Home > Research > Publications & Outputs > Task experience and children’s working memory p...

Electronic data

Links

Text available via DOI:

View graph of relations

Task experience and children’s working memory performance : a perspective from recall timing.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

Task experience and children’s working memory performance : a perspective from recall timing. / Towse, John N.; Cowan, Nelson; Horton, Neil et al.
In: Developmental Psychology, Vol. 44, No. 3, 2008, p. 695-706.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Towse, JN, Cowan, N, Horton, N & Whytock, S 2008, 'Task experience and children’s working memory performance : a perspective from recall timing.', Developmental Psychology, vol. 44, no. 3, pp. 695-706. https://doi.org/10.1037/0012-1649.44.3.695

APA

Vancouver

Towse JN, Cowan N, Horton N, Whytock S. Task experience and children’s working memory performance : a perspective from recall timing. Developmental Psychology. 2008;44(3):695-706. doi: 10.1037/0012-1649.44.3.695

Author

Towse, John N. ; Cowan, Nelson ; Horton, Neil et al. / Task experience and children’s working memory performance : a perspective from recall timing. In: Developmental Psychology. 2008 ; Vol. 44, No. 3. pp. 695-706.

Bibtex

@article{15e3fccb129746bcac0e0d4215af7ac7,
title = "Task experience and children{\textquoteright}s working memory performance : a perspective from recall timing.",
abstract = "Working memory is an important theoretical construct among children, and measures of its capacity predict a range of cognitive skills and abilities. Data from 9- and 11-year-old children illustrate how a chronometric analysis of recall can complement and elaborate recall accuracy in advancing our understanding of working memory. A reading span task was completed by 130 children, 75 of whom were tested on two occasions, with sequence length either increasing or decreasing during test administration. Substantial pauses occur during participants{\textquoteright} recall sequences and they represent consistent performance traits over time, whilst also varying with recall circumstances and task history. Recall pauses help to predict reading and number skills, alongside as well as separate from levels of recall accuracy. The task demands of working memory change as a function of task experience, with a combination of accuracy and response timing in novel task situations being the strongest predictor of cognitive attainment.",
author = "Towse, {John N.} and Nelson Cowan and Neil Horton and Shealagh Whytock",
note = "'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.'",
year = "2008",
doi = "10.1037/0012-1649.44.3.695",
language = "English",
volume = "44",
pages = "695--706",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "3",

}

RIS

TY - JOUR

T1 - Task experience and children’s working memory performance : a perspective from recall timing.

AU - Towse, John N.

AU - Cowan, Nelson

AU - Horton, Neil

AU - Whytock, Shealagh

N1 - 'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.'

PY - 2008

Y1 - 2008

N2 - Working memory is an important theoretical construct among children, and measures of its capacity predict a range of cognitive skills and abilities. Data from 9- and 11-year-old children illustrate how a chronometric analysis of recall can complement and elaborate recall accuracy in advancing our understanding of working memory. A reading span task was completed by 130 children, 75 of whom were tested on two occasions, with sequence length either increasing or decreasing during test administration. Substantial pauses occur during participants’ recall sequences and they represent consistent performance traits over time, whilst also varying with recall circumstances and task history. Recall pauses help to predict reading and number skills, alongside as well as separate from levels of recall accuracy. The task demands of working memory change as a function of task experience, with a combination of accuracy and response timing in novel task situations being the strongest predictor of cognitive attainment.

AB - Working memory is an important theoretical construct among children, and measures of its capacity predict a range of cognitive skills and abilities. Data from 9- and 11-year-old children illustrate how a chronometric analysis of recall can complement and elaborate recall accuracy in advancing our understanding of working memory. A reading span task was completed by 130 children, 75 of whom were tested on two occasions, with sequence length either increasing or decreasing during test administration. Substantial pauses occur during participants’ recall sequences and they represent consistent performance traits over time, whilst also varying with recall circumstances and task history. Recall pauses help to predict reading and number skills, alongside as well as separate from levels of recall accuracy. The task demands of working memory change as a function of task experience, with a combination of accuracy and response timing in novel task situations being the strongest predictor of cognitive attainment.

UR - http://www.scopus.com/inward/record.url?scp=43949124855&partnerID=8YFLogxK

U2 - 10.1037/0012-1649.44.3.695

DO - 10.1037/0012-1649.44.3.695

M3 - Journal article

VL - 44

SP - 695

EP - 706

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 3

ER -