The assessment of verbal and visuospatial working memory with school age canadian children;Évaluation de la mémoire de travail verbale et visuospatiale chez des enfants canadiens d’âge scolaire

Canadian Journal of Speech-Language Pathology and Audiology

Volumn 38, Issue 3, 2014, Pages 262-279

  Nadler, Ruby T ^a   Archibald, Lisa M D ^a  

^a UNIVERSITY OF WESTERN ONTARIO   (Canada)

Author keywords

Assessment; Children; Phonological loop; Short term memory; Working memory

Indexed keywords

EID: 84907967040     PISSN: 1913200X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (75)

1. Ackerman, P. L., Beier, M. E., & Boyle, M. O. (2005). Working memory and intelligence: The same or different constructs? Psychological Bulletin, 131, 30-60.
2. Adams, J. W., & Hitch, G. J. (1997). Working memory and children’s mental addition. Journal of Experimental Child Psychology, 67, 21-38.
3. Alloway, T. P. (2007a). The Automated Working Memory Assessment. London: Pearson Assessment.
4. Alloway, T. P. (2007b). Working memory, reading, and mathematical skills in children with developmental coordination disorder. Journal of Experimental Child Psychology, 96, 20-36.
5. Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-29.
6. Alloway, T. P., & Archibald, L. M. D. (2008). Working memory and learning in children with developmental coordination disorder and specific language impairment. Journal of Learning Disabilities, 41, 251-262.
7. Alloway, T., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2008). Evaluating the validity of the automated working memory assessment. Educational Psychology, 28, 725-734.
8. Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009). The cognitive and behavioral characteristics of children with low working memory. Child Development, 80, 606-621.
9. Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006). Verbal and visuospatial short-term and working memory in children: Are they separable? Child Development, 77, 1698-1716.
10. Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology, 87, 85-106.
11. Alloway, T. P., Rajendran, G., & Archibald, L. M. D. (2009). Working memory in children with developmental disorders. Journal of Learning Disabilities, 42, 372-382.
12. Archibald, L. M. D., & Gathercole, S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language and Communication Disorders, 41, 675-693.
13. Archibald, L. M. D., & Joanisse, M. F. (2009). On the sensitivity and specificity of nonword repetition and sentence recall to language and memory impairments in children. Journal of Speech, Language, and Hearing Research, 52, 899-914.
14. Archibald, L. M. D., Oram Cardy, J., Joanisse, M.F., & Ansari, D. (2013). Language, reading, and math learning profles in a school age epidemiological sample. PLoS ONE, 8(10), e77463. doi:10.1371/journal.pone.0077463
15. Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417-423.
16. Baddeley, A. D., & Hitch, G. (1974). Working memory. Psychology of Learning and Motivation, 8, 47-89.
17. Baddeley, A. D., & Logie, R. H. (1999). Working memory: The multiple-component model. In A. Miyake, & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control. (pp. 28-61). New York, NY, US: Cambridge University Press.
18. Bayliss, D. M., Jarrold, C., Gunn, D. M., & Baddeley, A. D. (2003). The complexities of complex span: Explaining individual differences in working memory in children and adults. Journal of Experimental Psychology: General, 132, 71-92.
19. Beauchamp, D. P., Samuels, D. D., & Griffore, R. J. (1979). WISC-R information and digit span scores of American and Canadian children. Applied Psychological Measurement, 3, 231–236.
20. Blachowicz, C. L. Z., Fisher, P. J. L., Ogle, D., & Watts-Taffe, S. (2006). Vocabulary: Questions from the classroom. Reading Research Quarterly, 41, 524-539.
21. Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273-293.
22. Cain, K., Oakhill, J. V., & Bryant, P. E. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skill. Journal of Educational Psychology, 96, 671-681.
23. Campbell, T., Dollaghan, C., Needlemen, H., & Janosky, J. (1997). Reducing bias in language assessment: Processing dependent measures. Journal of Speech, Language, and Hearing Research, 10, 519-525.
