Переведите, пожалуйста, текст

This study explored the structure of working memory,
and its relationship with intelligence in 176 typically-developing children in
the 4th and 5th grades at school. Different measures of working memory (WM),
and intelligence (g) were administered. Confirmatory factor analyses showed
that WM involves an attentional control system and storage aspects that rely on
domain-specific verbal (STM-V) and visuospatial (STM-VS) resources. The
structural equation models showed that WM predicts a large portion (66%) of the
variance in g, confirming that the two constructs are separable but closely
related in young children. Findings also showed that only WM and STM-VS are
significantly related to g, while the contribution of STM-V is moderate.
Theoretical implications for the relationship between WM and g are discussed.