Working memory span development: A time-based resource-sharing model account.

Barrouillet, Pierre; Gavens, Nathalie; Vergauwe, Evie; Gaillard, Vinciane; Camos, Valérie

doi:10.1037/a0014615

Cited by 176 publications

(294 citation statements)

References 56 publications

(109 reference statements)

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“…colleagues (2004, 2007;Barrouillet, Gavens, Vergauwe, Gaillard, & Camos, 2009; see also Bayliss, Jarrold, Baddeley, Gunn, & Leigh, 2005;Jarrold & Bayliss, 2007) argued that engaging in the processing activity of the working memory span task prevents individuals from carrying out active maintenance of the to-be-remembered items (cf. Barrouillet & Camos, 2001;Towse, Hitch, & Hutton, 2002).…”

Section: Memory Span Performancementioning

confidence: 99%

How quickly they forget: The relationship between forgetting and working memory performance.

Bayliss¹,

Jarrold²

2015

Journal of Experimental Psychology: Learning, Memory, and Cogni

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This study examined the contribution of individual differences in rate of forgetting to variation in working memory performance in children. 112 children (mean age 9 years 4 months) completed two tasks designed to measure forgetting, as well as measures of working memory, processing efficiency, and short-term storage ability.Individual differences in forgetting rate accounted for unique variance in working memory performance over and above variance explained by measures of processing efficiency and storage ability. In addition, the nature of the variation in forgetting was more consistent with a non-executive forgetting parameter than an executive ability associated with resistance to interference. These findings indicate that individual differences in the rate at which information is lost from memory is an important constraint on children's working memory performance which has implications for current models of working memory that do not incorporate such a factor.

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Section: Memory Span Performancementioning

confidence: 99%

How quickly they forget: The relationship between forgetting and working memory performance.

Bayliss¹,

Jarrold²

2015

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Comme nous l'avons suggéré plus haut, l'efficacité d'un tel mécanisme peut également participer à l'augmentation de la capacité de la mémoire de travail observée au cours du développement. Barrouillet, Gavens, Vergauwe, Gaillard, et Camos (2009) ont abordé cette question dans une série d'expériences.…”

Section: L'augmentation De L'efficacité Du Mécanisme D'alternance Attunclassified

Le développement de la mémoire de travail : perspectives dans le cadre du modèle de partage temporel des ressources

Camos

Barrouillet²

2014

Psychologie Française

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“…For instance, inhibition has been measured using a number of different tasks, including the Stroop task (MacLeod, Dodd, Sheard, Wilson, & Bibi, 2003;Stroop, 1935), the Simon task (Hommel, 2011), the Eriksen flanker task (Eriksen & Eriksen, 1974;Mullane, Corkum, Klein, & McLaughlin, 2009), the antisaccade task (Luna, 2009;Munoz & Everling, 2004), and the go/no-go task (Cragg & Nation, 2008). Updating has been measured by the Corsi blocks task (Lezak, 1983); n-back tasks (Owen, McMillan, Laird, & Bullmore, 2005); counting, reading, and operation span tasks (Barrouillet, Gavens, Vergauwe, Gaillard, & Camos, 2009;Case, 1995;Daneman & Carpenter, 1980;Turner & Engle, 1989); and symmetry span tasks (Kane et al, 2004).…”

Section: The Structure and The Measures Of Efsmentioning

confidence: 99%

The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach

Kaushanskaya

Park

Gangopadhyay

et al. 2017

J Speech Lang Hear Res

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Purpose: We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Method: Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF components, inhibition, updating, and task-shifting, were each indexed using 2 nonverbal tasks. A latent variables approach was used to extract latent scores that represented each EF construct. Children were also administered common standardized language measures. Multiple regression analyses were conducted to examine the relationship between EF and language skills.Results: Nonverbal updating was associated with the Receptive Language Index on the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4). When composites denoting lexical-semantic and syntactic abilities were derived, nonverbal inhibition (but not shifting or updating) was found to predict children's syntactic abilities. These relationships held when the effects of age, IQ, and socioeconomic status were controlled. Conclusions: The study makes a methodological contribution by explicating a method by which researchers can use the latent variables approach when measuring EF performance in school-age children. The study makes a theoretical and a clinical contribution by suggesting that language performance may be related to domain-general EFs. E xecutive functions (EFs) are a set of top-down cognitive control processes used to manage thought and behavior (Diamond, 2013;Miyake et al., 2000). EFs are crucial to the ability to adapt efficiently to changes in the environment (Huizinga, Dolan, & van der Molen, 2006;Zelazo, Müller, Frye, & Marcovitch, 2003), and to the ability to manage basic daily tasks, such as planning, decision making, and problem solving (Friedman et al., 2006;Miyake et al., 2000). It is not surprising then that there is a wealth of literature linking EFs and broad quality-of-life outcomes, including academic achievement (e.g., Best, Miller, & Naglieri, 2011;Blair & Razza, 2007) and social-emotional development (Broidy et al., 2003;Ferrier, Bassett, & Denham, 2014) There is a great deal of interest in accurately measuring EF skills in our field, both for the purposes of documenting EF deficits in impaired populations and for the purposes of possibly influencing language outcomes through targeting EF skills. In the present study, we examined EF performance in a sample of monolingual typically developing children, with the following three goals. The first goal was a methodological one: We aimed to document the use of a latent variables approach when measuring nonverbal EF performance in children. The second goal was a clinical one: We aimed to examine whether children's performance on common standardized language measures is associated with EFs. The third goal was a theoretical one: We aimed to examine whether domain-general EF skills (as indexed by performance on nonverbal EF tasks)...

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Working memory span development: A time-based resource-sharing model account.

Cited by 176 publications

References 56 publications

How quickly they forget: The relationship between forgetting and working memory performance.

How quickly they forget: The relationship between forgetting and working memory performance.

Le développement de la mémoire de travail : perspectives dans le cadre du modèle de partage temporel des ressources

The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach

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