Engle

In this study, we investigate the development of primary memory capacity among children. Children between the ages of 5 and 8 completed 3 novel tasks (split span, interleaved lists, and a modified free-recall task) that measured primary memory by estimating the number of items in the focus of attention that could be spontaneously recalled in serial order. These tasks were calibrated against traditional measures of simple and complex span. Clear age-related changes in these primary memory estimates were observed. There were marked individual differences in primary memory capacity, but each novel measure was predictive of simple span performance. Among older children, each measure shared variance with reading and mathematics performance, whereas for younger children, the interleaved lists task was the strongest single predictor of academic ability. We argue that these novel tasks have considerable potential for the measurement of primary memory capacity and provide new, complementary ...