Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Information Processing Approach01:30

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...
Working Memory01:24

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.
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
System of Memory01:23

System of Memory

Memory is categorized into three major systems: sensory memory, short-term memory (STM), and long-term memory (LTM). These systems differ in their capacity and the duration for which they can hold information. Sensory memory captures raw sensory input from the environment, holding it for just a few seconds or less. For example, on hearing a brief, loud sound, like a car horn honking, the sound seems to linger in the mind for a moment even after it stops. This is an instance of sensory memory...
Understanding Memory01:19

Understanding Memory

Memory is the retention of information or experiences over time, facilitated through three main processes: encoding, storage, and retrieval. Encoding is the process of inputting information into the memory system. For instance, when listening to a lecture, watching a play, reading a book, or having a conversation, the brain is actively encoding information. This initial stage involves transforming sensory input into a form that can be processed and stored by the brain. Various factors, such as...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

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

Sort by
Same author

Content knowledge: its role, representation, and restructuring in memory development.

Advances in child development and behavior·1987
Same author

Span and rate of apprehension in children and adults.

Journal of experimental child psychology·1975
Same author

Effects of modality and similarity on context recall.

Journal of experimental psychology·1972
Same journal

Music enhances associative generalization: Evidence from a memory integration task.

Memory & cognition·2026
Same journal

Video, text, and memory: An emotional verbal overshadowing effect.

Memory & cognition·2026
Same journal

Limited protective effects of multilingualism against age-related cognitive decline.

Memory & cognition·2026
Same journal

Validation of illustrated texts: Can pictures raise awareness of inconsistencies?

Memory & cognition·2026
Same journal

4I remember (and forget) your happy smiling face: Directed forgetting of emotionally expressive faces of in-group and out-group members.

Memory & cognition·2026
Same journal

Identity in the spotlight: Matching faces without overlapping features.

Memory & cognition·2026
See all related articles

Related Experiment Video

Updated: Jun 4, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Short-term memory limitations in children: Capacity or processing deficits?

M T Chi1

  • 1Learning Research and Development Center, University of Pittsburgh, 3939 O'Hara Street, 15260, Pittsburgh, Pennsylvania.

Memory & Cognition
|February 3, 2011
PubMed
Summary
This summary is machine-generated.

Short-term memory (STM) capacity does not increase with age. Instead, children

More Related Videos

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

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

Published on: April 28, 2016

Cortical Source Analysis of High-Density EEG Recordings in Children
09:32

Cortical Source Analysis of High-Density EEG Recordings in Children

Published on: June 30, 2014

Related Experiment Videos

Last Updated: Jun 4, 2026

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
09:05

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Published on: June 12, 2017

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

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

Published on: April 28, 2016

Cortical Source Analysis of High-Density EEG Recordings in Children
09:32

Cortical Source Analysis of High-Density EEG Recordings in Children

Published on: June 30, 2014

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • The widely held belief that short-term memory (STM) capacity increases with age is being re-examined.
  • Previous research often attributed age-related differences in memory tasks to STM capacity limitations.

Purpose of the Study:

  • To critically evaluate the assertion that STM capacity grows with age.
  • To investigate the underlying reasons for observed performance differences in memory tasks across age groups.

Main Methods:

  • Analysis of STM parameters and control processes.
  • Review of established STM-related experimental paradigms (memory span, serial probed recall, recognition).
  • Comparison of cognitive strategies and long-term memory (LTM) knowledge base complexity between children and adults.

Main Results:

  • No conclusive evidence was found to support an age-related increase in STM capacity or information decay rate.
  • Significant differences in processing strategies were observed, with adult strategies being deficient or absent in children.
  • Variations in LTM knowledge base content and complexity significantly impact STM performance across age groups.

Conclusions:

  • Observed performance deficits in children are attributed to underdeveloped control processes and a less complex LTM knowledge base, not limited STM capacity.
  • Age-related differences in memory performance are better explained by maturational changes in cognitive strategies and LTM rather than STM capacity itself.