The structure of working memory and how it relates to intelligence in children

Giofrè, David; Mammarella, Irene C.; Cornoldi, Cesare

doi:10.1016/j.intell.2013.06.006

Cited by 80 publications

(63 citation statements)

References 55 publications

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“…Last, while in the Corsi task the sequences are only presented once or twice and upon making a mistake, the participant is not allowed to try the longer sequences, in our memory task, all sequence lengths are presented multiple times and all participants are presented with all 36 trials. This method of administering the task has been used before (Giofrè et al, 2013;Hornung et al, 2011) and enables a more detailed estimate of the memory performance than measuring the span level reached. This estimate was obtained by determining the fraction of recall, which was the fraction of correctly reproduced cued locations.…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless a description of the correlation between these tasks for the full adolescence period has, to our knowledge, not been published. Previous studies into this correlation have focused on adult populations (Miyake et al, 2001) and small children (Giofrè, Mammarella, & Cornoldi, 2013). Finally, measures for memory capacity are usually rather coarse.…”

Section: Introductionmentioning

confidence: 99%

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Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20

Burggraaf

Frens

Hooge

et al. 2017

Applied Neuropsychology: Child

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Cognitive functions mature at different points in time between birth and adulthood. Of these functions, visuospatial skills, such as spatial memory and part-to-whole organization, have often been tested in children and adults but have been less frequently evaluated during adolescence. We studied visuospatial memory and ability during this critical developmental period, as well as the correlation between these abilities, in a large group of 330 participants (aged 11 to 20 years, 55% male). To assess visuospatial memory, the participants were asked to memorize and reproduce sequences of random locations within a grid using a computer. Visuospatial ability was tested using a variation of the Design Organization Test (DOT). In this paper-and-pencil test, the participants had one minute to reproduce as many visual patterns as possible using a numerical code. On the memory task, compared with younger participants, older participants correctly reproduced more locations overall and longer sequences of locations, made fewer mistakes and needed less time to reproduce the sequences. In the visuospatial ability task, the number of correctly reproduced patterns increased with age. We show that both visuospatial memory and ability improve significantly throughout adolescence and that performance on both tasks is significantly correlated.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20

Burggraaf

Frens

Hooge

et al. 2017

Applied Neuropsychology: Child

View full text Add to dashboard Cite

show abstract

“…An abundant body of research has shown that processing speed (Coyle, 2013;Jensen, 1998) and WM (Cornoldi, Orsini, Cianci, Giofrè, & Pezzuti, 2013;Demetriou et al, 2013;Giofrè, Mammarella, & Cornoldi, 2013) are involved in intellectual functioning. The present evidence confirms that this relationship may differ, however, in particular groups -as already suggested in the case of children with ADHD, who may struggle with WM tasks despite a high level of intelligence (Cornoldi, Giofrè, Calgaro, & Stupiggia, 2013).…”

Section: Discussionmentioning

confidence: 99%

Differences in the intellectual profile of children with intellectual vs. learning disability

Cornoldi

Giofrè

Orsini

et al. 2014

Research in Developmental Disabilities

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The Version of Scholarly Record of this Article is published in RESEARCH IN AbstractThe WISC-IV was used to compare the intellectual profile of two groups of children, one with specific learning disorders (SLDs), the other with intellectual disabilities (ID), with a view to identifying which of the four main factor indexes and two additional indexes can distinguish between the groups. We collected information on WISC-IV scores for 267 children (M age =10.61[SD=2.51], range 6-16 years, females = 99) with a diagnosis of either SLD or ID. Children with SLD performed better than those with ID in all measures. Only the SLD children, not the ID children, revealed significant differences in the four main factor indexes, and their scores for the additional General Ability Index (GAI) were higher than for the Cognitive Proficiency Index (CPI).Children with a diagnosis of SLD whose Full-Scale Intelligence Quotient (FSIQ) was < 85 showed a similar pattern. Our findings confirm the hypothesis that children with SLD generally obtain high GAI scores, but have specific deficiencies relating to working memory and processing speed, whereas children with ID have a general intellectual impairment. These findings have important diagnostic and clinical implications and should be considered when making diagnostic decisions in borderline cognitive cases.

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“…There is ample research to show that fluid intelligence and WM are substantially related in both adults (e.g., Ackerman et al, 2005;Conway et al, 2011) and children (e.g., Engel de Abreu, Conway, & Gathercole, 2010;Giofrè, Mammarella, & Cornoldi, 2013;Hornung, Brunner, Reuter, & Martin, 2011). There is much less empirical research addressing the relationship between sustained attention and intelligence as well as the relationship between sustained attention and WM.…”

Section: Relationship Between the Constructsmentioning

confidence: 99%

Sustained Attention and Its Relationship to Fluid Intelligence and Working Memory in Children

Voelke¹,

Roebers²

2016

JEDP

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Understanding individual differences in intelligence remains an interesting research question, even with more than a century of empirical research and large numbers of models and theories. We know that working memory (WM) is able to explain substantial amounts of variance in fluid intelligence in both children and adults, but we also know that it is not the only predictor of intelligence. There are many other information-processing mechanisms that have been studied. Results in adult samples seem to indicate that sustained attention-the ability to maintain attention on a specific task over an extended period of time-is strongly related to fluid intelligence. There is little research on this topic in childhood, but the available data seems to converge with results from adult samples. The aim of the present study was to assess sustained attention and its relationship to fluid intelligence and WM in children. Additionally, we wanted to explore whether sustained attention contributes to the prediction of intelligence over and above WM. A sample of 125 ten-year olds was assessed using tests of fluid intelligence, sustained attention and WM. The results showed that, as expected, WM and fluid intelligence were significantly related. Surprisingly however, sustained attention was not related to fluid intelligence or WM. Using results from previous studies and theoretical considerations, we concluded that sustained attention may not be directly related to fluid intelligence in childhood, but rather that it may be a more distal factor influencing information processing in more unstructured learning situations and hence impacting academic achievement.

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The structure of working memory and how it relates to intelligence in children

Cited by 80 publications

References 55 publications

Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20

Performance on tasks of visuospatial memory and ability: A cross-sectional study in 330 adolescents aged 11 to 20

Differences in the intellectual profile of children with intellectual vs. learning disability

Sustained Attention and Its Relationship to Fluid Intelligence and Working Memory in Children

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