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Working memory (WM) assessment is often part of cognitive-linguistic test batteries. The author examined the relationship between parent rating of WM functioning and children's performance-based WM, and the relationship of each with receptive and expressive spoken language measures. Study participants were eighty-three 7- to 11-year-old children. The sample represented a broad range of cognitive abilities. No participating child had frank neurological or intellectual disabilities, autism, fluency disorder, or hearing loss. Parents completed a standardized executive function rating scale that included a WM subscale. Children completed a standardized WM task and an experimental WM task. Children also completed six standardized language measures. Results showed that there was no correlation between parent rating and either of the performance-based WM tasks as well as the composite WM performance score. Parent rating of WM functioning was not related to any of the language scores whereas the composite WM performance score showed significant links with language abilities. Although parent rating and performance-based WM measures are designed to reflect the same cognitive construct, they are not correlated. Potential reasons for the findings and implications of using parent-rating and performance-based WM measures in school-age children are discussed.
This article was published in the following journal.
Name: Journal of communication disorders
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