Abstract
Laboratory analogues of classroom activities on which children with low working memory skills have been observed to perform very poorly were developed and employed in two studies. In Study 1, 5- and 6-year-old completed one task involving recalling spoken sentences and counting the numbers of words, and mother task involving the identification of rhyming words in spoken poems. Poorer performance of low than average working memory children was obtained oil the recall measure of both tasks. In Study 2, 5- and 6-year-old children heard spoken instructions involving the manipulation of a sequence of objects, and were asked either to perform the instructions or repeat them, in different conditions. The accuracy of performing but not repeating instructions was strongly associated with working memory skills. These results indicate that working memory plays a significant role in typical classroom activities that involve both the storage and mental manipulation of information. Copyright (C) 2007 John Wiley & Sons, Ltd.
| Original language | English |
|---|---|
| Pages (from-to) | 1019-1037 |
| Number of pages | 19 |
| Journal | Applied Cognitive Psychology |
| Volume | 22 |
| Issue number | 8 |
| DOIs | |
| Publication status | Published - Dec 2008 |
Keywords
- SHORT-TERM-MEMORY
- INDIVIDUAL-DIFFERENCES
- SPAN
- ENACTMENT
- AGE