The Structure of Working Memory From 4 to 15 Years of Age.

Abstract

The structure of working memory and its development across the childhood years were investigated in children 4 -15 years of age. The children were given multiple assessments of each component of the A. D. Baddeley and G. Hitch (1974) working memory model. Broadly similar linear functions characterized performance on all measures as a function of age. From 6 years onward, a model consisting of 3 distinct but correlated factors corresponding to the working memory model provided a good fit to the data. The results indicate that the basic modular structure of working memory is present from 6 years of age and possibly earlier, with each component undergoing sizable expansion in functional capacity throughout the early and middle school years to adolescence.

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). …”

“…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).…”

“…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). It has been widely recognized that the cognitive mechanisms contributing to improvements across different periods may themselves change (Gathercole et al., 2004; Huizinga et al., 2006; Siegel & Ryan, 1988).…”

“…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). It has been widely recognized that the cognitive mechanisms contributing to improvements across different periods may themselves change (Gathercole et al., 2004; Huizinga et al., 2006; Siegel & Ryan, 1988). Developmental improvements in WM may, for example, be driven by increases in storage capacity (Cowan, Ricker, Clark, Hinrichs, & Glass, 2014) and / or attention (Barrouillet, Gavens, Vergauwe, Gaillard, & Camos, 2009; Tam, Jarrold, Baddeley, & Sabatos‐DeVito, 2010).…”

The modality and redundancy effects in multimedia learning in children with dyslexia

“…They hypothesized that this was due to the not yet fully developed working memory system in children. Children of 11 years old indeed have a not yet fully developed working memory system, which continues to develop into young adulthood (Gathercole, Pickering, Ambridge, & Wearing, 2004). However, if this argumentation would hold, then we still would have seen differences between children with and without dyslexia due to differences in working memory.…”