Working memory and intelligence in children: What develops?

By H. Lee Swanson. 2008

116 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b085aeaf18a255b73be07cd388cb9651f4ae04cd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Susan E. Gathercole *
2. Christopher Jarrold
3. Rebecca Citroën
4. Andrew R. A. Conway
5. Pascale Engel de Abreu
6. R. Engle
7. Nash Unsworth
8. E. Geva

In Developmental and Educational Psychology

1. Pascale Engel de Abreu
2. Susan E. Gathercole *
3. Christopher Jarrold
4. Rebecca Citroën
5. Andrew R. A. Conway
6. Tracy Packiam Alloway
7. R. Engle
8. E. Geva

In Experimental and Cognitive Psychology

1. Susan E. Gathercole *
2. Pascale Engel de Abreu
3. Andrew R. A. Conway
4. Christopher Jarrold
5. Rebecca Citroën
6. R. Engle
7. Tracy Packiam Alloway
8. Nash Unsworth

Citations in the corpus

• Reevaluating key evidence for the development of rehearsal: phonological similarity effects in children are subject to proportional scaling artifacts. (2013, background): “…Gunn, & Baddeley, 2003, Kane et al., 2004), and working memory is known to be a strong correlate of children’s educational attainment in areas such as reading and mathematics (Bayliss, Jarrold, Baddeley, Gunn, & Leigh, 2005; Leather & Henry, 1994; Lépine, Barrouillet, & Camos, 2005; Swanson, 2008).”
• The differential role of verbal and visuospatial working memory in mathematics and reading (2018, unknown): “Conversely, other authors supported a distinction between WM-V and WM-VS in certain age groups (Swanson, 2008).”
• Working Memory and Fluid Intelligence in Young Children. (2010, background): “….82 (e.g., Colom, Abad, Rebollo, & Shih, 2005; Colom, Flores-Mendoza, et al., 2005; Conway, et al., 2002; Engle, Tuholski, et al., 1999; Kane, et al., 2004) suggesting greater independence among these measures in children than in adults (see Kail & Hal, 2001 and Swanson, 2008 for similar findings).”