This data collection contains data from the first of four studies conducted on the associated ESRC grant (data from the other studies will be made available as separate datasets in ReShare). The purpose of this study was to investigate the extent to which primary memory development constrains the development of working memory in children, and whether primary memory capacity mediates the relationship between working memory and academic attainment. To that end, a sample of 101 children aged between 5 and 8 years were given three novel experimental measures of primary memory capacity that were designed to estimate the number of items in a child's immediate memory that they could spontaneously recalled in correct serial order. More traditional experimental measures of short-term and working-memory capacity were also administered, as were standardised tests of reading [Sentence Completion Forms of the NFER-Nelson (1998) Group Reading Test II Form A (6–14)] and mathematics [NFER-Nelson (1994) Mathematics 6–14]. These data underpin a paper linked here via Related Resources. The data are also available via the University of Bristol data repository (see Related Resources section).The aim of this project is to build on previous psychological research with both children and adults to provide the most comprehensive model to date of the factors involved in the development of working memory performance in children. In doing so, the project will investigate the extent to which these factors are separable or inter-related. Also the project will assess how these factors contribute to mediating the strong relationships commonly observed between working memory and academic attainment. The research has four specific objectives: To determine whether age-related changes in short-term memory capacity are related to working memory development. To determine how age-related changes in processing speed are related to working memory development. To determine whether age-related changes in long-term memory utilisation are related to working memory development. To determine which of the above factors mediate the relationship between working memory performance and educational attainment. These objectives will be met in a set of empirical studies, using both existing and novel experimental measures. These measures will be related to academic attainment and measures of classroom behaviour.  Each study will involve large samples of children in two age groups (around 5 and around 9 years of age).

This study used an empirical, experimental data collection method. All tasks, apart from the standardised measures of reading and mathematics were programmed using Runtime Revolution software and presented on Macintosh Powerbook and MacBook computers. A total of 348 words were used in the memory tasks, which were single syllable concrete nouns, with age of acquisition of under 6.2 years. Each word was paired with a colour cartoon image. No words were repeated within or between tasks in a single testing session. All audio material was presented through the internal laptop speakers using male voices. Participants were assessed individually in a school setting. Each child completed three individual testing sessions lasting approximately 30 minutes each. In each of the first two sessions, children completed two memory tasks, and in the final session they were tested on one memory task; these tasks were presented to all children in the order in which they are introduced in the attached 'methodology' file. In addition to the memory measures, all children were tested on the Sentence Completion Forms of the NFER-Nelson (1998) Group Reading Test II Form A (6-14) and the age appropriate test from the NFER-Nelson (1994) Mathematics 6-14 series in separate sessions. The sample consisted of 50 Year 1 pupils (23 males, mean age 6 years 4 months, range 5 years 10 months to 6 years 10 months) and 51 Year 3 pupils (27 males, mean age 8 years 5 months, range 7 years 10 months to 8 years 11 months). All participants completed the experimental memory tasks, with the exception of one individual in Year 1 who was absent for the session in which the split span task was presented. Further absences at the time when the reading and mathematics assessments were given meant that a full data set that also included these measures’ data was only available for 92 children (43 in Year 1, 49 in Year 3).