دورية أكاديمية
The Developmental Influence of Primary Memory Capacity on Working Memory and Academic Achievement
| العنوان: | The Developmental Influence of Primary Memory Capacity on Working Memory and Academic Achievement |
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| اللغة: | English |
| المؤلفون: | Hall, Debbora, Jarrold, Christopher, Towse, John N., Zarandi, Amy L. |
| المصدر: | Developmental Psychology. Aug 2015 51(8):1131-1147. |
| الإتاحة: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2015 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Memory, Task Analysis, Recall (Psychology), Age Differences, Individual Differences, Reading Achievement, Mathematics Achievement, Predictor Variables, Academic Ability, Interference (Learning), Attention Control, Educational Attainment, Developmental Stages, Academic Achievement, Statistical Analysis, Elementary School Students, Regression (Statistics), Foreign Countries |
| مصطلحات جغرافية: | United Kingdom |
| DOI: | 10.1037/a0039464 |
| تدمد: | 0012-1649 |
| مستخلص: | In this study, we investigate the development of primary memory capacity among children. Children between the ages of 5 and 8 completed 3 novel tasks (split span, interleaved lists, and a modified free-recall task) that measured primary memory by estimating the number of items in the focus of attention that could be spontaneously recalled in serial order. These tasks were calibrated against traditional measures of simple and complex span. Clear age-related changes in these primary memory estimates were observed. There were marked individual differences in primary memory capacity, but each novel measure was predictive of simple span performance. Among older children, each measure shared variance with reading and mathematics performance, whereas for younger children, the interleaved lists task was the strongest single predictor of academic ability. We argue that these novel tasks have considerable potential for the measurement of primary memory capacity and provide new, complementary ways of measuring the transient memory processes that predict academic performance. The interleaved lists task also shared features with interference control tasks, and our findings suggest that young children have a particular difficulty in resisting distraction and that variance in the ability to resist distraction is also shared with measures of educational attainment. |
| Abstractor: | As Provided |
| Number of References: | 83 |
| Entry Date: | 2015 |
| رقم الأكسشن: | EJ1069905 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0012-1649 |
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| DOI: | 10.1037/a0039464 |