Working memory development from early childhood to adolescence using two nationally representative samples.
Open accessPublished version of a preprint
Abstract
= 18,174), to chart the development of working memory, indexed via verbal forward and backward digit span task performance, from 3 to 19 years of age. Results revealed nonlinear growth patterns for forward and backward digit span tasks, with the most rapid growth occurring during childhood followed by a brief accelerated period of growth during early adolescence. We also found similar developmental trajectories on digit span task performance for males and females across the U.S. population. Together, this study highlights the relative importance of the childhood period for working memory development and provides researchers with a reference against which to compare the developmental changes of working memory in individual studies. From a practical perspective, clinicians and educators can also use this information to understand important periods of working memory growth using national developmental trends. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
AI snapshot
Written from the paper’s full text.
TL;DR
Using two nationally representative U.S. samples, this study charts verbal working memory development from 3 to 19 years via forward and backward digit span tasks. It finds non-linear growth, with the fastest gains in childhood and a brief acceleration in early adolescence, and little evidence of sex differences in growth trajectories.
Key findings
- In the PSID-CDS (N = 3,562; ages 3–19), cubic functional forms best characterized both Forward Digit Span (AIC = 503165648; BIC = 503165692; b = 0.002, p < .001) and Backward Digit Span (AIC = 462856581; BIC = 462856628; b = 0.002, p < .001). Most rapid growth occurred in childhood, followed by a brief accelerated period in early adolescence.
- Onset differed by task: children as young as 3 completed Forward Digit Span, whereas Backward Digit Span performance did not emerge until age 5; backward span childhood growth leveled off at age 11, with a brief growth period at ages 14–17.
- In the ECLS-K:2011 (N = 18,174), a logarithmic functional form best fit Numbers Reversed growth (AIC = 348702742; BIC = 348702778; b = 20.714, p < .001); ICC indicated 15% of variability between individuals and 85% within persons.
- Sex differences were minimal: sex-by-age interactions were non-significant for Forward Digit Span (b = 0.001, SE = .001, p = .217) and Backward Digit Span (b = 0.001, SE = .001, p = .224) in the full PSID-CDS, and for ECLS-K:2011 Numbers Reversed after multiple-comparison correction (b = −0.520, SE = .250, p = .041).
Methods
- Two nationally representative samples: PSID-CDS, an accelerated longitudinal design with 3 waves (1997, 2002/2003, 2007/2008), N = 3,562, ages 3–19; and ECLS-K:2011, a prospective longitudinal study with 9 waves (Fall 2010–Spring 2017), N = 18,174, with a narrower age window described as 5–11 years.
- Working memory was indexed by WISC-R Digit Span Forward and Backward in PSID-CDS and by the Woodcock-Johnson Numbers Reversed subtest in ECLS-K:2011.
- Longitudinal mixed-effects models tested linear, quadratic, logarithmic, and cubic functional forms using AIC/BIC and parameter significance; missing data were multiply imputed (70 PSID-CDS datasets, 40 ECLS-K:2011 datasets), and Bonferroni correction set significance at p < .001.
Limitations
- The paper states that it focused only on verbal working memory, so extension to visuospatial working memory remains unclear; observed decelerating growth may partly reflect scale shrinkage; and findings are representative of the U.S. population but not generalizable to non-Western or historically underrepresented populations.
- The paper also cautions that PSID-CDS had only three waves, so random-slope and intercept–slope covariance results should be interpreted cautiously, and that different scaling of counting span tasks across PSID-CDS and ECLS-K:2011 warrants caution in directly comparing results.
- Evident from the text: ECLS-K:2011 covered a narrower developmental window, so a full population-level account of working memory from early childhood to late adolescence still requires further prospective measurement.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 37 cited sources checked · 0 supported · 0 flagged
- Findingown data
Developmental trajectories of digit span performance are similar for males and females across the U.S. population.
“We also found similar developmental trajectories on digit span task performance for males and females across the U.S. population.”
Quote in the paperNot a substantial claim - Findingown data
For Backward Digit Span, performance onset does not begin until age 5.
“Also displayed in Figure 1, the most rapid growth for Backward Digit Span also occurred during childhood; however, the onset of performance did not begin until the age of 5, with childhood growth leveling off at age 11.”
Quote in the paperNot a substantial claim - Findingown data
For Backward Digit Span, the most rapid growth occurs during childhood.
“Also displayed in Figure 1, the most rapid growth for Backward Digit Span also occurred during childhood; however, the onset of performance did not begin until the age of 5, with childhood growth leveling off at age 11.”
Quote in the paperSubstantial claim - Findingown data
For Backward Digit Span, childhood growth levels off at age 11.
“Also displayed in Figure 1, the most rapid growth for Backward Digit Span also occurred during childhood; however, the onset of performance did not begin until the age of 5, with childhood growth leveling off at age 11.”
Quote in the paperNot a substantial claim - Findingown data
For Backward Digit Span, a brief period of growth occurs during early adolescence, specifically ages 14 to 17.
“Similar to Forward Digit Span, we observed a brief period of growth during early adolescence (i.e., ages 14–17).”
Quote in the paperSubstantial claim
- Findingown data
In the PSID-CDS, 26% of variation in Backward Digit Span is between persons and 74% is within persons.
“The ICC suggested that 26% of the variation in Backward Digit Span could be attributed to differences between-persons, with 74% being attributed to differences within persons.”
Quote in the paperNot a substantial claim - Findingown data
Forward and backward digit span performance show non-linear growth from ages 3 to 19.
“Results revealed non-linear growth patterns for forward and backward digit span tasks, with the most rapid growth occurring during childhood followed by a brief accelerated period of growth during early adolescence.”
Quote in the paperSubstantial claim - Findingown data
For Forward Digit Span, a brief period of growth occurs during early adolescence, specifically ages 13 to 16.
“As shown in Figure 1, the most rapid growth for Forward Digit Span occurred across childhood (i.e., ages 3–10), followed by a brief period of growth during early adolescence (i.e., ages 13–16).”
Quote in the paperSubstantial claim - Findingown data
For Forward Digit Span, the most rapid growth occurs during childhood, specifically ages 3 to 10.
“As shown in Figure 1, the most rapid growth for Forward Digit Span occurred across childhood (i.e., ages 3–10), followed by a brief period of growth during early adolescence (i.e., ages 13–16).”
Quote in the paperSubstantial claim - Findingown data
In the PSID-CDS, 27% of variation in Forward Digit Span is between persons and 73% is within persons.
“The ICC suggested that 27% of the variation in Forward Digit Span could be attributed to differences between persons, with 73% being attributed to differences within persons.”
Quote in the paperNot a substantial claim - Findingown data
For Forward Digit Span, a cubic functional form best characterizes development in the full PSID-CDS sample from ages 3 to 19.
“For Forward Digit Span, model fit statistics suggested that a cubic functional form best characterized development on both Forward (AIC = 503165648; BIC = 503165692; b = 0.002, p < .001) and Backward Digit Span tasks (AIC = 462856581; BIC = 462856628; b = 0.002, p < .001).”
Quote in the paperSubstantial claim - Findingown data
For Backward Digit Span, a cubic functional form best characterizes development in the full PSID-CDS sample from ages 3 to 19.
“For Forward Digit Span, model fit statistics suggested that a cubic functional form best characterized development on both Forward (AIC = 503165648; BIC = 503165692; b = 0.002, p < .001) and Backward Digit Span tasks (AIC = 462856581; BIC = 462856628; b = 0.002, p < .001).”
Quote in the paperSubstantial claim - Findingown data
In the ECLS-K:2011 subgroup analysis, the logarithmic functional form was the best-fitting model for girls and boys.
“The logarithmic functional form was the best fit model for girls (b = 20.446, p < .001) and boys (b = 20.959, p < .001).”
Quote in the paperNot a substantial claim - Findingown data
In the full PSID-CDS data, the sex-by-age interaction was not statistically significant for the cubic functional form of Forward Digit Span.
