The Working Memory Test Battery for Children.

By S. Pickering, S. Gathercole. 2001

288 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d32d33516bf70a717d9a462a100024fa9b5ab5f3

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Citations in the corpus

The Importance of Additive Reasoning in Children’s Mathematical Achievement: A Longitudinal Study (2017, methodology): “The working memory task refers to the Working Memory Test Battery for Children (WMTB-C) (Pickering & Gathercole, 2001).”
Working memory skills and educational attainment: evidence from national curriculum assessments at 7 and 14 years of age (2004, methodology): “Children achieving levels W or 1 on the mathematics test were classified as low ability (n ¼ 2), children obtaining level 2 were classified as average ability (n ¼ 25), and those achieving level 3 (n ¼ 13) were classified as high ability.”
A structural analysis of working memory and related cognitive skills in young children. (2004, methodology): “Phonological short-term memory The digit recall test and the word recall test of the WMTB-C (Pickering & Gathercole , 2001) were administered to each child.”
The Role of Sentence Recall in Reading and Language Skills of Children with Learning Difficulties. (2005, methodology): “For example, Willis and Gathercole (2000) found that increasing the length and number of words in a sentence significantly affected sentence recall.”
Distinctive working memory profiles in children with special educational needs (2004, methodology): “The schools were selected to represent a range of intakes and included urban, suburban and rural locations (see Pickering & Gathercole, 2001, for further information).”
Investigating the predictive roles of working memory and IQ in academic attainment. (2010, unknown): “Tests were taken from the Automated Working Memory Assessment (AWMA) (Alloway, 2007a) at Time 2 and from the Working Memory Test Battery for Children (Pickering & Gathercole, 2001), a paper-and-pencil analogue of the AWMA, at Time 1.”
The effects of peer ostracism on children's cognitive processes (2012, methodology): “The forward digit recall and span tasks were administered first, followed by the backward digit recall and span tasks, as prescribed in the manual for the battery (Pickering & Gathercole, 2001).”
Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties (2009, methodology): “Memory tests from the Working Memory Test Battery for Children (WMTB-C; Pickering & Gathercole, 2001) were administered at Time 1 only.”
Nonword repetition and word learning: The nature of the relationship (2006, methodology): “Memory span is usually measured using digit names or short familiar words as the memory stimuli (e.g., Pickering & Gathercole, 2001).”
The structure of working memory from 4 to 15 years of age. (2004, methodology): “The final test, the Visual Patterns Test (Della Sala et al., 1997), provides a measure of visual short-term memory originally developed for use with adults but that has recently been standardized for use with children (Pickering & Gathercole, 2001).”
Working memory and phonological awareness as predictors of progress towards early learning goals at school entry (2005, methodology): “Phonological short-term memory involved three measures: the digit recall test and the word recall test of the WMTB-C (Pickering & Gathercole, 2001), and the Children's Test of Nonword Repetition (Gathercole & Baddeley, 1996).”
Executive functions and achievements in school: Shifting, updating, inhibition, and working memory (2006, methodology): “Test–retest reliability for listening recall is .38 for 9- to 11-year-old children (Pickering & Gathercole, 2001).”
How does working memory work in the classroom (2006, methodology): “Comparable data collected for the Working Memory Test Battery for Children (Pickering and Gathercole, 2001) established that the linear increase in performance continues to about 12 years, with performance levelling off towards 15 years (Gathercole et al., 2004).”