Verbal and Visual-Spatial Working Memory: What Develops over a Life Span?

Autor/in	Swanson, H. Lee
Titel	Verbal and Visual-Spatial Working Memory: What Develops over a Life Span?
Quelle	In: Developmental Psychology, 53 (2017) 5, S.971-995 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000291
Schlagwörter	Visual Perception; Spatial Ability; Verbal Ability; Short Term Memory; Factor Analysis; Measures (Individuals); Age Differences; Thinking Skills; Children; Adolescents; Young Adults; Older Adults; Models; Achievement Tests; Foreign Countries; Psychometrics; Multivariate Analysis; Statistical Analysis; Arizona; California; Colorado; Florida; Indiana; Kansas; Massachusetts; New Mexico; Tennessee; Washington; Wyoming; Canada + Suchen Sie Ihr Suchwort? Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Mündliche Leistung; Kurzzeitgedächtnis; Faktorenanalyse; Messdaten; Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Älterer Erwachsener; Analogiemodell; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Psychometry; Psychometrie; Multivariate Analyse; Statistische Analyse; Kalifornien; Master-Studiengang; Kanada
Abstract	This study investigates whether age-related changes in the structure of 5 complex working memory (WM) tasks (a) reflect a general or domain specific system, (b) follows a similar trajectory across different age spans, and (c) contribute domain general or domain specific resources to achievement measures. The study parsed the sample (N = 2,471) into 11 age groups (mean ages of 6, 7, 8, 9, 11, 13, 15, 18, 26, 41, and 66 years), and compared their performances on verbal and visuospatial WM measures. Three important findings emerged: (a) a confirmatory factor analysis and Schmid-Leiman transformation to a high-order model solution supported a domain general factor model for the total sample as well as separately for children and adults, (b) performance on visual-spatial WM tasks as a function of age decreased at a faster rate than verbal WM tasks, and (c) both verbal and visual-spatial WM measures in concert with each other uniquely predicted reading and math measures, suggesting that a domain general WM system contributed to performance on achievement measures. The results support the notion that (a) complex WM tasks function as a domain general system and (b) the factor structure for children and adults on complex WM tasks was highly similar, even though there was evidence of differentiation among verbal and visual-spatial WM measures at certain age groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11