The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties
Open accessAbstract
The purpose of the present study was to compare the predictive power of working memory and IQ in children identified as having learning difficulties. The term “working memory” refers to the capacity to store and manipulate information in mind for brief periods of time. Working-memory capacity is strongly related to learning abilities and academic progress, predicting current and subsequent scholastic attainment of children across the school years in both literacy and numeracy. Children aged between 7 and 11 years were tested at Time 1 on measures of working memory, IQ, and learning. They were then retested 2 years later on the learning measures. The findings indicated that working-memory capacity and domain-specific knowledge at Time 1, but not IQ, were significant predictors of learning at Time 2. The implications for screening and intervention are discussed.
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Citations
Cites
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×
“According to the Baddeley (2000) revision of the influential Baddeley and Hitch (1974) model, working memory consists of four components.”
MethodThe Structure of Working Memory From 4 to 15 Years of Age
Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004) · Developmental Psychology · doi:10.1037/0012-1649.40.2.177 · Cited by 1,795
Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.133.2.189 · Cited by 1,679
Working Memory: The Multiple-Component Model
Baddeley, A. D., & Logie, R. H. (1999) · Models of Working Memory · doi:10.1017/cbo9781139174909.005 · Cited by 1,374 · cited 1×
“…of information is mediated by two domain-specific stores: the phonological loop provides temporary storage of verbal material, and the visuo-spatial sketchpad is specialized for the maintenance and manipulation of visual and spatial representations (see Baddeley & Logie, 1999, for a review).”
BackgroundVerbal and Visuospatial Short-Term and Working Memory in Children: Are They Separable?
Alloway, T. P., Gathercole, S. E., & Pickering, S. J. (2006) · Child Development · doi:10.1111/j.1467-8624.2006.00968.x · Cited by 938 · cited 2×
“by averaging the standard scores of the individual tests associated with each memory component on the basis of the close relationship among these measures in typically-developing populations (Alloway et al., 2006).”
BackgroundSelf-citationThe Development of Working Memory in Normally Achieving and Subtypes of Learning Disabled Children
Siegel, L. S., & Ryan, E. B. (1989) · Child Development · doi:10.2307/1131037 · Cited by 842
Working memory in children with reading disabilities
Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A.-M. (2006) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2005.08.003 · Cited by 795 · cited 1×
“Composite standard scores for verbal IQ and performance IQ are reported.”
BackgroundSelf-citationA structural analysis of working memory and related cognitive skills in young children
Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A.-M. (2004) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2003.10.002 · Cited by 606 · cited 1×
“Although there is some evidence that working-memory capacity is dissociable from IQ (Alloway et al., 2004; Cain, Oakhill, & Bryant, 2004; Gathercole, Alloway, Willis, & Adams, 2006), it was important to test whether the two factors could be distinguished in terms of their predictive power in…”
BackgroundSelf-citationBayliss, D. M., Jarrold, C., Gunn, D. M., & Baddeley, A. D. (2003) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.132.1.71 · Cited by 427
Reducing Bias in Language Assessment: Processing-Dependent Measures
Campbell, T., Dollaghan, C., Needleman, H., & Janosky, J. (1997) · Journal of Speech, Language, and Hearing Research · doi:10.1044/jslhr.4003.519 · Cited by 310
Cited by
Working memory and executive functions: effects of training on academic achievement
Titz, C., & Karbach, J. (2014) · Psychological Research · doi:10.1007/s00426-013-0537-1 · Cited by 388
Effects and mechanisms of working memory training: a review
von Bastian, C. C., & Oberauer, K. (2014) · Psychological Research · doi:10.1007/s00426-013-0524-6 · Cited by 318
Does working memory training generalize?
Shipstead, Z., Redick, T. S., & Engle, R. W. (2010) · Psychologica Belgica · doi:10.5334/pb-50-3-4-245 · Cited by 242
Computerized working memory training: Can it lead to gains in cognitive skills in students?
Alloway, T. P., Bibile, V., & Lau, G. (2013) · Computers in Human Behavior · doi:10.1016/j.chb.2012.10.023 · Cited by 193
Self-citationCognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues
Anmarkrud, Ø., Andresen, A., & Bråten, I. (2019) · Educational Psychologist · doi:10.1080/00461520.2018.1554484 · Cited by 188
Metadata
- Authors
- Alloway, T. P.
- Venue
- European Journal of Psychological Assessment
- Publisher
- Hogrefe Publishing Group
- Published
- 2009-01
- Volume
- 25
- Issue
- 2
- Pages
- 92-98
- ISSN
- 1015-5759 (ISSN-L)
- 2151-2426
- OpenAlex
- W2146857375
- Cited by
- 260
- References
- 11
- FWCI
- 23.30
- Type
- journal article
- Language
- en
- Open access
- bronze
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