Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near- and long-term scholastic achievement
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Central executive abilities strongly predict social problems, and early verbal and visual memory abilities appear to predict long-term academic achievement better than early attention problems do.
“central executive abilities strongly predict social problems (Kofler et al., 2011), and early verbal and visual memory abilities appear to be better predictors of long-term academic achievement than early attention problems (Sarver et al., 2012).”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Sarver et al., 2012
Academic achievement has a strong relationship with neurocognitive abilities such as sustained attention and central executive working memory.
“the strong relation between academic achievement and neurocognitive abilities such as sustained attention and central executive working memory (cf. Sarver et al., 2012)”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Sarver et al., 2012
Early underdeveloped working memory abilities are associated with reduced learning and processing of new academic material.
“early underdeveloped working memory abilities are associated with decreased learning and processing of new material in academic settings (cf. Sarver et al., 2012)”
From Improving Outcomes for Youth with ADHD: A Conceptual Framework for Combined Neurocognitive and Skill-Based Treatment Approaches (2014) · cites this paper as Sarver et al., 2012
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References 102 · Cited by 48
- Authors
- Sarver, D. E., Rapport, M. D., Kofler, M. J., Scanlan, S. W., Raiker, J. S., Altro, T. A., & Bolden, J.
- Affiliations
- University of Central Florida (US)
- Argosy University (US)
- Corresponding author
- Rapport, Mark D.
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2012-02
- Volume
- 22
- Issue
- 1
- Pages
- 8-19
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2105305906
- Cited by
- 48
- References
- 102
- Citations by year
- 2026: 1 · 2025: 1 · 2022: 6 · 2021: 3 · 2020: 3 · 2019: 4 · 2018: 3 · 2017: 6 · 2016: 4 · 2015: 6 · 2014: 5 · 2013: 5 · 2012: 1
- FWCI
- 4.57
- Type
- journal article
- Language
- en
- Open access
- Locations
- Learning and Individual Differences (publishedVersion)
- Journal of International Crisis and Risk Communication Research (submittedVersion)
- Topics
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- attention deficits, phonological memory, visuospatial short-term memory, academic performance, reading achievement, mathematics achievement, language achievement, intelligence, individual differences, children, school failure, remedial programme
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