The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index.
Verbal and Visuospatial Short-Term and Working Memory in Children: Are They Separable?
Open accessAbstract
This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years. Multiple tasks measuring 4 different memory components were used to capture the cognitive processes underlying working memory. Confirmatory factor analyses indicated that the processing component of working memory tasks was supported by a common resource pool, while storage aspects depend on domain-specific verbal and visuospatial resources. This model is largely stable across this developmental period, although some evidence exists that the links between the domain-specific visuospatial construct and the domain-general processing construct were higher in the 4- to- 6-year age group. The data also suggest that all working memory components are in place by 4 years of age.
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“These approaches are based on compelling evidence that the working memory system is characterized by a single central executive controller that operates on the functionally and anatomically separate phonological and visuospatial short-term memory subsystems (Baddeley, 2007; Alloway et al., 2006; Smith et al., 1996).”
From Working memory and short-term memory deficits in ADHD: A bifactor modeling approach (2020) · cites this paper as Alloway et al., 2006
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Support for this model includes replicated evidence that the phonological and visuospatial storage systems are functionally and anatomically distinct, as well as replicated evidence supporting a single, domain-general central executive rather than separate central executive components for processing phonological and visuospatial information (Baddeley, 2007; Alloway et al., 2006; Smith et al., 1996”
From Working memory and short-term memory deficits in ADHD: A bifactor modeling approach (2020) · cites this paper as Alloway et al., 2006
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“Developmentally, there is evidence that the different components of working memory follow different trajectories of maturation, and that this divergence of developmental pathways begins relatively early (Alloway, Gathercole, & Pickering, 2006).”
From Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015) · cites this paper as Alloway, Gathercole, & Pickering, 2006
Experimental — accuracy not yet measuredIn the citing paper
“Working memory can be divided based on whether it refers to verbal or visual-spatial information, and these systems can be further subdivided into short-term storage/maintenance and updating/processing components (Alloway, Gathercole, & Pickering, 2006).”
From Inhibitory control and working memory in post-institutionalized children (2013) · cites this paper as Alloway, Gathercole, & Pickering, 2006
In the citing paper
“There is substantial evidence that it is not. Across many studies employing a wide range of paradigms, it has been shown that visuo-spatial tasks show a far greater reliance on general attentional resources than their verbal equivalents (Alloway et al., 2006; Kane et al., 2004; Morey & Miron, 2016; Pearson et al., 2014; Thompson et al., 2006).”
From Working memory training involves learning new skills (2019) · cites this paper as Alloway et al., 2006
In the citing paper
“However, verbal and visuo-spatial memory span are largely independent in both children and adults (Alloway, Gathercole, & Pickering, 2006; Baddeley, Papagno, & Vallar, 1988; Della Sala, Gray, Baddeley, Allamano, & Wilson, 1999).”
From Working memory training involves learning new skills (2019) · cites this paper as Alloway, Gathercole, & Pickering, 2006
In the citing paper
“Across many studies employing a wide range of paradigms, it has been shown that visuo-spatial tasks show a far greater reliance on general attentional resources than their verbal equivalents (Alloway et al., 2006; Kane et al., 2004; Morey & Miron, 2016; Pearson et al., 2014; Thompson et al., 2006).”
From Working memory training involves learning new skills (2019) · cites this paper as Alloway et al., 2006
In the citing paper
“the conclusion of the task analysis was that there is not a highly developed STM system for storing visuo-spatial material (Alloway et al., 2006; Kane et al., 2004; Pearson et al., 2014; Thompson et al., 2006).”
From Working memory training involves learning new skills (2019) · cites this paper as Alloway et al., 2006
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“As argued by Alloway et al. (2006), from a domain-speci fi c perspective, performance on complex tasks may be a function of ef fi ciency in either verbal or VS abilities and thus PH performance would not necessarily predict VS performance and vice versa.”
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“Although some of them have revealed an acceptable reliability of around .70 (e.g., Gonthier et al., 2018 with a complex span task or Alloway et al., 2006 with simple and complex span tasks), more variability is expected in children.”
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“Additional evidence comes from the developmental literature: Alloway, Gathercole, and Pickering (2006) investigated verbal and visuospatial working memory in children and reported separable verbal and visuospatial storage components in children as young as 4 years old, indicating that this…”
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Self-citation
Metadata
- Authors
- Alloway, T. P., Gathercole, S. E., & Pickering, S. J.
- Affiliations
- Durham University (GB)
- University of Bristol (GB)
- Corresponding author
- Alloway, Tracy Packiam
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2006-11-01
- Volume
- 77
- Issue
- 6
- Pages
- 1698-1716
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2130954429
- Cited by
- 938
- References
- 70
- Citations by year
- 2026: 20 · 2025: 26 · 2024: 29 · 2023: 41 · 2022: 44 · 2021: 46 · 2020: 47 · 2019: 52 · 2018: 62 · 2017: 69 · 2016: 68 · 2015: 75 · 2014: 75 · 2013: 71 · 2012: 60
- FWCI
- 29.03
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Durham Research Online (Durham University) (acceptedVersion)
- Stirling Online Research Repository (University of Stirling) (submittedVersion, public-domain)
- White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (submittedVersion)
- Durham Research Online (Durham University) (submittedVersion, cc-by)
- Funders
- Economic and Social Research Council
- 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, short-term memory, verbal memory, visuospatial memory, children, memory structure, domain-general processing, cognitive development, age differences
- MeSH terms
- Child, Child Development, Child, Preschool, Cognition, Female, Humans, Male, Memory, Short-Term, Space Perception, Verbal Behavior, Visual Perception
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