Clair-Thompson Helen L St
University of Hull, UK.
Memory. 2007 May;15(4):353-65. doi: 10.1080/09658210701261845.
The aim of this study was to test the effect of administration method on relationships between working memory span tasks and cognitive skills. Participants completed both participant-administered and experimenter-administered working memory measures in both verbal and visuospatial domains. Although the tasks were equally reliable, the additional time taken to implement strategies in the participant-administered tasks in the verbal domain reduced the correlations between working memory and reading comprehension and arithmetic. These findings did not extend to a visuospatial working memory measure, for which there was no significant difference between the participant-administered and experimenter-administered tasks in terms of their relationships with comprehension and arithmetic. However, performance on experimenter-administered working memory tasks in both verbal and visuospatial domains predicted unique variance in comprehension and arithmetic while controlling for scores on the participant-administered tasks. The results are discussed in terms of theoretical and practical implications for working memory research.
本研究的目的是测试给药方法对工作记忆广度任务与认知技能之间关系的影响。参与者在言语和视觉空间领域完成了由参与者自行实施和由实验者实施的工作记忆测量。尽管这些任务同样可靠，但在言语领域由参与者自行实施的任务中实施策略所需的额外时间降低了工作记忆与阅读理解和算术之间的相关性。这些发现并未扩展到视觉空间工作记忆测量，在视觉空间工作记忆测量中，由参与者自行实施的任务和由实验者实施的任务在与理解和算术的关系方面没有显著差异。然而，在控制了参与者自行实施任务的分数的情况下，言语和视觉空间领域由实验者实施的工作记忆任务的表现预测了理解和算术中的独特差异。从工作记忆研究的理论和实践意义方面对结果进行了讨论。
