Individual Differences in Children's Working Memory and Writing Skill

The purpose of this research is to address (a) whether individual differences in working memory (WM) and writing are related to a general or process-specific system, (b) whether WM tasks operate independently of phonological short-term memory (STM) on measures of writing and reading, and (c) whether...

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Bibliographic Details
Published in:Journal of experimental child psychology 1996-11, Vol.63 (2), p.358-385
Main Authors: Swanson, H.Lee, Berninger, Virginia W.
Format: Article
Language:English
Subjects:
Attention
Biological and medical sciences
Child
Child development
Child psychology
Children
Children & youth
Concept Formation
Developmental psychology
Executive Procedures (Cognition)
Female
Fundamental and applied biological sciences. Psychology
Handwriting
Humans
Individual Differences
Individuality
Male
Memory
Memory Span
Memory, Short-Term
Phonetics
Phonology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reading
Reading Achievement
Short Term Memory
Spelling
Verbal Learning
Vocabulary
Working Memory
Writing
Writing Achievement
Writing Skills
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Summary:The purpose of this research is to address (a) whether individual differences in working memory (WM) and writing are related to a general or process-specific system, (b) whether WM tasks operate independently of phonological short-term memory (STM) on measures of writing and reading, and (c) whether working memory predicts variance in writing beyond that predicted by reading alone. The present study correlated several WM and phonological STM measures with writing and reading measures. The study showed among the memory measures that a four-factor model reflecting phonological STM, verbal WM span, executive processing, and visual–spatial WM span best fit the multivariate data set. Working memory was correlated significantly with a number of writing measures, particularly those related to text generation. WM measures contributed unique variance to writing that was independent of reading skill, and STM measures best predicted transcription processes and reading recognition, whereas WM measures best predicted text generation and reading comprehension. Both verbal and visual–spatial working memory measures predicted reading comprehension, whereas only WM measures that reflect executive processing significantly predicted writing. In general, the results suggest that individual differences in children's writing reflect a specific capacity system, whereas reading comprehension draws upon a multiple capacity system.
ISSN:0022-0965
1096-0457
DOI:10.1006/jecp.1996.0054