Psychological Development and Education ›› 2010, Vol. 26 ›› Issue (4): 337-343.

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Relationships among Attention, Working memory, and Reasoning in Children

REN Xue-zhu1, QIAN Ying-ji1, LI Chun-hua1, XU Fen2   

  1. 1. State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875;
    2. Zhejiang Sci-Tech University, Hangzhou 310018
  • Online:2010-07-15 Published:2010-07-15

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Abstract: The present study investigated the relationships among attention,working memory,and reasoning in children of 7,10,and 13 years old.The results are summarized as follows:both attention and working memory are adequately required for the development of reasoning,but the two abilities have differentiating effects on reasoning in different age groups.Specifically,attention plays a better part than working memory in reasoning in 7-year-old children;both attention and working memory have significant effects on reasoning in 10-year-old children, and working memory behaves as a partial mediator between attention and reasoning;in 13-year-old children, working memory plays a larger role in reasoning,and working memory serves as a full mediator between attention and reasoning.The results suggested that,as children grow older,the role of attention in reasoning development is decreasing,while the role of working memory is increasing.

Key words: attention, working memory, reasoning, children

CLC Number: 

  • B842.3
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