Distinctive working memory profiles in children with special educational needs

By Susan J. Pickering, Susan E. Gathercole *. 2004

188 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2a3def0275c7791012f0fcf133fbe1d6188a7170

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Working Memory and Academic Learning: Assessment and Intervention (2008, background): “For example, longitudinal research in England discovered that a backward digit-recall task administered at school entry is a good predictor of who will need special education 3 years later (Pickering and Gathercole, 2004).”
Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties (2009, background): “For example, Pickering and Gathercole (2004) found that children classified by their schools as having problems in both reading and mathematics had depressed performance on working-memory tasks, but that individuals with difficulties restricted to reading did not (see also Wagner & Muse, 2006).”
Cognitive hypothesis testing and response to intervention for children with reading problems (2006, background): “The cognitive psychology research literature is replete with studies that demonstrate the importance of working memory and its relationship to reading and academic achievement (Fuchs, Compton, & Fuchs, 2005; Pickering & Gathercole, 2005 ).”
Effects of working memory training on reading in children with special needs (2011, background): “Furthermore, children with general learning problems perform poorly in all areas of working memory tasks with a negative impact on their reading development ( Pickering & Gathercole, 2004 ).”
Attentional and Executive Function Behaviours in Children with Poor Working Memory. (2008, background): “Children's working memory skills are closely associated with their academic progress in both reading (Swanson, Ashbaker, & Lee, 1996; Gathercole Pickering, Knight & Stegmann, 2004) and mathematics (Swanson, 2006; Geary, Hoard, Byrd, De Soto, & Craven, 2004), with the majority of children with specif”
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. (2009, background): “…the HTKS may instead draw heavily on working memory and attentional focusing in kindergarten, executive function components not as clearly tied to interpersonal skills as inhibitory control but important for achievement (Duncan et al., 2007; Kochanska & Knaack, 2003; Pickering & Gathercole, 2004).”
Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report (2009, background): “Children who read very slowly and struggle with decoding many words in text will experience a greater working memory load, which affects comprehension (Gathercole, Alloway, Willis & Adams, 2006; Pickering & Gathercole, 2004)”.”
Touch your toes! Developing a direct measure of behavioral regulation in early childhood (2008, background): “Nevertheless, a review of existing observational instruments revealed a number of shortcomings because many tasks were designed for use in the laboratory or with clinical populations (Fahie & Symons, 2003; Pickering & Gathercole, 2004).”
How does working memory work in the classroom (2006, background): “Further evidence that deficits in working memory appear to be unique to learning difficulties is provided by Pickering and Gathercole (2004).”
Spatial and visual working memory ability in children with difficulties in arithmetic word problem solving (2010, methodology): “To test the phonological loop we used the forward digit span, the forward word span, the syllable span, and the verbal counting (see Passolunghi & Siegel, 2001 ; Pickering & Gathercole, 2004 ).”
Verbal and visuospatial short-term and working memory in children: are they separable? (2006, unknown): “While in the Engle et al. (1999b) model only the controlled attentional aspect of working memory capacity is predictive of learning, in the Baddeley and Hitch (1974) model links have been established between both the central executive and the specialized storage systems and academic attainment (e.g.”
Intervention for First Graders With Limited Number Knowledge (2015, methodology): “This last assessment is the measure of working memory that first appeared in Binet and Simon’s (1905/1916) original work on intelligence and remains a commonly used measure of working memory (e.g., Locuniak & Jordan, 2008; Pickering & Gathercole, 2004).”
Cognitive and Emotional Factors in Children with Mathematical Learning Disabilities (2011, methodology): “Phonological Loop Tasks (see Pickering & Gathercole, 2004; Passolunghi & Siegel, 2001) Digit Forward Span Task.”