The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index; none of the 31 sources its claims cite is checked for support yet.
Working memory in children with reading disabilities
Abstract
This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.
Overview
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Written from the paper’s full text.
TL;DR
In 46 children aged 6–11 with reading disabilities, complex working memory and visuospatial short-term memory were markedly impaired, while phonological short-term memory, language, and phonological processing were low average. Complex memory was the strongest correlate of both reading and mathematics and independently predicted reading and, in some models, mathematics after IQ, language, and phonological measures were considered.
Key findings
- The sample had low reading and mathematics scores: WORD composite mean 76.46 (SD 8.44) and WOND composite mean 84.39 (SD 12.13). Complex memory (mean 77.72, SD 8.96) and visuospatial short-term memory (mean 75.13, SD 9.56) were especially low, whereas phonological short-term memory (mean 90.18, SD 11.08), language (mean 87.78, SD 10.69), verbal IQ (mean 83.39, SD 11.86), and performance IQ (mean 82.35, SD 13.84) were low average/low.
- Most children scored in the lowest band (<81) on complex memory (61%) and visuospatial short-term memory (70%).
- Complex memory correlated significantly with all other measures and was the strongest predictor of mean reading and mathematics scores. Reading correlated with complex memory (r = .557), language (r = .478), phonological processing (r = .442), verbal IQ (r = .350), and performance IQ (r = .330); mathematics correlated with complex memory (r = .591), phonological processing (r = .496), performance IQ (r = .427), language (r = .414), and phonological short-term memory (r = .338).
- In regression models, reading was independently predicted by language and complex memory (Model 1: R² = .443); when mathematics was added, mathematics and language predicted reading, but complex memory did not. For mathematics, no variable was independently significant in Model 1; complex memory was significant in Model 2 (R² = .482), phonological processing in Model 3 (R² = .465), and verbal IQ and complex memory in Model 4 (R² = .495).
Methods
- Participants were 46 children (13 girls, 33 boys) with a mean age of 9.00 years (range 6.06–11.00 years, SD = 12 months), attending state schools in Durham, North-East England. They were identified by schools as having special educational needs requiring additional support and scored below 86 on the Wechsler Objective Reading Dimension (WORD) composite; none had emotional or behavioral difficulties.
- Children were tested individually in six sessions of up to 30 minutes across six weeks. Measures included WMTB-C complex memory (backwards digit recall, counting recall, listening recall), visuospatial short-term memory (block recall, Visual Patterns Test), phonological short-term memory (digit recall, word list recall, word list matching), Phonological Assessment Battery (rhyme, spoonerism, alliteration), WOLD language, WISC-III UK verbal and performance IQ, WORD reading/spelling/comprehension, and WOND mathematical reasoning/numerical operations.
- Analyses used correlations and multiple regression models predicting composite reading and mathematics scores from cognitive measures.
Limitations
- The paper states that working memory assessment depended only on verbally based methods; at the time, robust nonverbal working memory measures for children were not available, so the degree of domain generality of the working memory deficits remains an open issue.
- The paper notes that phonological processing deficits were less marked than working memory deficits; it suggests this may reflect the age range (up to 11 years), possible reduced sensitivity of the measures, or prior UK phonological interventions.
- Evident from the text, not stated as a limitation: the sample is small (n = 46), selected for reading disabilities, and the design is correlational, so causal direction and generalization to other populations cannot be established.
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A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A key finding was that working memory skill independently predicted the children's attainments in reading and to a lesser extent in mathematics, and that the contribution of working memory was common to both ability domains (see also, Pickering & Gathercole, 2004).”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In Model 2, which incorporated phonological processing and complex memory span measures, the only significant independent predictor of mathematics scores was complex memory.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“As a whole, the sample was characterized by deficits in complex memory and visuospatial short-term memory and by low IQ scores, whereas language, phonological short-term memory and phonological processing abilities fell in the low average range.”
- Also stated in: § Results · plain
“Very low performance was found on both complex memory and visuospatial short-term memory measures.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Also stated in: § Results · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Two measures were significant predictors of reading scores: language and complex memory.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Both verbal and performance IQ scores were at a low level across the group as a whole.”
- Also stated in: § Results · plain
“As a group, the children had low IQ scores, but performed at even lower levels on measures of working memory (complex memory tasks) and of visuospatial short-term memory.”
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes- Also stated in: § Results · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“About half of the sample also obtained performance IQ scores below 86, although comparable low scores were less common in the remaining measures phonological short-term memory, phonological processing, language and verbal IQ.”
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A key finding was that working memory skill independently predicted the children's attainments in reading and to a lesser extent in mathematics, and that the contribution of working memory was common to both ability domains (see also, Pickering & Gathercole, 2004).”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Phonological short-term memory scores were significantly correlated only with complex memory and mathematics scores.”
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Working memory skills were significantly related to the severity of learning difficulties in both reading and mathematics in this sample of children with reading disabilities.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesA result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Reading ability was also significantly linked with the children's language and phonological processing abilities.”
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes
- It may state two separate claims as one. 17
- Probably not a substantial claim. 8
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although visuospatial short-term memory scores were very low within this sample, they correlated significantly only with complex memory, phonological processing, and performance IQ scores, and not with either reading or mathematics scores.”
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Complex memory performance was significantly associated with all other measures, and was the strongest predictor of mean reading and mathematics scores of the measures included in the study.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“These data establish that the majority of children scored in the lowest band on the complex memory and visuospatial short-term memory measures (61% and 70%, respectively), with very small proportions performing in the 85+ range that can be classified as average (9% and 4%, respectively).”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“whereas language, phonological short-term memory and phonological processing abilities fell in the low average range.”
- Also stated in: § Results · plain
“Phonological short-term memory scores, on the other hand, fell within the low average range.”
- Also stated in: § Results · plain
“Language ability also fell in the low average range, both for the oral expression and language comprehension subtests.”
