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Background <p>Working memory (WM) maturation is a complex and comprehensive process that occurs progressively throughout childhood and adolescence. Hence, the study aims to assess the maturation of verbal WM in typically developing children.</p> Method <p>The study included 140 participants equally divided into seven age groups: 7 to 7.11&#xa0;years old, 8 to 8.11&#xa0;years old, 9 to 9.11&#xa0;years old, 10 to 10.11&#xa0;years old, 11 to 11.11&#xa0;years old, 12 to 12.11&#xa0;years old, and adults between 18 and 30&#xa0;years old. The verbal WM tasks, such as nonword repetition tasks, digit span tasks&#xa0;(forward, backward, ascending, and descending), and N-back tasks, were used.</p> Results <p>The findings revealed that age significantly impacted all verbal WM measures. Furthermore, by age 11, children’s cognitive abilities were statistically indistinguishable from those of adults in the nonword repetition task. By age 12, children demonstrated similar cognitive skills in the forward span and N-back tasks. In contrast, children did not perform at an adult-like level by age 12 for the backward, ascending, and descending span tasks. Furthermore, age and verbal WM tasks had a significant relationship.</p> Conclusion <p>These findings contribute to the understanding of children’s WM development and emphasize the importance of considering age-related differences in WM ability when designing educational programs or detecting developmental delays.</p>

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Developmental trends of verbal working memory in typically developing children

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月10日

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  • H. L. Spandita,
  • Chandni Jain

摘要

Background

Working memory (WM) maturation is a complex and comprehensive process that occurs progressively throughout childhood and adolescence. Hence, the study aims to assess the maturation of verbal WM in typically developing children.

Method

The study included 140 participants equally divided into seven age groups: 7 to 7.11 years old, 8 to 8.11 years old, 9 to 9.11 years old, 10 to 10.11 years old, 11 to 11.11 years old, 12 to 12.11 years old, and adults between 18 and 30 years old. The verbal WM tasks, such as nonword repetition tasks, digit span tasks (forward, backward, ascending, and descending), and N-back tasks, were used.

Results

The findings revealed that age significantly impacted all verbal WM measures. Furthermore, by age 11, children’s cognitive abilities were statistically indistinguishable from those of adults in the nonword repetition task. By age 12, children demonstrated similar cognitive skills in the forward span and N-back tasks. In contrast, children did not perform at an adult-like level by age 12 for the backward, ascending, and descending span tasks. Furthermore, age and verbal WM tasks had a significant relationship.

Conclusion

These findings contribute to the understanding of children’s WM development and emphasize the importance of considering age-related differences in WM ability when designing educational programs or detecting developmental delays.