The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Working memory deficits in children with low achievements in the national curriculum at 7 years of age
Abstract
Background. Close links between children's capacities to store and manipulate information over brief periods have been found with achievements on standardised measures of vocabulary, language comprehension, reading, and mathematics. Aim. The study aimed to investigate whether working memory abilities are also associated with attainment levels in the national curriculum assessments at 7 years of age. Sample. Eighty‐three children aged 6 and 7 years attending local education authority schools participated in the study. Methods. Working memory skills were assessed by a test battery designed to tap individual components of Baddeley and Hitch's (1974) working memory model. Children were assigned to normal and low achievement groups on the basis of their performance on national curriculum tasks and tests in the areas of English and mathematics. Results. Children with low levels of curriculum attainment showed marked impairments on measures of central executive function and of visuo‐spatial memory in particular. A single cut‐off score derived from the test battery successfully identified the majority of the children failing to reach nationally expected levels of attainment. Conclusions. Complex working memory skills are closely linked with children's academic progress within the early years of school. The assessment of working memory skills may offer a valuable method for screening children likely to be at risk of poor scholastic progress.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
A capacity theory of comprehension: individual differences in working memory
Just, M. A., & Carpenter, P. A. (1992) · Psychological Review · doi:10.1037/0033-295x.99.1.122 · Cited by 4,153
The phonological loop as a language learning device.
Baddeley, A., Gathercole, S., & Papagno, C. (1998) · Psychological Review · doi:10.1037/0033-295x.105.1.158 · Cited by 2,199
Self-citationEngle, R. W., Kane, M. J., & Tuholski, S. W. (1999) · Models of Working Memory · doi:10.1017/cbo9781139174909.007 · Cited by 1,195
Nonword repetition and child language impairment
Dollaghan, C., & Campbell, T. F. (1998) · Journal of Speech, Language, and Hearing Research · doi:10.1044/jslhr.4105.1136 · Cited by 1,006 · cited 2×
“To investigate this, it will be necessary either to work with much larger samples of children, or to study working memory profiles in children with more specific learning disabilities such as specific language impairment (Bishop et al., 1996; Dollaghan & Campbell, 1998; Gathercole & Baddeley, 1990).”
BackgroundLogie, R. H. (2014) · doi:10.4324/9781315804743 · Cited by 933
The 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
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
Swanson, H. L. (1994) · Journal of Learning Disabilities · doi:10.1177/002221949402700107 · Cited by 272
Cited by
Bull, R., Espy, K. A., & Wiebe, S. A. (2008) · Developmental Neuropsychology · doi:10.1080/87565640801982312 · Cited by 1,544
Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills.
McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007) · Developmental Psychology · doi:10.1037/0012-1649.43.4.947 · Cited by 1,561
Bull, R., & Scerif, G. (2001) · Developmental Neuropsychology · doi:10.1207/s15326942dn1903_3 · Cited by 1,501
MARTINUSSEN, R., HAYDEN, J., HOGG-JOHNSON, S., & TANNOCK, R. (2005) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/01.chi.0000153228.72591.73 · Cited by 1,297
Executive functions and achievements in school: Shifting, updating, inhibition, and working memory
St Clair-Thompson, H. L., & Gathercole, S. E. (2006) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470210500162854 · Cited by 1,278
Self-citationOn the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes
Cowan, N., Elliott, E. M., Scott Saults, J., Morey, C. C., Mattox, S., Hismjatullina, A., & Conway, A. R. A. (2005) · Cognitive Psychology · doi:10.1016/j.cogpsych.2004.12.001 · Cited by 1,144
The dual pathway model of AD/HD: an elaboration of neuro-developmental characteristics
Sonuga-Barke, E. J. S. (2003) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2003.08.005 · Cited by 816
Mathematics anxiety: what have we learned in 60 years?
