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WORKING MEMORY

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'andGrahamHitch'UNIVERSITYOFSTIRLING,STI RLING, } ,TransfertoLTS, }' decadeofintensiveresearchonthetopicofsho rt-termmemory(STM), ,ofcourse, (STS)-thehypotheticalmemorysystemwhichis assumedtoberesponsibleforperformanceinta sksinvolvingshort-termmemoryparadigms(At kinson&Shiffrin,1968)-hasbeenas-signeda crucialroleintheperformanceofawiderangeo ftasksincludingproblemsolving(Hunter,196 4),languagecomprehension(Rumelhart,Linds ay,&Norman,1972)andmostnotably,long-term learning(Atkinson&Shiffrin,1968;Waugh&No rman,1965).Per-hapsthemostcogentcasefort hecentralimportanceofSTSingen-eralinform ationprocessingisthatofAtkinsonandShiffr in(1971) ,despitethefrequencywithwhichSTS1 , 'Vorkin~Melllor}'49hasbeenassignedthisro leasanoperationalorworkingmemory,theempi ricalevidenceforsucha 'sgeneralprocessingca-pacity,asreRectedb yhisperformanceonsomesimultaneoussub-sid iarytask,suchascardsorting(Murdock,1965) ,trackingper-formance(Martin,1970),orrea ctiontimeOohnston,Griffith&Wagstaff,1972 ).

the role of memory in reasoning, language comprehension, and learning. An attempt is made to apply comparable techniques in all three cases in the hope that this will allow a common pattern to emerge, if the same working memory system is operative in all three instances. In attempting to assess the role of memory in any task, one is faced

  Memory, Roles, Working, Working memory

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