摘要翻译：
自由回忆包括两个独立的阶段：工作记忆的清空和再激活[1]。Tarnow Unchunkable测试(TUT，[2])使用双整数项来只分离出第一阶段，因为缺乏项内关系，很难重新激活项。193名俄罗斯大学生通过图坦卡蒙的互联网版本接受了测试。3项测验的平均记忆项数为2.54项。在4个项目测试中，平均项目减少到2.38个。这一点，以及其他一些在3和4个项目测试之间的定性分布差异，表明工作记忆的平均容量极限已经在3个项目上达到。这为基于语言的项目的不可分块容量限制提供了第一个直接测量。当项目数量从3个增加到4个时，记忆项目的平均数量减少，这表明当项目数量增加到平均容量之外时，大多数受试者无法管理他们的工作记忆。进一步的证据表明，在管理能力限制的困难是，25%的受试者不能正确地记住任何项目，至少在三个4个项目的测试中有一个，3个项目和4个项目的主题回忆之间的皮尔逊相关相对较小，为38%。这种管理基本记忆资源的失败应该会对包括教学、教科书设计和测试设计在内的教育学产生重要的后果。因为工作记忆分数对学习成绩很重要，它也表明一个人可以通过学习如何管理她或他的能力极限来获得学业成就。
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英文标题：
《A Precise Measure of Working Memory Reveals Subjects Difficulties
  Managing Limited Capacity》
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作者：
Regina Ershova, Eugen Tarnow
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最新提交年份：
2016
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分类信息：

一级分类：Quantitative Biology        数量生物学
二级分类：Other Quantitative Biology        其他定量生物学
分类描述：Work in quantitative biology that does not fit into the other q-bio classifications
不适合其他q-bio分类的定量生物学工作
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英文摘要：
  Free recall consists of two separate stages: the emptying of working memory and reactivation [1]. The Tarnow Unchunkable Test (TUT, [2]) uses double integer items to separate out only the first stage by making it difficult to reactivate items due to the lack of intra-item relationships. 193 Russian college students were tested via the internet version of the TUT. The average number of items remembered in the 3 item test was 2.54 items. In the 4 item test, the average number of items decreased to 2.38. This, and a number of other qualitative distribution differences between the 3 and 4 item tests, indicates that the average capacity limit of working memory has been reached at 3 items. This provides the first direct measurement of the unchunkable capacity limit of language based items. That the average number of items remembered decreased as the number of items increased from 3 to 4 indicates that most subjects were unable to manage their working memories as the number of items increased just beyond the average capacity. Further evidence for the difficulty in managing the capacity limit is that 25% of subjects could not remember any items correctly at least in one of three 4 item tests and that the Pearson correlation between the 3 item and 4 item subject recalls was a relatively small 38%. This failure of managing a basic memory resource should have important consequences for pedagogy including instruction, text book design and test design. Because working memory scores are important for academic achievement, it also suggests that an individual can gain academically by learning how to manage her or his capacity limit.
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PDF链接：
https://arxiv.org/pdf/1605.05688