ABSTRACT
Working memory is a dynamic and evolving area of psychological research. It combines fundamental research into adults' performance, with developmental perspectives as well as applied studies. First, it introduces and discusses some of the key findings relevant to understanding models of working memory in children, including ideas of executive functioning. Second, it also attempts to provide evidence for the contention that relying on a single index of working memory-as often happens-may restrict the appreciation of important cognitive and developmental processes. This may be especially pertinent when considering how working memory relates to other developmental processes. Accordingly, the chapter suggests new measures of working memory to complement those already in use. Third, it argues that it is important to be careful in thinking about the questions to be asked of working memory processes. It also offers questions that may enrich understanding in the area. Tasks involving working memory come in different shapes and guises.
