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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Children consider changes in performance over time when reasoning about academic achievements.

Ying Hu1,2, Yuhang Shu3, Xin Zhao4

  • 1East China Normal University, Shanghai, China.

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|January 21, 2026
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Summary

Children aged 4-10 perceive improving performance as less smart but more hardworking, favoring this trajectory. As children age, they increasingly favor constant performance over declining performance.

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Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Social Cognition

Background:

  • Performance changes offer insights into ability and effort.
  • Understanding how children evaluate these changes is crucial for educational psychology.

Purpose of the Study:

  • To investigate how children aged 4 to 10 perceive and evaluate academic performance changes over time.
  • To examine developmental trends in children's judgments of effort and ability based on performance trajectories.

Main Methods:

  • Three preregistered studies involving 256 children (aged 4-10) in China.
  • Participants evaluated hypothetical characters with different performance trajectories (improving, constant, declining).
  • Analysis focused on children's perceptions of intelligence, effort, and overall favorability.

Main Results:

  • Children increasingly viewed improving performance as less intelligent but more hardworking.
  • Favorability towards improving performance increased with age when final outcomes were matched.
  • Children consistently favored constant performance over declining performance.

Conclusions:

  • Children's evaluations of performance changes are complex and develop with age.
  • Younger children show a developing capacity to flexibly reason about effort and ability.
  • Findings contribute to understanding children's social cognition and academic evaluations.