University of Bahrain
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Structural of Working Memory among Kuwaiti Children from 4 to 12 Years: Evidence from Equation Modeling

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dc.contributor.author Pro. Alansari, Bader M.
dc.contributor.author Dr. Soliman, Abdrabo M.
dc.date.accessioned 2018-08-02T06:21:50Z
dc.date.available 2018-08-02T06:21:50Z
dc.date.issued 2013
dc.identifier.issn 1726-3678
dc.identifier.uri https://journal.uob.edu.bh:443/handle/123456789/2960
dc.description.abstract The original Working Memory (WM) model of Baddeley and Hitch (1974) has been established based on adults and brain injured patients, which does not guarantee the same organizational structure of WM during childhood. One aim of the current study was to examine the changes in WM during childhood. A second aim was to examine whether WM structure changes across age development from four to12 years old. A battery of WM tests - assessing the three basic WM components- was administered to a total sample of 891 Kuwaiti children (50.5% females and 49.5% males) aged 4 to 12 years. The data were analyzed by means of the CFA using Chi-squared values and four additional fit indices (i.e., Root Mean Square Error of Approximation RMSEA, Incremental Fit Index (IFI), Non-Normed Fit Index (NNFI), and the Comparative Fit Index (CFI). Results presented evidence that the organizational structure of the three-factor WM construct exists across the four age bands, and the WM structures is fixed and invariant- in factor loadings, intercepts, and covariance- across age development from four to 12 years. These findings support the Baddeley and Hitch’s tripartite model of WM during childhood. en_US
dc.language.iso other en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/4.0/ *
dc.subject Working memory
dc.subject tripartite model of wm
dc.subject structural equation modeling (SEM).
dc.title Structural of Working Memory among Kuwaiti Children from 4 to 12 Years: Evidence from Equation Modeling en_US
dc.type Article en_US
dc.identifier.doi http://dx.doi.org/10.12785/JEPS/140403
dc.volume 14
dc.issue 04
dc.source.title Journal of Educational & Psychological Sciences
dc.abbreviatedsourcetitle JEPS


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