Intellectual growth in children as a function of domain specific and domain general working memory subgroups |
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Authors: | H. Lee Swanson |
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Affiliation: | University of California, Educational Psychology, Graduate School of Education, University of California, Riverside, CA 92521, United States |
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Abstract: | This study examined whether children's growth on measures of fluid (Raven Colored Progressive Matrices) and crystallized (reading and math achievement) intelligence was attributable to domain-specific or domain-general functions of working memory (WM). A sample of 290 elementary school children was tested on measures of intelligence across three testing waves. Two methods, a hierarchical factor model predicting latent growth and a double dissociation design comparing children divided into high and low performers, tested whether general and/or specific components accounted for performance on intelligence measures. A general domain model for the total sample provided the best fit for latent growth on all measures. Further, the lack of a significant WM subgroup × domain interaction suggested that a general WM system underlies the individual differences on measures of fluid and crystallized intelligence. Overall, the findings support a domain-general view of WM capacity on intelligence measures in children, but also suggest that domain specific storage systems may come into play on isolated measures. |
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Keywords: | Working memory Growth Individual differences Executive processing |
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