Dowker, A., Sarkar, A., & Looi, C. Y. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00508 · Cited by 811
Weiland, C., & Yoshikawa, H. (2013) · Child Development · doi:10.1111/cdev.12099 · Cited by 701
The Contribution of Executive Functions to Emergent Mathematic Skills in Preschool Children
Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004) · Developmental Neuropsychology · doi:10.1207/s15326942dn2601_6 · Cited by 687
Predictors of early growth in academic achievement: the head-toes-knees-shoulders task
McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00599 · Cited by 597
Shifting ability predicts math and reading performance in children: a meta-analytical study
Yeniad, N., Malda, M., Mesman, J., van IJzendoorn, M. H., & Pieper, S. (2013) · Learning and Individual Differences · doi:10.1016/j.lindif.2012.10.004 · Cited by 420
Representation and working memory in early arithmetic
Rasmussen, C., & Bisanz, J. (2005) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2005.01.004 · Cited by 408
Swanson, H. L., Zheng, X., & Jerman, O. (2009) · Journal of Learning Disabilities · doi:10.1177/0022219409331958 · Cited by 395
MCAULEY, T., CHEN, S., GOOS, L., SCHACHAR, R., & CROSBIE, J. (2010) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617710000093 · Cited by 345
Holmes, J., & Adams, J. W. (2006) · Educational Psychology · doi:10.1080/01443410500341056 · Cited by 297
The development of executive functions and early mathematics: A dynamic relationship
Van der Ven, S. H. G., Kroesbergen, E. H., Boom, J., & Leseman, P. P. M. (2012) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.2011.02035.x · Cited by 295
Ahmed, S. F., Tang, S., Waters, N. E., & Davis-Kean, P. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000296 · Cited by 293
Meyer, M. L., Salimpoor, V. N., Wu, S. S., Geary, D. C., & Menon, V. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.08.004 · Cited by 273
Working memory deficit in children with mathematical difficulties: A general or specific deficit?
Andersson, U., & Lyxell, B. (2007) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2006.10.001 · Cited by 274
McInnes, A., Humphries, T., Hogg-Johnson, S., & Tannock, R. (2003) · Journal of Abnormal Child Psychology · doi:10.1023/a:1023895602957 · Cited by 273
Martinussen, R., & Tannock, R. (2006) · Journal of Clinical and Experimental Neuropsychology · doi:10.1080/13803390500205700 · Cited by 270
Sonuga-Barke, E. J. S., Dalen, L., Daley, D., & Remington, B. (2002) · Developmental Neuropsychology · doi:10.1207/s15326942dn2103_3 · Cited by 250
Kofler, M. J., Rapport, M. D., Bolden, J., Sarver, D. E., & Raiker, J. S. (2010) · Journal of Abnormal Child Psychology · doi:10.1007/s10802-009-9357-6 · Cited by 239
Media multitasking in adolescence
Cain, M. S., Leonard, J. A., Gabrieli, J. D. E., & Finn, A. S. (2016) · Psychonomic Bulletin & Review · doi:10.3758/s13423-016-1036-3 · Cited by 205
Breslau, J., Miller, E., Joanie Chung, W.-J., & Schweitzer, J. B. (2011) · Journal of Psychiatric Research · doi:10.1016/j.jpsychires.2010.06.014 · Cited by 183
A meta-analysis of working memory in individuals with autism spectrum disorders
Habib, A., Harris, L., Pollick, F., & Melville, C. (2019) · PLOS ONE · doi:10.1371/journal.pone.0216198 · Cited by 179
Bull, R., Espy, K. A., Wiebe, S. A., Sheffield, T. D., & Nelson, J. M. (2011) · Developmental Science · doi:10.1111/j.1467-7687.2010.01012.x · Cited by 176
Green, C. T., Long, D. L., Green, D., Iosif, A.-M., Dixon, J. F., Miller, M. R., Fassbender, C., & Schweitzer, J. B. (2012) · Neurotherapeutics · doi:10.1007/s13311-012-0124-y · Cited by 176
Andersson, U. (2008) · British Journal of Educational Psychology · doi:10.1348/000709907x209854 · Cited by 174
Measuring the development of executive control with the shape school.
Espy, K. A., Bull, R., Martin, J., & Stroup, W. (2006) · Psychological Assessment · doi:10.1037/1040-3590.18.4.373 · Cited by 130
Executive functions in learning processes: Do they benefit from physical activity?
Barenberg, J., Berse, T., & Dutke, S. (2011) · Educational Research Review · doi:10.1016/j.edurev.2011.04.002 · Cited by 126
Are There Executive Dysfunction Subtypes Within ADHD?
