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Does Working Memory Training in Children Need to Be Adaptive? A Randomized Controlled Trial
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Regine Cassandra Lau; Peter J. Anderson; Susan Gathercole; Joshua F. Wiley; Megan Spencer-Smith – Child Development, 2025
Most cognitive training programs are adaptive, despite limited direct evidence that this maximizes children's outcomes. This randomized controlled trial evaluated working memory training with difficulty of activities presented using adaptive, self-select, or stepwise compared with an active control. At baseline, immediately, and 6-months…
Descriptors: Foreign Countries, Short Term Memory, Children, Thinking Skills
Development of Complex Executive Function over Childhood: Longitudinal Growth Curve Modeling of Performance on the Groton Maze Learning Task
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McGuckian, Thomas B.; Wilson, Peter H.; Johnston, Rich D.; Rahimi-Golkhandan, Shahin; Piek, Jan; Green, Dido; Rogers, Jeffrey M.; Maruff, Paul; Steenbergen, Bert; Ruddock, Scott – Child Development, 2023
This longitudinal study modeled children's complex executive function (EF) development using the Groton Maze Learning Task (GMLT). Using a cohort-sequential design, 147 children (61 males, 5.5-11 years) were recruited from six multicultural primary schools in Melbourne and Perth, Australia. Race/ethnicity data were not available. Children were…
Descriptors: Child Development, Cognitive Development, Executive Function, Elementary School Students
The Production Effect Improves Memory in 7- to 10-Year-Old Children
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Pritchard, Verena E.; Heron-Delaney, Michelle; Malone, Stephanie A.; MacLeod, Colin M. – Child Development, 2020
The production effect--whereby reading words aloud improves memory for those words relative to reading them silently--was investigated in two experiments with 7- to 10-year-old children residing in Brisbane, Australia. Experiment 1 (n = 41) involved familiar printed words, with words read aloud or silently appearing either in mixed- or…
Descriptors: Foreign Countries, Children, Oral Reading, Silent Reading
Intimate Partner Violence during Infancy and Cognitive Outcomes in Middle Childhood: Results from an Australian Community-Based Mother and Child Cohort Study
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Savopoulos, Priscilla; Brown, Stephanie; Anderson, Peter J.; Gartland, Deirdre; Bryant, Christina; Giallo, Rebecca – Child Development, 2022
The cognitive functioning of children who experience intimate partner violence (IPV) has received less attention than their emotional-behavioral outcomes. Drawing upon data from 615 (48.4% female) 10-year-old Australian-born children and their mothers (9.6% of mothers born in non-English speaking countries) participating in a community-based…
Descriptors: Foreign Countries, Cognitive Processes, Children, Family Violence
The Development of Memory and Processing Capacity.
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Halford, Graeme S.; And Others – Child Development, 1994
Four experiments with children aged 5 through 12 tested the relationship between short-term memory (STM) and processing capacity. The results suggest that effects obtained with STM span do not provide clear indications of overall working memory development, because STM span and the processing space component of working memory entail distinct…
Descriptors: Age Differences, Children, Cognitive Development, Cognitive Processes
Children's Memory of an Occurrence of a Repeated Event: Effects of Age, Repetition, and Retention Interval across Three Question Types.
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Powell, Martine B.; Thomson, Donald M. – Child Development, 1996
Examined the effects of age, repetition, and retention interval on children's memory of the final occurrence of a repeated event. Found that repetition increased the number of items recalled, and that younger children showed a poorer ability to discriminate between the occurrences than the older children, though age differences were less evident…
Descriptors: Age Differences, Elementary Education, Elementary School Students, Foreign Countries
Effects of the Similarity and Dissimilarity between Familiarization and Test Objects on Recognition Memory in Infants Following Unimodal and Bimodal Familiarization.
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Rolfe, Sharne A.; Day, R. H. – Child Development, 1981
Two experiments were conducted to investigate six-month-old infants' recognition memory for the shape of an object following unimodal (visual) and bimodal (visual and haptic) familiarization. Visual recognition memory was evident only when the conditions of familiarization and testing were identical. Two possible explanations are presented and…
Descriptors: Attention, Cognitive Processes, Foreign Countries, Infants