Working Memory in the Classroom

By Susan E. Gathercole *, E. Lamont, Tracy Packiam Alloway. 2006

313 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/72919eedda88c35122a0ab1eaa5d03ef184767c4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Tracy Packiam Alloway
2. Susan E. Gathercole *
3. Joni Holmes
4. John Adams
5. H. Lee Swanson
6. Susan J. Pickering
7. Colin Hamilton
8. M. Passolunghi

In Experimental and Cognitive Psychology

1. Tracy Packiam Alloway
2. Susan E. Gathercole *
3. Joni Holmes
4. H. Lee Swanson
5. John Adams
6. Susan J. Pickering
7. Colin Hamilton
8. M. Passolunghi

In Statistics and Probability

1. Tracy Packiam Alloway
2. Susan E. Gathercole *
3. H. Lee Swanson
4. Joni Holmes
5. John Adams
6. Susan J. Pickering
7. Colin Hamilton
8. M. Passolunghi

Citations in the corpus

• Verbal and visuospatial short-term and working memory in children: are they separable? (2006, background): “In a recent observational study, we found that children with such impairments often fail in classroom learning activities that place heavy demands on working memory ( Gathercole, Lamont, & Alloway, 2006 ).”
• Working Memory Underpins Cognitive Development, Learning, and Education (2013, unknown): “Gathercole et al. (2006) suggest that working memory failures appear to be a large part of learning disabilities.”
• Working memory abilities and children's performance in laboratory analogues of classroom activities (2008, unknown): “The child must also be able to keep track of his or her place in the task, an ability that also appears to be compromised in individuals with low working memory (Gathercole et al., 2006).”
• Investigating the predictive roles of working memory and IQ in academic attainment. (2010, unknown): “Poor working memory leads to failures in simple tasks such as remembering classroom instructions to more complex activities that involve storing and processing information and keeping track of progress in difficult tasks (Gathercole, Lamont, & Alloway, 2006).”
• Working memory and intelligence in children: What develops? (2008, background): “Working memory (WM) plays a critical role in learning during childhood, supported by studies demonstrating close links between measures of WM and measures of learning, achievement, and intelligence (see Gathercole, Lamont, & Alloway, 2006; Swanson & Siegel, 2001, for a review).”
• Evaluating the validity of the Automated Working Memory Assessment (2008, unknown): “A highly consistent profile of problems has emerged across observations of many different children, which include difficulties in following instructions, in remembering the detailed content of ongoing activities, in keeping track of progress through multi-step tasks, and in seeing through an activit”