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
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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“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]
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Working memory, attention control, and the N-back task: a question of construct validity
Kane, M. J., Conway, A. R. A., Miura, T. K., & Colflesh, G. J. H. (2007) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/0278-7393.33.3.615 · Cited by 933
Anxiety and working memory capacity: A meta-analysis and narrative review.
Moran, T. P. (2016) · Psychological Bulletin · doi:10.1037/bul0000051 · Cited by 776
Acute coordinative exercise improves attentional performance in adolescents
Budde, H., Voelcker‐Rehage, C., Pietraßyk-Kendziorra, S., Ribeiro, P. F. M., & Tidow, G. (2008) · Neuroscience Letters · doi:10.1016/j.neulet.2008.06.024 · Cited by 701
“Additionally, it is well known that concentration deficits are associated with poorer academic performance [2].”
BackgroundThe Cognitive and Behavioral Characteristics of Children With Low Working Memory
Alloway, T. P., Gathercole, S. E., Kirkwood, H., & Elliott, J. (2009) · Child Development · doi:10.1111/j.1467-8624.2009.01282.x · Cited by 569
Owens, M., Stevenson, J., Hadwin, J. A., & Norgate, R. (2012) · School Psychology International · doi:10.1177/0143034311427433 · Cited by 462
Metadata
- Authors
- Aronen, E. T., Vuontela, V., Steenari, M.-R., Salmi, J., & Carlson, S.
- Affiliations
- University of Helsinki (FI)
- Corresponding author
- Aronen, E.T.
- Venue
- Neurobiology of Learning and Memory
- Publisher
- Elsevier BV
- Published
- 2005-01
- Volume
- 83
- Issue
- 1
- Pages
- 33-42
- ISSN
- 1074-7427 (ISSN-L)
- 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
- 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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