Time and resource limits on working memory: cross-age consistency in counting span performance.
This longitudinal study separated resource demand effects from those of retention interval in a counting span task among 100 children tested in grade 2 and again in grades 3 and 4. A last card large counting span condition had an equivalent memory load to a last card small, but the last card large required holding the count over a longer retention interval. In all three waves of assessment, the last card large condition was found to be less accurate than the last card small. A model predicting reading comprehension showed that age was a significant predictor when entered first accounting for 26% of the variance, but counting span accounted for a further 22% of the variance. Span at Wave 1 accounted for significant unique variance at Wave 2 and at Wave 3. Results were similar for math calculation with age accounting for 31% of the variance and counting span accounting for a further 34% of the variance. Span at Wave 1 explained unique variance in math at Wave 2 and at Wave 3.
Ransdell
Sarah
S
Division of Psychology, Florida Atlantic University, 2912 College Avenue, Ft Lauderdale, FL 33314, USA. ransdell@fau.edu
Hecht
Steven
S
D002648:Child; D002657:Child Development; D005260:Female; D006801:Humans; D008297:Male; D008433:Mathematics; D008568:Memory; D008960:Models, Psychological