Measuring the development of working memory capacity: 
Example of an adaptive complex span task

Abstract

The aim of this current article is to provide a reflection on how to estimate working memory capacity (WMC), and to investigate its developmental trajectory from eight to twenty-three years-old with a single adaptive and multimodal task. WMC is defined as both storage and manipulation of the information during a cognitive activity. This cognitive aptitude is crucial for the learning and play an important role in the intellectual functioning. WMC is strongly related to some cognitives activities such as the language comprehension, the problems solving or the mathematics. The assessment of WMC therefore seems to be essential throughout lifespan. Although WMC is domain-general, most assessments WMC are based on verbal tasks only. Furthermore, WMC measurement in the developmental studies is limited by the need to preserve discriminating power at all possible ages. The use of a short and composite complex span task adapting itself to the individual’s performance seems meet both requirements. Thus, we created a computerized task that is both multimodal (with verbal and nonverbal subtests) and adaptive to the individual’s abilities: the Adaptive Composite Complex Span (ACCES). With a sample of 724 participants aged between 8 and 23 years-old, our findings show ACCES retains high discriminating power at all chronological ages with no ceiling effect or floor effect. Theoretical and clinical implication are discussed.