@article{ref1,
title="Individual differences in working memory and comprehension: a test of four hypotheses",
journal="Journal of experimental psychology: learning, memory, and cognition",
year="1992",
author="Engle, R. W. and Cantor, Joanne and Carullo, J. J.",
volume="18",
number="5",
pages="972-992",
abstract="A relationship has consistently been found between measures of working memory and reading comprehension. Four hypotheses for this relationship were tested in 3 experiments. In the first 2 experiments, a moving window procedure was used to present the operation-word and reading span tasks. High- and low-span subjects did not differentially trade off time on the elements of the tasks and the to-be-remembered word. Furthermore, the correlation between span and comprehension was undiminished when the viewing times were partialed out. Experiment 3 compared a traditional experimenter-paced simple word-span and a subject-paced span in their relationship with comprehension. The experimenter-paced word-span correlated with comprehension but the subject-paced span did not. The results of all 3 experiments support a general capacity explanation for the relationship between working memory and comprehension.<p /> <p>Language: en</p>",
language="en",
issn="0278-7393",
doi="",
url="http://dx.doi.org/"
}