Investigating Adolescent Working Memory Through Memory Updating Task: The Impact of Demographic Variables

Adolescence is the age between childhood and adulthood during which individuals experience rapid development, preparing them for more complex social roles and responsibilities. The developmental stage of adolescence is marked by notable changes in social, emotional, cognitive, and physical domains. Working memory is essential for adolescents’ cognitive development, influencing their academic performance and overall functioning. The term “working memory” describes the capacity to temporarily store and update data. Working memory is required for complex tasks like language comprehension, problem solving, critical thinking, reasoning, and learning. The memory updating task is an executive functioning test that measures how well adolescents monitor and update information in working memory. Demographic parameters including age, gender, and socioeconomic background can all have an impact on cognitive skills. Understanding these processes is essential for a teacher to provide proper support to kids during this key time. The primary objective of this research is to learn all we can about the effects of age, gender, and socioeconomic status on the working memory capacity of adolescents. The survey study used a purposeful random sampling approach. This study involved 118 adolescents from various schools aged 13 to 17. Quantitative data were collected and analysed. Percentage analysis, t-tests, and correlation analyses were conducted. The t-test, correlation analysis, and percentage analysis were performed. The results of the study indicate that, except from economic level, there are no noticeable distinctions between the gender and domicile status groups. The working memory percentage score of adolescents is 71.9 overall, with the percentage value rising with age and reaching its maximum at 16 underscores the importance of this period of cognitive maturation. The results showed no significant variations in working memory ability based on gender or location. However, considerable variations appeared in terms of economic status and age. Adolescents from higher-income families outperformed their lower-income counterparts in terms of working memory. Similarly, older adolescents (years 15-17) performed better than younger adolescents (ages 13-14), indicating that working memory develops throughout adolescence. There is a minimal association between WM and socioeconomic level, but a significantly positive relationship with age. The study emphasises the importance of tailored treatments and support programmes, particularly for economically disadvantaged teenagers, in promoting cognitive development and academic accomplishment.