Age, Memory Load, and Individual Differences in Working Memory as Determinants of Class-Inclusion Reasoning.

Rabinowitz, F. Michael; Howe, Mark L.; Saunders, Kelly

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Peer reviewed

ERIC Number: EJ647687

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-0965

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Age, Memory Load, and Individual Differences in Working Memory as Determinants of Class-Inclusion Reasoning.

Rabinowitz, F. Michael; Howe, Mark L.; Saunders, Kelly

Journal of Experimental Child Psychology, v81 n2 p157-93 Feb 2002

This study examined effects of individual differences in speak-span scores and variations in memory demands on class-inclusion performance of 10-, 13-, and 15-year-olds. Results from regression analyses and the mathematical model indicated that differences in age, speak span, and memory load affected performance. Effects of speak span and memory load were independent, but depended on age of participant. (Author/KB)

Descriptors: Age Differences, Children, Classification, Cognitive Development, Cognitive Processes, Individual Differences, Mathematical Models, Memory, Performance Factors, Problem Solving, Theories

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A