“We observed non-significant interaction coefficients for the cubic functional form of the Forward Digit Span (b = 0.001, SE = .001, p = .217; see Figure 3)”
Quote in the paperNot a substantial claim - Findingown data
In the ECLS-K:2011 data, the covariance between the intercept and slope for Numbers Reversed was statistically significant.
“The covariance between the intercept and slope was also statistically significant (b = −0.489, SE = .014, 95% CI = [−0.517, −0.461]).”
Quote in the paperNot a substantial claim - Findingown data
The study observed a non-linear growth pattern of working memory in a separate prospective longitudinal sample of 6-11-year-old participants.
“Third, we observed a non-linear growth pattern of WM in a separate prospective longitudinal sample of 6–11-year-old participants.”
Quote in the paperSubstantial claim - Findingown data
In the ECLS-K:2011 data, a logarithmic functional form best fit growth in Numbers Reversed performance.
“A logarithmic functional form best fit growth in numbers reversed performance in the ECLS-K:2011 data (AIC =348702742; BIC =348702778; b = 20.714, p < .001)”
Quote in the paperNot a substantial claim - Findingown data
Non-linear growth functions best characterized development on both forward and backward span tasks.
“Non-linear growth functions best characterized development on both forward and backward span tasks.”
Quote in the paperSubstantial claim - Findingown data
The study observed a non-significant biological sex-by-age interaction for growth on both Forward and Backward Digit Span tasks from 3 to 19 years of age.
“Specifically, we observed a non-significant biological sex-age interaction for growth on both Forward and Backward Digit Span tasks from 3–19 years of age.”
Quote in the paperSubstantial claim - Findingown data
In the ECLS-K:2011 data, the random slope for Numbers Reversed was statistically significant.
“The random slope was statistically significant (b = 7.749, SE = .174, 95% CI = 7.414, 8.100).”
Quote in the paperNot a substantial claim - Findingown data
The present study provides national trends of working memory development from preschool to late adolescence.
“Together, the present study provides national trends of working memory development from preschool to late adolescence.”
Quote in the paperSubstantial claim- Rests on an assumption: The PSID-CDS and ECLS-K:2011 samples are representative of the U.S. population.
- Study design and conductnone given
The PSID-CDS used a probability sampling design to achieve a sample representative of U.S. households in 1967.
“The PSID used a probability sampling design to achieve a sample representative of U.S. households in 1967 (see Table 1 for sample demographics).”
Quote in the paperNot a substantial claim - Study design and conductcitation
The ECLS-K:2011 is a nationally representative sample of public and private school students in the U.S.
“Participants in the ECLS-K:2011 were a nationally representative sample of public and private school students, their families, teachers, schools, and care providers (Tourangeau et al., 2015).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Tourangeau et al., 2015
Not checked in the free run.
- Interpretationown data
The childhood period is relatively important for working memory development.
“Together, this study highlights the relative importance of the childhood period for working memory development and provides researchers with a reference against which to compare the developmental changes of working memory in individual studies.”
Quote in the paperSubstantial claim - Premisereasoning
There is limited and mixed evidence for sex differences in working memory.
“However, there is limited, and mixed evidence for sex differences in WM.”
Quote in the paperSubstantial claim - Interpretationreasoning
From a clinical perspective, the findings suggest that children's working memory development might be particularly vulnerable to negative environmental settings during childhood.
“Conversely, from a clinical perspective, these findings also suggest that children’s WM development might be particularly vulnerable to the effects of negative environmental settings during childhood.”
Quote in the paperNot a substantial claim - Interpretationown data
Using a prospective longitudinal sample to characterize intraindividual change lends further support to the non-linearity of working memory growth across childhood.
“The PSID-CDS sample used in the present study was an accelerated longitudinal design, however, we were also able to characterize intraindividual change of WM using a prospective longitudinal sample, which lends further support to the non-linearity of WM growth across childhood.”
Quote in the paperSubstantial claim - Premisenone given
The overwhelming use of homogenous and convenience samples in charting working memory growth limits understanding of developmental trends across the national population.
“Second, the overwhelming use of homogenous and convenience samples in charting WM growth limits our understanding of the developmental trends of WM across the national population.”
Quote in the paperSubstantial claim - Interpretationcitation
The findings are consistent with previous research showing rapid increases in working memory across childhood and relative stabilization during late adolescence.
“These findings are consistent with previous research demonstrating rapid increases in WM across childhood and relative stabilization during late adolescence (Alloway et al., 2006; Gathercole et al., 2004; Luna et al., 2004; Thaler et al, 2013).”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites Alloway et al., 2006
Not checked in the free run.
- cites Gathercole et al., 2004
Not checked in the free run.
- cites Luna et al., 2004
Not checked in the free run.
- Premisecitation
Forward and backward span tasks capture distinct aspects of the broader working memory construct.
“Although there is some debate in the WM literature (see Conway et al., 2005 for review), forward and backward span tasks capture distinct aspects of the broader working memory construct.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Conway et al., 2005
Not checked in the free run.
- Interpretationcitation
The brief acceleration in working memory performance during early adolescence aligns with previous studies of adolescent working memory development.
“We also observed a brief acceleration in WM performance during early adolescence, which aligns with previous studies examining adolescent WM development (Anderson, 2001; Brocki & Bohlin, 2004; Lensing & Elsner, 2018; Vuontela et al., 2012).”
Quote in the paperNot a substantial claim0 of 3 sources checked- cites Anderson, 2001
Not checked in the free run.
- cites Brocki & Bohlin, 2004
Not checked in the free run.
- cites Lensing & Elsner, 2018
Not checked in the free run.
- Premisecitation
Few studies have examined population growth of working memory from early childhood into adolescence and early adulthood.
“Although recent studies have used nationally representative samples to chart WM development during early childhood (e.g., Finch, 2019; Reynolds et al., 2022; Willoughby et al., 2019), few studies have examined population growth from early childhood into adolescence and early adulthood.”
Quote in the paperSubstantial claim0 of 3 sources checked- cites Finch, 2019
Not checked in the free run.
- cites Reynolds et al., 2022
Not checked in the free run.
- cites Willoughby et al., 2019
Not checked in the free run.
- Premisereasoning
The functional form of working memory development spanning early childhood through adulthood has not been extensively examined.
“However, the functional form of WM development spanning early childhood through adulthood has not been extensively examined.”
Quote in the paperSubstantial claim - Premisecitation
Much research on working memory development relies on cross-sectional data or short-term longitudinal studies.
“much of the research in this area relies on cross-sectional data or short-term longitudinal studies to chart WM growth over time (Alloway et al., 2006; Conklin, 2007; Gathercole et al., 2004; Luciana et al., 2005; Simmering, 2012).”
Quote in the paperSubstantial claim0 of 3 sources checked- cites Alloway et al., 2006
Not checked in the free run.
- cites Conklin, 2007
Not checked in the free run.
- cites Gathercole et al., 2004
Not checked in the free run.
- Interpretationown data
Growth in Numbers Reversed in the ECLS-K:2011 data begins quickly in early childhood and then decelerates over time.
“suggesting that growth begins to grow quickly during early childhood and decelerates over time.”
Quote in the paperSubstantial claim - Interpretationreasoning
Inconsistent sex differences in the literature could be attributed to the lack of studies charting working memory growth across development.
“The inconsistent sex differences found in the literature could be attributed to the lack of studies charting the growth of WM across development.”
Quote in the paperSubstantial claim - Premisecitation
The observed decelerating growth pattern can be partly due to scale shrinkage, the tendency of growth rates to decline as item complexity increases.
“Second, it is important to note that the observed decelerating growth pattern can be, in part, due to scale shrinkage, or the tendency of growth rates to decline as item complexity increases (Bolt et al., 2014; Yen, 1985).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Bolt et al., 2014
Not checked in the free run.
- cites Yen, 1985
Not checked in the free run.
- May combine two claims. 26
- Classified as probably not a substantial claim. 21
May combine two claims.
Findingown dataIn the full-age PSID-CDS data, for Forward Digit Span, the cubic functional form was the best-fitting model for boys and girls, but the cubic coefficient was not statistically significant for boys after multiple-comparison adjustment.
