Verbal and Visuospatial Short-Term and Working Memory in Children: Are They Separable?

This study explored the structure of verbal and visuospatial short-term and working memory in children between ages 4 and 11 years, finding that this model is largely stable across this developmental period, although some evidence exists that the links between the domain-specific visUospatial construct and thedomain-general processing construct were higher in the 4- to- 6-year age group.

Abstract

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.