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The acknowledged high relationship between working memory and intelligence suggests common underlying cognitive mechanisms and, perhaps, shared biological substrates. If this is the case, improvement in working memory by repeated exposure to challenging span tasks might be reflected in increased intelligence scores. Here we report a study in which 288 university undergraduates completed the odd numbered items of four intelligence tests on time 1 and the even numbered items of the same tests one month later (time 2). In between, 173 participants completed three sessions, separated by exactly one week, comprising verbal, numerical, and spatial short-term memory (STM) and working memory (WMC) tasks imposing high processing demands (STM-WMC group). 115 participants also completed three sessions, separated by exactly one week, but comprising verbal, numerical, and spatial simple speed tasks (processing speed, PS, and attention, ATT) with very low processing demands (PS-ATT group). The main finding reveals increased scores from the pre-test to the post-test intelligence session (more than half a standard deviation on average). However, there was no differential improvement on intelligence between the STM-WMC and PS-ATT groups. (Contains 2 figures and 4 tables.)

Multitasking performance is relevant in everyday life and job analyses highlight the influence of multitasking over several diverse occupations. Intelligence is the best single predictor of overall job performance and it is also related to individual differences in multitasking. However, it has been shown that working memory capacity (WMC) is related to both intelligence and multitasking performance. Here we consider the simultaneous relationship among intelligence, WMC, and multitasking. The sample comprised three hundred and two applicants for air traffic control training courses. The main finding shows that intelligence and WMC are both related to multitasking, but only WMC predicts multitasking when their simultaneous relationship is considered. Furthermore, the processing and storage components of WMC predict multitasking performance. From an applied perspective it is suggested that WMC might be a relevant measure for personnel selection settings involving multitasking requirements. (Contains 1 table and 8 figures.)

A study was conducted in which 226 participants performed 12 tests, 6 thought to reflect verbal, quantitative, and spatial working memory (WM), and 6 of crystallized (Gc), fluid (Gf), and spatial (Gv) cognitive abilities. Confirmatory factor analyses (CFAs) were computed to test the unitary nature of the WM system. Six primary latent factors were obtained from the verbal, quantitative, and spatial tests. Three second-order latent factors were then obtained from the primary latent factors, following Mackintosh and Bennett's procedure ["Intelligence" 31 (2003) 519-531]. A very high correlation was observed among these second-order latent factors. Given this high correlation, those second-order latent factors were collapsed into a single second-order latent factor. The restricted model fitted the data as well as the base model. The result strongly supports the unitary nature of the WM system. It is proposed that this system can be conceived as a single pool of general purpose resources used to temporarily preserve a reliable mental representation of information about any task.

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.chb.2004.03.016 Byline: Pei-Chun Shih, Dolores MuA[+ or -]oz, Flor Sanchez Keywords: Training; Web-based instruction; Hypermedia; Internet experience Abstract: The purpose of the present study was to analyze the influence of previous experience with information and communication technology (ICT) tools on performance in a Web-based course. Online activity was logged. Specifically, total activities carried out and five online activity measures were computed. One hundred and twenty university undergraduates participated in a Web-based course designed to train personnel trainers to apply ICT in training processes. Before starting the study, participants filled out a questionnaire designed to assess their frequency using ICT tools. At the end of the study, participants were asked to complete a questionnaire in order to collect information about their learning experience and their assessment of the virtual environment. Results suggest that previous experience significantly influences how people organize their online activities, but not the quantity of work carried out. Participants with more experience in the use of Internet tools, organize their work in the virtual classroom using less time and visiting fewer pages in each session. Previous experience did not influence the assessment of the virtual classroom as a training tool, since participants with both high and low previous experience gave extremely positive feedback on their Web-based learning experience. Author Affiliation: Facultad de Psicologia, Universidad Autonoma de Madrid, 28049 Madrid, Spain