Abstract
<p style="text-indent:0px; -webkit-text-stroke-width:0px; text-align:justify"><span style="font-size:medium"><span style="font-family:Calibri, sans-serif"><span style="caret-color:#000000"><span style="color:#000000"><span style="font-style:normal"><span style="font-variant-caps:normal"><span style="font-weight:400"><span style="letter-spacing:normal"><span style="orphans:auto"><span style="text-transform:none"><span style="white-space:normal"><span style="widows:auto"><span style="word-spacing:0px"><span style="text-decoration:none"><b><span lang="EN-US" style="font-family:"Times New Roman", serif">Objectives: </span></b><span lang="EN-US" style="font-family:"Times New Roman", serif">Working memory (WM) is the ability to store and manipulate information in the mind for brief periods of time. Electrophysiological studies demonstrated that contralateral delayed activation (CDA) is a physiological indicator of visual WM capacity, its amplitude increases according to the number of objects maintained in visual WM. Three experiments are presented that investigated the difference between preschool children and adults in CDA pattern and WM capacity. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p><p style="text-indent:0px; -webkit-text-stroke-width:0px; text-align:justify"><span style="font-size:medium"><span style="font-family:Calibri, sans-serif"><span style="caret-color:#000000"><span style="color:#000000"><span style="font-style:normal"><span style="font-variant-caps:normal"><span style="font-weight:400"><span style="letter-spacing:normal"><span style="orphans:auto"><span style="text-transform:none"><span style="white-space:normal"><span style="widows:auto"><span style="word-spacing:0px"><span style="text-decoration:none"><b><span lang="EN-US" style="font-family:"Times New Roman", serif">Design: </span></b><span lang="EN-US" style="font-family:"Times New Roman", serif">A 4 (set sizes: 1, 2, 3, and 4 items) by 3 (test item groups: attended side, non-attended side, and neutral) within-subjects design was used in experiment 1. Experiment 2 only set sizes 2 and 4, test item groups was discarded in experiment 3. CDA amplitude (at the P3/P4 and P7/P8 electrodes) and WM capacity (k-score) were the dependent variables in all experiments. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p><p style="text-indent:0px; -webkit-text-stroke-width:0px; text-align:justify"><span style="font-size:medium"><span style="font-family:Calibri, sans-serif"><span style="caret-color:#000000"><span style="color:#000000"><span style="font-style:normal"><span style="font-variant-caps:normal"><span style="font-weight:400"><span style="letter-spacing:normal"><span style="orphans:auto"><span style="text-transform:none"><span style="white-space:normal"><span style="widows:auto"><span style="word-spacing:0px"><span style="text-decoration:none"><b><span lang="EN-US" style="font-family:"Times New Roman", serif">Methods: </span></b><span lang="EN-US" style="font-family:"Times New Roman", serif">Ten college students (experiment 1 and experiment 2, respectively) and 10 preschool children (experiment 3) participated in the arrow-colour task (derived from cued change detection paradigm) that subjects have to retain a variable amount of coloured cars containing in a memory array and to compare the representation of the memory array to a test item which colour has or hasn't been altered. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p><p style="text-indent:0px; -webkit-text-stroke-width:0px; text-align:justify"><span style="font-size:medium"><span style="font-family:Calibri, sans-serif"><span style="caret-color:#000000"><span style="color:#000000"><span style="font-style:normal"><span style="font-variant-caps:normal"><span style="font-weight:400"><span style="letter-spacing:normal"><span style="orphans:auto"><span style="text-transform:none"><span style="white-space:normal"><span style="widows:auto"><span style="word-spacing:0px"><span style="text-decoration:none"><b><span lang="EN-US" style="font-family:"Times New Roman", serif">Results: </span></b><span lang="EN-US" style="font-family:"Times New Roman", serif">Data collection is in progress. </span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p><p style="text-align:start; text-indent:0px; -webkit-text-stroke-width:0px"><span style="font-size:medium"><span style="font-family:Calibri, sans-serif"><span style="caret-color:#000000"><span style="color:#000000"><span style="font-style:normal"><span style="font-variant-caps:normal"><span style="font-weight:400"><span style="letter-spacing:normal"><span style="orphans:auto"><span style="text-transform:none"><span style="white-space:normal"><span style="widows:auto"><span style="word-spacing:0px"><span style="text-decoration:none"><b><span lang="EN-US" style="font-family:"Times New Roman", serif">Conclusions: </span></b><span lang="EN-US" style="font-family:"Times New Roman", serif">Grouping the sources of test items may lead to strategic exclusions that affect the measurement of visual WM. The results of these experiments may provide important information for the research method of visual WM of preschool children.</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></p>