memory
Memory - classification
Mental Recall
Models, Statistical
Problem Solving
Problem Solving - classification
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reasoning
Reasoning. Problem solving
Short Term Memory
Sophistication
Human
Reasoning
Interindividual comparison
Problem solving
Cognition
Working memory
Mathematical model
Mental load
ISSN:0090-502X, 1532-5946
Online Access:Get full text
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Summary:In the present experiment, we evaluated the effects of individual differences in reading span and variation in memory demands on class-inclusion performance. One hundred twenty college students whose reading spans ranged from low to medium to high (as indexed by a computerized version of the Daneman and Carpenter [1980] reading-span task) solved 48 class-inclusion problems. Half of the subjects had the solution information available when the problems were presented; the other half performed a detection task between solution information and problem presentation. The results from both standard statistical analyses and from a mathematical model indicated that differences in reading span and memory load had predictable, similar effects. Specifically, the sophistication of reasoning strategies declined when memory demands increased or when reading spans decreased. Surprisingly, these effects were primarily additive. The results were interpreted in terms of global resource models and findings from the developmental literature.
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ISSN:0090-502X
1532-5946
DOI:10.3758/BF03201185