Abstract

The ability to update the content of working memory is a critical process to understand the role that working memory has in different aspects of cognition. The objective of the research is to propose normative data on the updating test included in the CO-TT battery (Carretti, Cornoldi, Caldarola and Tencati, 2013), for primary school and secondary school. The results show a linear increase in performance across the classes considered, more pronounced for primary schools than for secondary schools. The analysis of the relationship between text comprehension and updating also shows that poor readers remember fewer words and commit a greater proportion of intrusions than good readers.