Abstract
Working memory (WM) includes short-term storage and executive processing of information. WM has been suggested to be one of the key concepts to explain individual differences in fluid intelligence (Gf). However, only a few studies have investigated the association of the two different aspects of WM in relation to Gf. Furthermore, even fewer studies have included children. Therefore, we first investigated the inter-relations between the WM aspects (verbal and visual-spatial storage, verbal and visual-spatial executive processing). Second, we explored the relation between a general WM factor and Gf. Third, we analyzed the relations between the different WM aspects and Gf while we controlled for common variance among all WM tasks. Nine- to 11-year olds had to solve simple and complex span tasks. Correlations and structural equation modeling techniques were used to examine these relations. Most inter-relations among simple and complex spans were found to be substantial and positive. The general WM factor was related to Gf. Furthermore, after controlling for common variance among all WM tasks, individual differences in verbal storage, visual-spatial storage and verbal processing still uniquely related to Gf. Visual-spatial processing, however, was not related to Gf. Results are discussed in terms of underlying mechanisms.
Highlights
Children and adults performing better on intelligence tests are typically more successful in school- and work-related settings and live healthier and longer [1]
We focused on fluid intelligence (Gf)
We examined whether the visual-spatial simple span task would demand the storage aspect of working memory (WM), and the executive processing aspect of WM, something that has been suggested by very few previous studies
Summary
Children and adults performing better on intelligence tests are typically more successful in school- and work-related settings and live healthier and longer [1]. One topic that has been addressed is cognitive correlates of intelligence such as processing speed, attention, inhibition and working memory (WM). This is done to shed light on the underlying information processes of intelligence, both in children and in adults, as intelligence is a very broad construct [2,3,4,5,6,7,8]. Previous studies consistently report that higher WM performance is associated with higher intelligence [9,10,11,12] The reasons for this substantial relation, are still being discussed
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