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In this study, we compared the development of the ability to store and retrieve verbal information during memory span. Young children (children aged 4-6 years old, N = 75), adults (20-25 years old, N = 66), and older adults (70-75 years old, N = 69) were tested on a verbal memory span task with six levels of increasing complexity. We observed a general decrease of performance with age. When we compared the slopes of the development curves across age groups, we found a developmental change in the trajectories, such that the development of working memory in young children appeared to be relatively unaffected by increasing memory load. In contrast, working memory performance was increasingly affected by increasing memory load in adults and older adults. These results suggest that verbal working memory changes qualitatively during development, and that the development of verbal working memory continues after the age of 30 years. Copyright © 2014 Elsevier B.V. All rights reserved.
Results suggest that the ability to multitask deteriorates working memory. However, this effect seems to be due to an increased reaction time to the distractor task, rather than a deterioration in working memory itself. Copyright © 2014 Elsevier B.V. All rights reserved.
In the modern world, people routinely access multiple sources of information. Accuracy and task efficiency are key virtues in understanding and processing information. Despite potentially profound individual differences in learning, memory, and cognitive processes, however, researchers have not yet studied the possibility that there may be something special about the ability to multitask. Here, we examined individual differences in multitasking ability in a large sample of young adults. Participants performed two types of non-verbal distractor tasks, each requiring 50% of the participants' attentional capacity, while they completed both a working memory task and a word-encoding task. We found that working memory performance was significantly worse when multiple tasks were performed concurrently. However, when we controlled for the speed with which participants performed the word-encoding task, the effect of multitasking on working memory remained. We also found that participants who were faster on the working memory task were better able to process words when they were not dealing with the primary task demands. Copyright © 2014 Elsevier B.V. All rights reserved.
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