Gathercole et al (2004)

Aim

Aim

To investigate the structure of working memory and its development across the childhood years in children

Participants

• 700 students aged 4-15 years

• Location: S.W England

• Testing period: 5-10 days

Procedure - Phonological Loop Tests

Digit recall, word list recall, non-word list recall

Procedure - Central Executive Tests

Backward digit recall, listening recall (<6), counting recall (>6)

Procedure - Visio-spacial Sketchpad Tests

Block recall, visual patterns test, mazes test (>6)

Results

• three verbal-storage/visuo-spatial measures showed effect of age, older people performed better

• older boys performed better on visuo-spatial test

• general performances improved with age, leveling off between ages 14-15

Conclusion

The developmental functions for measures associated with the phonological loop, the central executive and the visuo-spatial sketchpad were very similar, showing linear increases in performances from ages 4-15

Strengths

1. Strong evidence supports existence of WMM components

2. Demonstrated WMM’s key role in learning and intellectual growth

3. Findings emphasise gradual development of the 3 components throughout childhood, contributing to the understanding of how cognitive processes evolve overtime

Limitations

Children were all from the same region of England

• external validity could be questioned

• coss-cultural comparison is needed