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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/793
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dc.contributor.authorAlloway, Tracy Packiamen_UK
dc.contributor.authorGathercole, Susan Elizabethen_UK
dc.contributor.authorWillis, Catherineen_UK
dc.contributor.authorAdams, Anne-Marieen_UK
dc.date.accessioned2014-08-05T23:55:09Z-
dc.date.available2014-08-05T23:55:09Z-
dc.date.issued2004en_UK
dc.identifier.urihttp://hdl.handle.net/1893/793-
dc.description.abstractThe aim of this study was to investigate the functional organisation of working memory and related cognitive abilities in young children. A sample of 633 children aged between 4 and 6 years were tested on measures of verbal short-term memory, complex memory span, sentence repetition, phonological awareness, and nonverbal ability. The measurement model that provided the best fit of the data incorporates constructs that correspond to the central executive, phonological loop, and episodic buffer subcomponents of working memory, plus distinct but associated constructs associated with phonological awareness and nonverbal ability.en_UK
dc.language.isoenen_UK
dc.publisherElsevieren_UK
dc.relationAlloway TP, Gathercole SE, Willis C & Adams A (2004) A structural analysis of working memory and related cognitive skills in early childhood. Journal of Experimental Child Psychology, 87 (2), pp. 85-106. https://doi.org/10.1016/j.jecp.2003.10.002en_UK
dc.rightsPublished in Journal of Experimental Child Psychology by Elsevieren_UK
dc.subjectWorking memoryen_UK
dc.subjectPhonological awarenessen_UK
dc.subjectCentral execuitveen_UK
dc.subjectPhonological loopen_UK
dc.subjectMemory in childrenen_UK
dc.subjectShort-term memoryen_UK
dc.subjectCognition in childrenen_UK
dc.subjectVerbal ability in childrenen_UK
dc.subjectChildren Languageen_UK
dc.subjectRecollection (Psychology)en_UK
dc.titleA structural analysis of working memory and related cognitive skills in early childhooden_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1016/j.jecp.2003.10.002en_UK
dc.citation.jtitleJournal of Experimental Child Psychologyen_UK
dc.citation.issn0022-0965en_UK
dc.citation.volume87en_UK
dc.citation.issue2en_UK
dc.citation.spage85en_UK
dc.citation.epage106en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailt.p.alloway@stir.ac.uken_UK
dc.citation.date14/11/2003en_UK
dc.contributor.affiliationDurham Universityen_UK
dc.contributor.affiliationDurham Universityen_UK
dc.contributor.affiliationLiverpool John Moores Universityen_UK
dc.contributor.affiliationLiverpool John Moores Universityen_UK
dc.identifier.wtid810762en_UK
dcterms.dateAccepted2003-11-14en_UK
dc.date.filedepositdate2009-02-11en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorAlloway, Tracy Packiam|en_UK
local.rioxx.authorGathercole, Susan Elizabeth|en_UK
local.rioxx.authorWillis, Catherine|en_UK
local.rioxx.authorAdams, Anne-Marie|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2009-02-11en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2009-02-11|en_UK
local.rioxx.filenameAlloway_JECP04.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0022-0965en_UK
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