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The study investigates the development of verbal and visual short-term memory (STM) processes in children, emphasizing the importance of accounting for individual differences and employing a longitudinal research design. Results from a subsample of 30 children indicate significant variability in STM processes, challenging the assumption that development follows a predictable pathway. The findings suggest that educational methods should consider the ongoing role of visual memory in older children rather than

Author

naolmos

Language

EN