Strength:plain· not yet calibratedn = 46Tests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Also stated in: § Results · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In Model 3, which included the phonological processing and phonological short-term memory measures, phonological processing was a significant predictor, and phonological short-term memory was marginally nonsignificant ( p =.052).”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Phonological processing scores were strongly associated with complex memory scores, and also with both IQ measures and both reading and mathematics scores.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The independent predictors of reading ability in this analysis were mathematics and language scores, but not complex memory scores.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Language scores and verbal IQ were highly associated with one another, and both were significantly correlated with reading and mathematics scores.”
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“And despite close links between measures of fluid intelligence and working memory in adult samples (Conway et al., 2003; Engle et al., 1999), fluid intelligence shared no independent associations with either reading or mathematics in the present study.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Although the phonological awareness skills of the reading disabled children participating in the present study were relatively low, the deficits were neither as extreme nor as marked as the working memory deficits.”
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
None of the sources cited for this claim have been checked yet.
In the paper
“In terms of the influential working memory model of Baddeley and Hitch (1974), developed subsequently by Baddeley (1986, 2000), these components correspond to two slave systems: the phonological loop retains material in a phonological code that is highly susceptible to time-based decay, and the visuospatial sketchpad has limited capacities to represent information in terms of its visual and spati”
What the sources say
- Not checked yetcites Baddeley and Hitch (1974) source
- Not checked yetcites Baddeley (1986, 2000)
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Thus complex memory span such as listening and counting span appear to tap both the central executive and the phonological loop (Lobley, Gathercole, & Baddeley, in press), whereas analogous visuospatial complex memory tasks (Jarvis & Gathercole, 2003; Shah & Miyake, 1996) may draw upon the resources of the central executive and the visuospatial sketchpad.”
What the sources say
- Not checked yetcites Lobley, Gathercole, & Baddeley, in press
Strength:hedged· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“Findings from experimental, developmental, and neuropsychological studies indicate that short-term memory is fractionated into at least two domain-specific components that are specialized for the retention of phonological and visuospatial material (see Gathercole, 1999, and Vallar & Papagno, 2002, for reviews).”
What the sources say
- Not checked yetcites Gathercole, 1999 source
- Not checked yetcites Vallar & Papagno, 2002
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
None of the sources cited for this claim have been checked yet.
In the paper
“In addition, low working memory scores have been found to be strongly and specifically associated both with poor computational skills (Wilson & Swanson, 2001) and difficulties in solving mathematical problems expressed in everyday language (Swanson & Sachse-Lee, 2001).”
What the sources say
- Not checked yetcites Wilson & Swanson, 2001 source
- Not checked yetcites Swanson & Sachse-Lee, 2001
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Particularly high rates of failure were found in following complex instructions (which the child often forgot), performing tasks that imposed significant storage and processing loads, and in tasks with a complex hierarchical structure (in which the child often lost their place, and eventually abandoned prior to completion).”
What the sources say
- Not checked yetcites Gathercole, Lamont, & Alloway, 2005
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“suggest that effective management of working memory loads in structured learning activities may ameliorate the problems of learning that are associated with impairments of working memory.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“We propose that this association arizes because working memory acts as a bottleneck for learning in classroom activities”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper may give no reason why it holds.
In the paper
“A related view that we favor is that impairments of working memory result in pervasive learning difficulties because this system acts as a bottleneck for learning in many of the individual learning episodes required to increment the acquisition of knowledge (Gathercole, 2004).”
What the sources say
- Not checked yetcites Gathercole, 2004
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“Mathematical difficulties commonly accompany reading disabilities (Swanson & Saez, 2003), and are also characterized by deficits in working memory.”
What the sources say
- Not checked yetcites Swanson & Saez, 2003
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“The children were working in the lowest ability groups in both literacy and mathematics within their classrooms, and were observed to make frequent errors in activities that placed heavy demands on working memory.”
What the sources say
- Not checked yetcites Gathercole, Lamont, & Alloway, 2005
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“it is likely that these children will have received specific interventions targeting phonological skills that may have remediated any deficits in this area.”
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✗ Checkable: fails✗ Load-bearing: fails✗ Based: failsProbably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
In the paper
“In a recent study of working memory in children with learning disabilities (Pickering & Gathercole, 2004), we found that children classified by their schools as having problems in both reading and mathematics had depressed performance on complex memory tasks, but that individuals with difficulties restricted to reading did not.”
What the sources say
- Not checked yetcites Pickering & Gathercole, 2004
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This finding may reflect the age range of the group, which included children as old as 11 years; in most typically developing children of this age, phonological processing skills are complete by this point so the measures may lack some sensitivity.”
Strength:hedged· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“This will lead to frequent task failures, which represent missed opportunities to learn and so to achieve normal incremental progress in complex skill domains.”
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“It predicts that promoting teacher awareness of working memory loads in classroom activities and effective management of these loads for children with impairments of working memory should boost their learning.”
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
The authors state this as an assumption.
Complex memory tasks tap working memory.
“As the present research is not concerned specifically with distinctions between models, the theoretically neutral terms phonological and visuospatial short-term memory will be used to refer to storage-only assessments of the respective informational domains, and complex memory tasks will be interpreted as tapping working memory.”
The paper relies on this without support.
The degree to which working memory deficits specifically constrain learning progress within children with recognized learning disabilities is less well understood.
