Children's Long-Term Retention Is Directly Constrained by Their Working Memory Capacity Limitations

Autor/inn/en	Forsberg, Alicia; Guitard, Dominic; Adams, Eryn J.; Pattanakul, Duangporn; Cowan, Nelson
Titel	Children's Long-Term Retention Is Directly Constrained by Their Working Memory Capacity Limitations
Quelle	In: Developmental Science, 25 (2022) 2, (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forsberg, Alicia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.13164
Schlagwörter	Long Term Memory; Short Term Memory; Individual Differences; Age Differences; Children; Young Adults; Cognitive Processes + Suchen Sie Ihr Suchwort? Langzeitgedächtnis; Kurzzeitgedächtnis; Individueller Unterschied; Age; Difference; Age difference; Altersunterschied; Child; Kind; Kinder; Young adult; Junger Erwachsener; Cognitive process; Kognitiver Prozess
Abstract	We explored the causal role of individual and age-related differences in working memory (WM) capacity in long-term memory (LTM) retrieval. Our sample of 160 participants included 120 children (6-13-years old) and 40 young adults (18-24 years). Participants performed a WM task with images of unique everyday items, presented at varying set sizes. Subsequently, we tested participants' LTM for items from the WM task. Using these measures, we estimated the ratio at which items successfully held in WM were recognized in LTM. While WM and LTM generally improved with age, the ability to transfer information from WM to LTM appeared consistent between age groups. Moreover, individual differences in WM capacity appeared to predict LTM encoding. Overall, these results suggested that LTM performance was constrained by experimental, individual, and age-related WM limitations. We discuss the theoretical and practical implications of this WM-to-LTM bottleneck. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01