[Prediction of modality-specific working memory performance in kindergarten age].

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Neuroscience

Background:

• Working memory (WM) is crucial for learning and a potential indicator of developmental disorders.
• Understanding the factors influencing WM development in early childhood is essential for educational and clinical interventions.

Purpose of the Study:

• To identify predictor variables for phonological and visuospatial working memory in preschool-aged children.
• To investigate the influence of chronological age, gender, intelligence, and kindergarten attendance on working memory performance.

Main Methods:

• Multivariate regression analyses using generalized linear models were employed.
• Phonological WM was assessed via non-word repetition and number recall.
• Visuospatial WM was evaluated using imitation of hand movement sequences.

Main Results:

• Working memory performance for both phonological and visuospatial domains was not significantly reduced on average.
• Chronological age and simultaneous processing abilities emerged as significant predictors for all working memory tests.
• Gender and migration background did not show significant predictive power.

Conclusions:

• Working memory systems in children aged 36-61 months appear to be an innate, maturity-dependent mechanism.
• Development of working memory in this age group is largely independent of gender.
• These findings highlight the importance of cognitive maturation in early working memory development.