Modality Specificity of Memory Span Tasks among Zaïrian Children: A Developmental Perspective

Abstract

Digit span (DS) and visual memory span (VMS) tasks have been shown to be distinct in young children but fail to show modality specificity in older American children and adults (Fastenau, Conant, & Lauer, 1997, 1998). The present study examines the possibility that processing of VMS becomes automatized with written language training. In a sample of 139 Zaïrian children, separate factor analyses on K-ABC data for younger children (6.1-8.5 years) and older children (8.6-12.8 years) yielded two-factor solutions in both cases, which appear to represent verbal and visual-spatial abilities. Modality specificity of the visual span task is supported in both age groups. Findings of modality specificity in both Zaïrian age groups provides support for the theoretical distinction between verbal and visual memory span. Continued modality specificity of visual memory span tasks in older Zaïrian children suggests that the increased verbal loadings of these tasks seen for older American children may reflect differences in written language development.