Verbal memory span, visual memory span, and their correlations with cognitive tasks
Bibliographic Data
| ID | 19277735 |
|---|---|
| Authors | Shinichi Ichikawa (Saitama University, corresponding author), SHIN-ICHI ICHIKAWA (Saitama University) |
| Year | 1983 |
| Volume | 25 |
| Issue | 4 |
| Pages | 173-180 |
| Publication date | 1983-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Japanese Psychological Research (JOURNAL) |
| Journal identifiers | ISSN: 0021-5368 • E-ISSN: 1468-5884 |
| Publisher | The Japanese Psychological Association (PUBLISHER • JP) |
| DOI | 10.4992/psycholres1954.25.173 |
| OpenAlex | W2527952826 |
| Language | EN |
| Citations received | 4 |
| References cited | 5 |
Immediate memory spans of 82 students were measured through the recall of digit sequences and dot-in-matrix patterns. The reliabilities of both spans were very high, while the correlation between the spans was low (r=.209). In addition, the same subjects were given eight kinds of cognitive tasks (Word Relation, Maze, Addition, Shape Series, Anagram, Space Relation, Number Series, and Mental Rotation) selected from intelligence tests. The two spans were correlated with the performance of each task in different degrees. Results of the factor analysis showed that the digit span had a high loading value on the “verbal” factor, while the span with dot patterns loaded the “visuospatial” factor. It is suggested that the capacities of those verbal and visual immediate memory are independent to each other from the point of view of individual difference, and that they have distinct roles in problem solving
Anagram · Cognition · Cognitive psychology · Developmental psychology · Memory span · Mental Rotation · Recall · Span (engineering) · Task (project management) · Visual memory · Working memory · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Reading and Literacy Development · Visual and Cognitive Learning Processes
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| Citations per year | 0.16 |
|---|---|
| Citation span | 2001 - 2021 (21) |
| Highly cited | No |