“For the Forward Digit Span, the cubic functional form was the best fitting model for boys and for girls. However, the cubic coefficient was not statistically significant for boys after adjusting for multiple comparisons (girls: b = 0.002, p < .001; boys: b = 0.001, p = .005).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe study observed non-linear growth patterns for both forward and backward digit span tasks from 3 to 19 years of age, with the most rapid growth in childhood followed by a brief acceleration in early adolescence.
“First, we observed non-linear growth patterns for both forward and backward digit span tasks from 3 to 19 years of age, with the most rapid growth occurring across childhood, followed by a brief accelerated period of growth during early adolescence.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataWorking memory capacity showed rapid age-related changes across childhood and to a lesser degree during early adolescence, with two periods of relative calm: late childhood and late adolescence.
“Specifically, we observed rapid age-related changes in WM capacity across childhood and to a lesser degree during early adolescence, and two periods of relative calm: late childhood and late adolescence.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataIn the full PSID-CDS data, the sex-by-age interaction was not statistically significant for the cubic functional form of Backward Digit Span.
“and Backward Digit Span (b = 0.001, SE = .001, p = .224; see Figure 3) in the full PSID-CDS dataset.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe age of onset differed for forward and backward span tasks: children as young as 3 years could complete the forward span task, while backward span performance did not emerge until age 5.
“Second, the age of onset differed for forward and backward span tasks–children as young as 3 years of age were able to complete the forward span task, whereas performance on backward span did not emerge until 5 years of age.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataIn the age-restricted PSID-CDS data, the best-fitting growth model was quadratic rather than cubic, because the cubic coefficient was not statistically significant.
“Although inspection of the model fit indices in the age-restricted PSID-CDS data suggested that a cubic functional form best fit the data, the cubic coefficient was non-significant (b = 0.015, p = .208).”
- Also stated in: § Results · plain
“Therefore, the best fitting model was the quadratic functional form, which had the next-lowest model fit indices and a statistically significant growth coefficient (AIC =104487838; BIC =104487868; b =−0.101, p <.001).”
Quote in the paperNot a substantial claim- Also stated in: § Results · plain
May combine two claims.
Findingown dataIn the full-age PSID-CDS data, for Backward Digit Span, the cubic functional form was the best-fitting model for boys and girls, but the cubic coefficient was not statistically significant for boys after multiple-comparison adjustment.
“For the Backward Digit Span, the cubic functional form was the best fit model for boys and for girls. However, the cubic coefficient was not statistically significant for boys after adjusting for multiple comparisons (girls: b = .002, p < .001; boys: b = .001, p = .035).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataIn the restricted-age PSID-CDS data, the best-fitting model for boys and girls was quadratic, with statistically significant growth coefficients.
“Therefore, the best fitting model for boys and girls was the quadratic functional form, which had the next-least model fit indices and statistically significant growth coefficients (girls: b = −0.116, p < .001; boys: b = −0.087, p < .001).”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataIn the ECLS-K:2011 data, the sex-by-age interaction was not statistically significant for the logarithmic functional form of Numbers Reversed after multiple-comparison correction.
“and the logarithmic functional form of Numbers Reversed in the ECLS-K:2011 (b = −0.520, SE = .250, p = .041; see Figure 3) after the multiple comparison correction.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown dataIn the restricted PSID-CDS data, the sex-by-age interaction was not statistically significant for the cubic functional form of Backward Digit Span.
“We also observed non-significant interaction coefficients (i.e., child ages 6–11) for the cubic functional form of Backward Digit Span (b = −0.029, SE = .033, p = .372; see Figure 3) in the restricted PSID-CDS dataset”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataIn the ECLS-K:2011 data, 15% of the variability in Numbers Reversed was between individuals and 85% was within person.
“In the ECLS-K:2011 data, the ICC suggested that 15% of the variability in number reversed can be attributed to differences between individuals, with 85% of the variability being attributed to differences within person.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataSubgroup analyses indicated that males and females developed working memory at similar rates across the population, with no meaningful sex differences in overall functional form or rate of growth.
“Finally, results from subgroup analyses indicated that males and females developed WM at similar rates across the population.”
- Also stated in: § Discussion · plain
“A notable finding that emerged from these analyses is the lack of meaningful sex differences in the overall functional form and rate of growth of WM.”
Quote in the paperSubstantial claim- Also stated in: § Discussion · plain
Classified as probably not a substantial claim.
Study design and conductcitationMissing data in the ECLS-K:2011 were imputed using multiple imputations by chained equations to create 40 complete data sets to account for longitudinal attrition and planned missingness.
“To account for longitudinal attrition and planned missingness across the study’s waves, missing data were imputed using multiple imputations (MI; Rubin, 1987) by chained equations procedures implemented in STATA (StataCorp., 2019) to create 40 complete data sets.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Rubin, 1987
Not checked in the free run.
- cites StataCorp., 2019
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenThe 1997 cross-sectional family weight was applied to make the PSID-CDS sample representative of the U.S. population during 1997.
“The 1997 cross-sectional family weight was applied to make the sample representative of the U.S. population during 1997.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenBaseline sampling weights provided by NCES were applied to make the ECLS-K:2011 sample representative of the U.S. population during the 2010-2011 school year.
“The baseline sampling weights provided by NCES were applied to make the sample representative of the U.S. population during the 2010–2011 school year.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductreasoningMissing data for digit span variables in the PSID-CDS were imputed using multiple imputations by chained equations to create 70 complete data sets.
“To account for the high levels of missingness, missing data were imputed using multiple imputations (Rubin, 1987) by chained equations procedures implemented in Stata (StataCorp., 2019) to create 70 complete data sets.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Rubin, 1987
Not checked in the free run.
- cites StataCorp., 2019
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductcitationVariables related to missingness on the outcome variables were entered in the PSID-CDS imputation models as covariates to adhere to MAR assumptions.
“Variables that were related to missingness on the outcome variables of interest were entered in our imputation models as covariates to adhere to MAR assumptions (Enders, 2010).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Enders, 2010
Not checked in the free run.
- The authors state this as an assumption: Missing data on digit span variables are missing at random conditional on the covariates included in the imputation models.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductcitationThe Digit Span Task from the WISC-R demonstrates excellent reliability (α = .93) and good test-retest reliability (r = .73).
“The Digit Span Task demonstrates excellent reliability (α = .93; Wechsler, 2008) and good test-retest reliability (r = .73; Lipsey et al., 2017).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Wechsler, 2008
Not checked in the free run.
- cites Lipsey et al., 2017
Not checked in the free run.
May combine two claims.
Premisenone givenWhen sex disparities in working memory emerge, they depend on the developmental stage of assessment and are almost always examined cross-sectionally.
“When disparities emerge, they depend on the developmental stage of assessment and are almost always examined cross-sectionally.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductcitationThe study analyses were preregistered on OSF.
“All study analyses were preregistered on OSF: https://osf.io/szvmx/ (Ellis et al., 2021).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Ellis et al., 2021
Not checked in the free run.
Classified as probably not a substantial claim.
PremisecitationFor time-unstructured or unequally spaced time variables, mixed-effects modeling is preferred over latent growth-curve modeling.
“When dealing with an independent variable that is time-unstructured (such as child age in the PSID-CDS), or when dealing with a time variable that has unequal distances (as in the ECLS-K:2011), mixed effects modeling is preferred over other methods, such as latent growth-curve modeling (McNeish & Matta, 2018).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites McNeish & Matta, 2018
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
InterpretationcitationContextual and biological changes during early adolescence, such as puberty, neural differentiation, and educational and social transitions, might explain the acceleration in working memory development.
“Like childhood, there are also contextual and biological changes occurring during this time that might explain this acceleration in WM development, such as the onset and progression of puberty, adolescent neural differentiation, and transitions in educational and social contexts, which have been shown to influence the maturation of executive systems (see Blakemore, & Choudhury, 2006, for review).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Blakemore, & Choudhury, 2006
Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductcitationVariables significantly related to the outcome of interest were entered in the ECLS-K:2011 imputation models as covariates to adhere to MAR assumptions.
