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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
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Knowledge cannot explain the developmental growth of working memory capacity.

Nelson Cowan1, Timothy J Ricker, Katherine M Clark

  • 1Department of Psychological Sciences, University of Missouri, USA.

Developmental Science
|June 20, 2014
PubMed
Summary
This summary is machine-generated.

Working memory development in children shows increases regardless of item familiarity. This suggests cognitive growth isn't solely due to factors like encoding or strategies, highlighting inherent capacity development.

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Cognitive development theories propose working memory capacity increases drive cognitive complexity.
  • Distinguishing genuine capacity growth from other developmental factors is challenging.

Purpose of the Study:

  • To investigate the role of item familiarity in working memory development.
  • To determine if working memory improvements are independent of other developing factors.

Main Methods:

  • Assessed working memory for visual arrays of English letters versus unfamiliar characters in children.
  • Analyzed developmental changes in normalized working memory functions.

Main Results:

  • Documented developmental increases in working memory for both letters and unfamiliar characters.
  • Letter knowledge influenced development between ages 6-8, but normalized growth was similar for both item types.
  • Found comparable developmental growth in normalized functions for familiar (letters) and unfamiliar items.

Conclusions:

  • Working memory development is not solely attributable to encoding, strategies, or knowledge.
  • Evidence suggests inherent working memory capacity development contributes to cognitive growth.
  • Item familiarity does not fully explain developmental working memory improvements.