“Although close links between memory function and individual variation in a range of aspects of learning and academic achievement in unselected samples of children are well established, the degree to which working memory deficits specifically constrain learning progress within children with recognized learning disabilities is less well understood.”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“children suffering from developmental disorders or learning disabilities often display specific EF deficits, suggesting these deficits are risk factors for poor academic performance and development (e.g., Barkley, 1997; Gathercole et al., 2006; Schuchardt et al., 2008”
From Executive control training from middle childhood to adolescence (2014) · cites this paper as Gathercole et al., 2006
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- ConsistentF(5, 40) = 6.375reported p < .001 · recomputed p < .001
“F(5,40)=6.375, p < .001”
- ConsistentF(6, 39) = 6.481reported p < .001 · recomputed p < .001
“F(6,39)=6.481, p < .001”
- ConsistentF(5, 40) = 6.965reported p < .001 · recomputed p < .001
“F(5,40)=6.965, p < .001”
- ConsistentF(6, 39) = 6.824reported p < .001 · recomputed p < .001
“F(6,39)=6.824, p < .001”
- ConsistentF(5, 40) = 7.499reported p < .001 · recomputed p < .001
“F(5,40)=7.499, p < .001”
- ConsistentF(5, 40) = 7.829reported p < .001 · recomputed p < .001
“F(5,40)=7.829, p < .001”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Performance IQ t statistic does not match its coefficient and standard error
MinorIn Table 6, Model 4, dividing the Performance IQ coefficient of −0.020 by its standard error of 0.131 gives approximately −0.153, not the reported t of −0.882.
Reported -0.882 · recomputed -0.152672
“| Performance IQ | -0.020 | 0.131 | -0.022 | -0.882 |”
Reported percentages use a higher cutoff than the stated 85+ range
MinorTable 3 gives cumulative proportions through the 81-85 band of 0.78 for complex memory and 0.87 for visuospatial STM. Thus 22% and 13%, respectively, scored above 85-not the stated 9% and 4%.
“with very small proportions performing in the 85+ range that can be classified as average (9% and 4%, respectively).”
“| 81-85 | 0.78 | 0.35 | 0.87 | 0.33 | 0.46 | 0.57 | 0.65 |”
Citations
Cites
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000) · Cognitive Psychology · doi:10.1006/cogp.1999.0734 · Cited by 15,798
Baddeley, A. D., & Hitch, G. (1974) · Psychology of Learning and Motivation · doi:10.1016/s0079-7421(08)60452-1 · Cited by 9,860
The episodic buffer: a new component of working memory?
Baddeley, A. (2000) · Trends in Cognitive Sciences · doi:10.1016/s1364-6613(00)01538-2 · Cited by 7,359 · cited 1×
“In the inXuential working memory model of Baddeley and Hitch (1974), developed subsequently by Baddeley (1986, 2000), these components correspond to diVerent slave systems.”
The magical number 4 in short-term memory: A reconsideration of mental storage capacity
Cowan, N. (2001) · Behavioral and Brain Sciences · doi:10.1017/s0140525x01003922 · Cited by 6,779 · cited 1×
“Other theorists have proposed that working memory consists of activated long-term memory representations and that STM is the subset of working memory that falls within the focus of attention (Cowan, 2001; Engle, Kane, & Tuholski, 1999).”
Individual differences in working memory and reading
Daneman, M., & Carpenter, P. A. (1980) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(80)90312-6 · Cited by 6,336 · cited 2×
“An example of a complex memory task is listening span, where participants are asked to make a meaning-based judgment about each of a series of spoken sentences and then to remember the last word of each sentence in sequence (e.g., Daneman & Carpenter, 1980).”
A capacity theory of comprehension: individual differences in working memory
Just, M. A., & Carpenter, P. A. (1992) · Psychological Review · doi:10.1037/0033-295x.99.1.122 · Cited by 4,153 · cited 1×
“Another inXuential conceptualization of working memory is of a limited resource that can be Xexibly allocated to support either processing or storage (e.g., Daneman & Carpenter, 1980; Just & Carpenter, 1992).”
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303 · cited 1×
“…with both reading ability (e.g., Bradley & Bryant, 1985; Brady & Shankweiler, 1991; Catts, Gillispie, Leonard, Kail, & Miller, 2002; Stanovich & Siegel, 1994; Wagner & Torgesen, 1987; Wolf & Bowers, 1999) and mathematical skills (e.g., Geary, Hoard, & Hamson, 1999; Rourke & Conway, 1997).”
Working memory, short-term memory, and general fluid intelligence: A latent-variable approach.
Engle, R. W., Tuholski, S. W., Laughlin, J. E., & Conway, A. R. A. (1999) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.128.3.309 · Cited by 3,078
Models of Working Memory: Mechanisms of Active Maintenance and Executive Control
Miyake, A., & Shah, P. (1999) · Cited by 2,404
Exploring the Central Executive
Baddeley, A. (1996) · The Quarterly Journal of Experimental Psychology Section A · doi:10.1080/713755608 · Cited by 2,390 · cited 1×
“…Hitch (1974) model includes the central executive, responsible for a range of functions such as retrieval of information from long-term memory, regulation of information within working memory, attentional control of both encoding and retrieval strategies, and task shifting (Baddeley, 1986, 1996).”
Flagged first, then by citations
Research works printed but not linked: 3
- Lobley, 2005, Is there a role for the phonological loop in verbal complex span?, Quarterly Journal of Experimental Psychology, 58A, 1
- Vallar, G., & Papagno, C. (2002). Neuropsychological impairments of verbal short-term memory. In A. D. Baddeley, M. D. Kopelman, & B. A. Wilson (Eds.), Handbook of memory disorders (2nd ed., pp. 249–270). New York: John Wiley.
- Wagner, R. K., & Muse. A. (in press). Working memory deficits in developmental dyslexia. In T. P. Alloway & S. E. Gathercole (Eds.), Working memory in neurodevelopmental conditions. Hove, UK: Psychology Press.
