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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 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...
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...
Role of Cerebellum and Prefrontal Cortex in Memory01:14

Role of Cerebellum and Prefrontal Cortex in Memory

The cerebellum, while traditionally associated with motor control, also plays a crucial role in memory, particularly in procedural memory, which involves learning motor tasks that become automatic through repetition. For example, studies have shown that when the cerebellum is damaged, individuals or animals lose the ability to learn conditioned motor responses, such as the conditioned eye-blink response in classical conditioning experiments with rabbits. This study demonstrates the cerebellum's...
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...

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

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Published on: June 12, 2017

Working memory as separable subsystems: a study with Portuguese primary school children.

Isabel S Campos1, Leandro S Almeida, Aristides I Ferreira

  • 1ISPA - Instituto Universitário (Portugal).

The Spanish Journal of Psychology
|July 20, 2013
PubMed
Summary

This study examined working memory structure in 8–9-year-old children. Findings suggest working memory may integrate central executive and visuospatial functions, aligning with the tripartite model.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology

Background:

  • The precise structure of working memory in early school-aged children remains debated.
  • It is unclear if working memory is domain-general or domain-specific.

Purpose of the Study:

  • To investigate the structural organization of working memory in children aged 8–9 years.
  • To determine the relationship between verbal and visuospatial working memory components.

Main Methods:

  • Utilized the Working Memory Test Battery for Children (WMTB-C).
  • Performed confirmatory factor analyses (CFAs) on data from 103 Portuguese children.
  • Examined models including the Central Executive, Visuospatial Sketchpad, and Phonological Loop.

Main Results:

  • The best-fitting model integrated the Central Executive and Visuospatial Sketchpad into a single factor.
  • This integrated factor co-varied with the Phonological Loop factor.
  • The traditional tripartite working memory structure (Baddeley and Hitch Model) also showed a good fit.

Conclusions:

  • Working memory structure in 8–9-year-old children appears to involve integrated executive and visuospatial resources.
  • Findings support aspects of both domain-general and domain-specific views of working memory.
  • The tripartite model provides a viable framework for understanding early working memory organization.