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Digit span test definition9/9/2023 ![]() We next review the three theoretical views on how to characterize WMC as an individual-differences construct: The executive-attention view of WMC (e.g., Engle, 2002), the primary-memory/secondary-memory view (Unsworth and Engle, 2007b), and the binding hypothesis (Oberauer et al., 2007 Oberauer, 2009). This research has three interlinked aims We evaluate the validity of several task classes for measuring WMC we test three theories of the nature of WMC and we study predictions concerning the relation of WMC with other cognitive constructs. We investigate the relationship between complex-span performance to other indicators of WMC and related constructs. In this article we argue for a broader perspective on WMC as an individual-differences construct. Unsworth and Engle, 2007a Barrouillet et al., 2011 Oberauer et al., 2012). As a consequence, much recent theorizing about what underlies individual differences in WMC has focused-perhaps too narrowly-on the complex span task class (e.g. Many studies of individual differences in WMC measure this construct exclusively through one or several variants of complex-span tasks. The best known and most frequently used class of tasks for measuring WMC is probably the complex span paradigm (Daneman and Carpenter, 1980 Conway et al., 2005). Various indicators have been developed to capture individual differences in WMC over the last 30 years. Our aim is to achieve a better understanding of this construct, its measurement, and its relations to other ability constructs. In this paper we use working memory to refer to a hypothetical cognitive system responsible for providing access to information required for ongoing cognitive processes, and we use working-memory capacity (WMC) to refer to an individual differences construct reflecting the limited capacity of a person's working memory. The terms working memory and working memory capacity are used with different meanings in a broad range of research fields.
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