Visuospatial Working Memory Development Across Years of Schoolingстатья
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Дата последнего поиска статьи во внешних источниках: 7 июля 2021 г.
Аннотация:Visuospatial working memory changes across years of schooling.According to data from the cross-sectional and longitudinal studies availablein the literature, conclusions about the linear or nonlinear nature of changes invisuospatial working memory depend on the period of time analyzed and thefrequency of the measurements. However, which of the two nonlinear models offunctional dependence (e.g., quadratic or cubic) best describes the developmentaltrajectories of visuospatial memory across schooling is still an open question.The results of statistical analysis of the development of visuospatialworking memory in girls and boys across school years from Grade"1 to Grade"11are presented. Additionally, the relationship between age and years of schoolingis investigated, as is the inluence of these factors on the developmental trajectoryof visuospatial working memory.This cross-sectional study involved 1,246 pupils who were in Grades1" to 11 at one public school; their ages ranged from 6.8 to 19.1 years (50.4%were boys). !e students’ visuospatial working memory was measured using thecomputerized “Sequences” test, which is based on the “Corsi block-tapping task”and has been adapted for Russian schoolchildren. Correlations, analysis of variance,and polynomial regression were carried out, and both linear and nonlinearmodels of the functional dependence of working memory on years of schoolingwere tested.The results of the multiple regression analysis suggest that the numberof years of schooling is a more important factor than age with regard totemporal changes in visuospatial working memory. When we introduced “yearsof schooling” and “age” predictors into a single model, we found the years ofschooling to be the most signi$cant predictor of visuospatial working memory(%"="1.07; p"="0.000).While age remained a statistically signi$cant predictor(%"="–0.52; p"="0.008), it did not signicantly improve the model characteristics(corrected R2"="0.30; F(2)"="253.9; p!<"0.01).The results of the polynomial regression showed that during schooling, thedevelopmental trajectories of visuospatial working memory are nonlinear forboth genders. In girls, both the quadratic and cubic models explained 36% ofthe variance in visuospatial working memory, but the quadratic model had theleast number of parameters and the best $t to data. In boys, despite all theoreticalmodels being suitable, the largest percentage of the variance in visuospatialworking memory values was explained using the cubic model (R2"="0.31;p"="0.000). !us, the characteristic of change in visuospatial working memory forgirls had a quadratic relationship that stabilized a'er Grade 8, while for boys, therelationship was cubic, with the period of stabilization between Grades 5 and 6,and then further growth. We concluded that the number of years of study is an importantfactor in the development of visuospatial working memory during the schoolingperiod, but that there are other factors involved as well.