Abstract
The aim of this study was to adapt the Listening Span Task (Gaulin and Campbell, 1994; Pickering and Gathercole, 2001) into Turkish (LST-T), to administer it to children in order to measure how children of different ages perform on the task and to measure its psychometric properties by providing correlations with other cognitive measures: the Word Span Test that measures phonological WM capacity, the Wisconsin Card Sorting Test that measures both categorization ability and executive WM functions, and the Categorical Free Recall Test that examines both the development of the release from proactive interference pattern and the categorization ability during childhood. The results indicate that the LST-T scores increased in a significant stepwise manner without any gender difference between boys and girls. Measures of convergent validity showed significant correlations with a working memory test: the Word Span Test, and. The results demonstrate that the LST-T is an adequate tool to be used by developmentalists for a variety of purposes, ranging from developmental research to educational and clinical practice to investigate cognitive development of Turkish-speaking children.
Highlights
From infancy to adulthood, children develop dramatically along physical, social, and cognitive dimensions
Children were praised at the end of each set regardless of their performance
The LST is a highly relevant task for researchers conducting studies on language development, there has been a lack of an LST for Turkish speaking children
Summary
Children develop dramatically along physical, social, and cognitive dimensions. Their cognitive development critically hinges on “parameters of information processing, including working memory, the control of attention, inhibition of proponent schemes, and self-regulation (.).” Verbal STM tasks comprise the digit span, word span, and non-word repetition task, whereas non-verbal (visuospatial) STM tasks comprise pattern recall and Corsi blocks (Gathercole, 1999). Complex WM tasks comprise the backward digit span, listening span, counting span, operational span (only used with older children and adults), and (versions of) the Stroop task (Gathercole, 1999; Cowan, 2016)
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