We leveraged nationally representative data from the Panel study of Income Dynamics-Child Development Supplement (N = 3,562) and the Early Childhood Longitudinal study (N = 18,174), to chart the development of working memory, indexed via verbal forward and backward digit span task performance, from 3 to 19 years of age. Results revealed nonlinear…

The accuracy of children's long-term memory for distressing events is of theoretical and legal interest. In this longitudinal study, 3- to 5-year-olds and their main parental caretakers individually participated in a mildly distressing event, and 1 h later the children's memory/suggestibility was assessed (Time 1). Six to seven years later (Time…

Working memory and recognition memory develop across adolescence, but the relationship between them is not fully understood. We investigated associations between n-back task performance and subsequent recognition memory in a community sample (8-30 yr, n = 150) using tasks from the Adolescent Brain Cognitive Development Study (ABCD Study) to…

The aim of this study is to investigate the academic success, self-efficacy and psychological resilience of sixth-grade students who started primary school in different age groups and who were followed up longitudinally. The study group of this research consisted of a total of 485 students, 73 of whom were longitudinally trained in the sixth…

Sleep spindles are related to sleep-dependent memory consolidation and general cognitive abilities. However, they undergo drastic maturational changes during adolescence. Here we used a longitudinal approach (across 7 years) to explore whether developmental changes in sleep spindle density can explain individual differences in sleep-dependent…

This longitudinal study examined developmental changes in conflict inhibition and error correction in three cohorts of children (5, 7, and 9 years of age). At each point of assessment, children completed three levels of Luria's tapping task (1980), which requires the inhibition of a dominant response and maintenance of task rules in working…

The purpose of this longitudinal study was to examine whether young learners of varying reading and spelling performance, identified in Grade 2, can be distinguished retrospectively from kindergarten, based on their growth profiles in cognitive (planning, attention, working memory--WM) and linguistic (phonological--PA and naming speed--RAN)…

Purpose: Many children with developmental language disorder (DLD) have weaknesses in executive functioning (EF), specifically in tasks testing interference control and working memory. It is unknown how EF develops in children with DLD, if EF abilities are related to DLD severity and persistence, and if EF weaknesses expand to selective attention.…

The influences of schooling and everyday experiences on cognitive development are typically confounded. In the present study, we unraveled the influence of chronological age and years of schooling on the development of general cognitive competency in a two-wave longitudinal design with a three-year interval among 181 Kharwar children in India,…

Data from a large-scale, longitudinal research study with an ethnically and socioeconomically diverse sample were utilized to explore linkages between maternal elaborative conversational style and the development of children's autobiographical and deliberate memory. Assessments were made when the children were aged 3, 5, and 6 years old, and the…

The present study used a cohort-sequential design to examine developmental changes in children's ability to bind items in memory during early and middle childhood. Three cohorts of children (aged 4, 6, or 8 years) were followed longitudinally for 3 years. Each year, children completed a source memory paradigm assessing memory for items and…

We used structural equation modeling in the Early Childhood Longitudinal Study--Kindergarten Cohort (N = 17,020) to explore the influence of having an older sibling on kindergarten-age focal children's cognitive self-regulation. In model 1, we tested how having a sibling who is generally older than the focal child contributes to the focal child's…

Purpose: This longitudinal study examined differences in the development of working memory (WM) between children with specific language impairment (SLI) and typically developing (TD) children. Further, it explored to what extent language at ages 7-8 years could be predicted by measures of language and/or WM at ages 4-5 years. Method: Thirty…

Research has indicated age-related improvements in relational binding, an important process of episodic memory, across development. However, little research has focused on individual differences in relational binding and factors contributing to this variation. Although differences may arise from various sources, early caregiving has been shown to…

In Western cultures, life narratives are typically expected to recount the narrator's life from birth to the present. Disparate autobiographical memories need to be integrated into a more or less coherent story, which is facilitated by an overarching temporal macrostructure. The temporal macrostructure consists of elaborated beginnings that…