Theories of Working Memory: Differences in Definition, Degree of Modularity, Role of Attention, and Purpose

Autor/inn/en	Adams, Eryn J.; Nguyen, Anh T.; Cowan, Nelson
Titel	Theories of Working Memory: Differences in Definition, Degree of Modularity, Role of Attention, and Purpose
Quelle	In: Language, Speech, and Hearing Services in Schools, 49 (2018) 3, S.340-355 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/2018_LSHSS-17-0114
Schlagwörter	Short Term Memory; Attention; Language Processing; Language Research; Definitions; Theories; Differences + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Aufmerksamkeit; Sprachverarbeitung; Sprachforschung; Begriffsbestimmung; Theory; Theorie; Unterscheiden
Abstract	Purpose: The purpose of this article is to review and discuss theories of working memory with special attention to their relevance to language processing. Method: We begin with an overview of the concept of working memory itself and review some of the major theories. Then, we show how theories of working memory can be organized according to their stances on 3 major issues that distinguish them: modularity (on a continuum from domain-general to very modular), attention (on a continuum from automatic to completely attention demanding), and purpose (on a continuum from idiographic, or concerned with individual differences, to nomothetic, or concerned with group norms). We examine recent research that has a bearing on these distinctions. Results: Our review shows important differences between working memory theories that can be described according to positions on the 3 continua just noted. Conclusion: Once properly understood, working memory theories, methods, and data can serve as quite useful tools for language research. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01