WM has traditionally been defined as the memory system responsible for actively maintaining current information for a short period of time, allowing for it to be manipulated and accessed either in the present moment or later, and is suggested to support and underlie many complex processes such as learning, reasoning, and problem solving. Thus, the primary aim of this study was to investigate the development of visual and auditory STM and WM performance congruently with MRT processing in young school-aged children, employing commonly used experimental measures of multisensory motor abilities that are known to increase across childhood, including the audiovisual multisensory detection task and visuomotor processing tasks (i.e., ). Although it is well accepted that in adults WM, short-term memory (STM), and IQ are associated, studies on the relationship between STM, WM, and intelligence in children have not distinguished between verbal and spatial STM and WM, nor the relationship of such skills to MRTs in early school years. Indeed, cognitive abilities such as WM, and fluid or general intelligence (IQ) are thought to be associated with the increase in multisensory MRTs seen with age, yet the link between higher cognitive functioning and multisensory MRTs in children has seldom been investigated. Research has also supported age-related improvements in multisensory motor reaction time (MRT) tasks and cognitive functions, showing an accelerated developmental progression during later childhood. More recent fMRI studies have also provided evidence that cognitive and motor development are interrelated and are mediated by the concurrently co-activated dorsolateral prefrontal cortex and the neocerebellum, during both cognitive and motor tasks. demonstrated using positron emission tomography that smart adult brains process visually based information faster and require fewer nutritional resources. Numerous psychophysical and neuroimaging studies have established a consistent association between cognitive abilities such as working memory (WM), intelligence, and motor development in both adults and children. This suggests that the capacity of visual memory rather than auditory processing abilities becomes the most important cognitive predictor of multisensory MRTs, and potentially contributes to the expected age-related increase in cognitive abilities and multisensory motor processing. Bayesian regression analysis demonstrated that visual WM digit span tasks together with nonverbal IQ were the strongest unique predictors of multisensory processing. The results also showed decisive evidence for the relationship between performance on more complex visually based tasks, such as difficult items of the RCPM and visual digit span, and multisensory MRT tasks. Bayesian Analysis revealed decisive evidence for age-group differences across grades on visual digit span tasks and RCPM scores but not on auditory digit span tasks. Cognitive performance was measured on classical working memory tasks such as forward and backward visual and auditory digit spans, and the Raven’s Coloured Progressive Matrices (RCPM test of nonverbal intelligence). Thus, the aim of the current study was to explore the contribution of age-related cognitive abilities in elementary school-age children ( n = 75) aged 5–10 years, to multisensory MRTs in response to auditory, visual, and audiovisual stimuli, and a visuomotor eye–hand co-ordination processing task. These findings suggest that in young children cognitive control mechanisms rather than the storage component of working memory span tasks are the source of their link with fluid intelligence.Although cognitive abilities have been shown to facilitate multisensory processing in adults, the development of cognitive abilities such as working memory and intelligence, and their relationship to multisensory motor reaction times (MRTs), has not been well investigated in children. The results further showed that when the common variance between working memory and short-term memory was controlled, the residual working memory factor manifested significant links with fluid intelligence whereas the residual short-term memory factor did not. The data showed that working memory, short-term memory, and fluid intelligence were highly related but separate constructs in young children. A sample of 119 children was followed from kindergarten to second grade and completed multiple assessments of working memory, short-term memory, and fluid intelligence. The major aim is to determine which aspect of the working memory system-short-term storage or cognitive control-drives the relationship with fluid intelligence. The present study investigates how working memory and fluid intelligence are related in young children and how these links develop over time.
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