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Related Experiment Videos

Time and resource limits on working memory: cross-age consistency in counting span performance.

Sarah Ransdell1, Steven Hecht

  • 1Division of Psychology, Florida Atlantic University, 2912 College Avenue, Ft Lauderdale, FL 33314, USA. ransdell@fau.edu

Journal of Experimental Child Psychology
|November 19, 2003
PubMed
Summary

This study on children

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Working memory capacity is crucial for cognitive development.
  • The counting span task assesses working memory in children.
  • Distinguishing resource demand from retention interval effects is key.

Purpose of the Study:

  • To investigate the impact of retention interval versus resource demand on children's counting span.
  • To determine the predictive power of counting span for reading and math skills.
  • To examine the longitudinal stability of counting span in predicting academic outcomes.

Main Methods:

  • A longitudinal study involving 100 children tested across grades 2, 3, and 4.
  • Utilized a modified counting span task with varying memory loads and retention intervals.

Related Experiment Videos

  • Employed regression models to assess the predictive relationships between counting span, age, and academic skills.

    • Main Results:

    • The 'last card large' counting span condition, with a longer retention interval, yielded lower accuracy than the 'last card small' condition.
    • Counting span significantly predicted unique variance in reading comprehension and math calculation, even after accounting for age.
    • Early counting span abilities (Wave 1) longitudinally predicted later academic performance (Waves 2 and 3).

    Conclusions:

    • Retention interval, a component of working memory, significantly impacts performance on the counting span task.
    • Counting span is a robust predictor of both reading and mathematical abilities in children.
    • The findings underscore the importance of working memory development for academic success.