|Appears in Collections:||Psychology Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties|
|Author(s):||Alloway, Tracy Packiam|
|Citation:||Alloway TP (2009) Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties, European Journal of Psychological Assessment, 25 (2), pp. 92-98.|
|Abstract:||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 attainments 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 two 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.|
|Rights:||European Journal of Psychological Assessment, 25, 2, pages 92 - 98 © 2009 by Hogrefe & Huber Publishers. Authors of articles in journals published by the Hogrefe Group may post a copy of the final accepted manuscript for noncommercial purposes, as a word-processor, PDF, or other type of file, on their personal web page or on their employer’s website after it has been accepted for publication.|
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