Development of Information Integration in the Visual Working Memory of Preschoolers

Autor/inn/en	Guo, Dong; Wang, Yudan; Liao, Yifan; Li, Jiaofeng; Zhang, Xingyi; Gao, Zaifeng; Shen, Mowei; He, Jie
Titel	Development of Information Integration in the Visual Working Memory of Preschoolers
Quelle	In: Child Development, 93 (2022) 6, S.1793-1803 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guo, Dong) ORCID (Zhang, Xingyi) ORCID (Gao, Zaifeng) ORCID (He, Jie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13820
Schlagwörter	Short Term Memory; Visual Perception; Age Differences; Cues; Foreign Countries; Young Children; Cognitive Processes; China + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Visuelle Wahrnehmung; Age; Difference; Age difference; Altersunterschied; Stichwort; Ausland; Frühe Kindheit; Cognitive process; Kognitiver Prozess
Abstract	Visual working memory (WM) plays a pivotal role in integrating fragments into meaningful units, but no study has addressed how visual WM integration takes place in children. The current study examined whether WM integration emerges once preschoolers master Gestalt cue and can retain two representations in WM (automatic integration hypothesis), or still needs time to mature (maturation-of-integration hypothesis). Four experiments (N = 168, 81 females, 4- to 6-year-olds, Chinese, in Hangzhou, China, from 2016.10 to 2021.11) were conducted. Although 4-year-olds can retain two objects in WM and benefit from Gestalt cues in simultaneous display (Cohen's "ds" >1.00), they failed when memory arrays were presented sequentially. Meanwhile, 5- and 6-year-olds consistently demonstrated WM integration ability (all Cohen's "ds" >0.69), supporting the maturation-of-integration hypothesis. (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