Volume 24, Issue 2 (Pajouhan Scientific Journal, Spring 2026)
Pajouhan Sci J 2026, 24(2): 120-130 |
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Ethics code: IR.UT.PSYEDU.REC.1404.108
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Pourmohamad S P, Arjmandnia A A, Rafikhah M. Constructing a Developmental Model of Working Memory in Early Childhood and Preschool. Pajouhan Sci J 2026; 24 (2) :120-130
URL: http://psj.umsha.ac.ir/article-1-1257-en.html
URL: http://psj.umsha.ac.ir/article-1-1257-en.html
1- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education Science, University of Tehran, Tehran, Iran
2- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education Science, University of Tehran, Tehran, Iran ,arjmandnia@ut.ac.ir
2- Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Education Science, University of Tehran, Tehran, Iran ,
Abstract: (859 Views)
Background and Objectives: The present study aimed to develop a developmental model of working memory in boys and examine the relationship between age and the performance of working memory components.
Materials and Methods: The statistical population consisted of all boys enrolled in schools of Babol, Iran, during 2024–25 academic year. In this study, 160 boys were selected using a cluster sampling method in Babol, Iran, and were assessed using the Working Memory Assessment for Children–WMTB. The data were analyzed using analysis of variance (ANOVA), Tukey post hoc test, and Pearson correlation through SPSS software (version 27).
Results: The findings indicated significant differences across different age groups in terms of the performance of the phonological loop, visuospatial sketchpad, and central executive (5 to 7 years) (P<0.001). The results also showed that with increasing age, working memory performance across all components increased linearly.
Conclusion: The present study provides a developmental model of working memory in Iranian children, which can serve as a theoretical and empirical basis for developing cognitive assessment tools and designing educational interventions aligned with children’s developmental levels.
Materials and Methods: The statistical population consisted of all boys enrolled in schools of Babol, Iran, during 2024–25 academic year. In this study, 160 boys were selected using a cluster sampling method in Babol, Iran, and were assessed using the Working Memory Assessment for Children–WMTB. The data were analyzed using analysis of variance (ANOVA), Tukey post hoc test, and Pearson correlation through SPSS software (version 27).
Results: The findings indicated significant differences across different age groups in terms of the performance of the phonological loop, visuospatial sketchpad, and central executive (5 to 7 years) (P<0.001). The results also showed that with increasing age, working memory performance across all components increased linearly.
Conclusion: The present study provides a developmental model of working memory in Iranian children, which can serve as a theoretical and empirical basis for developing cognitive assessment tools and designing educational interventions aligned with children’s developmental levels.
Type of Study: Research Article |
Subject:
Psychology and Psychiatry
Received: 2025/12/3 | Accepted: 2026/04/11 | Published: 2026/10/5
Received: 2025/12/3 | Accepted: 2026/04/11 | Published: 2026/10/5
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