Reference : Children's working memory: Its structure and relationship to fluid intelligence
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
http://hdl.handle.net/10993/3662
Children's working memory: Its structure and relationship to fluid intelligence
English
Hornung, Caroline [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
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) >]
2011
Intelligence
Elsevier
39
4
210-221
Yes (verified by ORBilu)
0160-2896
[en] Working memory ; Short-term storage ; Fluid intelligence ; Children ; Structural equation models
[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. 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.
http://hdl.handle.net/10993/3662
10.1016/j.intell.2011.03.002
3.120

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