Cited by 84Cognitive Abilities and TestingDevelopmental and Educational NeuropsychologyChild and Animal Learning Development

Working memory development from early childhood to adolescence using two nationally representative samples.

Open access
Ahmed, Sammy F., Ellis, Alexa, Ward, Kaitlin P., Chaku, Natasha, Davis-Kean, Pamela E.·2022·Developmental Psychology

Published 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

Crossref · 10.1037/dev0001396

Cites

32 of 32 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

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
  • May combine two claims. 26
  • Classified as probably not a substantial claim. 21
  • May combine two claims.

    Findingown data

    In 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 claim
  • May combine two claims.

    Findingown data

    The 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 claim
  • May combine two claims.

    Findingown data

    Working 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 claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    In 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 claim
  • May combine two claims.

    Findingown data

    The 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 claim
  • May combine two claims.

    Findingown data

    In 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
  • May combine two claims.

    Findingown data

    In 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 claim
  • May combine two claims.

    Findingown data

    In 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 claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    In 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 claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    In 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 claim
  • May combine two claims.

    Findingown data

    In 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 claim
  • May combine two claims.

    Findingown data

    Subgroup 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
  • Classified as probably not a substantial claim.

    Study design and conductcitation

    Missing 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 given

    The 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 claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Baseline 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 claim
  • Classified as probably not a substantial claim.

    Study design and conductreasoning

    Missing 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 conductcitation

    Variables 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 conductcitation

    The 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 given

    When 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 claim
  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The 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.

    Premisecitation

    For 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).

    Interpretationcitation

    Contextual 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 conductcitation

    Variables 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.

    Premisecitation

    There 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.

    Premisereasoning

    Both 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.

    Premisecitation

    Forward 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.

    Premisecitation

    W-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 conductreasoning

    Both 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 claim
  • May combine two claims.

    Premisecitation

    Meta-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 given

    Differences 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 claim
  • May combine two claims.

    Interpretationown data

    When 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.

    Premisecitation

    Sex 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 claim
  • May combine two claims.

    Premisecitation

    Rapid 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 data

    In 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 claim
  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    A 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 claim
  • May combine two claims.

    Interpretationreasoning

    The 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 claim
  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The 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 claim
  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductreasoning

    Although 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.

    Interpretationreasoning

    The 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).

    Interpretationreasoning

    It 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
40 of 40
  • 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.”
3 of 3

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

    Minor

    The 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

  • Later waves include children younger than the original cohort could be

    Minor

    The 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.

2 of 2

Cites

Flagged first, then by citations

Research works printed but not linked: 17

  1. Baddeley AD, & Hitch G (1974). Working memory. In Psychology of learning and motivation (Vol. 8, pp. 47– 89). Academic press.
  2. 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.
  3. 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
  4. Finch JE (2019). Do schools promote executive functions? Differential working memory growth across school-year and summer months. AERA Open, 5(2), 2332858419848443.
  5. 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.
  6. Enders CK (2010). Applied missing data analysis. Guilford press.
  7. Graham JW (2003). Adding missing-data-relevant variables to FIML-based structural equation models. Structural Equation Modeling, 10(1), 80– 100.
  8. 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.
  9. 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
  10. 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.
  11. Lynn R, & Irwing P (2008). Sex differences in mental arithmetic, digit span, and g defined as working memory capacity. Intelligence, 36(3), 226– 235.
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Cited by

Sorted by citations

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
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
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

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