A structural analysis of working memory and related cognitive skills in young children

Abstract

The aim of this study was to investigate the functional organisation of working memory and related cognitive abilities in young children. A sample of 633 children aged between 4 and 6 years were tested on measures of verbal short-term memory, complex memory span, sentence repetition, phonological awareness, and nonverbal ability. The measurement model that provided the best fit of the data incorporates constructs that correspond to the central executive, phonological loop, and episodic buffer subcomponents of working memory, plus distinct but associated constructs associated with phonological awareness and nonverbal ability.

Differences in brain morphology and working memory capacity across childhood

“…Distinct factors were identified for verbal and visuo‐spatial storage with an additional factor contributing to tasks with a higher executive demand load regardless of domain (see also Alloway et al., 2004; Bayliss et al., 2003; Kane et al., 2007). Factor scores were linearly related to age for all factors, replicating previous studies that indicate linear increases in short‐term and working memory capacity throughout childhood and adolescence (Conklin, Luciana, Hooper, & Yarger, 2007; Gathercole et al., 2004; Swanson, 1999).…”

“…But our findings make a more fundamental point – despite the factor structure of working memory being stable across childhood (Alloway et al., 2004; Gathercole et al., 2004; Luciana et al., 2005), the neural systems associated with it change. Impairments of working memory are a consistent feature of numerous neurodevelopmental disorders (Archibald & Gathercole, 2006; Gathercole & Baddeley, 1989; Holmes et al., 2014; Martinussen et al., 2005; Montgomery, 2000; Rotzer et al., 2009; Smith‐Spark & Fisk, 2007; Szucs et al., 2013; Weismer et al., 1999), in addition to being an important constraint on learning within the typically developing population (Cain et al., 2004; Clair‐Thompson & Gathercole, 2006; Cowan, 2013; Dumontheil & Klingberg, 2011; Gathercole, Tiffany, Briscoe, & Thorn, 2005; Gathercole et al., 2003).…”

“…Using this individual differences approach, the three‐factor structure has been robustly reproduced across multiple studies and age groups (Alloway, Gathercole, Willis, & Adams, 2004; Kane et al., 2004; Bayliss, Jarrold, Gunn, & Baddeley, 2003; Hornung, Brunner, Reuter, & Martin, 2011), although studies that have drawn on a wider range of assessments indicate that refinements may be needed in the concept of attentional control within the system (Gray et al., 2017). In general, these analyses have favoured the distinction between domain‐specific storage for verbal and visuo‐spatial material linked with an executive or attentional component.…”

“…In general, these analyses have favoured the distinction between domain‐specific storage for verbal and visuo‐spatial material linked with an executive or attentional component. These components are already detectable in children from about 5 years of age (Alloway et al., 2004) and their configuration remains broadly stable throughout childhood (Gathercole et al., 2004). Working memory performance, however, improves substantially over childhood (Gathercole et al., 2004; Huizinga et al., 2006; Siegel & Ryan, 1988), with linear increases until adolescence, when adult levels are reached (Gathercole et al., 2004; Luciana, Conklin, Hooper, & Yarger, 2005).…”

Evaluating the developmental trajectory of the episodic buffer component of working memory and its relation to word recognition in children

“…Other studies have administered tasks tapping binding between features and locations, and generally found developmental improvements from younger to older children, and into adulthood (e.g., Cowan, Naveh-Benjamin, Kilb, & Saults, 2006;Lorsbach & Reimer, 2005;Picard et al, 2012). In the purely verbal domain, Alloway, Gathercole, Willis, and Adams (2004) examined binding using sentence recall alongside a range of other measures, and found evidence for developmental improvements from 4 years of age.…”