“Further, and to adhere to MAR assumptions, variables significantly related to the outcome of interest were entered in our imputation models as covariates (Enders, 2010).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Enders, 2010
Not checked in the free run.
- The authors state this as an assumption: Missing data on digit span variables are missing at random conditional on the covariates included in the imputation models.
Classified as probably not a substantial claim. May combine two claims.
PremisecitationThere is evidence supporting a male advantage in visuospatial working memory, small and first appearing during adolescence.
“Conversely, there is also evidence supporting a male advantage in visuospatial WM; however, these sex differences are small and first appear during adolescence (Voyer, 2016).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Voyer, 2016
Not checked in the free run.
May combine two claims.
PremisereasoningBoth PSID-CDS and ECLS-K:2011 include counting span tasks measured multiple times, making it possible to examine developmental trends and compare findings across datasets.
“Both the PSID-CDS and the ECLS-K:2011 include counting span tasks measured multiple times across the studies, making it possible to examine developmental trends and compare findings across the two data sets.”
Quote in the paperSubstantial claim- Rests on an assumption: The digit span measures in PSID-CDS and ECLS-K:2011 assess the same verbal working memory construct comparably enough to compare developmental trends.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationForward span includes storage and maintenance components, whereas backward span also requires manipulation and updating of stored information.
“Forward span includes storage and maintenance components, whereas backward span also requires participants to manipulate and update the information stored in short-term memory, and is often described as capturing working memory capacity because of the additional processing demand (Conway et al., 2005; Cowan, 2008).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Conway et al., 2005
Not checked in the free run.
- cites Cowan, 2008
Not checked in the free run.
Classified as probably not a substantial claim. May combine two claims.
PremisecitationW-scores are an equal-interval score metric sensitive to longitudinal change.
“W-scores, a score metric on an equal-interval scale sensitive to longitudinal change, were used for the present study (Mather & Jaffe, 2016; McGrew & Woodcock, 2001).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Mather & Jaffe, 2016
Not checked in the free run.
- cites McGrew & Woodcock, 2001
Not checked in the free run.
May combine two claims.
Study design and conductreasoningBoth PSID-CDS and ECLS-K:2011 are nationally representative, making them ideal to examine whether developmental trajectories differ across biological sex.
“Finally, both the PSID-CDS and ECLS-K:2011 are nationally-representative, making them ideal to examine whether developmental trajectories differ across biological sex, which can provide patterns of normative WM development generalizable to the U.S. population.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationMeta-analyses indicate a small but significant female advantage in auditory working memory in children and adolescents, but not during adulthood.
“For example, meta-analyses indicate a small, but significant female advantage in auditory WM in children and adolescents, but not during adulthood (Lynn & Irwing, 2008).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Lynn & Irwing, 2008
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone givenDifferences in the scaling of counting span across the two datasets warrant caution in directly comparing results between PSID-CDS and ECLS-K:2011.
“However, the difference in scaling of counting span across the two data sets warrants caution in directly comparing the results across the PSID-CDS and ECLS-K:2011.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationown dataWhen modeled at the population level, working memory sex differences are minimal at any given developmental stage and disappear when growth patterns over time are examined.
“Although prior research in this area has been mixed (Lynn & Irwing, 2008; Voyer, 2016), our findings suggest that when modeled at the population level, WM sex differences are minimal at any given developmental stage and entirely disappear when examining growth patterns over time.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Lynn & Irwing, 2008
Not checked in the free run.
- cites Voyer, 2016
Not checked in the free run.
May combine two claims.
PremisecitationSex differences in working memory are generally small, domain-specific, and vary across age.
“Sex differences in WM are generally small, domain-specific, and vary across age.”
Quote in the paperSubstantial claimMay combine two claims.
PremisecitationRapid working memory development during childhood coincides with physical and neurological changes and with contextual transitions that have been shown to influence executive-system maturation.
“The rapid development of WM during childhood also coincides with the dramatic physical and neurological changes that take place during childhood, as well as with important contextual transitions (e.g., start of formal schooling) that have been shown to influence the maturation of executive systems (Kim et al., 2021; Finch, 2019).”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Kim et al., 2021
Not checked in the free run.
- cites Finch, 2019
Not checked in the free run.
May combine two claims.
Study design and conductown dataIn the PSID-CDS, missing data for forward digit span ranged from 26.25% to 63.64% and for backward span from 26.36% to 62.61%.
“Missing data for digit span forward ranged from 26.25% to 63.64% and for backward span from 26.36% to 62.61% (Table 1 displays missing rates for all study variables).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone givenA Bonferroni correction was used to adjust for multiple testing, with only p-values below .001 considered statistically significant.
“To adjust for multiple testing, we used a Bonferroni correction, such that only p-values < .001 were considered statistically significant.”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningThe pattern of working memory growth highlights the relative importance of early childhood for normative working memory development and may indicate a window when interventions are most effective.
“This pattern of WM growth highlights the relative importance of the early childhood period for normative WM development, which may provide a window of opportunity during which the effects of interventions might be the most effective.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone givenThe study focused solely on verbal working memory development, and the extent to which the developmental trends extend to visuospatial working memory remains unclear.
“First, this study focused solely on verbal WM development - however, the extent to which these developmental trends extend to visuospatial WM development remains unclear.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductreasoningAlthough the findings are representative of the U.S. population, they are generalizable only to a small fraction of the human population.
“Finally, although these findings are representative of the U.S. population, they are only generalizable to a small fraction of the human population.”
Quote in the paperNot a substantial claim- Rests on an assumption: The PSID-CDS and ECLS-K:2011 samples are representative of the U.S. population.
May combine two claims.
InterpretationreasoningThe findings offer information about normative working memory development at the population level and can provide researchers a foundation for understanding intervention effects independent of normative age-related changes.
“Not only do these findings offer information about normative development of working memory at the population level, they can also provide researchers with a foundation to understand the effects of interventions independent of normative age-related changes in working memory.”
Quote in the paperNot a substantial claim- Rests on an assumption: The PSID-CDS and ECLS-K:2011 samples are representative of the U.S. population.
Probably not a substantial claim: may not pass S3 (load-bearing).
InterpretationreasoningIt is possible that task performance is not increasing as quickly as true working memory capacity over time.
“As a result, it is possible that task performance is not increasing as quickly as true WM capacity over time.”
Quote in the paperNot a substantial claim
The authors state this as an assumption.
Missing data on digit span variables are missing at random conditional on the covariates included in the imputation models.
“Variables that were related to missingness on the outcome variables of interest were entered in our imputation models as covariates to adhere to MAR assumptions (Enders, 2010).”
The paper relies on this without support.
The digit span measures in PSID-CDS and ECLS-K:2011 assess the same verbal working memory construct comparably enough to compare developmental trends.
“Both the PSID-CDS and the ECLS-K:2011 include counting span tasks measured multiple times across the studies, making it possible to examine developmental trends and compare findings across the two data sets.”
The paper relies on this without support.
The PSID-CDS and ECLS-K:2011 samples are representative of the U.S. population.
“The purpose of the present study was to chart the functional form of working memory (WM) development using verbal counting span tasks in two samples representative of the U.S. population.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
One possible explanation is that updating ability matures later than span ability does, leaving greater room for updating-based training to benefit young individuals.
“One possible explanation is that updating ability matures later than span ability does, leaving greater room for updating-based training to benefit young individuals (Ahmed et al., 2022; Skalaban et al., 2022).”
From The asymmetry of working memory training transfer: A systematic review and meta-analysis (2026) · cites this paper as Ahmed et al., 2022
The Method section describes backward digit span as requiring manipulation and updating, and the Discussion reports that backward-span performance emerged at age 5, compared with age 3 for forward span. This supports a later onset for an updating-demanding task, but the paper does not establish when updating ability matures relative to span ability or test whether updating-based training benefits young people more. (LLM, conf=0.84)
Experimental — accuracy not yet measured
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Digit span scoring range exceeds the described maximum
MinorThe described task has seven sequence lengths (two through eight digits) and two trials per length, for a maximum of 14 correct sequences, not 16.
