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Working memory, attention control, and the n-back task: A question of construct validity.

Michael J. KaneAndrew R. A. ConwayTimothy K. MiuraGregory J. H. Colflesh

Abstract

The N-back task requires participants to decide whether each stimulus in a sequence matches the one that appeared n items ago. Although N-back has become a standard "executive" working memory (WM) measure in cognitive neuroscience, it has been subjected to few behavioral tests of construct validity. A combined experimental- correlational study tested the attention-control demands of verbal 2- and 3-back tasks by presenting n = 1 "lure" foils. Lures elicited more false alarms than control foils in both 2- and 3-back tasks, and lures caused more misses to targets that immediately followed them compared with control targets, but only in 3-back tasks. N-back thus challenges control over familiarity-based responding. Participants also completed a verbal WM span task (operation span task) and a marker test of general fluid intelligence (Gf; Ravens Advanced Progressive Matrices Test; J. C. Raven, J. E. Raven, & J. H. Court, 1998). N-back and WM span correlated weakly, suggesting they do not reflect primarily a single construct; moreover, both accounted for independent variance in Gf. N-back has face validity as a WM task, but it does not demonstrate convergent validity with at least 1 established WM measure.

Neural and Behavioral Psychology StudiesCognitive Abilities and TestingCognitive Functions and MemoryPsychologyWorking memoryMemory spanConstruct validityCognitive psychologyn-backConstruct (python library)CognitionRaven's Progressive MatricesTask (project management)

MeSH terms

AttentionHumansIndividualityIntelligenceMemory, Short-TermPattern Recognition, VisualProblem SolvingPsychomotor PerformanceReaction TimeSemanticsSerial LearningVerbal Learning

Funding

  • Air Force Office of Scientific Research
Citations
914
FWCI
7.16
field-weighted impact
References
45
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98%
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References
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Individual differences in working memory and comprehension: A test of four hypotheses.
Journal of Experimental Psychology Learning Memory and Cognition · 1992 · 537 citations
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