Evaluating the validity of the Automated Working Memory Assessment

By P. Tracy, Gathercole, Susan, Kirkwood, Hannah, Elliott. 2008

210 citations recorded by the source corpus.

The aim of the present study was to investigate the construct stability and diagnostic validity of a standardised computerised tool for assessing working memory: the Automated Working Memory Assessment (AWMA). The purpose of the AWMA is to provide educators with a quick and effective tool to screen for and support those with memory impairments. Findings indicate that working memory skills in children with memory impairments are relatively stable over the course of the school year. There was also a high degree of convergence in performance between the AWMA and the WISC‐IV Working Memory Index. The educational implications are discussed.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2a79d74cc8378add284ffb72dad84feb8fb0229f

Citations in the corpus

• Investigating the predictive roles of working memory and IQ in academic attainment. (2010, unknown): “…the contribution of working memory to learning is strong even over a 6-year period suggests that working memory is a relatively stable construct, and the strong relationship between memory scores at Time 1 and Time 2 is consistent with previous research (Alloway et al., 2006; Alloway et al., 2008).”