Reported 16 · recomputed 14
“Items were scored by summing the number of correctly answered sequences (digit span score range: 0-16).”
Later waves include children younger than the original cohort could be
MinorThe text says the same cohort was retested. A child who was at least 2.78 years old in 1997 could not be 5.25 in 2002/2003 or 10.33 in 2007/2008.
“a single cohort consisting of children of different ages was tested in 1997 (age range 2.78 years to 13.64 years)”
“and was tested again across two subsequent waves; 2002/2003 (age range 5.25 years to 19.33 years), and 2007/2008 (age range 10.33 years to 19 years).”
Cites
Working memory span tasks: A methodological review and user’s guide
Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005) · Psychonomic Bulletin & Review · doi:10.3758/bf03196772 · Cited by 2,882 · see citing works
Development of the adolescent brain: implications for executive function and social cognition
Blakemore, S., & Choudhury, S. (2006) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2006.01611.x · Cited by 2,328 · see citing works
The Structure of Working Memory From 4 to 15 Years of Age
Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004) · Developmental Psychology · doi:10.1037/0012-1649.40.2.177 · Cited by 1,795 · see citing works
Chapter 20 What are the differences between long-term, short-term, and working memory?
Cowan, N. (2008) · Progress in Brain Research · doi:10.1016/s0079-6123(07)00020-9 · Cited by 1,394 · see citing works
Verbal and Visuospatial Short-Term and Working Memory in Children: Are They Separable?
Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006) · Child Development · doi:10.1111/j.1467-8624.2006.00968.x · Cited by 938 · see citing works
Development of Executive Functions Through Late Childhood and Adolescence in an Australian Sample
Anderson, V. A., Anderson, P., Northam, E., Jacobs, R., & Catroppa, C. (2001) · Developmental Neuropsychology · doi:10.1207/s15326942dn2001_5 · Cited by 825 · see citing works
Executive Functions in Children Aged 6 to 13: A Dimensional and Developmental Study
Brocki, K. C., & Bohlin, G. (2004) · Developmental Neuropsychology · doi:10.1207/s15326942dn2602_3 · Cited by 743 · see citing works
Impulsive decision making and working memory.
Hinson, J. M., Jameson, T. L., & Whitney, P. (2003) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.29.2.298 · Cited by 595 · see citing works
The developmental trajectories of executive function from adolescence to old age.
Ferguson, H. J., Brunsdon, V. E. A., & Bradford, E. E. F. (2021) · Scientific Reports · doi:10.1038/s41598-020-80866-1 · Cited by 583 · see citing works
The development of nonverbal working memory and executive control processes in adolescents
Luciana, M., Conklin, H. M., Hooper, C. J., & Yarger, R. S. (2005) · Child Development · doi:10.1111/j.1467-8624.2005.00872.x · Cited by 567 · see citing works
Working memory in schizophrenia: a meta-analysis
Forbes, N. F., Carrick, L. A., McIntosh, A. M., & Lawrie, S. M. (2009) · Psychological Medicine · doi:10.1017/s0033291708004558 · Cited by 550 · see citing works
Goldman‐Rakic, P. S. (1992) · Scientific American · doi:10.1038/scientificamerican0992-110 · Cited by 457 · see citing works
Kasper, L. J., Alderson, R. M., & Hudec, K. L. (2012) · Clinical Psychology Review · doi:10.1016/j.cpr.2012.07.001 · Cited by 414 · see citing works
Sex differences in visual-spatial working memory: A meta-analysis
Voyer, D., Voyer, S. D., & Saint-Aubin, J. (2017) · Psychonomic Bulletin & Review · doi:10.3758/s13423-016-1085-7 · Cited by 400 · see citing works
Conklin, H. M., Luciana, M., Hooper, C. J., & Yarger, R. S. (2007) · Developmental Neuropsychology · doi:10.1207/s15326942dn3101_6 · Cited by 330 · see citing works
Ahmed, S. F., Tang, S., Waters, N. E., & Davis-Kean, P. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000296 · Cited by 293 · see citing works
Self-citationWorking memory in early Alzheimer's disease: a neuropsychological review
Huntley, J. D., & Howard, R. J. (2009) · International Journal of Geriatric Psychiatry · doi:10.1002/gps.2314 · Cited by 218 · see citing works
Finn, P. R. (2002) · Behavioral and Cognitive Neuroscience Reviews · doi:10.1177/1534582302001003001 · Cited by 194 · see citing works
Working memory and reward association learning impairments in obesity
Coppin, G., Nolan-Poupart, S., Jones‐Gotman, M., & Small, D. M. (2014) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2014.10.004 · Cited by 176 · see citing works
Sex differences in clustering and switching in verbal fluency tasks
Weiss, E. M., Ragland, J. D., Brensinger, C. M., Bilker, W. B., Deisenhammer, E., & Delazer, M. (2006) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617706060656 · Cited by 168 · see citing works
Differentiating between mixed-effects and latent-curve approaches to growth modeling
McNeish, D., & Matta, T. H. (2017) · Behavior Research Methods · doi:10.3758/s13428-017-0976-5 · Cited by 155 · see citing works
The development of visual working memory capacity during early childhood
Simmering, V. R. (2011) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2011.10.007 · Cited by 146 · see citing works
Working memory and social functioning in children
McQuade, J. D., Murray-Close, D. K., Shoulberg, E. K., & Hoza, B. (2013) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2013.03.002 · Cited by 142 · see citing works
Testing longitudinal associations between executive function and academic achievement.
Willoughby, M. T., Wylie, A. C., & Little, M. H. (2018) · Developmental Psychology · doi:10.1037/dev0000664 · Cited by 140 · see citing works
Xie, W., Campbell, S., & Zhang, W. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.2008868117 · Cited by 109 · see citing works
Vuontela, V., Carlson, S., Troberg, A.-M., Fontell, T., Simola, P. E., Saarinen, S., & Aronen, E. T. (2012) · Child Psychiatry & Human Development · doi:10.1007/s10578-012-0313-2 · Cited by 101 · see citing works
Gender Differences in Verbal and Visuospatial Working Memory Performance and Networks
Zilles‐Wegner, D., Lewandowski, M., Vieker, H., Henseler, I., Diekhof, E. K., Melcher, T., Keil, M., & Gruber, O. (2016) · Neuropsychobiology · doi:10.1159/000443174 · Cited by 66 · see citing works
Lensing, N., & Elsner, B. (2018) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2018.04.002 · Cited by 56 · see citing works
An integrated brain–behavior model for working memory
Moser, D. A., Doucet, G. E., Ing, A., Dima, D., Schumann, G., Bilder, R. M., & Frangou, S. (2017) · Molecular Psychiatry · doi:10.1038/mp.2017.247 · Cited by 54 · see citing works
Fifty Years of the Panel Study of Income Dynamics: Past, Present, and Future
Johnson, D. S., McGonagle, K. A., Freedman, V. A., & Sastry, N. (2018) · The Annals of the American Academy of Political and Social Science · doi:10.1177/0002716218809363 · Cited by 49 · see citing works
Working memory capacity development through childhood: A longitudinal analysis.
Reynolds, M. R., Niileksela, C. R., Gignac, G. E., et al. (2022) · Developmental Psychology · doi:10.1037/dev0001360 · Cited by 44 · see citing works
Kim, M. H., Ahmed, S. F., & Morrison, F. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.607973 · Cited by 24 · see citing works
Self-citation
Flagged first, then by citations
Research works printed but not linked: 17
- Baddeley AD, & Hitch G (1974). Working memory. In Psychology of learning and motivation (Vol. 8, pp. 47– 89). Academic press.
- Bolt DM, Deng S, & Lee S (2014). IRT model misspecification and measurement of growth in vertical scaling. Journal of Educational Measurement, 51(2), 141– 162.
- Ellis A, Davis-Kean P, Ward KP, Ahmed SF, & Chaku N (2021, June 29). Functional Form of Working Memory. 10.17605/OSF.IO/SZVMX · DOI
- Finch JE (2019). Do schools promote executive functions? Differential working memory growth across school-year and summer months. AERA Open, 5(2), 2332858419848443.
