Contribution of reactive and proactive control to children’s working memory performance
Insight from item recall durations in response sequence planning
Bibliographic Data
| ID | 9788102 |
|---|---|
| Authors | Nicolas Chevalier (0000-0002-7899-8822, University of Edinburgh, corresponding author), Tiffany D James (University of Nebraska–Lincoln), Sandra A Wiebe (0000-0002-6267-4268, University of Alberta), Jennifer Mize Nelson (0009-0007-9857-4449), Jennifer Nelson (0000-0001-7059-6266, University of Nebraska–Lincoln), Kimberly Andrews Espy (0000-0003-3933-1053, University of Nebraska–Lincoln) |
| Year | 2014 |
| Volume | 50 |
| Issue | 7 |
| Pages | 1999-2008 |
| Publication date | 2014-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0036644 |
| PMID | 24773104 |
| PMCID | PMC4222582 |
| OpenAlex | W2120259364 |
| Language | EN |
| Citations received | 10 |
| References cited | 11 |
The present study addressed whether developmental improvement in working memory span task performance relies upon a growing ability to proactively plan response sequences during childhood. Two hundred thirteen children completed a working memory span task in which they used a touchscreen to reproduce orally presented sequences of animal names. Children were assessed longitudinally at 7 time points between 3 and 10 years of age. Twenty-one young adults also completed the same task. Proactive response sequence planning was assessed by comparing recall durations for the 1st item (preparatory interval) and subsequent items. At preschool age, the preparatory interval was generally shorter than subsequent item recall durations, whereas it was systematically longer during elementary school and in adults. Although children mostly approached the task reactively at preschool, they proactively planned response sequences with increasing efficiency from age 7 on, like adults. These findings clarify the nature of the changes in executive control that support working memory performance with age
Cognition · Cognitive psychology · Control (management · Developmental psychology · Executive functions · Memory span · Recall · Short-term memory · Task (project management · Touchscreen · Working memory · Child and Animal Learning Development · Cognitive Abilities and Testing · Neural and Behavioral Psychology Studies · Psychology
Annual Research Review
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The limits of visual working memory in children
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The variable nature of cognitive control
The nature of individual differences in working memory capacity
On multi-level modeling of data from repeated measures designs
The structure of executive function in 3-year-olds
Flexible neural mechanisms of cognitive control within human prefrontal cortex
Working memory
Charting early trajectories of executive control with the shape school
The Structure of Working Memory From 4 to 15 Years of Age
Developmental change in working memory strategies
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Working memory span development
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,25 |
| Citation span | 2018 - 2024 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |