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

The DOI matches its Crossref record; 49 of the 50 references it cites were found in a registry or an index.

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
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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.

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Metadata

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

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