- Diamond A (2002). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In Stuss DT & Knight RT (Eds.), Principles of frontal lobe function (pp. 466– 503). Oxford University Press.
- Enders CK (2010). Applied missing data analysis. Guilford press.
- Graham JW (2003). Adding missing-data-relevant variables to FIML-based structural equation models. Structural Equation Modeling, 10(1), 80– 100.
- Jaffe LE (2009). Development, interpretation, and application of the W score and the relative proficiency index(Woodcock-Johnson III Assessment Service Bulletin No. 11). Rolling Meadows, IL: Riverside Publishing.
- Johnson DS, McGonagle KA, Freedman VA, Sastry N (2018). Longitudinal research on social dynamics: the PSID at 50 years. Ann. Am. Acad. Political Soc. Sci. 680(1): 1– 259 PMC6820672 31666744
- Lipsey MW, Nesbitt KT, Farran DC, Dong N, Fuhs MW, & Wilson SJ (2017). Learning-related cognitive self-regulation measures for prekindergarten children: A comparative evaluation of the educational relevance of selected measures. Journal of Educational Psychology, 109(8), 1084– 1102.
- Lynn R, & Irwing P (2008). Sex differences in mental arithmetic, digit span, and g defined as working memory capacity. Intelligence, 36(3), 226– 235.
- Miyake A, & Shah P (Eds.). (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge University Press.
- Nesselroade JR (1991). Interindividual differences in intraindividual change. In Collins LM & Horn JL (Eds.), Best methods for the analysis of change(pp. 92– 105). Washington, DC: American Psychological Association.
- Rubin DB (1988). An overview of multiple imputation. In Proceedings of the survey research methods section of the American statistical association (pp. 79– 84).
- Singer JD, Willett JB, & Willett JB (2003). Applied longitudinal data analysis: Modeling change and event occurrence. Oxford university press.
- Wechsler D (2008). Wechsler Adult Intelligence Scale–Fourth edition: Technical and interpretive manual. San Antonio, TX: Pearson Assessment.
- Yen WM (1985). Increasing item complexity: A possible cause of scale shrinkage for unidimensional item response theory. Psychometrika, 50(4), 399– 410.
Cited by
Sorted by citations
Best practices for addressing missing data through multiple imputation
Woods, A. D., Gerasimova, D., Dusen, B. V., Nissen, J., Bainter, S. A., Uzdavines, A., Davis-Kean, P. E., Halvorson, M. A., King, K. M., Logan, J. A. R., et al. (2023) · Infant and Child Development · doi:10.1002/icd.2407 · Cited by 218 · see citing works
Self-citationThe Development of Executive Function: Mechanisms of Change and Functional Pressures
Ibbotson, P. (2023) · Journal of Cognition and Development · doi:10.1080/15248372.2022.2160719 · Cited by 45 · see citing works
Sankalaite, S., Huizinga, M., Warreyn, P., Dewandeleer, J., & Baeyens, D. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1240741 · Cited by 34 · see citing works
“, 2004), slightly slowing during adolescence (Ahmed et al., 2022).”
Xu, K., Geng, S., Dou, D., & Liu, X. (2023) · Behavioral Sciences · doi:10.3390/bs13100833 · Cited by 32 · see citing works
“In a parallel vein, Ahmed utilized nationally representative data to exhibit nonlinear growth patterns in working memory performance from ages 3 to 19, with the most rapid growth occurring during childhood [54].”
MethodLi, S., Wang, Z., Wang, J., & He, J. (2024) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2024.101572 · Cited by 22 · see citing works
Chaku, N., Barry, K. R., Fowle, J., & Hoyt, L. T. (2022) · Developmental Science · doi:10.1111/desc.13256 · Cited by 22 · see citing works
Self-citationClinchard, C., Casas, B. R., & Kim‐Spoon, J. (2024) · Development and Psychopathology · doi:10.1017/s0954579424001457 · Cited by 19 · see citing works
Sankalaite, S., Huizinga, M., Pollé, S., Xu, C., de Vries, N., Hens, E., & Baeyens, D. (2023) · Education Sciences · doi:10.3390/educsci13111149 · Cited by 22 · see citing works
Disentangling processing and storage accounts of working memory development in childhood
Superbia-Guimarães, L., & Cowan, N. (2023) · Developmental Review · doi:10.1016/j.dr.2023.101089 · Cited by 14 · see citing works
Ahmed, S. F., Montroy, J. J., Skibbe, L. E., Bowles, R. P., & Morrison, F. J. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101713 · Cited by 12 · see citing works
Self-citationDevelopmental cascades and educational attainment
Ahmed, S. F., Chaku, N., Waters, N. E., Ellis, A., & Davis-Kean, P. E. (2022) · Advances in child development and behavior · doi:10.1016/bs.acdb.2022.10.006 · Cited by 8 · see citing works
Self-citationZaso, M. J., Read, J. P., & Colder, C. R. (2023) · Current Addiction Reports · doi:10.1007/s40429-023-00525-z · Cited by 8 · see citing works
“Young children tend toward concrete thinking [26] with more advanced attentional and memory abilities developing later in life [33, 34].”
BackgroundLi, M., Zhang, B., & Mou, Y. (2024) · Assessment · doi:10.1177/10731911241255841 · Cited by 10 · see citing works
“Given that childhood to adolescence is a period when working memory is undergoing rapid development (Ahmed et al., 2022; Go´mez et al., 2018; Luciana et al., 2005; Schleepen & Jonkman, 2009), some researchers legitimately worried that the FC format may be too cognitively demanding for these young…”
The Extended Mind in Young Children: Cost-Dependent Trade-Off Between External and Internal Memory
Liang, Y., Blaser, E., Jia, Y., Sai, L., & Káldy, Z. (2025) · Psychological Science · doi:10.1177/09567976241306424 · Cited by 10 · see citing works
“In the development of the extended mind, 5 to 8 years of age is an important period, when children’s developing working memory abilities (Ahmed et al., 2022) begin to be guided explicitly as they begin formal schooling.”
Grammer, J. K., & Ahmed, S. F. (2023) · Mind Brain and Education · doi:10.1111/mbe.12368 · Cited by 7 · see citing works
Self-citationThe association of motor competence and executive function across primary school years
Ludyga, S., & Herrmann, C. (2025) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2025.102895 · Cited by 6 · see citing works
Ojha, A., Foran, W., Calabro, F., Sydnor, V., Petrie, D. J., Parr, A., Famalette, A., Phang, N., Sista, A., Sorrells, S. F., et al. (2025) · Cell Reports · doi:10.1016/j.celrep.2025.116265 · Cited by 7 · see citing works
“5,73,74 We focused our brain-behavior tests on fronto-amygdala connections exhibiting significant developmental effects to understand the extent to which these circuits are associated with our affective and cognitive measures.”
