The structure of working memory in young children and its relation to intelligence
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This study investigated the structure of working memory in young school-age children by testing the fit of three competing theoretical models using a wide variety of tasks. The best fitting models were then used to assess the relationship between working memory and nonverbal measures of fluid reasoning (Gf) and visual processing (Gv) intelligence. One hundred sixty-eight English-speaking 7-9 year olds with typical development, from three states, participated. Results showed that Cowan's three-factor embedded processes model fit the data slightly better than Baddeley and Hitch's (1974) three-factor model (specified according to Baddeley, 1986) and decisively better than Baddeley's (2000) four-factor model that included an episodic buffer. The focus of attention factor in Cowan's model was a significant predictor of Gf and Gv. The results suggest that the focus of attention, rather than storage, drives the relationship between working memory, Gf, and Gv in young school-age children. Our results do not rule out the Baddeley and Hitch model, but they place constraints on both it and Cowan's model. A common attentional component is needed for feature binding, running digit span, and visual short-term memory tasks; phonological storage is separate, as is a component of central executive processing involved in task manipulation. The results contribute to a zeitgeist in which working memory models are coming together on common ground (cf. Cowan, Saults, & Blume, 2014; Hu, Allen, Baddeley, & Hitch, 2016).
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The episodic buffer and visuospatial sketchpad are empirically indistinguishable in 7-9-year-old children.
“Recently published evidence suggests that the episodic buffer and visuospatial sketchpad are empirically indistinguishable in 7–9-year-old children (Gray et al., 2017).”
From Are Episodic Buffer Processes Intact in ADHD? Experimental Evidence and Linkage with Hyperactive Behavior (2018) · cites this paper as Gray et al., 2017
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- Authors
- Gray, S., Green, S., Alt, M., Hogan, T., Kuo, T., Brinkley, S., & Cowan, N.
- Affiliations
- Arizona State University (US)
- University of Arizona (US)
- MGH Institute of Health Professions (US)
- University of Missouri (US)
- Corresponding author
- Gray, S.
- Venue
- Journal of Memory and Language
- Publisher
- Elsevier BV
- Published
- 2017-02
- Volume
- 92
- Pages
- 183-201
- ISSN
- 0749-596X (ISSN-L)
- PMC
- PMC5157932
- OpenAlex
- W2499881429
- Cited by
- 150
- References
- 100
- Citations by year
- 2026: 5 · 2025: 8 · 2024: 11 · 2023: 18 · 2022: 21 · 2021: 15 · 2020: 21 · 2019: 20 · 2018: 13 · 2017: 16 · 2016: 1 · 2015: 1
- FWCI
- 23.72
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Memory and Language (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health (R01 DC010784)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
- Keywords
- young children, fluid intelligence, nonverbal intelligence, attentional focus, Baddeley-Hitch model, episodic buffer, phonological loop, central executive, visual short-term memory, feature binding, model comparison
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