scholarly journals The structure of working memory in young children and its relation to intelligence

2017 ◽  
Vol 92 ◽  
pp. 183-201 ◽  
Author(s):  
S. Gray ◽  
S. Green ◽  
M. Alt ◽  
T. Hogan ◽  
T. Kuo ◽  
...  
Keyword(s):  
Working Memory ◽  
Young Children

Language Skills of Children With and Without Mathematics Difficulty

2021 ◽  
pp. 1-7
Author(s):  
Jason C. Chow ◽  
Caitlyn E. Majeika ◽  
Amanda W. Sheaffer
Keyword(s):  
Working Memory ◽  
Young Children ◽  
School Readiness ◽  
Language Skills ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Second Grade ◽  
Language Performance ◽  
Language Measures ◽  
Mathematics Difficulty

Purpose Language is an important skill required for children to succeed in school. Higher language skills are associated with school readiness in young children and general mathematics performance. However, many students with mathematics difficulty (MD) may be more likely to present difficulties with language skills than their peers. The purpose of this report was to compare the language performance of children with and without MD. Method We compared child vocabulary, morphology, and syntax between first- and second-grade children ( N = 247) classified as with or without MD, controlling for child working memory. Results Children with MD ( n = 119) significantly underperformed compared with their peers ( n = 155) on all language measures. The largest difference between children with and without MD was in syntax. Conclusions Children with MD present poorer language skills than their peers, which aligns with previous research linking the importance of syntax with mathematics learning. More research is needed to better understand the complex links between language skills and mathematical development.

Working memory performance and executive function behaviors in young children with SLI

2014 ◽  
Vol 35 (1) ◽  
pp. 62-74 ◽  
Author(s):  
Brigitte Vugs ◽  
Marc Hendriks ◽  
Juliane Cuperus ◽  
Ludo Verhoeven
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Young Children ◽  
Memory Performance

Developmental improvement in strategies to maintain verbal information in working memory

2016 ◽  
Vol 42 (2) ◽  
pp. 182-191 ◽  
Author(s):  
Anne-Laure Oftinger ◽  
Valérie Camos
Keyword(s):  
Working Memory ◽  
Retention Interval ◽  
Young Children ◽  
Recall Performance ◽  
Concurrent Task ◽  
Verbal Information ◽  
Older Children ◽  
Attentional Demand ◽  
Maintenance Strategies ◽  
Strategy Changes

Although it has been proposed that maintenance of verbal information in adults’ working memory relies on two strategies, articulatory rehearsal and attentional refreshing, little is known about the interplay of these strategies in children. To examine strategy changes around the age of seven, children were asked to maintain digits during a retention interval introduced between encoding and recall. In Experiment 1, this interval was either unfilled in a delayed span task or filled with an attention-demanding task in a Brown-Peterson task. This concurrent task was either silent or aloud to vary the availability of rehearsal. Experiment 2 introduced variation in the attentional demand of the concurrent task, and an independent concurrent articulation. As predicted, recall performance was better in older children, but was reduced under concurrent articulation or when attention was less available, bringing further evidence in favor of two maintenance strategies. Moreover, the measure of the availability of attention for refreshing was correlated with recall performance in eight- and seven-year-olds, though only when rehearsal was impeded for seven-year-olds, but it did not correlate with six-year-olds’ recall. This could suggest that rehearsal is the default strategy in young children who can adaptively switch to refreshing when articulatory processes are unavailable.

Working memory training in young children with ADHD: a randomized placebo-controlled trial

2014 ◽  
Vol 55 (8) ◽  
pp. 886-896 ◽  
Author(s):  
Martine van Dongen-Boomsma ◽  
Madelon A. Vollebregt ◽  
Jan K. Buitelaar ◽  
Dorine Slaats-Willemse
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Controlled Trial ◽  
Working Memory Training ◽  
Memory Training ◽  
Children With Adhd

Measuring the Size of Working Memory in Very Young Children: The Imitation Sorting Task

1994 ◽  
Vol 17 (1) ◽  
pp. 125-141 ◽  
Author(s):  
I. Ercan Alp
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Transitional Period ◽  
Sorting Task ◽  
Linear Fashion ◽  
Very Young Children ◽  
Age Related ◽  
Age Range ◽  
Related Increase

Development of working memory in the transitional period from infancy to preschool years was investigated from a neo-Piagetian perspective. A new task, the Imitation Sorting Task, was specifically designed for this purpose. The task involves a game of imitation. An increasing number of disparate objects are sorted into two containers and the child is asked to reproduce each demonstrated sorting. The number of objects in the largest set that the child can successfully sort in imitation determines the child's score on the task. The task was administered three times to children from 12 to 36 months of age. Scores increased in a linear fashion with age in all three administrations. Upon retesting within a few weeks after the original administration, children's score and rank remained very similar. Their score increased at the follow-up after 6 months, but their rank still remained similar to their original rank. The age-related increase in the scores appears to be about one unit every six months in this age range.

scholarly journals Working memory and fluid intelligence in young children

Intelligence ◽  
2010 ◽  
Vol 38 (6) ◽  
pp. 552-561 ◽  
Author(s):  
Pascale M.J. Engel de Abreu ◽  
Andrew R.A. Conway ◽  
Susan E. Gathercole
Keyword(s):  
Working Memory ◽  
Young Children ◽  
Fluid Intelligence
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