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As children develop, their information-processing speed (PS) increases, and they retain more information in working memory (WM); these changes have been hypothesized to drive age-re-lated improvements in reasoning and problem solving. For example, in Fry and Hale’s (1996) cascade model, develop-mental change in PS increases the functional capacity of WM, which in turn facilitates reasoning. Studies have shown that developmental increases in PS and WM during childhood and adolescence predict developmental improvements in inductive reasoning (Fry Hale, 1996) and in accuracy on arithmetic word problems (Kail Hall, 1999). However, although these findings are consistent with the cascade model, they provide relatively weak support because they are based on concurrent correlations derived from cross-sectional studies. The present work was designed to provide a stronger test of the cascade
Robert V. Kail (Sun,) studied this question.