Relationships among processing speed, working memory, and fluid intelligence in children.

By A. F. Fry, S. Hale. Biological Psychology, 2000

624 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/f3c846c64b186002aa46ac3cf9990b60ff566ee6

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Genetics

Citations in the corpus

The Relationship Between Working Memory Capacity and Executive Functioning: Evidence for a Common Executive Attention Construct (2010, background): “Various theories of how processing speed affects higher level cognition, including agerelated differences in cognitive performance, have been proposed (Faust et al., 1999; Fry & Hale, 1996, 2000; Salthouse, 1996).”
Working memory training does not improve intelligence in healthy young adults (2012, background): “Nearly all the studies mentioned above that found transfer effects were studies that were conducted on children and older adults, when their cognitive development or decline was relatively malleable than young adults (Borella et al., 2010; Fry & Hale, 2000).”
How to use the diffusion model: Parameter recovery of three methods: EZ, fast-dm, and DMAT (2009, background): “…are also increasingly used in psychometric research tomeasure individual differences in general processing speed, or of speed in specific cognitive processes (Danthiir, Roberts, Schulze, & Wilhelm, 2005; Fry & Hale, 1996; Larson & Alderton, 1990; Salthouse, 1998; Wilhelm & Oberauer, 2006).”
A unitary executive function predicts intelligence in children (2012, background): “…influenced by sociocultural variables are a likely category of cognitive functions, while another might be other global processing properties such as speed of processing, which is related to, but can be distinguished from, executive processes (Fry & Hale, 1996, 2000; Kail & Salthouse, 1994).”
WAIS-IV and Clinical Validation of the Four- and Five-Factor Interpretative Approaches (2013, positive): “…structure of intelligence which documents considerable shared variance between working memory and fluid reasoning (Conway, Cowan, Bunting, Therriault, & Minkoff, 2002; de Jong & Das-Smaal, 1995; Engle, Tuholski, Laughlin, & Conway, 1999; Fry & Hale, 1996, 2000; Kane, Hambrick, & Conway, 2005).”
Effects of general and broad cognitive abilities on mathematics achievement. (2008, background): “…(Bull & Johnston, 1997; Fuchs et al., 2006; Kirby & Becker, 1988) that suggest that the ability to process and make decisions quickly about visual stimuli (without verbalizations) is related to the ability to complete mathematics computations and other early academic tasks (Fry & Hale, 2001).”
Working Memory and Fluid Intelligence in Young Children. (2010, background): “The relationship between WM and Gf in children has been less intensively investigated (see Fry & Hale, 2000 for a review), and the few studies that exist generally agree that WM and Gf are strongly related but distinct constructs (Alloway, et al., 2004; Fry & Hale, 2000).”
The Relations Between Measures of Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During Childhood and Adolescence (2002, background): “…1996) and with a wide array of research that indicates that Gs is an important ingredient in the early stages of acquiring most cognitive or academic skills (Fry & Hale, 2001; Kail, 1991; Kail, Hall, & Caskey, 1999; Necka, 1999; Rasinski, 2000; Rindermann & Neubauer, 2000; Weiler et al., 2000).”
Neural correlates of cognitive efficiency (2006, neutral): “, Erber, 1981; Salthouse, 1992) or working memory (e.g., Erber et al., 1981; Fry and Hale, 1996; Jensen, 1998; Salthouse, 1991).”