Purser, HR;
Farran, EK;
Courbois, Y;
Lemahieu, A;
Mellier, D;
Sockeel, P;
Blades, M;
(2012)
Short-term memory, executive control, and children's route learning.
Journal of Experimental Child Psychology
, 113
(2)
pp. 273-285.
10.1016/j.jecp.2012.06.005.
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Abstract
The aim of this study was to investigate route-learning ability in 67 children aged 5 to 11years and to relate route-learning performance to the components of Baddeley's model of working memory. Children carried out tasks that included measures of verbal and visuospatial short-term memory and executive control and also measures of verbal and visuospatial long-term memory; the route-learning task was conducted using a maze in a virtual environment. In contrast to previous research, correlations were found between both visuospatial and verbal memory tasks-the Corsi task, short-term pattern span, digit span, and visuospatial long-term memory-and route-learning performance. However, further analyses indicated that these relationships were mediated by executive control demands that were common to the tasks, with long-term memory explaining additional unique variance in route learning.
| Type: | Article |
|---|---|
| Title: | Short-term memory, executive control, and children's route learning |
| Location: | United States |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.jecp.2012.06.005 |
| Publisher version: | http://dx.doi.org/10.1016/j.jecp.2012.06.005 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Age Factors, Child, Child Development, Child, Preschool, Executive Function, Female, Great Britain, Humans, Male, Maze Learning, Memory, Short-Term, Models, Psychological, Reaction Time, Regression Analysis, Space Perception |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1474895 |
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