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The separability of working memory resources for spatial thinking and language processing: An individual differences approach.
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Abstract
The current study demonstrates the separability of spatial and verbal working memory
resources among college students. In Experiment 1, we developed a spatial span task
that taxes both the processing and storage components of spatial working memory. This
measure correlates with spatial ability (spatial visualization) measures, but not
with verbal ability measures. In contrast, the reading span test, a common test of
verbal working memory, correlates with verbal ability measures, but not with spatial
ability measures. Experiment 2, which uses an interference paradigm to cross the processing
and storage demands of span tasks, replicates this dissociation and further demonstrates
that both the processing and storage components of working memory tasks are important
for predicting performance on spatial thinking and language processing tasks.