A structural analysis of working memory and related cognitive skills in young children.

By Tracy Packiam Alloway, Susan E. Gathercole *, C. Willis, Anne-Marie Adams. Journal of Experimental Child Psychology, 2004

612 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2c5e31fff2d1b8062e888051ea2b5b2f61b73703

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In Developmental and Educational Psychology

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Citations in the corpus

Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship (2007, methodology): “More recent work by this team on the structure of WM and its relation to literacy have omitted NWM and word matching tasks from the test battery (Alloway et al., 2004; Gathercole, Pickering, Ambridge, & Wearing, 2004; Gathercole et al., 2004). It remains unclear, therefore whether there are importan”
Working Memory and Fluid Intelligence in Young Children. (2010, background): “The relationship between WM and Gf in children has been less intensively investigated (see Fry & Hale, 2000 for a review), and the few studies that exist generally agree that WM and Gf are strongly related but distinct constructs (Alloway, et al., 2004; Fry & Hale, 2000).”
Working memory and phonological awareness as predictors of progress towards early learning goals at school entry (2005, methodology): “The remaining two baseline scales, mathematics and personal and social development, were uniquely associated only with performance on the sentence repetition tasks, which we interpret as tapping the episodic buffer (Alloway et al., 2004).”
Executive and phonological processes in second-language acquisition. (2012, background): “…3 Executive processes .04 .12 .09 .42 .37 .27 .20 .26 .39 4 Phonol. awareness .16 .09 .27 .26 .08 .32 .31 .17 .35 2 Phonol. awareness .31 .27 .35 .46 .36 .45 .44 .33 .56 sent separable cognitive domains (Alloway et al., 2004; Gathercole, et al., 2005), and extends it to young multilingual children.”
Brief report—Phonological awareness and visual-spatial sketchpad functioning predict early arithmetic attainment: Evidence from a longitudinal study (2008, methodology): “Similar pictorial rhyme detection tasks are commonly used to index young children's phonological awareness (eg, Alloway et al, 2005 ; Alloway, Gathercole, Willis, & Adams, 2004 ) and have high test–retest reliability (eg, .”
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children (2012, methodology): “The sentence memory task has been shown to correlate significantly with word span and nonword repetition tasks (Alloway et al., 2004; Korkman, 2000).”
Executive function in preschoolers: a review using an integrative framework. (2008, background): “More complex working memory abilities such as updating or manipulating representations develop later in infancy (in the 2nd year), and there is continued development throughout the preschool period (Alloway et al., 2004; Gathercole, 1998).”
Impact of Working Memory Constraints on Speech Monitoring in Healthy Children (2013, methodology): “Children age 4 to 6 show a system differentiated from, but associated with, the phonological loop and central executive, which relates to Baddeley’s description of the episodic buffer (Alloway et al., 2004).”