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Persistent spatial working memory deficits in rats with bilateral cortical microgyria
FITCH, R. H., Breslawski, H., Rosen, G. D., & Chrobak, J. J. (2008) · Behavioral and Brain Functions · doi:10.1186/1744-9081-4-45 · Cited by 11
“" However, deficits in visuospatial STM have also occasionally been reported (see [16,18] for review), and in fact more recent findings suggest evidence of a core deficit in central executive working memory functions – which modulates both the phonological loop and visuospatial sketch pad in Baddeley's working memory…”
Working Memory Training - A Cogmed Intervention
Fälth, L., Jaensson, L., & Johansson, K. (2016) · KTH Publication Database DiVA (KTH Royal Institute of Technology) · Cited by 11
The Performance of Bilingual and Monolingual Children on Working Memory Tasks
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Memoria de trabajo y aprendizaje
González-Nieves, S., Morales, F. H. F., & Duarte, J. E. (2016) · Saber ciencia y libertad · doi:10.22525/sabcliber.2016v11n2.161176 · Cited by 21
Magimairaj, B. M. (2018) · Journal of Communication Disorders · doi:10.1016/j.jcomdis.2018.09.001 · Cited by 11
Demirtan, Ç. P., & Ergül, C. (2020) · Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi · doi:10.30964/auebfd.479111 · Cited by 11
Memoria de Trabajo y Planificación en niños: validación de la prueba Torre de Londres
Injoque‐Ricle, I. (2011) · Revista Neuropsicologia Latinoamericana · doi:10.5579/rnl.2011.0065 · Cited by 11
Assessment of executive functioning using tasks of executive control
Isquith, P. K., Roth, R. M., & Gioia, G. A. (2014) · Handbook of Executive Functioning · doi:10.1007/978-1-4614-8106-5_19 · Cited by 10
Cognitive predictors of the overlap of reading and math in middle school
Cirino, P. T., Salentine, C. M., Farrell, A., Barnes, M. A., & Roberts, G. J. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102400 · Cited by 13
Cognitive correlates of borderline intellectual functioning in borderline personality disorder
Galletta, D., Califano, A. I., Micanti, F., Santangelo, G., Santoriello, C., & de Bartolomeis, A. (2020) · Journal of Psychiatric Research · doi:10.1016/j.jpsychires.2020.06.016 · Cited by 10
Kenderla, P. K., & Kibbe, M. M. (2022) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2022.105535 · Cited by 10
Identifying learning patterns of children at risk for Specific Reading Disability
Barbot, B., Krivulskaya, S., Hein, S. D., Reich, J., Thuma, P. E., & Grigorenko, E. L. (2015) · Developmental Science · doi:10.1111/desc.12313 · Cited by 10
FIRAT, T., & Bіldіren, A. (2023) · Current Psychology · doi:10.1007/s12144-023-04526-z · Cited by 10
Ribeiro, F. S., & Santos, F. H. (2012) · Psicologia Reflexão e Crítica · doi:10.1590/s0102-79722012000300016 · Cited by 10
Cognitive functioning in children with learning problems
Schwenck, C., Dummert, F., Endlich, D., & Schneider, W. (2015) · European Journal of Psychology of Education · doi:10.1007/s10212-014-0242-5 · Cited by 10
Zhang, J., Lu, J., Sun, Y., & Li, J. (2024) · PsyCh Journal · doi:10.1002/pchj.786 · Cited by 14
Okur, M., & Aksoy, V. (2025) · Journal of Intelligence · doi:10.3390/jintelligence13020016 · Cited by 14
“Verbal working memory training has been shown to significantly enhance reading and language skills (Melby-Lervåg and Hulme 2013; Gathercole et al. 2006).”
Soares, A. J. C., Jacinto, L. A., & Cárnio, M. S. (2012) · Revista da Sociedade Brasileira de Fonoaudiologia · doi:10.1590/s1516-80342012000400014 · Cited by 8
“Due to memory, new words are read and kept leading to reading comprehension of a text((11,12)).”
BackgroundDevelopment and Evaluation of an Online, Multicomponent Working Memory Battery
Englund, J. A., Decker, S. L., Woodlief, D. T., & DiStefano, C. (2014) · Assessment · doi:10.1177/1073191114524016 · Cited by 12
“…clinical conditions, including attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorders, learning disabilities (LD), Down’s syndrome, Williams syndrome, specific language impairment, and developmental coordination disorder (Alloway, 2011; Gathercole et al., 2006; Swanson, 1993).”
BackgroundRendall, A. R., Perrino, P. A., LoTurco, J. J., & FITCH, R. H. (2017) · Genes Brain & Behavior · doi:10.1111/gbb.12450 · Cited by 9
Sustained Attention and Working Memory in Children with Autism Spectrum Disorder
Alloway, T. P., & Lepere, A. (2019) · International Journal of Disability Development and Education · doi:10.1080/1034912x.2019.1634792 · Cited by 9
Self-citationA systematic review of MRI studies of language development from birth to 2 years of age
Silver, E. A., Korja, R., Mainela‐Arnold, E., Pulli, E. P., Saukko, E., Nolvi, S., Kataja, E., Karlsson, L., Karlsson, H., & Tuulari, J. J. (2020) · Developmental Neurobiology · doi:10.1002/dneu.22792 · Cited by 9
“Language learning is closely linked with the development of other cognitive domains (Gathercole et al., 2006).”
BackgroundHoward, S. J., Johnson, J., & Pascual‐Leone, J. (2013) · Research Online (University of Wollongong) · Cited by 9
Vocabulário e memória de trabalho predizem desempenho em leitura de crianças
Piccolo, L. D. R., & de Salles, J. F. (2013) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 9
Measurement Invariance of Working Memory Measures across Two Arab Cultures
Alansari, B. M., & Soliman, A. M. (2012) · Perceptual and Motor Skills · doi:10.2466/22.03.08.pms.115.4.43-59 · Cited by 13
Desoete, A., & Weerdt, F. D. (2013) · Ghent University Academic Bibliography (Ghent University) · Cited by 9
Toffalini, E., Tomasi, E., Albano, D., & Cornoldi, C. (2017) · Child Neuropsychology · doi:10.1080/09297049.2017.1329411 · Cited by 9
“Furthermore, we used a recognition task to limit the possible confounding related to the fact that children with reading disability meet difficulty in WM tasks involving recall (e.g., Gathercole et al., 2006).”
