|Appears in Collections:||Psychology Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Evaluating the validity of the Automated Working Memory Assessment|
|Authors:||Alloway, Tracy Packiam|
Gathercole, Susan Elizabeth
Kirkwood, Hannah J
Elliott, Julian G
|Publisher:||Taylor & Francis|
|Citation:||Alloway TP, Gathercole SE, Kirkwood HJ & Elliott JG (2008) Evaluating the validity of the Automated Working Memory Assessment, Educational Psychology, 28 (7), pp. 725-734.|
|Abstract:||The aim of the present study was to investigate the construct stability and diagnostic validity of a standardised computerised tool for assessing working memory: the Automated Working Memory Assessment (AWMA). The purpose of the AWMA is to provide educators with a quick and effective tool to screen for and support those with memory impairments. Findings indicate that working memory skills in children with memory impairments are relatively stable over the course of the school year. There was also a high degree of convergence in performance between the AWMA and the WISC-IV Working Memory Index. The educational implications are discussed.|
|Rights:||Published by Taylor & Francis|
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