https://www.tandfonline.com/doi/full/10.1080/20445911.2021.1887199
ABSTRACT
There are many working memory (WM) models, generally formulated and developed in adults. Controversies arise as to whether such models are adequate conceptualizations of WM in children. The aim of the present study is to perform a systematic review of studies that evaluate the structure of WM during childhood. Databases (PubMed, Scopus) and article reference lists were reviewed, identifying 264 studies and including 14 in the review. These include participants between 4 and 15 years of age, with typical development, and they evaluated the structure of WM using confirmatory factor analysis. Results show that from 4 to 6 years onwards a structure composed of a domain-general executive component together with two domain-specific storage components (verbal, visuospatial) is identified, generally being the best fitting model. Limitations and potential contributions of the reported results are discussed.
ABSTRACT
There are many working memory (WM) models, generally formulated and developed in adults. Controversies arise as to whether such models are adequate conceptualizations of WM in children. The aim of the present study is to perform a systematic review of studies that evaluate the structure of WM during childhood. Databases (PubMed, Scopus) and article reference lists were reviewed, identifying 264 studies and including 14 in the review. These include participants between 4 and 15 years of age, with typical development, and they evaluated the structure of WM using confirmatory factor analysis. Results show that from 4 to 6 years onwards a structure composed of a domain-general executive component together with two domain-specific storage components (verbal, visuospatial) is identified, generally being the best fitting model. Limitations and potential contributions of the reported results are discussed.
