Working memory skills and educational attainment: evidence from national curriculum assessments at 7 and 14 years of age

By Susan E. Gathercole *, Susan J. Pickering, C.H. Knight, Zoe Stegmann. 2004

997 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/6189faacd75401725252dd68d2bce034f4b174cd

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Statistics and Probability

Citations in the corpus

Handwriting: what do we know and what do we need to know? (2007, background): “The findings of Gathercole et al. (2004) suggest that the capacity of working memory is particularly associated with the literacy Literacy Volume 41 Number 1 April 2007 11 r UKLA 2007 scores of younger children.”
The New C Standard (Excerpted material) An Economic and Cultural Commentary (2008, neutral): “Studies have found a significant correlation between the working memory requirements of a problem and students’ ability to solve it[427] and teenagers academic performance in mathematics and science subjects (but not English).[139] Most existing research has attempted to find a correlation between a”
Handwriting – A Forgotten Language Skill? (2008, background): “The findings of Gathercole et al. (2004) suggest that working memory is particularly associated with the literacy scores of younger children.”
Anxiety and depression in academic performance: An exploration of the mediating factors of worry and working memory (2012, background): “Study 2 also showed that the link between negative affect and performance is partly driven by the strong association between central executive working memory and academic performance (Alloway, Gathercole, & Elliott, 2010; Gathercole et al., 2004).”
Improving children's working memory and classroom performance (2010, background): “Between the ages of 7 and 14 years children who perform poorly on measures of working memory also typically perform below expected standards in national curriculum assessments of English, mathematics and science in England (Gathercole, Brown, & Pickering, 2003 ; Gathercole & Pickering, 2000 ; Gath”
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement (2015, methodology): “Prior research has demonstrated an association between each of these subcomponents and achievement (Blair & Razza, 2007; Gathercole et al., 2004; Raghubar, Barnes, & Hecht, 2010; Yeniad et al., 2013).”