Investigating the predictive roles of working memory and IQ in academic attainment.

By Tracy Packiam Alloway, Ross Geoffrey Alloway. Journal of Experimental Child Psychology, 2010

776 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/270bf58fc9cf1b83cc5c243cf11df4e6e69c2dca

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Counting and rapid naming predict the fluency of arithmetic and reading skills (2016, neutral): “…that working memory and verbal short-term memory (i.e., the domain-specific storage of verbal information) have been found to be related to reading (Alloway & Alloway, 2010; de Jong, 1998; Swanson & Howell, 2001; Swanson & Jerman, 2007; Swanson, Trainin, Necoechea, & Hammill, 2003) and arithmetic…”
Narrative production in monolingual and bilingual children with specific language impairment (2015, neutral): “Although a digit task, verbal memory is implicated because children had to verbally recode the numbers they heard from the examiner (Alloway & Alloway, 2010).”
Conclusions about Interventions, Programs, and Approaches for Improving Executive Functions that appear Justified and those that, despite much hype, do not (2015, neutral): “…hey are predictive of success throughout the school years from reschool through university (often more so than IQ [Duckworth nd Seligman, 2005; Alloway and Alloway, 2010; Borella et al., 010; Duncan et al., 2007; Fiebach et al., 2007; Gathercole et al., 004; Loosli et al., 2012; McClelland et…”
Executive Function: Implications for Education. NCER 2017-2000. (2016, neutral): “This is particularly the case for working memory (e.g., Alloway and Alloway 2010; Daneman and Carpenter 1980; Karbach, Strobach, and Schubert 2014; Loosli et al. 2012).”
Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children: A Systematic Review. (2016, neutral): “, reaction time, flanker task, Cognitive Assessment System); and (4) academic achievement assessment methods (e.”
Activities and Programs That Improve Children’s Executive Functions (2012, neutral): “EFs are critical for success in school (Alloway & Alloway, 2010; Borella, Carretti, & Pelgrina, 2010; Duckworth & Seligman, 2005; Gathercole, Pickering, Knight, & Stegmann, 2004), on the job (Bailey, 2007), in friendships (Rotenberg, Michalik, Eisenberg, & Betts, 2008), and in marriage (Eakin et…”
Learning mathematics through algorithmic and creative reasoning (2014, positive): “The hypothesis was confirmed and is in line with those from many studies that have investigated the relationship between cognition and school achievements (e.g., Alloway & Alloway, 2010; Andersson, 2008; Ashcraft & Krause, 2007).”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, positive): “…between working memory and children’s school engagement (Fitzpatrick & Pagani, 2012), following instructions in the classroom (Gathercole, Durling, Evans, Jeffcock, & Stone, 2007), and academic achievement (Alloway & Alloway, 2010; Friso-van den Bos, van der Ven, Kroesbergen, & van Luit, 2013).”
Working memory across the lifespan: A cross-sectional approach (2013, neutral): “…as a function of individual differences throughout the lifespan has been found to mediate outcomes in reasoning tasks (Salthouse, 1993), IQ scores (Conway et al., 2002), academic attainment (Alloway & Alloway, 2010), reading (Siegel, 1994), and even building Lego blocks (Morrell and Park, 1993).”
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement (2015, neutral): “If the researchers controlled for IQ, we also recorded whether it was a verbal or nonverbal measure, because prior research suggests that the association between executive function and verbal and nonverbal IQ measures differ (Alloway & Alloway, 2010).”
Skills underlying mathematics: The role of executive function in the development of mathematics proficiency (2014, neutral): “On the whole these studies have shown that EF skills do predict mathematics performance in subsequent years (Alloway & Alloway, 2010; Blair & Razza, 2007; Fuchs et al., 2010; Hecht, Torgesen, Wagner, & Rashotte, 2001; Hecht & Vagi, 2010; Monette, Bigras, & Guay, 2011; Welsh, Nix, Blair, Bierman, &…”
Green spaces and cognitive development in primary schoolchildren (2015, neutral): “This impact was more evident for surrounding greenness at school and for working memory and superior working memory, which are predictors of learning and academic attainment (44).”
The differential role of verbal and visuospatial working memory in mathematics and reading (2018, neutral): “The relationship between WM and academic achievement has been extensively studied in primary school children (Alloway & Alloway, 2010; Alloway et al., 2005; Bull et al., 2008; Gathercole & Pickering, 2000), while less attention has been devoted to students attending middle schools (e.g., Gathercole…”