MethodThe role of memory in language and communication
Dyke, J. A. V. (2012) · Elsevier eBooks · doi:10.1016/b978-0-323-07201-4.00014-3 · Cited by 9
Hubber, P., Gilmore, C., & Cragg, L. (2019) · Journal of Numerical Cognition · doi:10.5964/jnc.v5i2.175 · Cited by 8
Stark, G. F., Avery, E. W., Rosenberg, M. D., Greene, A. S., Gao, S., Scheinost, D., Constable, R. T., Chun, M. M., & Yoo, K. (2021) · Brain and Behavior · doi:10.1002/brb3.2105 · Cited by 8
“Furthermore, working memory capacity is impaired in a number of psychiatric and neurodevelopmental conditions, including schizophrenia (Gold et al., 2003, 2006), attention deficit disorder (Alderson et al., 2013), and reading disabilities (Gathercole et al., 2006).”
BackgroundWorking Memory Training and Cogmed
Entwistle, P. C., & Shinaver, C. S. (2013) · Springer eBooks · doi:10.1007/978-1-4614-8106-5_26 · Cited by 9
Rasoulzadeh, V., van Dijck, J., Khosrowabadi, R., & Fias, W. (2024) · Language Cognition and Neuroscience · doi:10.1080/23273798.2024.2370046 · Cited by 8
“…WM is a determinant of reading achievement with general WM capacity having a positive in fl uence on achievement levels (Alloway & Alloway, 2010; Gathercole et al., 2006; Nevo & Bar-Kochva, 2015; Nevo & Breznitz, 2011, 2013), but also with the ability to remember order as a more speci fi c…”
Ramezani, M. H., Behzadipour, S., Fawcett, A. J., & Joghataei, M. T. (2023) · Dyslexia · doi:10.1002/dys.1747 · Cited by 10
Alesi, M., Giordano, G., Ingoglia, S., & Inguglia, C. (2024) · European Journal of Special Needs Education · doi:10.1080/08856257.2023.2300172 · Cited by 12
“…impairments in working memory, cognitive control inhibition and planning were demonstrated to characterise students with SpLD (de Groot et al. 2015; Gathercole et al. 2006); however, executive profiles in SpLD are heterogeneous, consistently to the level of disorder severity, age, and general…”
Cockcroft, K., Bloch, L., & Moolla, A. (2016) · Education as Change · doi:10.17159/1947-9417/2016/559 · Cited by 8
Cognitive flexibility in critical CHD: a target for intervention
Cassidy, A. R. (2020) · Cardiology in the Young · doi:10.1017/s1047951120001870 · Cited by 13
Sofologi, M., Plıogou, V., Bonti, E., Efstratopoulou, M., Kougioumtzis, G. Α., Papatzikis, E., Ntritsos, G., Μoraitou, D., & Παπαντωνίου, Γ. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.773732 · Cited by 8
Reading Impairment in Adolescents with Fetal Alcohol Spectrum Disorders
Lindinger, N. M., Jacobson, S. W., Davidson, L., Conradie, S., Dodge, N. C., Molteno, C. D., Meintjes, E. M., Gaab, N., & Jacobson, J. L. (2022) · Scientific Studies of Reading · doi:10.1080/10888438.2022.2054717 · Cited by 8
“…the amount of information that can be retained and manipulated at one time, provides resources needed to actively and simultaneously decode unfamiliar words, retrieve semantic knowledge and update the mental representations of the read information (Gathercole et al., 2006; Sesma et al., 2009).”
BackgroundLimited Visual Working Memory Capacity in Children with Dyslexia: An ERP Study
Lotfi, S., Ward, R. T., Mathew, A. S., Shokoohi–Yekta, M., Rostami, R., Yeganeh, N. M., Christine, C., & Lee, H. (2022) · NeuroRegulation · doi:10.15540/nr.9.2.98 · Cited by 8
“…disengagement (Facoetti et al., 2008), a lower visual attention span (Bosse et al., 2007; Heiervang & Hugdahl, 2003), and impaired visual working memory (VWM) processes (Albano et al., 2016; Gathercole et al., 2006; Menghini et al., 2011; Pennington, 2008; Smith-Spark & Fisk, 2007; Swanson, 1994).”
BackgroundResultInfluentialBilalić, M., Đokić, R., Koso-Drljević, M., Đapo, N., & Pollet, T. V. (2022) · Current Psychology · doi:10.1007/s12144-022-03336-z · Cited by 10
“Given that exactly these abilities are crucial for academic performance (Barrouillet & Lépine, 2005; Bergman Nutley & Söderqvist, 2017; Gathercole et al., 2006) working memory has been extensively studied as a predictor of academic attainment, mainly in the sphere of reading and mathematics in younger (preschool, elem…”
BackgroundThe evaluation of visuospatial performance between screen and paper
Lin, C., Wang, M. J., & Kang, Y.-Y. (2015) · Displays · doi:10.1016/j.displa.2015.08.002 · Cited by 8
“The visuospatial ability test is used for assessing cognition ability in neurodegenerative disease patients [7], mental development in children [8], and human intelligence [9].”
MethodRelational integration as a predictor of academic achievement
Krumm, S., Lipnevich, A. A., Schmidt-Atzert, L., & Bühner, M. (2012) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.05.002 · Cited by 8
Funções executivas e desempenho escolar em crianças de 6 a 9 anos de idade
León, C. B. R., Rodrigues, C. C., Seabra, A. G., & Dias, N. M. (2013) · Cited by 8
Duncan, H., & Purcell, C. (2017) · Widening Participation and Lifelong Learning · doi:10.5456/wpll.19.2.6 · Cited by 8
Mauer, E., Uchikoshi, Y., Bunge, S. A., & Zhou, Q. (2022) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2022.105601 · Cited by 10
Polygenic Risk of Mental Disorders and Subject-Specific School Grades
Jefsen, O. H., Holde, K. E. V., McGrath, J. J., Rajagopal, V. M., Albiñana, C., Vilhjálmsson, B. J., Grove, J., Agerbo, E., Yılmaz, Z., Plana‐Ripoll, O., et al. (2023) · Biological Psychiatry · doi:10.1016/j.biopsych.2023.11.020 · Cited by 7
“We chose these 2 subjects because they represent fundamental educational skills and putatively rely on different neurocognitive abilities (37,38).”
