The Development of Verbal and Visual Working Memory Processes: A Latent Variable Approach

Autor/inn/en	Koppenol-Gonzalez, Gabriela V.; Bouwmeester, Samantha; Vermunt, Jeroen K.
Titel	The Development of Verbal and Visual Working Memory Processes: A Latent Variable Approach
Quelle	In: Journal of Experimental Child Psychology, 111 (2012) 3, S.439-454 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2011.10.001
Schlagwörter	Program Effectiveness; Short Term Memory; Recall (Psychology); Developmental Stages; Factor Analysis; Children; Experiments; Task Analysis; Investigations; Verbal Stimuli; Visual Stimuli; Cognitive Processes; Experimental Psychology + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Abberufung; Faktorenanalyse; Child; Kind; Kinder; Erprobung; Aufgabenanalyse; Untersuchung; Cognitive process; Kognitiver Prozess; Experimentelle Psychologie
Abstract	Working memory (WM) processing in children has been studied with different approaches, focusing on either the organizational structure of WM processing during development (factor analytic) or the influence of different task conditions on WM processing (experimental). The current study combined both approaches, aiming to distinguish verbal and visual processing in order to investigate WM development. We investigated recall performance under different task conditions in a sample of 5- to 13-year-olds, applying latent class regression analysis. In this analysis, we examined latent classes (subgroups) within the sample that differed in terms of processing type. The interpretations of the latent classes were validated internally using characteristics of the latent classes and externally using recall performance of words and figures. The results showed that children of different developmental stages used the same type of processing under the same conditions. However, due to developmental differences, their overall performances differed, showing groups of children who were successful in verbal or visual processing and groups of children who were not. This study shows and discusses the importance of disentangling the influence of task conditions from the influence of WM development when interpreting recall performance in children. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10