Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/978
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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.accessioned2014-08-05T23:45:00Z-
dc.date.available2014-08-05T23:45:00Z-
dc.date.issued2009-04-
dc.identifier.urihttp://hdl.handle.net/1893/978-
dc.description.abstractThis study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 5–11-year-olds, 308 were identified as having very low working memory scores. Cognitive skills (IQ, vocabulary, reading, and math), classroom behavior, and self-esteem were assessed. The majority of the children struggled in the learning measures and verbal ability. They also obtained atypically high ratings of cognitive problems ⁄ inattentive symptoms, and were judged to have short attention spans, high levels of distractibility, problems in monitoring the quality of their work, and difficulties in generating new solutions to problems. These data provide rich new information on the cognitive and behavioral profiles that characterize children with low working memory.en_UK
dc.language.isoen-
dc.publisherBlackwell Publishing / Society for Research in Child Development-
dc.relationAlloway TP, Gathercole SE, Kirkwood HJ & Elliott JG (2009) The Cognitive and Behavioral Characteristics of Children With Low Working Memory, Child Development, 80 (2), pp. 606-621.-
dc.rightsPublished in Child Development. Copyright: Blackwell Publishing. The definitive version will be available at http://www3.interscience.wiley.com.-
dc.subjectworking memoryen_UK
dc.subjectlearningen_UK
dc.subjectIQen_UK
dc.subjectbehaviouren_UK
dc.subject.lcshShort-term memory-
dc.subject.lcshMemory in children-
dc.subject.lcshAttention in children-
dc.titleThe Cognitive and Behavioral Characteristics of Children With Low Working Memoryen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2010-04-30T00:00:00Z-
dc.rights.embargoreasonPublisher conditions require a 12 month embargo.-
dc.identifier.doihttp://dx.doi.org/10.1111/j.1467-8624.2009.01282.x-
dc.citation.jtitleChild Development-
dc.citation.issn0009-3920-
dc.citation.volume80-
dc.citation.issue2-
dc.citation.spage606-
dc.citation.epage621-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPost-print (author final draft post-refereeing)-
dc.identifier.urlhttp://www3.interscience.wiley.com/journal/117957161/home-
dc.author.emailt.p.alloway@stir.ac.uk-
dc.citation.date29/04/2009-
dc.contributor.affiliationPsychology-
dc.contributor.affiliationUniversity of York-
dc.contributor.affiliationDurham University-
dc.contributor.affiliationDurham University-
dc.identifier.isi000265707900021-
Appears in Collections:Psychology Journal Articles

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