Journal ArticleDOI
Verbal and visual-spatial working memory: What develops over a life span?
TLDR
The results support the notion that (a)complex WM tasks function as a domain general system and (b) the factor structure for children and adults on complex WM tasks was highly similar, even though there was evidence of differentiation among verbal and visual-spatial WM measures at certain age groups.Abstract:
This study investigates whether age-related changes in the structure of 5 complex working memory (WM) tasks (a) reflect a general or domain specific system, (b) follows a similar trajectory across different age spans, and (c) contribute domain general or domain specific resources to achievement measures. The study parsed the sample (N = 2,471) into 11 age groups (mean ages of 6, 7, 8, 9, 11, 13, 15, 18, 26, 41, and 66 years), and compared their performances on verbal and visuospatial WM measures. Three important findings emerged: (a) a confirmatory factor analysis and Schmid-Leiman transformation to a high-order model solution supported a domain general factor model for the total sample as well as separately for children and adults, (b) performance on visual-spatial WM tasks as a function of age decreased at a faster rate than verbal WM tasks, and (c) both verbal and visual-spatial WM measures in concert with each other uniquely predicted reading and math measures, suggesting that a domain general WM system contributed to performance on achievement measures. The results support the notion that (a) complex WM tasks function as a domain general system and (b) the factor structure for children and adults on complex WM tasks was highly similar, even though there was evidence of differentiation among verbal and visual-spatial WM measures at certain age groups. (PsycINFO Database Recordread more
Citations
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Working Memory and Language: Skill-Specific or Domain-General Relations to Mathematics?.
TL;DR: This article found that working memory has a specific relation to only a few-but critically important-early mathematics skills and language has a broad relation to nearly all early mathematics skills, and that language skills form a basis for the acquisition of later skills.
Journal ArticleDOI
A Heuristic Framework of Spatial Ability: a Review and Synthesis of Spatial Factor Literature to Support its Translation into STEM Education
TL;DR: In this paper, a synthesis of the spatial factors offered within existing frameworks with those suggested within contemporary studies is presented to guide further investigation and the translation of spatial ability research to further enhance learning in STEM education.
Journal ArticleDOI
Behavioral and Neural Signatures of Working Memory in Childhood.
Monica D. Rosenberg,Monica D. Rosenberg,Steven A. Martinez,Kristina M. Rapuano,May I. Conley,Alexandra O. Cohen,M. Daniela Cornejo,M. Daniela Cornejo,Donald J. Hagler,Wesley J. Meredith,Kevin M. Anderson,Tor D. Wager,Tor D. Wager,Eric Feczko,Eric Earl,Damien A. Fair,M Deanna,Richard Watts,B. J. Casey +18 more
TL;DR: Analysis of data from over 11,500 9- to 10-year-olds enrolled in the Adolescent Brain Cognitive Development Study establishes relationships between working memory, other cognitive abilities, and frontoparietal brain activity during a working memory challenge, but not during other cognitive challenges.
Journal ArticleDOI
The differential role of verbal and visuospatial working memory in mathematics and reading
TL;DR: This article found that verbal and visuospatial WM can be differentiated and that these factors have a different predictive power in explaining unique portions of variance in reading and mathematics, pointing to the importance of distinguishing between WM modalities in evaluating the relationship between mathematics and reading.
References
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Comparative fit indexes in structural models
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Significance tests and goodness of fit in the analysis of covariance structures
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