The development of working memory: exploring the complementarity of two models.

The aim of the paper was to further explore the complementarity of the working memory models postulated by Pascual-Leone and Baddeley. Five-, six-, eight-, and nine-year-old children were assessed on two working memory tasks that have frequently been used within the respective streams of research: the Mr. Peanut task and the Corsi blocks task. Results indicated a developmental increase in spatial short-term memory for both tasks. Concurrent spatial suppression reduced performance on the two tasks in all four age groups. By contrast, articulatory suppression interfered with recall only on the Mr. Peanut task, and in only the older children. The two models were shown to make their own specific contribution to the interpretation of the data, attesting to their complementarity. Pascual-Leone's theory offered a clear explanation of the results concerning the central aspects of working memory, that is, the stepwise age-related increase in performance, whereas Baddeley's model provided a convincing account of the findings regarding the peripheral phonological and visuo-spatial components, that is, the effects of articulatory and spatial suppression.

Verifying simple arithmetic sums and products: are the phonological loop and the central executive involved?

In two experiments, we investigated the role of the phonological loop and the central executive in the verification of the complete set of one-digit addition (Experiment 1) and multiplication (Experiment 2) problems. The focus of the present study was on the contradictory results concerning the contribution of the phonological loop in the verification of true problems (e.g., 8 + 4 = 12 or 4 x 6 = 24) reported until now. The results revealed that this slave system is not involved in verifying simple arithmetic problems, in contrast to the central executive. Furthermore, our results indicated that the split effect is due to the use of two different arithmetic strategies.