What develops in working memory? A life span perspective.

Swanson, H. Lee

doi:10.1037/0012-1649.35.4.986

Cited by 175 publications

(135 citation statements)

References 47 publications

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“…Distinct factors were identified for verbal and visuo‐spatial storage with an additional factor contributing to tasks with a higher executive demand load regardless of domain (see also Alloway et al., 2004; Bayliss et al., 2003; Kane et al., 2007). Factor scores were linearly related to age for all factors, replicating previous studies that indicate linear increases in short‐term and working memory capacity throughout childhood and adolescence (Conklin, Luciana, Hooper, & Yarger, 2007; Gathercole et al., 2004; Swanson, 1999). …”

Section: Discussionmentioning

confidence: 99%

Differences in brain morphology and working memory capacity across childhood

Bathelt

Gathercole

Johnson

et al. 2017

Developmental Science

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Working memory (WM) skills are closely associated with learning progress in key areas such as reading and mathematics across childhood. As yet, however, little is known about how the brain systems underpinning WM develop over this critical developmental period. The current study investigated whether and how structural brain correlates of components of the working memory system change over development. Verbal and visuospatial short‐term and working memory were assessed in 153 children between 5.58 and 15.92 years, and latent components of the working memory system were derived. Fractional anisotropy and cortical thickness maps were derived from T1‐weighted and diffusion‐weighted MRI and processed using eigenanatomy decomposition. There was a greater involvement of the corpus callosum and posterior temporal white matter in younger children for performance associated with the executive part of the working memory system. For older children, this was more closely linked with the thickness of the occipitotemporal cortex. These findings suggest that increasing specialization leads to shifts in the contribution of neural substrates over childhood, moving from an early dependence on a distributed system supported by long‐range connections to later reliance on specialized local circuitry. Our findings demonstrate that despite the component factor structure being stable across childhood, the underlying brain systems supporting working memory change. Taking the age of the child into account, and not just their overall score, is likely to be critical for understanding the nature of the limitations on their working memory capacity.

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Section: Discussionmentioning

confidence: 99%

Differences in brain morphology and working memory capacity across childhood

Bathelt

Gathercole

Johnson

et al. 2017

Developmental Science

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“…Em outro estudo (27) , foi encontrado que o desempenho nas tarefas de memória operacional verbal e visuoespacial possui um crescimento contínuo com pico em aproximadamente 45 anos, e que crianças e adultos mais velhos apresentam nível mais baixo no desempenho da memória operacional relacionada a preservação da nova informação comparado com adultos jovens.…”

Section: Discussionunclassified

A influência da memória operacional nas habilidades de compreensão de leitura em escolares de 4ª série

Giangiacomo¹,

Navas²

2008

Rev. soc. bras. fonoaudiol.

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OBJETIVOS: Investigar o papel da memória verbal e não-verbal, e do vocabulário expressivo na compreensão de leitura; avaliar as habilidades de memória e vocabulário em um grupo de crianças da 4ª série em relação ao desempenho de compreensão de leitura. MÉTODOS: Participaram do estudo 15 crianças com idades entre 9;11 anos e 11;4 anos. As crianças não possuíam queixas de perda auditiva, visual e/ou alterações neurológicas. Todos os sujeitos foram submetidos individualmente às avaliações de desempenho escolar, leitura, (decodificação, compreensão) vocabulário e memória operacional verbal e não-verbal. RESULTADOS: Houve correlação estatisticamente significante entre o conhecimento de vocabulário expressivo (r= 0,546, p= 0,035) e memória operacional verbal (r= -0,689, p=0,004) e o desempenho em compreensão neste grupo de crianças de 4ª. série de ensino fundamental, sem queixas de dificuldades escolares. Nem a memória não-verbal, nem a habilidade de decodificação de palavras influenciaram no desempenho em compreensão de leitura. CONCLUSÕES: O desempenho em vocabulário e a boa capacidade da memória operacional verbal foram fatores relevantes para garantir a compreensão de leitura nessa população.

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“…Paralleling the primary areas of focus of theories of language-based LPs, there are examples of this pattern in neurology [brain asymmetry (5,43), white matter distribution (4,44), and cerebellar activation (6,45)] as well as in perceptual [auditory backward and long-tone masking (here and refs. 10 and 20) amplitude modulation detection (46,47), and intensity discrimination (48,49)], cognitive [working memory (12,50) and rapid naming (18,19,51)], and linguistic [phonological awareness (13,14,16,51)] functioning. Indeed, the mixture of normal and abnormal characteristics often observed in LP individuals, as well as the partial overlap between LP individuals and controls at any given age, may arise, in part, from an interaction among differences in the normal developmental time courses of those characteristics, the delayed development of LP individuals on those characteristics, and puberty.…”

Section: Discussionmentioning

confidence: 99%

Learning problems, delayed development, and puberty

Wright

Zecker

2004

Proc. Natl. Acad. Sci. U.S.A.

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Language-based learning disorders such as dyslexia affect millions of people, but there is little agreement as to their cause. New evidence from behavioral measures of the ability to hear tones in the presence of background noise indicates that the brains of affected individuals develop more slowly than those of their unaffected counterparts. In addition, it seems that brain changes occurring at Ϸ10 years of age, presumably associated with puberty, may prematurely halt this slower-than-normal development when improvements would normally continue into adolescence. The combination of these ideas can account for a wide range of previous results, suggesting that delayed brain development, and its interaction with puberty, may be key factors contributing to learning problems.

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What develops in working memory? A life span perspective.

Cited by 175 publications

References 47 publications

Differences in brain morphology and working memory capacity across childhood

Differences in brain morphology and working memory capacity across childhood

A influência da memória operacional nas habilidades de compreensão de leitura em escolares de 4ª série

Learning problems, delayed development, and puberty

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