Evaluation of Shelton et al. Research Report

         Shelton and colleagues' empirical study investigates whether working memory is extraordinary. Cowan (1995, as cited by Shelton et al., 2010) finds that theoretical research reveals that working memory is “a system that operates via a dynamic interaction between memory and executive attention processes” (p. 813). In their study, sought to replicate and extend earlier Mogle et al. research findings (2008 as cited in Shelton et al., 2010) that “if the relationship between these tasks and fluid intelligence is not due to any unique features of complex span tasks, it may prove more fruitful to determine which secondary memory processes relate to fluid intelligence” (p. 813).

In their approach, the researchers used a controlled laboratory design in which 172 undergraduate students who participated in experiments performed cognitive tests. The test represented “the constructs of working memory, secondary memory, primary memory, fluid intelligence, and processing speed” (p.814). They combined “two-span tests and the N-back task”-  laboratory-based working memory tests with neuropsychological tests. Therefore, the study could perform a broader assessment of the multi-faceted working memory and take advantage of the strong psychometric properties.

Shelton et al. found that their results contradicted Mogle et al.’s study that they sought to replicate. Data from the survey suggested that, indeed, working memory is extraordinary. Furthermore, “the structural equation modeling analyses” revealed, “that working memory was a unique predictor of fluid intelligence” (p. 816).  These findings could be extrapolated to concur with other studies that contradict Melby-Lervag et al. (2016) by finding that working memory train programs produce beneficial. Melby-Lervag and colleagues conclude that working memory training programs have only short-term specific training results disregarding basic cognitive skills.

References

Melby-Lervåg, M., Redick, T., & Hulme, C. (2016). Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer.” Perspectives on Psychological Science, 11(4), 512-534. Doi: 10.1177/1745691616635612

Shelton, J., Elliott, E., Matthews, R., Hill, B., & Gouvier, W. (2010). The relationships of working memory, secondary memory, and general fluid intelligence: Working memory is special. Journal of Experimental Psychology: Learning, Memory, And Cognition, 36(3), 813-820. Doi: 10.1037/a0019046