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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/726
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dc.contributor.authorAlloway, Tracy Packiamen_UK
dc.contributor.authorGathercole, Susan Elizabethen_UK
dc.contributor.authorKirkwood, Hannah Jen_UK
dc.contributor.authorElliott, Julian Gen_UK
dc.date.accessioned2014-08-05T23:50:45Z-
dc.date.available2014-08-05T23:50:45Z-
dc.date.issued2008-12en_UK
dc.identifier.urihttp://hdl.handle.net/1893/726-
dc.description.abstractThe 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.en_UK
dc.language.isoenen_UK
dc.publisherTaylor & Francisen_UK
dc.relationAlloway TP, Gathercole SE, Kirkwood HJ & Elliott JG (2008) Evaluating the validity of the Automated Working Memory Assessment. Educational Psychology, 28 (7), pp. 725-734. https://doi.org/10.1080/01443410802243828en_UK
dc.rightsPublished by Taylor & Francisen_UK
dc.subjectacademic achievementen_UK
dc.subjectinstrumenten_UK
dc.subjectmemoryen_UK
dc.subjectIQen_UK
dc.subjectShort-term memoryen_UK
dc.subjectMemory disorders in childrenen_UK
dc.titleEvaluating the validity of the Automated Working Memory Assessmenten_UK
dc.typeJournal Articleen_UK
dc.rights.embargoreason[Allowayetal08_LEAID3.pdf] The publisher requires an 18 month embargoen_UK
dc.identifier.doi10.1080/01443410802243828en_UK
dc.citation.jtitleEducational Psychologyen_UK
dc.citation.issn1469-5820en_UK
dc.citation.issn0144-3410en_UK
dc.citation.volume28en_UK
dc.citation.issue7en_UK
dc.citation.spage725en_UK
dc.citation.epage734en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.author.emailt.p.alloway@stir.ac.uken_UK
dc.contributor.affiliationDurham Universityen_UK
dc.contributor.affiliationDurham Universityen_UK
dc.contributor.affiliationDurham Universityen_UK
dc.contributor.affiliationDurham Universityen_UK
dc.identifier.wtid808561en_UK
dcterms.dateAccepted2008-12-31en_UK
dc.date.filedepositdate2009-02-04en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorAlloway, Tracy Packiam|en_UK
local.rioxx.authorGathercole, Susan Elizabeth|en_UK
local.rioxx.authorKirkwood, Hannah J|en_UK
local.rioxx.authorElliott, Julian G|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate2010-08-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2010-07-31en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2010-08-01|en_UK
local.rioxx.filenameAllowayetal08_LEAID3.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source0144-3410en_UK
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