Roberts, B. A., Martel, M. M., & Nigg, J. T. (2017) · Journal of Attention Disorders · doi:10.1177/1087054713510349 · Cited by 116
Executive Function Among Preschool Children: Unitary Versus Distinct Abilities
Lerner, M. D., & Lonigan, C. J. (2014) · Journal of Psychopathology and Behavioral Assessment · doi:10.1007/s10862-014-9424-3 · Cited by 110
Rhodes, S. M., Park, J., Seth, S., & Coghill, D. R. (2012) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2011.02436.x · Cited by 113
Working memory, learning, and academic achievement.
Swanson, H. L., & Alloway, T. P. (2012) · APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues. · doi:10.1037/13273-012 · Cited by 118
Individual differences in working memory: Introduction to the special section.
Miyake, A. (2001) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.130.2.163 · Cited by 107
Dynamic causal brain circuits during working memory and their functional controllability
Cai, W., Ryali, S., Pasumarthy, R., Talasila, V., & Menon, V. (2021) · Nature Communications · doi:10.1038/s41467-021-23509-x · Cited by 105
Effects of methylphenidate on working memory components: influence of measurement
Bedard, A., Jain, U., Johnson, S. H., & Tannock, R. (2007) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.2007.01760.x · Cited by 81
Ching, B. H.-H. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.06.006 · Cited by 81
Anxiety, Methylphenidate Response, and Working Memory in Children With ADHD
Bedard, A.-C., & Tannock, R. (2008) · Journal of Attention Disorders · doi:10.1177/1087054707311213 · Cited by 76
Caviola, S., Colling, L. J., Mammarella, I. C., & Szűcs, D. (2020) · Developmental Science · doi:10.1111/desc.12957 · Cited by 72
An Evaluation of a Working Memory Training Scheme in Older Adults
McAvinue, L. P., Golemme, M., Castorina, M., Tatti, E., Pigni, F. M., Salomone, S., Brennan, S., & Robertson, I. H. (2013) · Frontiers in Aging Neuroscience · doi:10.3389/fnagi.2013.00020 · Cited by 74
Assessing the validity of computer-game-like tests of processing speed and working memory
McPherson, J., & Burns, N. R. (2008) · Behavior Research Methods · doi:10.3758/brm.40.4.969 · Cited by 69
Response selection involves executive control: evidence from the selective interference paradigm
Szmalec, A., Vandierendonck, A., & Kemps, E. (2005) · Memory & Cognition · doi:10.3758/bf03193069 · Cited by 69
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2010) · Advances in Child Development and Behavior · doi:10.1016/b978-0-12-374748-8.00001-9 · Cited by 66
Self-citationImpaired cognitive plasticity and goal-directed control in adolescent obsessive–compulsive disorder
Gottwald, J., de Wit, S., Apergis-Schoute, A. M., Morein-Zamir, S., Kaser, M., Cormack, F., Sule, A., Limmer, W., Morris, A. C., Robbins, T. W., et al. (2018) · Psychological Medicine · doi:10.1017/s0033291717003464 · Cited by 64
Working memory and the Big Five
Waris, O., Soveri, A., Lukasik, K. M., Lehtonen, M., & Laine, M. (2018) · Personality and Individual Differences · doi:10.1016/j.paid.2018.03.027 · Cited by 57
Working memory demands impair skill acquisition in children with ADHD.
Huang-Pollock, C. L., & Karalunas, S. L. (2010) · Journal of Abnormal Psychology · doi:10.1037/a0017862 · Cited by 38
The influences of mindfulness on high-stakes mathematics test achievement of middle school students
Zuo, H., & Wang, L. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1061027 · Cited by 13
“Many studies have found it (Hitch, 1978; Gathercole and Pickering, 2000; Swanson and Sachse-Lee, 2001) over the years, indicating that the deficit of working memory would have a powerful effect on arithmetic.”
Background
Metadata
- Authors
- Gathercole, S. E., & Pickering, S. J.
- Venue
- British Journal of Educational Psychology
- Publisher
- Wiley
- Published
- 2000-06
- Volume
- 70
- Issue
- 2
- Pages
- 177-194
- ISSN
- 0007-0998 (ISSN-L)
- 2044-8279
- OpenAlex
- W2140803911
- Cited by
- 678
- References
- 8
- FWCI
- 8.98
- Type
- journal article
- Language
- en
- Open access
- closed
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
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