24. Conrad, R., & Hull, A. J. (1964). Information, acoustic confusion and memory span. British Journal of Psychology, 55, 429-432.
25. Conway, A. R. A., Cowan, N., Bunting, M. F., Therriault, D. J., & Minkoff, S. R. B. (2002). A latent variable analysis of working memory capacity, short-term memory capacity, processing speed, and general fluid intelligence. Intelligence, 30, 163–183.
26. Conway, A. R. A., Kane, M. J., Bunting, M. F., Hambrick, D. Z., Wilhelm, O., & Engle, R. W. (2005). Working memory span tasks: A methodological review and user’s guide. Psychonomic Bulletin & Review.Special Issue: Memory Strength and Recency Judgments, 12, 769-786.
27. Cowan, N. (1999). An embedded-processes model of working memory. In A. Miyake, & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control. (pp. 62-101). New York, NY, US: Cambridge University Press.
28. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning & Verbal Behavior, 19(4), 450-466.
29. De Jong, P. F. (1998). Working memory defcits of reading disabled children. Journal of Experimental Child Psychology, 70, 75-96.
30. DeStefano, D., & LeFevre, J. A. (2004). The role of working memory in mental arithmetic. European Journal of Cognitive Psychology, 16, 353-386.
31. Engel, P. M. J., Santos, F. H., & Gathercole, S. E. (2008). Are working memory measures free of socioeconomic infuence? Journal of Speech, Hearing, and Language Research, 51, 1580-1587.
32. Engle, R.W., Kane, M. J., & Tuholski, S. W. (1999a). Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence, and functions of the prefrontal cortex. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 102–134). New York: Cambridge University Press.
33. Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999b). Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology: General, 128, 309-331.
34. Ferguson, C. J., Cruz, A. M., & Rueda, S. M. (2008). Gender, video game playing habits and visual memory tasks. Sex Roles, 58, 279-286.
35. Friedman, N. P., & Miyake, A. (2000). Differential roles for visuospatial and verbal working memory in situation model construction. Journal of Experimental Psychology: General, 129, 61-83.
36. Fry, A. F., & Hale, S. (2000). Relationships among processing speed, working memory and fluid intelligence in children. Biological Psychology.Special Issue: Behavior, Event-Related Potentials, and Neuroimaging: A Lifespan Perspective, 54, 1-34.
37. Gathercole, S. E. (1995). Is nonword repetition a test of phonological memory or long-term knowledge? It all depends on the nonwords. Memory & Cognition, 23, 83-94.
38. Gathercole, S. E. (1999). Cognitive approaches to the development of short-term memory. Trends in Cognitive Sciences, 3, 410-418.
39. Gathercole, S. E. (2006). Complexities and constraints in nonword repetition and word learning. Applied Psycholinguistics, 27, 599-613.
40. Gathercole, S. E., Adams, A. M., & Hitch, G. J. (1994). Do young children rehearse? An individual-differences analysis. Memory and Cognition, 22, 201-207.
41. Gathercole, S. E., Alloway, T. P., Kirkwood, H. J., Elliott, J. G., Holmes, J., & Hilton, K. A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences, 18, 214-223.
42. Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93, 265-281.
43. Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of national curriculum attainment levels. Educational and Child Psychology, 20, 109-122.
44. Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40, 177-190.
45. Hulme, C., Thomson, N., Muir, C., & Lawrence, A. (1984). Speech rate and the development of short-term memory span. Journal of Experimental Child Psychology, 38, 241-253.
46. Jarvis, H. L., & Gathercole, S. E. (2003). Verbal and non-verbal working memory and achievements on national curriculum tests at 11 and 14 years of age. Educational and Child Psychology, 20, 123-140.
47. Jenkins, L., Myerson, J., Hale, S., & Fry, A. F. (1999). Individual and developmental differences in working memory across the life span. Psychonomic Bulletin & Review, 6, 28-40.
48. Jonides, J., Lacey, S. C., & Nee, D. E. (2005). Processes of working memory in mind and brain. Current Directions in Psychological Science, 14, 2-5.
