Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

Working Memory

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this information.

Cognitive Development During Adulthood

Cognitive Development During Adulthood

Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...

Information Processing Approach

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...

Revisionist Views of Adolescent and Adult Cognition

Revisionist Views of Adolescent and Adult Cognition

A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.

Attention-Deficit/Hyperactivity Disorder

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Traumatic Brain Injury-Induced White Matter Disruption and Its Impact on Information Processing Speed-Theoretical and Clinical Implications: A Selective Review.

Journal of clinical medicine·2026

Same author

Component structure of the CNS vital signs computerized cognitive battery in adults with traumatic brain injury: A preliminary investigation of predictors of cognitive performance.

Applied neuropsychology. Adult·2026

Same author

Dementia Care Research and Psychosocial Factors.

Alzheimer's & dementia : the journal of the Alzheimer's Association·2025

Same author

High cognitive violation of expectations is compromised in cerebellar ataxia.

eLife·2025

Same author

Cognitive reserve as a predictor of cognitive decline, but not age of diagnosis in patients with possible young-onset Alzheimer's disease: An underexplored population.

Journal of Alzheimer's disease reports·2025

Same author

Factor analyses across lifespan: based on composite scores derived from the Rey - Auditory Verbal Learning Test (AVLT).

Journal of clinical and experimental neuropsychology·2025

Search research articles

Related Experiment Video

Updated: Jun 16, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Published on: July 16, 2015

Interrelations between attention and verbal memory as affected by developmental age.

Yoram Greenstein¹, Haya Blachstein, Eli Vakil

¹Kinneret Academic College, Israel.

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence

|August 7, 2009

Summary

Age significantly influences attention and verbal memory in children. Relationships between attention and memory are strongest in younger children (8-12) and differ between genders, impacting cognitive development insights.

More Related Videos

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

Published on: October 25, 2019

Related Experiment Videos

Last Updated: Jun 16, 2026

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

Published on: July 16, 2015

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

An Experimental Paradigm for Measuring the Effects of Ageing on Sentence Processing

Published on: October 25, 2019

Area of Science:

Developmental Psychology
Neuropsychology
Cognitive Science

Background:

Attention and verbal memory are crucial cognitive functions in childhood development.
Understanding the interplay between attention and memory is vital for identifying learning and developmental trajectories.
Previous research suggests age-related changes in these cognitive domains, but specific relationships require further elucidation.

Purpose of the Study:

To investigate the relationship between various measures of attention and verbal memory in children aged 8-17 years.
To determine the mediating role of age in attention-memory correlations.
To explore age-group specific and sex-specific patterns in attention-memory relationships.

Main Methods:

Utilized several standardized tests to assess attentional functions, including Trail-Making, Digit Cancellation, Digit-Symbol, and Digit-Span.
Employed the Rey Auditory Verbal Learning Test (AVLT) to measure immediate and delayed verbal memory.
Statistical analyses were performed to examine correlations, with age as a covariate.

Main Results:

Age was found to mediate most correlations between attention and verbal memory measures.
After controlling for age, significant attention-memory relationships were observed only in younger children (8-12 years), not in older children (13-17 years).
Specific attentional tests predicted distinct aspects of verbal memory in younger children, and distinct patterns emerged between boys and girls.

Conclusions:

The relationship between attention and verbal memory in children is age-dependent, becoming less pronounced with age.
Developmental differences exist in how attention supports verbal memory, with distinct patterns observed in younger children and between sexes.
Findings have implications for understanding cognitive development and tailoring interventions for attention and memory deficits in pediatric populations.