Attention allocation, updating working memory, and language processing
are interdependent cognitive tasks related to the focused
direction of limited resources, refreshing and substituting information
in the current focus of attention, and receiving/sending verbal
communication, respectively. The current study systematically
examined the relationship among executive attention, working
memory executive skills, and language abilities while adjusting
for individual differences in short-term memory. School-age children
completed a selective attention task requiring them to recall
whether a presented shape was in the same place as a previous target
shape shown in an array imposing a low or high working memory
load. Results revealed a selective attention cost when working
above but not within memory span capacity. Measures of general
working memory were positively related to overall task performance,
whereas language abilities were related to response time.
In particular, higher language skills were associated with faster
responses under low load conditions. These findings suggest that
attentional control and storage demands have an additive impact
on working memory resources but provide only limited evidence
for a domain-general mechanism in language learning.
Attention allocation, updating working memory, and language processingare interdependent cognitive tasks related to the focuseddirection of limited resources, refreshing and substituting informationin the current focus of attention, and receiving/sending verbalcommunication, respectively. The current study systematicallyexamined the relationship among executive attention, workingmemory executive skills, and language abilities while adjustingfor individual differences in short-term memory. School-age childrencompleted a selective attention task requiring them to recallwhether a presented shape was in the same place as a previous targetshape shown in an array imposing a low or high working memoryload. Results revealed a selective attention cost when workingabove but not within memory span capacity. Measures of generalworking memory were positively related to overall task performance,whereas language abilities were related to response time.In particular, higher language skills were associated with fasterresponses under low load conditions. These findings suggest thatattentional control and storage demands have an additive impacton working memory resources but provide only limited evidencefor a domain-general mechanism in language learning.
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