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The present study investigates how working memory and fluid intelligence are related in
young children and how these links develop over time. The major aim is to determine which
aspect of the working memory system-short-term storage or cognitive control-drives the
relationship with fluid intelligence. A sample of 119 children was followed from kindergarten
to second grade and completed multiple assessments of working memory, short-term memory,
and fluid intelligence. The data showed that working memory, short-term memory, and fluid
intelligence were highly related but separate constructs in young children. The results further
showed that when the common variance between working memory and short-term memory
was controlled, the residual working memory factor manifested significant links with fluid
intelligence whereas the residual short-term memory factor did not. These findings suggest
that in young children cognitive control mechanisms rather than the storage component of
working memory span tasks are the source of their link with fluid intelligence.