Abstract
The aim of this study was to investigate route-learning ability in 67 children aged 5 to 11 years and to relate route-learning performance to the components of Baddeley’s model of working memory. Children carried out tasks that included measures of verbal and visuospatial short-term memory and executive control and also measures of verbal and visuospatial long-term memory; the route-learning task was conducted using a maze in a virtual environment. In contrast to previous research, correlations were found between both visuospatial and verbal memory tasks—the Corsi task, short-term pattern span, digit span, and visuospatial long-term memory—and route-learning performance. However, further analyses indicated that these relationships were mediated by executive control demands that were common to the tasks, with long-term memory explaining additional unique variance in route learning.