Effects of Anxiety on Memory Storage and Updating in Young Children

Autor/inn/en	Visu-Petra, Laura; Cheie, Lavinia; Benga, Oana; Alloway, Tracy Packiam
Titel	Effects of Anxiety on Memory Storage and Updating in Young Children
Quelle	In: International Journal of Behavioral Development, 35 (2011) 1, S.38-47 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025410368945
Schlagwörter	Intervals; Young Children; Short Term Memory; Anxiety; Visual Perception; Spatial Ability; Verbal Communication; Cognitive Processes; Comparative Analysis; Attention; Foreign Countries; Child Development; Romania; Digit Span Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Frühe Kindheit; Kurzzeitgedächtnis; Angst; Visuelle Wahrnehmung; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess; Aufmerksamkeit; Ausland; Kindesentwicklung; Rumänien
Abstract	The relationship between trait anxiety and memory functioning in young children was investigated. Two studies were conducted, using tasks tapping verbal and visual-spatial short-term memory (Study 1) and working memory (Study 2) in preschoolers. On the verbal storage tasks, there was a detrimental effect of anxiety on processing efficiency (duration of preparatory intervals) on Word Span. Performance effectiveness (memory span) did not differ between high-anxious and low-anxious children. In the second study, evaluating memory updating in a dual-task context, high-anxious children performed worse than low-anxious children on two verbal working memory tasks. Therefore, when simple verbal storage is required, high-anxious children show only efficiency deficits; when executive demands are higher (i.e., verbal updating) both accuracy and efficiency are impaired. However, on the visual-spatial storage and updating measures, performance did not differ between the two anxiety groups. The results are discussed in the context of the attentional control theory (Eysenck, Derakshan, Santos, & Calvo, 2007). (Contains 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10