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Working memory is an essential cognitive process that aids in managing everyday cognitive demands and serves as a platform for higher-order cognitive processes such as reasoning, concept formation, and problem-solving (Hambrick et al., 2005; Moser et al., 2018; Spencer, 2020). Its development during early childhood is of importance for cognitive maturation, academic achievement, and identifying potential developmental disorders (Cockcroft, 2015). A substantial body of research highlights the importance of working memory in developmental milestones, academic success, and cognitive abilities. Despite its significance, there is limited research focusing on development and assessment of working memory in very young children.
This quantitative descriptive correlational study aimed to fill this gap by examining the predictive relationships between cognitive processes such as verbal comprehension, visual spatial abilities, processing speed, fluid reasoning, and IQ with performance on working memory tasks as measured by the WPPSI-IV in children aged 2 years 6 months to 5 years 5 months. Archival data were used for this study. The dataset was divided into an older (N = 86) and younger (N = 116) age group. Simple linear regression analysis was used to determine predictive patterns between predictor and criterion variables.
The results from this study indicated predictive patterns between all variable pairs except in two instances in the older group, that is, between the visual spatial working memory task (ZL) and verbal comprehension, and between the visual working memory task (PM) and processing speed. Weak relationships were found in all other variable pairs between Full Scale IQ and the visual working memory task in the younger age group, where a strong relationship was found, and between the visual working memory task and FSIQ in the older age group, where a moderate relationship was found.
These findings are significant in that they help enhance our understanding of the cognitive processes that contribute to working memory performance in early childhood, facilitating more accurate assessments and targeted interventions for developmental and academic success.