A combination of structural equation modeling, differentiation modeling, and latent transition modeling demonstrated that g does change in development at 6–8 years, g was primarily dominated by changes in attention control at 9–12 years it was primarily dominated by changes in working memory. This study combines a large cross-sectional sample of children from 6 to 12 years (N = 381) with a longitudinal sample tested twice (N = 109) to examine changes in the relations between attention control, working memory, and reasoning. Here we postulate that the cognitive profile of g varies at successive developmental phases according to the understanding priorities of each phase. Interactionists strip g of any psychological process, postulating that it is an index of interactions between processes. Reductionists ascribe individual differences in g to basic processes, such as attention control and working memory. General intelligence, g, is empirically well established, although its psychological nature is debated. (PsycInfo Database Record (c) 2022 APA, all rights reserved). Developmental WMC estimates, such as those reported in this research, may help others develop prescriptive learning interventions for children and understand its growth and decline across the life span. Scoring rules (e.g., requiring 50% or 75% of trials correct) influence age-based estimates, but WMCs have likely been underestimated in children, and the average adult WMC of five is more plausible than four, as measured by digit span backward. It shows an increasing yet decelerating pattern. kindergarten population in 2011, we found that WMC growth in childhood is curvilinear. Average adult WMC is estimated as either four or five "chunks." Using latent curve models of data from a measure of digit span backward that was administered longitudinally to a large sample representative of the native-English-speaking U.S. The growth of working memory capacity (WMC) in childhood is described as linear. Working memory is an often studied and important psychological construct. The results are discussed in light of the increasing evidence across multiple domains that memory span plays an important role in intellectual functioning. Thus, the commonly held position that Digit Span performance beyond an average level is not indicative of greater intellectual functioning was not supported. Based on linear and nonlinear contrast analyses of means, as well as linear and nonlinear bifactor model analyses, all 3 Digit Span indicators (LDSF, LDSB, and LDSS) were found to exhibit primarily linear associations with FSIQ/g. Consequently, the purpose of this investigation was to test Wechsler's contention on the Wechsler Adult Intelligence Scale-Fourth Edition normative sample (N = 1,800 ages: 16 - 69). Although Wechsler's position does not appear to have ever been tested empirically, it does appear to have become clinical lore. In fact, Wechsler (1958) contended that beyond an average level of Digit Span performance, there was little benefit to possessing a greater memory span. Historically, Digit Span has been regarded as a relatively poor indicator of general intellectual functioning (g).
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