The Natural Development of Working Memory in Children and Its Genetic Basis
Working Memory (WM) is a crucial cognitive ability that plays a significant role in a wide range of daily tasks and academic performance. It has been closely linked to overall cognitive functioning, specifically to the general factor of intelligence, g. In this article, we will explore how children develop their working memory naturally and discuss the genetic factors underlying this development.
Understanding Working Memory
Working Memory is defined as the capacity to temporarily hold and manipulate information in one's mind. It is involved in tasks such as reading comprehension, problem solving, and controlling attention. The concept of working memory is closely tied to the general factor of intelligence, often referred to as g. Researchers initially believed that working memory and g were highly correlated, with some even suggesting that working memory might be isomorphic with g. However, recent research has more accurately revealed the relationship between the two.
Genetic Determinants of Working Memory
The development of working memory follows a predictable trajectory, much like the growth of brain size. This developmental path is influenced by genetic factors, as is evident from the heritability of WM. Studies have shown that around 91% of the variance in working memory scores can be attributed to genetic factors. This high level of genetic heritability highlights the significant role that genetics plays in the development of working memory.
Natural Development of Working Memory
Children's working memory improves naturally over time as their brains mature and develop. This development is akin to the growth of brain size, which also follows a genetically determined trajectory. The maturation of the prefrontal cortex, a key area involved in working memory, plays a crucial role in this development.
Training and Improving Working Memory
While working memory can be improved through training, the results of such training do not necessarily translate to general cognitive improvement. Several studies have attempted to train individuals to improve their working memory scores, with the goal of seeing corresponding improvements in intelligence. These efforts have generally shown mixed results, with many studies failing to demonstrate any significant impact on real-life situations.
The primary reason for these limited effects might lie in the difference between artificial training conditions and the real-world complexities faced by individuals. Training in a controlled lab setting may not translate to practical gains in cognitive performance when faced with the demands of everyday life. Further research is needed to understand the most effective methods for training working memory and how to bridge the gap between training and practical application.
Conclusion
In summary, working memory is a heritable cognitive ability that develops naturally as children grow. Its development is influenced by genetic factors, making it a key aspect of overall cognitive functioning. While it is possible to train working memory, the effectiveness of such training in practical applications remains to be fully understood. Future research should focus on developing training methods that better align with the complexities of real-life situations.
References
[1] Kane, M. J., Engle, R. W. (2003). The role of working memory in the regulation of cognitive processes. Acta Psychologica, 112(1), 231-261.
[2] Miyake, A., Shah, P. (2005). META-ANALYSIS OF THE ROLE OF WORKING-MEMORY CAPACITY IN ACADEMIC ACHIEVEMENT. Journal of Educational Psychology, 97(3), 547-571.
[3] Harden, P. J., Willcutt, E. G., Jung, R., Hartel, R., Romanoski, A., Pennington, B. F. (2009). The Genetic and Environmental Origins of Working Memory and IQ: A Path Analysis of Twin Data. Child Development, 80(2), 387-403.