Children's working memory: Its structure and relationship to fluid intelligence

By Caroline Hornung, Martin Brunner, Robert A. P. Reuter, Romain Martin. 2011

105 citations recorded by the source corpus.

Abstract Working memory (WM) has been predominantly studied in adults. The insights provided by these studies have led to the development of competing theories on the structure of WM and conflicting conclusions on how strongly WM components are related to higher order thinking skills such as fluid intelligence. However, it remains unclear whether and to what extent the theories and findings derived from adult data generalize to children. The purpose of the present study is therefore to investigate children's WM ( N = 161), who attended classes at the end of kindergarten in Luxembourg. Specifically, we examine different structural models of WM and how its components, as defined in these models, are related to fluid intelligence. Our results indicate that short-term storage capacity primarily explains the relationship between WM and fluid intelligence. Based on these observations we discuss the theoretical and methodological issues that arise when children's WM is investigated.

View Paper: https://www.semanticscholar.org/paper/008469139b7e6ee497e67d9d6d66d907e5f241f7

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Citations in the corpus

Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “In psychometric studies, representational capacity always emerges as a separate block of factors (Demetriou et al. 1993, 2002, 2005, 2008; Engel de Abreu et al. 2010; Hornung et al. 2011; Unsworth and Spillers 2010).”
Improved matrix reasoning is limited to training on tasks with a visuospatial component (2013, background): “Thus, the more likely explanation that STM training had an effect is because the STM training enhanced the shared short-term storage component that influences Gf as shown by Colom et al. (2006), Martínez et al. (2011), Krumm et al. (2009), and Hornung et al. (2011).”