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Related Experiment Video

Updated: Sep 11, 2025

Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Working Memory Structure in Young Spanish-English Bilingual Children.

Mary Alt1, DeAnne R Paulino Hunter2, Roy Levy2

  • 1University of Arizona.

Bilingualism (Cambridge, England)
|August 13, 2025
PubMed
Summary

Bilingual children’s working memory can be reliably measured across languages. This study confirmed measurement invariance for Spanish-English bilinguals and English monolinguals, supporting cross-linguistic working memory research.

Keywords:
bilingualchildreninvariance testingmodelsworking memory

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Psycholinguistics

Background:

  • Working memory is crucial for cognitive processing, but its assessment across different language groups is challenging.
  • Bilingualism's impact on working memory is understudied due to concerns about measurement equivalence.
  • Ensuring that cognitive tasks measure the same constructs in different language groups is essential for valid comparisons.

Purpose of the Study:

  • To investigate the measurement equivalence of working memory tasks between Spanish-English bilingual and English monolingual children.
  • To provide evidence for or against the assumption that working memory tests function similarly across these language groups.
  • To support future research on bilingualism and cognitive development.

Main Methods:

  • Utilized the Comprehensive Assessment Battery for Children - Working Memory (CABC-WM) with a sample of second-grade children.
  • Included 80 typically developing Spanish-English bilingual children and 167 English monolingual children in the U.S.
  • Employed structural equation modeling to test for measurement invariance across the groups.

Main Results:

  • Established measurement invariance for the working memory tasks between Spanish-English bilinguals and English monolinguals.
  • Achieved scalar invariance, indicating that not only the factor structure but also the item loadings and intercepts are equivalent.
  • Provided strong evidence for the reliability of the CABC-WM across these linguistic groups.

Conclusions:

  • Working memory can be reliably assessed using the CABC-WM in both Spanish-English bilingual and English monolingual children.
  • The findings support the use of these measures in cross-linguistic research comparing working memory abilities.
  • This study overcomes a significant methodological hurdle in understanding bilingualism's cognitive effects.