Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/1910
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dc.contributor.authorAlloway, Tracy Packiam-
dc.contributor.authorGathercole, Susan E-
dc.contributor.authorKirkwood, Hannah J-
dc.contributor.authorElliott, Julian G-
dc.date.accessioned2016-11-30T00:15:49Z-
dc.date.issued2009-06-
dc.identifier.urihttp://hdl.handle.net/1893/1910-
dc.description.abstractThe aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal reliability and adequate psychometric properties for use as a screening tool by teachers. Higher (i.e., more problematic) teacher ratings on the WMRS were associated with lower memory scores on direct assessments of working memory skills, as measured by the Automated Working Memory Assessment (AWMA) and the WISC-IV Working Memory Index. The use of the WMRS will allow educators to draw on their expertise in the classroom for early detection of children with working memory failures.en_UK
dc.language.isoen-
dc.publisherElsevier-
dc.relationAlloway TP, Gathercole SE, Kirkwood HJ & Elliott JG (2009) The working memory rating scale: A classroom-based behavioral assessment of working memory, Learning and Individual Differences, 19 (2), pp. 242-245.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.-
dc.subject.lcshMemory in children-
dc.subject.lcshCognition in children-
dc.subject.lcshShort-term memory-
dc.subject.lcshCognitive neuroscience-
dc.titleThe working memory rating scale: A classroom-based behavioral assessment of working memoryen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1016/j.lindif.2008.10.003-
dc.citation.jtitleLearning and Individual Differences-
dc.citation.issn1041-6080-
dc.citation.volume19-
dc.citation.issue2-
dc.citation.spage242-
dc.citation.epage245-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailt.p.alloway@stir.ac.uk-
dc.citation.date29/10/2008-
dc.contributor.affiliationPsychology-
dc.contributor.affiliationUniversity of York-
dc.contributor.affiliationDurham University-
dc.contributor.affiliationDurham University-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Psychology Journal Articles

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