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Children's working-memory processes: A response-timing analysis
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DOI：10.1037/0096-3445.132.1.113.png)
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Abstract
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Recall response durations were used to clarify processing in working-memory tasks. Experiment 1 examined children's performance in reading span, a task in which sentences were processed and the final word of each sentence was retained for subsequent recall. Experiment 2 examined the development of listening-, counting-, and digit-span task performance. Responses were much longer in the reading- and listening-span tasks than in the other span tasks, suggesting that participants in sentence-based span tasks take time to retrieve the semantic or linguistic structure as cues to recall of the sentence-final words. Response durations in working-memory tasks helped to predict academic skills and achievement, largely separate from the contributions of the memory spans themselves Response durations thus are important in the interpretation of span task performance.
Keywords:
SHORT-TERM-MEMORY
GENERAL FLUID INTELLIGENCE
INDIVIDUAL-DIFFERENCES
DEVELOPMENTAL-CHANGE
PHONOLOGICAL MEMORY
IMMEDIATE RECALL
SPAN
CAPACITY
SPEED
REDINTEGRATION
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