Measured cognitive processing time, imagery skill, and spatial memory span of 128 children and adults, ages 8 to 20 years. Found that performance on spatial memory span tasks was largely predicted by imagery skill, which in turn was strongly linked to processing time; age was much less of a predictor in both cases. (EAJ)

This study explored the contribution of two working memory (WM) systems to reading performance in younger and older children. Results showed significant age-related differences in verbal and visual-spatial WM performance were maintained when articulation speed and short-term memory were partialed from the analysis and that WM predicted age-related…

The nonword repetition (NWR) test has been shown to be a good predictor of children's vocabulary size. NWR performance has been explained using phonological working memory, which is seen as a critical component in the learning of new words. However, no detailed specification of the link between phonological working memory and long-term memory…

The study reported here assessed the contribution of short-term memory to differences in standardized listening scores for each of five types of auditory input. Memory for syntactically arranged words proved to be the best predictor of listening skill in this battery of tests. (SED)

This study assessed 3- to 17-year-olds' memory and suggestibility in the context of ongoing child maltreatment investigations. Results from 189 subjects indicated that general psychopathology, short-term memory, and intellectual ability predicted facets of children's memory performance. Older compared to young children evinced fewer memory errors…

Short-term memory deficits are examined as precursors of learning disabilities in early childhood. The theories of Jean Piaget, Robbie Case, and Joseph Torgesen are reviewed to construct a theoretical framework. Supportive experimental studies are described, followed by implications for remediation and intervention. (Author/JDD)

The influence of cognitive growth in working memory (WM) on mathematical problem solution accuracy was examined in elementary school children (N = 353) at risk and not at risk for serious math problem solving difficulties. A battery of tests was administered that assessed problem solving, achievement, and cognitive processing (WM, inhibition,…

This paper presents evidence that the Snyder/Pope Visual Memory Technique using the Bender-Gestalt Test is a useful predictor of reading ability for first-grade children. Short-term visual recall appears highly related to the Grade 1 reading task and should be assessed when children begin learning to read. (Author/SJL)

Reports on a longitudinal study using the computer-based cognitive assessment system CoPS, and considers the applicability of this system in the early identification of cognitive strengths and limitations that affect the development of reading. Concludes that short-term memory is an important predictor variable for reading, in addition to the more…

Eighty fourth-graders enrolled in an English/French bilingual program in Canada were administered an auditory skills battery of six tests to measure auditory discrimination and short-term auditory memory. It was concluded that a relationship exists between certain auditory perceptual abilities and school achievement independent of cognitive…

This study found that three measures of working memory capacity (processing and storage capacity, reading and listening span, and visual shape span) were good predictors of reading achievement in 30 orally educated children (ages 5 to 14) with hearing impairments as well as in an age-matched hearing control group. Degree of hearing loss did not…

Analysis of data from 96 children in a longitudinal study found that foundation skills in speech perception and language as well as family demographics and home environmental variables were related to and predicted later reading scores. Event related potential measures of speech perception immediately after birth also predicted reading scores,…

Cross-sectional and incremental age effects on cognitive processes that underlie individual differences in components of working memory (WM; phonological loop, visual-spatial sketchpad, executive processing) and mathematical problem-solving accuracy were examined in elementary school children. A battery of tests was administered that assessed…

The present study was designed to test how well the measures of the cognitive constructs of M-space, cognitive style, and short-term storage space (STSS) could predict the amount of practice needed to induce successful problem solving behaviors, the ability to transfer behaviors to different contexts, and the readiness to abandon unsuccessful…

Examined contributions of cognitive processing speed, short-term memory capacity, and attention to infant visual recognition memory. Found that infants who showed better attention and faster processing had better recognition memory. Contributions of attention and processing speed were independent of one another and similar at all ages studied--5,…