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Related Concept Videos

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.
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...
Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Long-Term Memory01:18

Long-Term Memory

Long-term memory is a relatively permanent type of memory, capable of storing vast amounts of information over extended periods. Its storage capacity is generally considered unlimited.
Long-term memory can be categorized into two primary types: explicit and implicit memory. Explicit memory, also known as declarative memory, involves the conscious recollection of information that we deliberately try to remember, recall, and articulate. This type of memory encompasses specific facts, events, and...

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Updated: May 27, 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

The development of verbal and visual working memory processes: a latent variable approach.

Gabriela V Koppenol-Gonzalez1, Samantha Bouwmeester, Jeroen K Vermunt

  • 1Department of Methodology and Statistics, Tilburg University, NL-5000 LE Tilburg, The Netherlands. g.v.koppenolgonzalez@tilburguniversity.edu

Journal of Experimental Child Psychology
|November 19, 2011
PubMed
Summary

Children

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Working memory (WM) development in children is typically studied via factor analytic or experimental approaches.
  • Existing research often overlooks the interplay between task conditions and developmental changes in WM.

Purpose of the Study:

  • To investigate working memory (WM) development in children by distinguishing between verbal and visual processing.
  • To explore how different task conditions influence WM processing across development.
  • To identify distinct subgroups (latent classes) within a child sample based on their WM processing types.

Main Methods:

  • Latent class regression analysis was applied to recall performance data from 5- to 13-year-olds.
  • Recall performance was assessed under varied task conditions for both verbal and visual information.
  • Latent classes were validated internally and externally using recall data for words and figures.

Main Results:

  • Children across different developmental stages employed similar processing strategies under identical task conditions.
  • Developmental variations in overall performance were observed, leading to distinct groups excelling in either verbal or visual WM.
  • The study identified subgroups of children with specific strengths or weaknesses in verbal versus visual processing.

Conclusions:

  • It is crucial to differentiate the impact of task conditions from the effects of working memory (WM) development when interpreting children's recall performance.
  • Understanding individual differences in WM processing is key to comprehending developmental trajectories.
  • This research highlights the necessity of a combined approach to accurately model WM development in children.