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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...
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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.
Higher Mental Functions of Brain: Learning and Memory01:26

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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...
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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.
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Related Experiment Video

Updated: May 14, 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

Developmental aspects of working and associative memory.

Nicholas S Thaler1, Gerald Goldstein, Jay W Pettegrew

  • 1University of Nevada Las Vegas, Las Vegas, NV, USA.

Archives of Clinical Neuropsychology : the Official Journal of the National Academy of Neuropsychologists
|January 24, 2013
PubMed
Summary

This study reveals distinct developmental paths for working memory and long-term associative memory in children and adolescents. Working memory development is linear until age 11, while long-term memory shows a curvilinear pattern with an early inflection point.

Keywords:
AssessmentLearning and memory

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Psychology

Background:

  • Understanding the distinct developmental trajectories of different memory systems is crucial for cognitive development research.
  • Previous research has not fully elucidated the age-related differences in working versus long-term associative memory development.

Purpose of the Study:

  • To compare the developmental trajectories of verbal working memory and long-term associative memory in children and adolescents.
  • To identify age-related differences in the progression of these two memory domains.

Main Methods:

  • A cross-sectional study involving 856 children and adolescents aged 5–17 years.
  • Utilized a memory battery to assess verbal working and long-term memory.
  • Employed curve fitting and ANOVA to analyze age group and age differences.

Main Results:

  • Significant differences were found in the developmental trajectories of working memory and long-term associative memory.
  • Working memory showed a linear developmental trajectory until age 11, while long-term memory exhibited a curvilinear trajectory with an inflection point at age 8.
  • Both memory types plateaued after age 11, with significant interactions between memory type and age.

Conclusions:

  • The findings support distinct neurobiological underpinnings for working and long-term associative memory systems.
  • Developmental patterns of memory systems are not uniform and diverge significantly during childhood and adolescence.