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Lambek, R. specifically whether these constructs could be considered unitary or separate in children aged 7 to 12 years ( n = 164) and in adolescents aged 13 to 16 years ( n = 75) using a multi‐group confirmatory factor analysis. Results suggested that verbal working memory, visuospatial working memory and inhibition improved from childhood to adolescence. However, improvement was not followed by a change in the organization of these components. Verbal working memory, visuospatial working memory and inhibition constituted separable but associated constructs in children and in adolescents.
Lambek et al. (Sun,) studied this question.