49. Just, M. A., & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122-149.
50. Kaiser, H. F. (1970). A second-generation Little Jiffy. Psychometrika, 35, 401–415.
51. Kane, M. J., Brown, L. H., McVay, J. C., Silvia, P. J., Myin-Germeys, I., & Kwapil, T. R. (2007). For whom the mind wanders, and when: An experience-sampling study of working memory and executive control in daily life. Psychological Science, 18, 614-621.
52. Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology: General, 133, 189-217.
53. st ed.)New York: Guilford Press
54. Kreiner, D. S. (1992). Reaction time measures of spelling: Testing a two-strategy model of skilled spelling. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 765-776.
55. Leonard, L. B. (1998). Children with specifc language impairments. Cambridge, MA: The MIT Press.
56. Luciana, M., & Nelson, C.A. (1998). The functional emergence of prefontally-guided working memory systems in four-to eight-year-old children. Neuropsychologia, 36, 273-293.
57. Luna, B., Garver, K. E., Urban, T. A., Lazar, N. A., & Sweeney, J. A. (2004). Maturation of cognitive processes from late childhood to adulthood. Child Development, 75, 1357-1372.
58. Magimairaj, B. M., & Montgomery, J. W. (2012). Children’s verbal working memory:Role of processing complexity in predicting spoken sentence comprehension. Journal of Speech, Language, and Hearing Research, 55, 669-682.
59. Miyake, A., Friedman, N. P., Rettinger, D. A., Shah, P., & Hegarty, M. (2001). How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis. Journal of Experimental Psychology: General, 130, 621-640.
60. Miyake, A., & Shah, P. (Eds.). (1999). Models of working memory: Mechanisms of active maintenance and executive control. New York, NY, US: Cambridge University Press.
61. Montgomery, J. (2000). Verbal working memory and sentence comprehension in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 43, 293-308.
62. Noonan, B. N., Redmond, S. M., & Archibald, L. M. D. (2014). Contributions of children’s linguistic and working memory profciencies to their judgments of grammaticality. Journal of Speech, Language, and Hearing Research, 57, 979-989.
63. Ostrosky-Solís, F., & Lozano, A. (2006). Digit span: Effect of education and culture. International Journal of Psychology, 5, 333–341.
64. Pickering, S. J. (2001). The development of visuo-spatial working memory, Memory, 9, 423-432.
65. Pickering, S. J., & Gathercole, S. E. (2004). Distinctive working memory profiles in children with special educational needs. Educational Psychology, 24, 393-408.
66. Reynolds, C. R., Willson, V. L., & Ramsey, M. (1999). Intellectual differences among Mexican Americans, Papagos and Whites, independent of g. Personality and Individual Differences, 27, 1181–1187.
67. Robert, M., & Savoie, N. (2006). Are there gender differences in verbal and visuospatial working-memory resources? European Journal of Cognitive Psychology, 18, 378-397.
68. Semel, E., Wiig, E. H., & Secord, W. A. (2003). Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4). Toronto, Canada: The Psychological Corporation/A Harcourt Assessment Company.
69. Shah, P., & Miyake, A. (1996). The separability of working memory resources for spatial thinking and language processing: An individual differences approach. Journal of Experimental Psychology: General, 125, 4-27.
70. Smyth, M. M., & Scholey, K. A. (1996). The relationship between articulation time and memory performance in verbal and visuospatial tasks. British Journal of Psychology, 87, 179-191.
71. Statistics Canada. (2006). Population urban and rural, by province and territory (Catalogue No. 71-001-X). Retrieved from http://www40.statcan.gc.ca/l01/cst01/demo62a-eng.htm
72. Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for math disabilities. Journal of Education Psychology, 96, 471-491.
73. Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997). The prevalence of specifc language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40, 1245-1260.
74. Wilson, J. L., Scott, J. H., & Power, K. G. (1987). Developmental differences in the span of visual memory for pattern. British Journal of Developmental Psychology, 5, 249-255.
75. rd edition. Riverside Publishing, Itasca, Illinois