Accounting for individual differences in the development of verbal and visual short term memory processes in children

Gabriela V. Koppenol-Gonzalez*, Samantha Bouwmeester, Jeroen K. Vermunt

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

Abstract

In developmental research on memory, the model of working memory of Baddeley and Hitch (1974, Baddeley, 1986) is the theory most often referred to. This theory has played an important role in studies on human learning in general. However, it is not clear how the verbal and visual short term memory systems develop. In order to investigate this development, we argue that some important issues should be taken into account; a longitudinal research design and individual differences between children. The current study is a follow-up study in which we investigated the transitions that a subsample of 30 children made between verbal and visual processing during the course of one year. Our results showed that the children showed large variation in STM processes and did not move from one type of processing to another in a consistent manner. This implies that the development of the verbal and visual STM systems may be less predictable than expected based on the literature, stressing the importance to be cautious when individual differences between children are not taken into account.

Original languageEnglish
Pages (from-to)29-37
JournalLearning and Individual Differences
Volume66
DOIs
Publication statusPublished - 2018

Keywords

  • Short term memory
  • Development
  • Methodology
  • Transition analysis
  • Longitudinal
  • IMMEDIATE SERIAL-RECALL
  • WORKING-MEMORY
  • PHONOLOGICAL SIMILARITY
  • ORDER
  • MODEL
  • AGE
  • STRATEGIES
  • CAPACITY
  • SPAN

Cite this

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title = "Accounting for individual differences in the development of verbal and visual short term memory processes in children",
abstract = "In developmental research on memory, the model of working memory of Baddeley and Hitch (1974, Baddeley, 1986) is the theory most often referred to. This theory has played an important role in studies on human learning in general. However, it is not clear how the verbal and visual short term memory systems develop. In order to investigate this development, we argue that some important issues should be taken into account; a longitudinal research design and individual differences between children. The current study is a follow-up study in which we investigated the transitions that a subsample of 30 children made between verbal and visual processing during the course of one year. Our results showed that the children showed large variation in STM processes and did not move from one type of processing to another in a consistent manner. This implies that the development of the verbal and visual STM systems may be less predictable than expected based on the literature, stressing the importance to be cautious when individual differences between children are not taken into account.",
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author = "Koppenol-Gonzalez, {Gabriela V.} and Samantha Bouwmeester and Vermunt, {Jeroen K.}",
year = "2018",
doi = "10.1016/j.lindif.2018.01.007",
language = "English",
volume = "66",
pages = "29--37",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier Science BV",

}

Accounting for individual differences in the development of verbal and visual short term memory processes in children. / Koppenol-Gonzalez, Gabriela V.; Bouwmeester, Samantha; Vermunt, Jeroen K.

In: Learning and Individual Differences, Vol. 66, 2018, p. 29-37.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Accounting for individual differences in the development of verbal and visual short term memory processes in children

AU - Koppenol-Gonzalez, Gabriela V.

AU - Bouwmeester, Samantha

AU - Vermunt, Jeroen K.

PY - 2018

Y1 - 2018

N2 - In developmental research on memory, the model of working memory of Baddeley and Hitch (1974, Baddeley, 1986) is the theory most often referred to. This theory has played an important role in studies on human learning in general. However, it is not clear how the verbal and visual short term memory systems develop. In order to investigate this development, we argue that some important issues should be taken into account; a longitudinal research design and individual differences between children. The current study is a follow-up study in which we investigated the transitions that a subsample of 30 children made between verbal and visual processing during the course of one year. Our results showed that the children showed large variation in STM processes and did not move from one type of processing to another in a consistent manner. This implies that the development of the verbal and visual STM systems may be less predictable than expected based on the literature, stressing the importance to be cautious when individual differences between children are not taken into account.

AB - In developmental research on memory, the model of working memory of Baddeley and Hitch (1974, Baddeley, 1986) is the theory most often referred to. This theory has played an important role in studies on human learning in general. However, it is not clear how the verbal and visual short term memory systems develop. In order to investigate this development, we argue that some important issues should be taken into account; a longitudinal research design and individual differences between children. The current study is a follow-up study in which we investigated the transitions that a subsample of 30 children made between verbal and visual processing during the course of one year. Our results showed that the children showed large variation in STM processes and did not move from one type of processing to another in a consistent manner. This implies that the development of the verbal and visual STM systems may be less predictable than expected based on the literature, stressing the importance to be cautious when individual differences between children are not taken into account.

KW - Short term memory

KW - Development

KW - Methodology

KW - Transition analysis

KW - Longitudinal

KW - IMMEDIATE SERIAL-RECALL

KW - WORKING-MEMORY

KW - PHONOLOGICAL SIMILARITY

KW - ORDER

KW - MODEL

KW - AGE

KW - STRATEGIES

KW - CAPACITY

KW - SPAN

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JO - Learning and Individual Differences

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SN - 1041-6080

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