Morra, S., Patella, P., & Muscella, L. (2024) · Journal of Cognition · doi:10.5334/joc.387 · Cited by 6 · see citing works
Blaser, E., & Káldy, Z. (2024) · Developmental Review · doi:10.1016/j.dr.2025.101187 · Cited by 6 · see citing works
Arztmann, M., Alfaro, J. L. D., Hornstra, L., Wong, J., Jeuring, J. T., & Liesbeth Kester, A. (2025) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2025.100721 · Cited by 4 · see citing works
Игоревич, К. Н., & Kovaleva, G. (2023) · Intelligence · doi:10.1016/j.intell.2023.101756 · Cited by 5 · see citing works
Liang, Y., Káldy, Z., & Blaser, E. (2025) · Cognitive Development · doi:10.1016/j.cogdev.2025.101542 · Cited by 6 · see citing works
Predictors of loneliness among middle childhood and adolescence during the COVID-19 pandemic
Benhayoun, A., Olsavsky, A. L., Akard, T. F., Gerhardt, C. A., & Skeens, M. A. (2024) · PLoS ONE · doi:10.1371/journal.pone.0308091 · Cited by 4 · see citing works
Lu, Q., Wang, Y., Qu, B., Wang, C., Su, X., Wang, S., Xing, Y., Qin, W., Tang, Y., & Zhang, N. (2024) · CNS Neuroscience & Therapeutics · doi:10.1111/cns.70194 · Cited by 3 · see citing works
Ahmed, S. F., Kelly, D. P., Waters, N. E., & Chaku, N. (2023) · Elsevier eBooks · doi:10.1016/b978-0-323-96023-6.00057-9 · Cited by 3 · see citing works
Self-citationGong, Z.-Q., & Zuo, X. (2026) · Physics of Life Reviews · doi:10.1016/j.plrev.2026.01.007 · Cited by 3 · see citing works
Perry, R. C., Booth, E. R., Thomas, M. S. C., Tolmie, A. K., Röösli, M., Toledano, M. B., Shen, C., & Dumontheil, I. (2025) · Learning and Individual Differences · doi:10.1016/j.lindif.2025.102822 · Cited by 2 · see citing works
Leveraging the power and potential of feedback: Conceptual contributions and areas for expansion
Koenka, A. C., McManus, D. N., & Nicolai, K. D. (2025) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2025.102427 · Cited by 2 · see citing works
Coughlin, C. A., Karjack, S., Pospisil, J., Lee, J. K., & Ghetti, S. (2024) · Philosophical Transactions of the Royal Society B Biological Sciences · doi:10.1098/rstb.2023.0400 · Cited by 2 · see citing works
“Future research would therefore benefit from examining the extent to which these two processes contribute to developmental improvements in critical choice, especially given that they both exhibit substantial development across childhood [38,39].”
Vrantsidis, D. M., Wuest, V., & Wiebe, S. A. (2025) · Developmental Review · doi:10.1016/j.dr.2025.101201 · Cited by 2 · see citing works
Ahmed, S. F., Montroy, J. J., Skibbe, L. E., et al. (2022) · doi:10.31234/osf.io/zhks8 · Cited by 2 · see citing works
Self-citationDifferential Impact of WM Load on Attention in Young Adults Versus Children and Adolescents
Park, H., & Kim, S.-Y. (2024) · Children · doi:10.3390/children11091057 · Cited by 1 · see citing works
“By understanding how their WM and attention processes differ from typical developmental trajectories, more effective educational tools, therapeutic interventions, and cognitive training programs can be designed to meet the specific needs of diverse learners.”
BackgroundMeasuring Cognitive Ability in Children and Adolescents
Goecke, B., Zimny, L., Hartung, J., Lösche, P., Golle, J., & Wilhelm, O. (2024) · Psychological Test Adaptation and Development · doi:10.1027/2698-1866/a000089 · Cited by 4 · see citing works
Liu, H., Qi, Y., Zhang, Y., Yu, A., Chen, Y., Zhang, X., Lou, Y., & Yu, X. (2025) · Current Psychology · doi:10.1007/s12144-025-08145-8 · Cited by 1 · see citing works
“Backward digit span task Verbal WM was assessed using a backward digit span task (Waters & Caplan, 2003), which has been demonstrated to be a sensitive and reliable measure for verbal WM in children (Ahmed et al., 2022; St Clair-Thompson, 2009).”
Bablekou, Z., Chrysochoou, E., Kazi, S., Masoura, E. V., & Tsigilis, N. (2025) · Cognitive Development · doi:10.1016/j.cogdev.2025.101614 · Cited by 2 · see citing works
Social Determinants of Health and Pediatric Brain Tumor Neuropsychological Morbidities
Sharkey, C. M., Nielsen, J. D., Walsh, K. S., Weisman, H. S., & Hardy, K. K. (2025) · Pediatric Blood & Cancer · doi:10.1002/pbc.32050 · Cited by 1 · see citing works
“Lastly, the Education domain was only significantly associated with parent-reported working memory problems, possibly highlighting the unique effect of limited access to early educational resources that are critical for working memory development in early childhood [45, 46].”
Malykh, S. B., & Демарева, В. (2025) · Clocks & Sleep · doi:10.3390/clockssleep7040057 · Cited by 1 · see citing works
“Ado-lescents experience both an increase in working memory capacity [28] and a decline in sleep quality and duration [9,16].”
Sutherland, B. D., Hill-Bowen, L. D., Trucco, E. M., Laird, A. R., & Sutherland, M. T. (2025) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2025.101634 · Cited by 3 · see citing works
“From a developmental perspective, WM capacity improves throughout adolescence (Ahmed et al., 2022; Andre et al., 2015).”
Ternblad, E.-M., Morell-Ruiz, M., & Holmer, S. (2025) · Education Sciences · doi:10.3390/educsci15101350 · Cited by 1 · see citing works
“Recent studies also reveal children’s counting abilities to be significantly related to working memory development, with counting backwards having a substantially slower and later development trajectory than counting forwards (Ahmed et al., 2022; Reynolds et al., 2022).”
Sankalaite, S., Pollé, S., Huizinga, M., der Oord, S. V., Rakickienė, L., & Baeyens, D. (2025) · Education Sciences · doi:10.3390/educsci15101379 · Cited by 3 · see citing works
“WM development starts in infancy, rapidly progresses in preschool years, undergoes substantial and more gradual changes during childhood, and slows during adolescence (Ahmed et al., 2022; Gómez et al., 2018).”
Hong, Y., & Zhou, R. (2025) · Biological Psychology · doi:10.1016/j.biopsycho.2025.109140 · Cited by 1 · see citing works
Sutormina, N. V., Kalabina, I. A., Efimova, V. L., et al. (2025) · Scientific Reports · doi:10.1038/s41598-025-33555-w · Cited by 1 · see citing works
“A large-scale study of children aged 3 to 19 years documented a nonlinear developmental trajectory of working memory, with two distinct peaks observed in early childhood and adolescence 41 .”
Huang, Y., Li, D., Ma, J., Hou, Y., & Feng, Y. (2026) · International Journal of Applied Linguistics · doi:10.1111/ijal.70109 · Cited by 1 · see citing works
Ribner, A., Miller‐Cotto, D., Merkley, R., Rivera, L. M., & Rosenberg‐Lee, M. (2026) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2026.101946 · Cited by 1 · see citing works
Mera, C., Porras, M. M., Aragón, E., López, M. D. C. C., Ramos, L. M., & García, M. A. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01097-y · Cited by 2 · see citing works
“This capacity facilitates the retention and manipulation of numerical information and basic mathematical rules (Ahmed et al., 2022; Lin & Powell, 2022).”
Effects of high-intensity interval training on cognitive flexibility among female teenagers
Jabbar, N., Awan, M. A. M., Khokhar, S., Toseef, A., Ayub, H., Masooma, B., & Iqbal, Q. (2024) · The Rehabilitation Journal · doi:10.52567/trehabj.v8i01.54 · Cited by 2 · see citing works
Hamilton, M., Roper, T., Blaser, E., et al. (2023) · doi:10.31234/osf.io/2tmnx · Cited by 1 · see citing works
The asymmetry of working memory training transfer: A systematic review and meta-analysis
Fu, J., Zhou, Y., Yuan, M., & Cai, Y. (2026) · Psychonomic Bulletin & Review · doi:10.3758/s13423-026-02994-5
“One possible explanation is that updating ability matures later than span ability does, leaving greater room for updating-based training to benefit young individuals (Ahmed et al., 2022; Skala-ban et al., 2022).”
Charitos, S., Thompson, L., Brigden, A., & Bird, J. (2026) · Journal of Medical Internet Research · doi:10.2196/79291 · Cited by 1 · see citing works
“More complex protocols, such as those combining multiple response formats or enforcing narrow response windows ( 1 hour), may have placed additional cognitive and logistical demands on children and caregivers [82,83].”
Goecke, B., Zimny, L., Hartung, J., Lösche, P., Golle, J., & Wilhelm, O. (2023) · doi:10.31234/osf.io/awyxe
Miller‐Cotto, D., & Gordon, R. (2024) · doi:10.31234/osf.io/q5zsd
Miller‐Cotto, D., & Gordon, R. (2024) · doi:10.31234/osf.io/qruc5
Haveri, L., Munck, P., Leppänen, J. M., Korpela, S., Haataja, L. M., & Nyman, A. H. (2024) · Child Neuropsychology · doi:10.1080/09297049.2024.2415146
“…age range allowed us to control for age effects and focus on a developmental time window in which the children have already had approximately 4 years of formal schooling; during this time the development of WM functions is slower than in the earlier stages of development (Ahmed et al., 2022).”
“Tell me what I'm doing wrong”: Criticism of parenting choices and mental health during COVID-19
Ward, K. P., Chang, O. D., & Lee, S. J. (2024) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2024.10.008
Self-citationHow Does Children’s Memory Work?
Ibbotson, P., & Open University (2025) · Cambridge University Press eBooks · doi:10.1017/9781009591287.013
Ibbotson, P. (2025) · Cambridge University Press eBooks · doi:10.1017/9781009591287.009
The interpretation of long-distance anaphora in attention-deficit/hyperactivity disorder
Temeltürk, R. D., Özer, E., & Aydın, Ö. (2025) · Poznań Studies in Contemporary Linguistics · doi:10.1515/psicl-2024-0063
Executive Functions in Childhood
Miller, S. A. (2025) · Oxford University Press eBooks · doi:10.1093/obo/9780199828340-0331
Ayala-Aldana, N., Pinar-Martí, A., Ruiz-Rivera, M., Lázaro, I., Sala‐Vila, A., Healy, D. R., Contreras‐Rodríguez, O., Casanova‐Mollá, J., Solà‐Valls, N., Vrijheid, M., et al. (2025) · Nutrients · doi:10.3390/nu17213483
“During this period, the development of critical cognitive functions like working memory, fluid intelligence, and decision-making becomes pivotal for everyday tasks, academic achievement, and problem-solving [2–4].”
Children’s use of semantic elaboration in immediate serial order memory
Superbia-Guimarães, L., Lavers, R., Steiger, M., Hendrix, K. D., Glass, B. A., & Cowan, N. (2025) · Cognitive Development · doi:10.1016/j.cogdev.2025.101641
Ferreira, M., Gadelha, M. J. N., Galdino, M. K. C., Ortíz, A. I. V., Nunes, S. A. N., & do Nascimento, E. B. (2025) · Applied Neuropsychology Child · doi:10.1080/21622965.2025.2594552
Ayala-Aldana, N., Ruiz-Rivera, M., Pinar-Martí, A., López-Vicente, M., Contreras‐Rodríguez, O., & Júlvez, J. (2025) · Frontiers in Psychology · doi:10.3389/fpsyg.2025.1692251
Towards a Child-Appropriate LLM for Child–Robot Conversation
Rudenko, I., Norman, U., Hilgert, L., Niehues, J., & Bruno, B. (2026) · ACM/IEEE International Conference on Human-Robot Interaction (HRI) · doi:10.1145/3776734.3794383 · Cited by 1 · see citing works
Ahmed, S. F., Waters, N. E., & Skibbe, L. E. (2026) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2026.03.012
“…of research suggests that remote EF assessments are a valid and reliable alternative to in-person assessment, with studies demonstrating their internal consistency, test-retest reliability, and predictive validity to various developmental outcomes (e.g., Ahmed et al., 2022; Lynch et al., 2023).”
Self-citationSong, Y., & Cheng, C. (2026) · British Journal of Psychology · doi:10.1111/bjop.70069
Alwia, A., & Azhari, S. (2026) · Journal of Early Childhood Education Research · doi:10.58230/jecer.v2i1.563
Relationship Between Reading and Working Memory in Children and Adolescents: a Meta-Analysis
Looi, L. L., Lim, W. P. H., Wu, C., O'BRIEN, B. A., Yeo, D. J. S., & Chen, S. A. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10151-6
McCrimmon, A. W., Makarenko, E. M., Bernier, A. S., Dickner, S., & Waller, M. (2026) · Autism and child psychopathology series · doi:10.1007/978-3-032-11802-8_10
Charting age-related change in the architecture of fluid cognition
Phaneuf-Hadd, C. V., Heffer, T., Mair, P., & Somerville, L. H. (2026) · Child Development · doi:10.1093/chidev/aacag100
Mills, T., Middleton, M., Pascoe, L., Spencer-Smith, M., Nguyen, T.-N.-N., & Anderson, P. J. (2026) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617726102033
“Versions of the Digits Backwards subtest are widely used to measure working memory (Ahmed et al., 2022; Reynolds et al., 2022), specifically the maintenance, updating, and manipulation subprocesses.”
Zhao, L., Chan, S. W. Y., & Dong, S. (2026) · Learning and Individual Differences · doi:10.1016/j.lindif.2026.102925
Time-Based Cognition and Working Memory Explain Changes in Delay Discounting Through Adolescence
Phaneuf-Hadd, C. V., & Somerville, L. H. (2026) · Journal of Cognition and Development · doi:10.1080/15248372.2026.2705196
Working memory predicts the collaborative performance of young children during pair programming
Sung, M. Y., Hao, X., & Geng, F. (2026) · European Journal of Psychology of Education · doi:10.1007/s10212-026-01171-5
“In addition, Ahmed et al. (2022), who extended the age range from 3 to 19 years, found that forward digit span increased most rapidly between ages 3 and 10, while backward digit span showed the steepest growth between ages 5 and 11.”
What is working memory for? An ethological approach to working memory in children and adults
Koolhaas, C., Blaser, E., & Káldy, Z. (2026) · Advances in child development and behavior · doi:10.1016/bs.acdb.2026.07.001
Andrea, K., & Fodor, L. A. (2026) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2026.106612
Spatiotemporal white-matter development across early childhood
Singh, M., Dimond, D., Dewey, D., Lebel, C., & Bray, S. (2026) · Cerebral Cortex · doi:10.1093/cercor/bhag132
“Early childhood is marked by rapid gains in cognitive, motor, and socioemotional abilities ( Best and Miller 2010; Ahmed et al. 2022; Badarneh et al. 2024).”
Liang, J.-L., & Cui, X. J. (2026) · BMC Psychology · doi:10.1186/s40359-026-05598-9
“During this period, children become increasingly able to maintain, update, and retrieve information [1, 2].”
Wong-Si-Kwie, S.-M., Köhler, R., Riley, S., Rodríguez, L., Babaeianjelodar, M., Cheng, A., Horien, C., Greene, A. S., Constable, R. T., Yip, S. W., et al. (2026) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2026.101823
“Notably, working memory (Ahmed et al., 2022; Andre et al., 2016; Skalaban et al., 2022) and emotion regulation (Ahmed et al., 2015; Powers, 2015; Silvers, 2022; Young et al., 2019) are two key functions that improve across this developmental period and are fundamental to adaptive functioning in…”
Hassan, A. A. M., Hamdy, M. O., El-shobary, A. M., et al. (2026) · The Egyptian Journal of Otolaryngology · doi:10.1186/s43163-026-01235-9
- Authors
- Ahmed, S. F., Ellis, A., Ward, K. P., Chaku, N., & Davis-Kean, P. E.
- Corresponding author
- Ahmed, Sammy F.
- Venue
- Developmental Psychology
- Published
- 2022-10
- Volume
- 58
- Issue
- 10
- Pages
- 1962-1973
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- PMC
- PMC9618361
- OpenAlex
- W4283739919
- Cited by
- 84
- References
- 31
- Citations by year
- 2026: 24 · 2025: 26 · 2024: 18 · 2023: 12 · 2022: 4
- FWCI
- 13.80
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Developmental Psychology (publishedVersion, other-oa)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- PsyArXiv (OSF Preprints) (submittedVersion, public-domain)
- PsyArXiv (OSF Preprints) (submittedVersion)
- Funders
- National Science Foundation (1749294, 1519686)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (T32 HD007109)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- working memory development, digit span, verbal working memory, childhood, early adolescence, sex differences, cognitive development
- MeSH terms
- Adolescent, Child Development, Child, Preschool, Female, Humans, Longitudinal Studies, Male, Memory, Short-Term
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-08.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-08.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review