The development of self-initiated visuo-spatial working memory

Abstract

Studies on the development of visuo-spatial working memory (VSWM) have focused almost exclusively on memory tasks in which children had no control over the content of the representations they memorized. In contrast, in everyday life children often select the items that they encode in memory. In the current study, we used two modified span tasks to explore the development of this aspect of memory, termed self-initiated (SI) VSWM, in children aged 7 to 10 years. In Experiment 1 participants memorized sequences of spatial locations, whereas in Experiment 2 participants memorized sequences of pictures of real-world objects and the spatial locations of the targets were irrelevant for task performance. In both experiments, participants either selected the targets they memorized themselves or memorized randomly selected targets that were provided to them. Previous studies in adults have shown that efficient processing in the SI condition in both tasks entails the construction of spatially structured representations. The results of the two experiments revealed that children constructed spatially structured representations with short paths between successive locations in the spatial sequences, fewer path crossings, and more linear shapes compared with the provided representations. Self-initiation benefited overall performance, especially in Experiment 1 where the memory task was more demanding. This study shows that 7- to 10-year-old children have access to the metacognitive knowledge on the spatial structure of VSWM and strategically impose structure during encoding to benefit memory performance. More generally, SI VSWM highlights an important aspect of behavior, demonstrating how children shape their environment to facilitate functioning.