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On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers
This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36–74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifica...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8883976/ https://www.ncbi.nlm.nih.gov/pubmed/35225921 http://dx.doi.org/10.3390/jintelligence10010005 |
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author | Panesi, Sabrina Bandettini, Alessia Traverso, Laura Morra, Sergio |
author_facet | Panesi, Sabrina Bandettini, Alessia Traverso, Laura Morra, Sergio |
author_sort | Panesi, Sabrina |
collection | PubMed |
description | This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36–74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifically measure their core attentional component (M capacity, as defined in the theory of constructive operators): Backward Word Span, Mr. Cucumber, and Direction Following Task. Correlational analyses and cross-classification prediction analyses were performed. Updating and capacity were significantly correlated, although the correlations were not high when age was partialled out. Capacity increased with age, and mediated the relation between age and updating. More importantly, cross-classification prediction analysis revealed that high updating scores with low M capacity, and low updating scores with relatively high M capacity, are possible events; the only combination ruled out was a low updating score with precocious development of M capacity. These facts demonstrate that updating skills in preschoolers depends on M capacity but does not coincide with it. Therefore, in cognitive developmental theories, the constructs of working memory updating and capacity should be distinguished, and on practical grounds, different tests should be used to measure them. |
format | Online Article Text |
id | pubmed-8883976 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-88839762022-03-01 On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers Panesi, Sabrina Bandettini, Alessia Traverso, Laura Morra, Sergio J Intell Article This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36–74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifically measure their core attentional component (M capacity, as defined in the theory of constructive operators): Backward Word Span, Mr. Cucumber, and Direction Following Task. Correlational analyses and cross-classification prediction analyses were performed. Updating and capacity were significantly correlated, although the correlations were not high when age was partialled out. Capacity increased with age, and mediated the relation between age and updating. More importantly, cross-classification prediction analysis revealed that high updating scores with low M capacity, and low updating scores with relatively high M capacity, are possible events; the only combination ruled out was a low updating score with precocious development of M capacity. These facts demonstrate that updating skills in preschoolers depends on M capacity but does not coincide with it. Therefore, in cognitive developmental theories, the constructs of working memory updating and capacity should be distinguished, and on practical grounds, different tests should be used to measure them. MDPI 2022-01-21 /pmc/articles/PMC8883976/ /pubmed/35225921 http://dx.doi.org/10.3390/jintelligence10010005 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Panesi, Sabrina Bandettini, Alessia Traverso, Laura Morra, Sergio On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers |
title | On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers |
title_full | On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers |
title_fullStr | On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers |
title_full_unstemmed | On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers |
title_short | On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers |
title_sort | on the relation between the development of working memory updating and working memory capacity in preschoolers |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8883976/ https://www.ncbi.nlm.nih.gov/pubmed/35225921 http://dx.doi.org/10.3390/jintelligence10010005 |
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