The purpose of this study was to investigate the extent to which various speeded-related processes constrain the development of working memory in children, and whether these processes mediate the relationship between working memory and academic attainment. To that end, a sample of 112 children aged between 5 and 8 years were given four tasks measuring speed-related aspects of working memory performance, specifically basic speed of processing, articulation speed, forgetting rates, and memory scanning speed. Experimental measures of short-term memory ('simple span') and working memory ('complex span') were also give, as were standardised tests of reading [Sentence Completion Forms of the NFER-­Nelson (1998) Group Reading Test II Form A (6–14)] and mathematics [NFER-­Nelson (1994) Mathematics 6–14]. This data collection contains data from the second of four studies conducted on the associated ESRC grant (see Related Resources). The aim of this project is to build on previous psychological research with both children and adults to provide the most comprehensive model to date of the factors involved in the development of working memory performance in children. In doing so, the project will investigate the extent to which these factors are separable or inter-related. Also the project will assess how these factors contribute to mediating the strong relationships commonly observed between working memory and academic attainment. The research has four specific objectives: To determine whether age-related changes in short-term memory capacity are related to working memory development. To determine how age-related changes in processing speed are related to working memory development. To determine whether age-related changes in long-term memory utilisation are related to working memory development. To determine which of the above factors mediate the relationship between working memory performance and educational attainment. These objectives will be met in a set of empirical studies, using both existing and novel experimental measures. These measures will be related to academic attainment and measures of classroom behaviour. Each study will involve large samples of children in two age groups (around 5 and around 9 years of age).

Topics: