The primary goal of this study was to examine the implications ofWM for social functioning in typically
developing children. Results supported hypotheses and found that poor WM, primarily the central
executive, was associated with broad measures of peer rejection and poor overall social
competence and with specific measures of conflict resolution skill deficits and physical and relational
aggression. Furthermore, impairments in specific social behaviors and abilities accounted for the association
between poor central executive WM and broad measures of poor social functioning.