Inguscio, B. M. S., Cartocci, G., Sciaraffa, N., Nicastri, M., Giallini, I., Aricò, P., Greco, A., Babiloni, F., & Mancini, P. (2024) · Hearing Research · doi:10.1016/j.heares.2024.109007 · Cited by 8
“PA skills, tapped by tasks requiring the manipulation of phonological structure (Gathercole et al., 2006), refer to the recognition of the structure states of heard or read language such as syllables, rhymes and single phonemes.”
BackgroundMichel, E., Cimeli, P., Neuenschwander, R., Röthlisberger, M., & Roebers, C. M. (2013) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000097 · Cited by 7
Cameron, S., & Glyde, H. (2014) · International Journal of School and Cognitive Psychology · doi:10.4172/2469-9837.1000110 · Cited by 7
“Working memory capacity varies between individuals [2], and individual differences in working memory have been shown to be associated with academic performance [7-10].”
BackgroundChristiner, M. (2018) · English language education · doi:10.1007/978-3-319-91917-1_8 · Cited by 12
The Neurobiological Strands of Developmental Dyslexia: What We Know and What We Don’t Know
Sand, L. A., & Bolger, D. J. (2019) · Springer eBooks · doi:10.1007/978-3-030-26550-2_10 · Cited by 7
Shapland, C. Y., Verhoef, E., Smith, G. D., Fisher, S. E., Verhulst, B., Dale, P. S., & Pourcain, B. S. (2021) · npj Science of Learning · doi:10.1038/s41539-021-00101-y · Cited by 7
How Do Executive Functions Issues Affect Writing in Students with Neurodevelopmental Disorders?
Filipe, M. G. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780198863564.003.0007 · Cited by 8
Goal-directedness enhances letter-speech sound learning and consolidation in an unknown orthography
Verwimp, C., Snellings, P., Wiers, R. W. H. J., & Tijms, J. (2023) · Child Development · doi:10.1111/cdev.13901 · Cited by 9
Análisis del funcionamiento de la memoria operativa en niños con trastornos en el aprendizaje.
Gaviria, T. O., & Fitzgerald, Ó. S. (2014) · Acta Colombiana de Psicología · doi:10.14718/acp.2014.17.2.9 · Cited by 7
“…niños con dificultades en lectura y/o matemáticas, los cuales establecen una alta relación del Ejecutivo Central con información verbal y aprendizaje escolar (Alsina, 2007; Baqués & Sáiz, 1999; Gathercole et al., 2006; Geary et al., 2007; Passolunghi & Siegel, 2004; Pickering, 2006; Swanson, 2003).”
BackgroundJankowska, A. M., Bogdanowicz, M., & Shaw, S. R. (2012) · Acta Neuropsychologica · doi:10.5604/17307503.1008248 · Cited by 13
“Significant deficits and delays in the development of the pho nological loop may explain the BIF children’s characteristic difficulties in understanding and remembering the teacher’s instructions explaining how school tasks are to be performed (Gathercole et al., 2006; Alloway et al., 2009b).”
BackgroundTowards a pragmatics of negation: the interpretation of negative sentences in developmental dyslexia
Vender, M., & Delfitto, D. (2010) · Cited by 7
Learning Disabilities and Memory
Swanson, H. L., & Stomel, D. (2012) · Elsevier eBooks · doi:10.1016/b978-0-12-388409-1.00002-3 · Cited by 7
Heterogeneity of short‐term memory deficits in children with dyslexia
Wokuri, S., Gonthier, C., Marec‐Breton, N., & Majerus, S. (2023) · Dyslexia · doi:10.1002/dys.1749 · Cited by 8
Stella, M., & Engelhardt, P. E. (2022) · Brain Sciences · doi:10.3390/brainsci12020209 · Cited by 6
Juric, L. C., Andrés, M. L., Coni, A. G., Richard's, M. M., & Burín, D. I. (2017) · Interdisciplinaria Revista de Psicología y Ciencias Afines · doi:10.16888/interd.2017.34.2.8 · Cited by 5
“…niños con una capacidad limitada de MT exhiben dificultades para cumplir con las demandas de almacenamiento y procesamiento conjuntos impuesto por las actividades cotidianas que lo muestran como despistado frente a la mirada del observador (ver Gathercole & Alloway, 2008; Gathercole et al., 2006).”
Lee, C. (2023) · Journal of Attention Disorders · doi:10.1177/10870547231211022 · Cited by 6
“Given that both PS and WM are the core abilities that support learning (Espy et al., 2004; Gathercole et al., 2006) and slow PS was found to be the basis for impaired WM in children with ADHD (Mohamed et al., 2021; Salum et al., 2014), it appears that a specific relationship exists between PS, WM,…”
BackgroundSezgin, E., Ulus, L., & ŞAHİN, İ. (2019) · Sakarya University Journal of Education · doi:10.19126/suje.463610 · Cited by 7
Wangkawan, T., Lai, C. Y. Y., Munkhetvit, P., Yung, T. W. K., & Chinchai, S. (2020) · Occupational Therapy International · doi:10.1155/2020/8736308 · Cited by 8
Verbal Working Memory in Second Language Reading Comprehension: A Correlational Study
Pretorius, M. J., le Roux, M., & Geertsema, S. (2021) · Communication Disorders Quarterly · doi:10.1177/1525740121991475 · Cited by 6
“VWM has repeatedly been implicated as a key predictor toward reading outcomes in the first language (L1) and second language (L2) (Benales et al., 2015; Gathercole et al., 2006; Nevo & Bretnitz, 2014; Wang & Gathercole, 2013).”
