Working memory performance in typically developing children and adolescents: Behavioral evidence of protracted frontal lobe development
Abstract
Post-mortem histological and in vivo neuroimaging findings both reveal frontal lobe development that extends beyond the adolescent years. Few studies have examined whether this protracted neurodevelopment coincides with improvements in adolescent performance on putative frontal lobe tasks. An instrumental function supported by the frontal lobes is working memory, the ability to maintain and manipulate information online. This study investigated the performance of typically developing children and adolescents on a battery of working memory tasks. Findings revealed an improvement in performance on most working memory tasks across the adolescent years. In contrast, no improvement was observed on tasks largely supported by more posterior neural substrates. Current findings indicate a similar unfolding of the executive aspects of verbal working memory as previously demonstrated with spatial working memory. Factor analysis revealed a grouping of working memory tasks based largely on task demands, irrespective of working memory domain, adding support for process-specific models of prefrontal organization. Important implications for typical and atypical frontal lobe development are discussed.
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Spatial working memory capacity increases across childhood and adolescence.
“Spatial working memory (SWM) capacity develops throughout childhood and adolescence (Conklin, Luciana, Hooper, & Yarger, 2007;De Luca et al., 2003).”
From White Matter Microstructure in Superior Longitudinal Fasciculus Associated with Spatial Working Memory Performance in Children (2011) · cites this paper as Conklin et al., 2007
During adolescence, the capacity for control is adultlike.
“The primary thesis of this discussion is that during adolescence, the capacity for control is adultlike, but demand is high, exceeding levels typically present during other developmental stages.”
From Incentive Motivation, Cognitive Control, and the Adolescent Brain: Is It Time for a Paradigm Shift? (2012) · cites this paper as Conklin et al. 2007
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- Authors
- Conklin, H. M., Luciana, M., Hooper, C. J., & Yarger, R. S.
- Affiliations
- University of Minnesota (US)
- Venue
- Developmental Neuropsychology
- Publisher
- Informa UK Limited
- Published
- 2007-01
- Volume
- 31
- Issue
- 1
- Pages
- 103-128
- ISSN
- 1532-6942 (ISSN-L)
- 8756-5641
- OpenAlex
- W1994158758
- Cited by
- 330
- References
- 60
- Citations by year
- 2026: 1 · 2025: 14 · 2024: 12 · 2023: 23 · 2022: 16 · 2021: 17 · 2020: 11 · 2019: 17 · 2018: 14 · 2017: 21 · 2016: 20 · 2015: 28 · 2014: 20 · 2013: 23 · 2012: 21
- FWCI
- 9.15
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Developmental Neuropsychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural and Behavioral Psychology Studies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- working memory, frontal lobe development, adolescents, children, verbal working memory, spatial working memory, executive function, task demands, typically developing children
- MeSH terms
- Adolescent, Age Factors, Attention, Child, Child Development, Depth Perception, Female, Frontal Lobe, Humans, Male, Memory, Short-Term, Orientation, Pattern Recognition, Visual, Problem Solving, Psychomotor Performance, Reference Values, Serial Learning, Verbal Learning, Prefrontal Cortex
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