ArticleJournal of Intelligence2022
On the Relation between the Development of Working Memory Updating and Working Memory Capacity in Preschoolers.
Article in Journal of Intelligence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
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Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The developmental trajectories of working memory updating from early childhood to adolescence: A meta-analysis.British journal of psychology (London, England : 1953) · 2026Pooled it
- Longitudinal associations between memory and emergent literacy from 3 to 6 years of age: a four-wave random-intercept cross-lagged panel study.BMC psychology · 2026Article
- Screen exposure in relation to cool and hot executive functions in preschoolers: parenting processes as mediators and parental growth mindset as moderator.BMC psychology · 2026Article
- The association between motor coordination, physical fitness, and cognitive function in preschool children: physical fitness as a key bridge between motor coordination and executive function.Frontiers in public health · 2026Article
- Does cognitive inhibition contribute to working memory and reasoning during childhood?Psychological research · 2024Article
- The Evolution of Intelligence: Analysis of the Journal of Intelligence and Intelligence.Journal of Intelligence · 2023Article
- Case Report: A playful digital-analogical rehabilitative intervention to enhance working memory capacity and executive functions in a pre-school child with autism.Frontiers in psychiatry · 2023Article
- Effects of Group-Play Moderate to Vigorous Intensity Physical Activity Intervention on Executive Function and Motor Skills in 4- to 5-Year-Old Preschoolers: A Pilot Cluster Randomized Controlled Trial.Frontiers in psychology · 2022Article
- The Longitudinal Contributions of Preschool Executive Functions and Early Math Abilities to Arithmetic Skills in Elementary School.Cognitive developmentArticle
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study aims at investigating the relationship between working memory updating and working memory capacity in preschool children. A sample of 176 preschoolers (36-74 months) was administered a working memory updating task (Magic House) along with three working memory capacity tests that specifically measure their core attentional component (M capacity, as defined in the theory of constructive operators): Backward Word Span, Mr. Cucumber, and Direction Following Task. Correlational analyses and cross-classification prediction analyses were performed. Updating and capacity were significantly correlated, although the correlations were not high when age was partialled out. Capacity increased with age, and mediated the relation between age and updating. More importantly, cross-classification prediction analysis revealed that high updating scores with low M capacity, and low updating scores with relatively high M capacity, are possible events; the only combination ruled out was a low updating score with precocious development of M capacity. These facts demonstrate that updating skills in preschoolers depends on M capacity but does not coincide with it. Therefore, in cognitive developmental theories, the constructs of working memory updating and capacity should be distinguished, and on practical grounds, different tests should be used to measure them.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.