BackgroundInguscio, B. M. S., Cartocci, G., Sciaraffa, N., Nasta, C., Giorgi, A., Nicastri, M., Giallini, I., Greco, A., Babiloni, F., & Mancini, P. (2021) · Computational Intelligence and Neuroscience · doi:10.1155/2021/4158580 · Cited by 7
“(ere is evidence that WM provides a mental workspace used in many fundamental learning activities during lifespan, including literacy [7, 8], reading [9], and numeracy [10].”
BackgroundAtmaca, F., & Demirtaş, V. Y. (2022) · Learning Disability Quarterly · doi:10.1177/07319487221085994 · Cited by 7
“, 2014; Wolf & Bowers, 1999) and verbal working memory (Gathercole et al., 2006) skills.”
BackgroundWorking memory functioning in deaf primary school children: Implications for inclusive education
Cockcroft, K., Dhana-Dullabh, H., & Greenop, K. (2010) · Education as Change · doi:10.1080/16823206.2010.522054 · Cited by 6
Practical Considerations in WISC-V Interpretation and Intervention
Beal, A. L., Holdnack, J. A., Saklofske, D. H., & Weiss, L. G. (2015) · Elsevier eBooks · doi:10.1016/b978-0-12-404697-9.00003-0 · Cited by 6
Changing-state irrelevant speech disrupts visual–verbal but not visual–spatial serial recall.
Marsh, J. E., Hurlstone, M. J., Marois, A., Ball, L. J., Moore, S. B., Vachon, F., Schlittmeier, S. J., Röer, J. P., Buchner, A., Aust, F., et al. (2024) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/xlm0001360 · Cited by 11
Free Your Brain a Working Memory Training Game
Pereira, G., Ninaus, M., Prada, R., Wood, G. M. D. O., Neuper, C., & Paiva, A. (2015) · Lecture notes in computer science · doi:10.1007/978-3-319-22960-7_13 · Cited by 6
“Thus working memory is also a strong predictor for reading and mathematical skills [17].”
BackgroundCorrelates of Orthographic Learning in Swedish Children With Cochlear Implants
Wass, M., Löfkvist, U., Anmyr, L., Karltorp, E., Östlund, E., & Lyxell, B. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.00143 · Cited by 6
“In children with typical development, phonological shortterm memory is important for vocabulary learning, both in the native language and in foreign languages (Baddeley, 2003, 2010; Gathercole, 2006; Repovš, 2006).”
BackgroundA verbális fluencia és a munkamemória életkori változásai és szerepük az iskolai teljesítményben
Tánczos, T. (2014) · SZTE Repository of Dissertations (University of Szeged) · doi:10.14232/phd.2197 · Cited by 8
Effectiveness of Computerized Cognitive Training on Working Memory in Pediatric Cancer Survivors
Lam, K. K. W., Ho, K. Y., Liu, A. P. K., Liu, C. Q., Ng, M. H., Lam, T. C., Belay, G. M., Abu‐Odah, H., Yang, F., Yuen, W. M., et al. (2024) · Cancer Nursing · doi:10.1097/ncc.0000000000001348 · Cited by 5
How Is Reading Related to Working Memory?—A Cross‐Sectional Developmental Perspective
Laskay‐Horváth, C., Aranyi, G., Pachner, O. C., Remete, E. P., & Kemény, F. (2025) · Reading Research Quarterly · doi:10.1002/rrq.70019 · Cited by 6
“Gathercole and Baddeley (1989) differentiate nonword repetition from memory span tasks with rehearsal components (like digit span) by focusing on phonological representations available to WM. Gathercole et al. (2006) postulates that phonological WM is a complex and multidimensional construct.”
InfluentialFlores-Gallegos, R., Fernández, T., Alcauter, S., Pasaye, E. H., Albarrán-Cárdenas, L., Díaz, B. E. B., & Rodríguez-Leis, P. (2024) · BMC Pediatrics · doi:10.1186/s12887-024-04791-2 · Cited by 7
Yasmin, T., Hafeez, H., Sadia, A., Lubna, M., Tarar, S. A., Raza, M. H., & Basra, M. A. R. (2022) · Acta Psychologica · doi:10.1016/j.actpsy.2022.103777 · Cited by 8
Reina-Reina, C., Antón, E., & Duñabeitia, J. A. (2024) · Education Sciences · doi:10.3390/educsci14030229 · Cited by 12
Effects of Immersion and Embodiment on Memory in Virtual Reality
Bampouni, E., Ahmad, A., Xi, N., Legaki, N.-Z., & Hamari, J. (2024) · International Academic Mindtrek Conference (Mindtrek) · doi:10.1145/3681716.3681724 · Cited by 6
Working memory and fluid intelligence
Conway, A. R. A., Macnamara, B. N., & de Abreu, P. E. (2013) · Open Repository and Bibliography (University of Luxembourg) · Cited by 5
The Effect of Rehearsal Strategy on the Performance of Dyslexic Student's Working Memory
Arjmandnia, A. A., Kakabaraee, K., & Afrooz, G. A. (2012) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2012.05.535 · Cited by 5
MEMORIA DE TRABAJO VERBAL Y SU RELACIÓN CON VARIABLES SOCIO-DEMOGRÁFICAS EN NIÑOS COLOMBIANOS
Ruíz, N. C., & del Río, P. (2012) · Repositorio Institucional Universidad Católica de Colombia (Universidad Católica de Colombia) · Cited by 5
Kim, S., & Yim, D. (2015) · Eon'eo cheong'gag jang'ae yeon'gu/Communication sciences & disorders · doi:10.12963/csd.15261 · Cited by 5
The Influence of Extrinsic Reinforcement on Children with Heavy Prenatal Alcohol Exposure
Graham, D. M., Glass, L., & Mattson, S. N. (2016) · Alcoholism Clinical and Experimental Research · doi:10.1111/acer.12959 · Cited by 5
“The combination of technology and reinforcement can improve executive attention in AE children, which may indirectly impact academic achievement (Gathercole et al., 2006; Kerns et al., 2010).”
