000			03927cam a2200421Ii 4500
001			ocn956732114
003			OCoLC
005			20240726104045.0
008			160816t20162016maua b 001 0 eng d
040			_aB#M _beng _erda _cB#M _dKAT _dOCLCO _dOCLCF _dWKM _dELW _dIBI _dOCL _dNLE _dSBI
049			_aSBIM
050	0	4	_aBF723 _b.W675 2016
050	0	4	_aBF723
100	1		_aSimmering, Vanessa R., _e1
245	1	0	_aWorking memory capacity in context : _bmodeling dynamic processes of behavior, memory, and development / _cVanessa R. Simmering ; with commentary by Nelson Cowan.
260			_aBoston, Massachusetts : _bWiley, _c(c)2016.
300			_a166 pages : _billustrations (some color) ; _c23 cm.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aMonographs of the Society for Research in Child Development, _vserial no. 322, vol. 81, no. 3, 2016
504			_a1 (pages 128-138) and index.
505	0	0	_tWorking memory capacity in context: modeling dynamic processes of behavior, memory, and development -- _tThe cognitive dynamics theory of visual working memory -- _tEmpirical tests of predictions comparing capacity estimates across tasks and development -- _tModel simulations testing the real-time stability hypothesis of developmental changes in visual working memory -- _tNew questions and remaining challenges to account for developmental improvements in visual working memory -- _tExploring the possible and necessary in working memory development _rNelson Cowan.
520	0		_aHigher cognitive functions are reliably predicted by working memory measures from two domains: children's performance on complex span tasks, and infants' looking behavior. Despite the similar predictive power across these research areas, theories of working memory development have not connected these different task types and developmental periods. The current project works to bridge this gap with process-oriented theory, focusing on two tasks assessing visual working memory capacity in infants (the change-preference task) versus children and adults (the change detection task). Previous results seem inconsistent, with capacity estimates increasing from one to four items during infancy, but only two to three items during early childhood. A probable source of this discrepancy is the different task structures used with each age group, but prior theories were not sufficiently specific to relate performance across tasks. The current theory focuses on cognitive dynamics, that is, the formation, maintenance, and use of memory representations within task contexts over development. This theory was formalized in a computational model to generate three predictions: 1) increasing capacity estimates in the change-preference task beyond infancy; 2) higher capacity estimates in change-preference versus change detection when tested within individuals; and 3) correlated performance across tasks because both rely on the same underlying memory system. Lastly, model simulations tested a fourth prediction: development across tasks could be explained through increasing real-time stability, realized computationally as strengthening connectivity. Results confirmed these predictions, supporting the cognitive dynamics account of performance and development changes in real-time stability.
530			_a2
650		0	_aMemory in infants.
650		0	_aMemory in children.
650		0	_aMemory _xTesting.
650		0	_aShort-term memory.
650		0	_aShort-term memory in children.
650		0	_aCognition.
700	1		_aCowan, Nelson, _ecommentator for written text.
907			_a.b1729860x _b07-19-17 _c07-19-17
942			_cBK _hBF _m2016
998			_acim _b07-19-17 _cm _da _e- _feng _gmau _h0
994			_aC0 _bSBI
945			_g1 _i31923001747787 _j2 _lcimc _o- _p0.00 _q- _r- _s- -- _t61 _u0 _v0 _w0 _x0 _y.i20423391 _z07-19-17
999			_c54457 _d54457
902			_a1 _bCynthia Snell _c1 _dCynthia Snell