Reference : Working memory in 5-to-7 year-old children: Its structure and relationship to fluid i...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
http://hdl.handle.net/10993/12382
Working memory in 5-to-7 year-old children: Its structure and relationship to fluid intelligence
English
Hornung, Caroline mailto [> >]
Brunner, Martin mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Reuter, Bob mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
Martin, Romain mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
24-Aug-2011
No
No
International
15th European Conference in Developmental Psychology
23-27 August 2011
European Society for Developmental Psychology
Bergen
Norway
[en] Working memory ; fluid intelligence ; children
[en] 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 (GF). 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 was therefore to investigate WM in 5-to-7-year-old children (N = 161). Specifically, we examined different structural models of WM and how its components, as defined in these models, are related to GF. Our results suggest that children draw on both domain- general and domain-specific processes when performing memory span. Crucially, our findings indicate that domain-general processes result in a core storage capacity that primarily explains the relationship between WM and GF. Based on these observations we discuss the theoretical and methodological issues that arise when children’s WM is investigated.
http://hdl.handle.net/10993/12382
http://www.slideshare.net/rreuter/ecdp2011-hornung

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