The causes and consequences of forgetting in working memory
Lead Research Organisation:
University of Bristol
Department Name: Experimental Psychology
Abstract
Abstracts are not currently available in GtR for all funded research. This is normally because the abstract was not required at the time of proposal submission, but may be because it included sensitive information such as personal details.
Organisations
Publications
Tam H
(2010)
The development of memory maintenance: children's use of phonological rehearsal and attentional refreshment in working memory tasks.
in Journal of experimental child psychology
Jarrold C
(2011)
How does processing affect storage in working memory tasks? Evidence for both domain-general and domain-specific effects.
in Journal of experimental psychology. Learning, memory, and cognition
Jarrold C
(2015)
What can we learn about immediate memory from the development of children's free recall?
in Quarterly journal of experimental psychology (2006)
Jarrold C
(2010)
The nature and position of processing determines why forgetting occurs in working memory tasks.
in Psychonomic bulletin & review
| Description | Our project has produced 4 key scientific impacts. 1. We have shown that the imposition of a processing load within a working memory task has both domain-specific and domain-general effects on recall, contrary to accounts that emphasise only one or the other. In other words, both verbal and nonverbal processing lead to forgetting of verbal memoranda, but the effect is larger for verbal processing. 2. We have demonstrated that verbal processing disrupts the rehearsal of verbal memoranda, because its effects are diminished when it is applied to more items than can be rehearsed. In contrast, nonverbal processing disrupts the attentional refreshment of verbal memoranda. 3. We have shown that, in children, rehearsal develops with age between 6 and 8 years, such that the detrimental effect of verbal processing on the recall of verbal information in working memory is greater in 8-year-olds. However, this development is more gradual than has been previously claimed. In addition, the effect of disrupting attentional refreshment by nonverbal processing is comparable across these ages, suggesting that refreshment develops prior to rehearsal. 4. We have shown that blocking maintenance of information in working memory forces retrieval from long-term memory, but that both the ability to maintain information in working memory and to retrieve it from long-term memory relate to separable aspects of intelligence in both adults and children. |
| Exploitation Route | The findings and outputs from this project have had an impact on two research groups: researchers interested in the developmental of working memory and those interested in working memory function in adults. Our developmental findings are particularly interesting to those who work on the development of rehearsal and who are beginning to be interested in the concept of attentional refreshment. The findings from our studies of adults provide a challenge to many current models of working memory. These include interference accounts, models that separate primary and secondary memory, and theories such as the Time-Based Resouce-Sharing model of Barrouillet and colleagues that place emphasis on the domain- general effects of processing on forgetting from working memory. Specific researchers who would be particularly interested in our work would include: Pierre Barrouillet, Valérie Camos, Nelson Cowan, Susan Gathercole, John Towse, Nash Unsworth. |
| Sectors | Education |
| Description | Our project has had societal impacts through our local contacts with schools involved in the project, relevant professionals, and the general public. We have informed these groups of the specifics of our work in lay terms, of the educational implications of our findings, and of the background to working memory research more generally. |
| First Year Of Impact | 2007 |
| Sector | Education |
| Impact Types | Societal |
| Description | Radio interview : Heart Radio |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | The topic of this broadcast was the findings from this research grant and particularly the development of working memory in children, the causes of forgetting in working memory, and what teachers might do to improve children's memory. Further invitations to appear on radio |
| Year(s) Of Engagement Activity | 2011 |
| Description | Radio interview : Radio Bristol |
| Form Of Engagement Activity | A press release, press conference or response to a media enquiry/interview |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Media (as a channel to the public) |
| Results and Impact | The topic of this broadcast was the findings from this research grant and particularly the development of working memory in children, the causes of forgetting in working memory, and what teachers might do to improve children's memory. Broadcast on Radio Bristol's breakfast show. Further invitations to appear on radio |
| Year(s) Of Engagement Activity | 2011 |
| Description | Science lesson for schools |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Powerpoint presentation and interactive lesson given to Ashley Down Junior School, Bristol. n/a |
| Year(s) Of Engagement Activity | 2011 |
| Description | Science lesson for schools : Air Balloon Primary School, Bristol |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Powerpoint presentation and interactive lesson given to Air Balloon Primary School, Bristol. n/a |
| Year(s) Of Engagement Activity | 2011 |
| Description | Science lesson for schools : Ashton Gate Primary School, Bristol |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Powerpoint presentation and interactive lesson given to Ashton Gate Primary School, Bristol. n/a |
| Year(s) Of Engagement Activity | 2011 |
| Description | Science lesson for schools : Cheddar Grove Primary School, Bristol |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Schools |
| Results and Impact | Powerpoint presentation and interactive lesson given to Cheddar Grove Primary School, Bristol. n/a |
| Year(s) Of Engagement Activity | 2011 |