Working memory, learning, and academic achievement.

Swanson, H. Lee; Alloway, Tracy Packiam

doi:10.1037/13273-012

Cited by 118Cognitive Abilities and TestingDevelopmental and Educational NeuropsychologyCognitive and developmental aspects of mathematical skills

Working memory, learning, and academic achievement.

Swanson, H. Lee, Alloway, Tracy Packiam·2012·APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues.

DOI 10.1037/13273-012

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Inhibitory control and working memory are two aspects of cognitive control strongly related to academic performance.
“inhibitory control and working memory are two aspects of cognitive control that have been identified to be strongly related to academic performance [37,38].”
From Lifestyle Habits Predict Academic Performance in High School Students: The Adolescent Student Academic Performance Longitudinal Study (ASAP) (2019) · cites this paper as [38]

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Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was supported by Peloy Endowment Funds awarded by the first author. This work is truly a collaborative endeavor. First authorship primarily reflects responsibility for write-up and data analysis and second authorship reflects data collection. Data was collected by the second author in the Redlands Unified School District. The authors are thankful to staff at the Redlands School District and for the comments of Jerry Carlson, Richard Eyman, Kathy Wilson, Carole Lee, Randy Engle, and the two reviewers of this journal on an earlier draft. Inquiries and requests should be directed to H. Lee Swanson, Educational Psychology, School of Education, University of California, Riverside, CA., 92521-0128.
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Authors: Swanson, H. L., & Alloway, T. P.
Affiliations: University of California, Riverside (US)
University of Stirling (GB)
ORCID: Swanson, H. Lee
Alloway, Tracy Packiam
Venue: APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues.
Publisher: American Psychological Association
Published: 2012
Pages: 327-366
DOI: 10.1037/13273-012
OpenAlex: W2484632624
Semantic Scholar: 7a59a04ef8c992b255f44f7f0187ce2c535e29f0
Cited by: 118
References: 197
Citations by year: 2026: 8 · 2025: 9 · 2024: 9 · 2023: 11 · 2022: 11 · 2021: 10 · 2020: 11 · 2019: 11 · 2018: 5 · 2017: 9 · 2016: 7 · 2015: 6 · 2014: 4 · 2013: 5 · 2012: 1
FWCI: 14.82
Type: book chapter
Language: en
Open access: closed
Locations: American Psychological Association eBooks (publishedVersion)
Topics: Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Keywords: working memory, learning, academic performance

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