CoChat
Sign Up
Cited by 212Developmental and Educational NeuropsychologyCognitive Abilities and TestingAttention Deficit Hyperactivity Disorder

Working memory, psychiatric symptoms, and academic performance at school

Aronen, E.T., Vuontela, V., Steenari, M.-R., Salmi, J., Carlson, S.·2005·Neurobiology of Learning and Memory
DOI 10.1016/j.nlm.2004.06.010
Open this paper in CoChat — free account

Abstract

Previous studies of the relationship among working memory function, academic performance, and behavior in children have focused mainly on clinical populations. In the present study, the associations of the performance in audio- and visuospatial working memory tasks to teacher reported academic achievement and psychiatric symptoms were evaluated in a sample of fifty-five 6-13-year-old school children. Working memory function was measured by visual and auditory n-back tasks. Information on incorrect responses, reaction times, and multiple and missed responses were collected during the tasks. The children's academic performance and behavioral and emotional status were evaluated by the Teacher Report Form. The results showed that good spatial working memory performance was associated with academic success at school. Children with low working memory performance, especially audiospatial memory, were reported to have more academic and attentional/behavioral difficulties at school than children with good working memory performance. An increased number of multiple and missed responses in the auditory and visual tasks was associated with teacher reported attentional/behavioral problems and in visual tasks with teacher reported anxiety/depressive symptoms. The results suggest that working memory deficits may underlie some learning difficulties and behavioral problems related to impulsivity, difficulties in concentration, and hyperactivity. On the other hand, it is possible that anxiety/depressive symptoms affect working memory function, as well as the ability to concentrate, leading to a lower level of academic performance at school.

Integrity signals

Registry

Crossref · 10.1016/j.nlm.2004.06.010

Cites

49 of 49 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

  • Lack of emotional distress, vigorous physical activity and good physical fitness, low aggression, and balanced nutrition are health assets positively associated with academic achievement.

    “Lack of emotional distress,14 vigorous physical activity and good physical fitness,12, 15, 16 low aggression,17 and balanced nutrition18, 19 are health assets positively associated with academic achievement.”

    From Health and School Outcomes During Children's Transition Into Adolescence (2013) · cites this paper as [14]

Cites

Flagged first, then by citations

1 of the 50 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Aronen, E. T., Vuontela, V., Steenari, M.-R., Salmi, J., & Carlson, S.
Affiliations
University of Helsinki (FI)
Corresponding author
Aronen, E.T.
ORCID
Venue
Neurobiology of Learning and Memory
Publisher
Elsevier BV
Published
2005-01
Volume
83
Issue
1
Pages
33-42
ISSN
1074-7427 (ISSN-L)
DOI
10.1016/j.nlm.2004.06.010
OpenAlex
W2172201961
Cited by
212
References
50
Citations by year
2026: 6 · 2025: 10 · 2024: 11 · 2023: 12 · 2022: 9 · 2021: 7 · 2020: 13 · 2019: 12 · 2018: 10 · 2017: 13 · 2016: 14 · 2015: 9 · 2014: 16 · 2013: 12 · 2012: 12
FWCI
4.76
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Neurobiology of Learning and Memory (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • Signe ja Ane Gyllenbergin Säätiö
  • Lastentautien Tutkimussäätiö
Topics
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
  • Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Keywords
working memory, academic performance, psychiatric symptoms, elementary school students, visuospatial working memory, n-back task, attention deficits, hyperactivity, impulsivity, anxiety, depressive symptoms, learning difficulties, teacher-reported behavior
MeSH terms
Adolescent, Attention, Auditory Perception, Mental Disorders, Behavioral Symptoms, Brain, Child, Educational Measurement, Emotions, Female, Humans, Male, Mass Screening, Memory, Short-Term, Reaction Time, Reference Values, Space Perception, Visual Perception

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.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review