BackgroundDučić, B. (2017) · Specijalna edukacija i rehabilitacija · doi:10.5937/specedreh16-12656 · Cited by 4
Injoque‐Ricle, I., Barreyro, J. P., Formoso, J., & Brurin, D. I. (2018) · Temas em Psicologia · doi:10.9788/tp2018.1-16 · Cited by 5
Impact of cognitive load and working memory on preschoolers’ learning effectiveness
Pack, Y. H., Choi, N., & Kim, B. (2023) · Asia Pacific Education Review · doi:10.1007/s12564-023-09898-2 · Cited by 7
Malstädt, N., Hasselhorn, M., & Lehmann, M. (2012) · Dyslexia · doi:10.1002/dys.1446 · Cited by 5
Llamazares, M. D. C. E., & Pintado, I. S. (2019) · Revista de Psicología Clínica con Niños y Adolescentes · doi:10.21134/rpcna.2019.06.2.8 · Cited by 5
Dyslexia as a multideficit disorder
Surushkina, S. Y., Yakovenko, E. A., Chutko, L. S., & Didur, М. D. (2020) · S S Korsakov Journal of Neurology and Psychiatry · doi:10.17116/jnevro2020120071142 · Cited by 5
Working memory and phonological awareness.
Milwidsky, C. (2009) · University of the Witwatersrand, Johannesburg Institutional Repository on DSpace (University of the Witwatersrand, Johannesburg) · Cited by 5
Gray, S. A. O. (2011) · TSpace (University of Toronto) · Cited by 5
Hancock, N., Redmond, S. M., Fox, A. B., Ash, A. C., & Hogan, T. P. (2025) · American Journal of Speech-Language Pathology · doi:10.1044/2025_ajslp-24-00052 · Cited by 5
Shaban, A., Chang, V. I. C., Amodu, O. D., Attia, M. R., & Abdelhamid, G. S. M. (2024) · Education Sciences · doi:10.3390/educsci14111260 · Cited by 9
“Working memory is essential for complex cognitive tasks such as learning, problem solving, mathematical reasoning, and language comprehension [7].”
Processos Cognitivos Visuoespaciais e Ambiente Visual Circundante: Implicações Educacionais
Rodrigues, P. F. S. (2016) · Psicologia Teoria e Pesquisa · doi:10.1590/0102.3772e3244 · Cited by 5
“Gathercole et al. (2006) conduziram um estudo que teve como principal objetivo investigar em que medida os deficit da memória de trabalho contribuem para as dificuldades apresentadas pelas crianças com perturbações de leitura.”
BackgroundThe relationship between cognitive control and lexical conflict resolution in developmental dyslexia
Dobó, D., Ladányi, E., Szőllősi, Á., Lukics, K. S., Németh, K., & Lukács, Á. (2021) · Clinical Linguistics & Phonetics · doi:10.1080/02699206.2021.1998632 · Cited by 4
“Beyond these deficits, individuals with DD are also often characterized by impairments in cognitive control (CC; e.g., Brosnan et al., 2002; Gathercole et al., 2006; Smith-Spark et al., 2016), procedural learning (e.g., Lum et al., 2013) and – most relevantly from the point of view of CONTACT D.…”
BackgroundSbicigo, J. B., Piccolo, L. D. R., Fonseca, R. P., & de Salles, J. F. (2014) · Universitas Psychologica · doi:10.11144/javeriana.upsy13-3.umfi · Cited by 4
Johnson, D., & Swanson, H. L. (2010) · Journal of Psychoeducational Assessment · doi:10.1177/0734282910380189 · Cited by 4
Matson, J. L., & Fodstad, J. C. (2009) · Springer eBooks · doi:10.1007/978-0-387-09757-2_47 · Cited by 4
Nataša, B., & Gligorović, M. (2012) · Specijalna edukacija i rehabilitacija · doi:10.5937/specedreh1201021b · Cited by 4
Metadata
- Authors
- Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A.-M.
- Affiliations
- Durham University (GB)
- Liverpool John Moores University (GB)
- Corresponding author
- Gathercole, Susan Elizabeth
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 2006-03
- Volume
- 93
- Issue
- 3
- Pages
- 265-281
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W2133978923
- Semantic Scholar
- 4967bfaabe86456c103c4e6416d600fccbf3012d
- Cited by
- 795
- References
- 66
- Citations by year
- 2026: 13 · 2025: 26 · 2024: 26 · 2023: 28 · 2022: 40 · 2021: 35 · 2020: 37 · 2019: 47 · 2018: 43 · 2017: 41 · 2016: 52 · 2015: 59 · 2014: 60 · 2013: 53 · 2012: 54
- FWCI
- 30.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Child Psychology (publishedVersion)
- PubMed (publishedVersion)
- Stirling Online Research Repository (University of Stirling) (submittedVersion, public-domain)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- working memory, reading disorders, dyslexia, short-term memory, phonological awareness, phonological working memory, fluid intelligence, verbal ability, mathematical ability, reading skills, children, low IQ, visuospatial memory, language skills
- MeSH terms
- Aptitude, Awareness, Child, Discrimination Learning, Dyslexia, Educational Status, Female, Humans, Intelligence, Language Development Disorders, Male, Mathematics, Memory, Short-Term, Neuropsychological Tests, Pattern Recognition, Visual, Phonetics, Problem Solving, Reading, Mental Recall, Statistics as Topic, Verbal Learning, Comprehension
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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