Working Memory and Academic Learning: Assessment and Intervention

By M. Dehn. 2008

277 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d6e4799dd2e989c73740da22381c3164680eb08e

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Citations in the corpus

• Working Memory Training and the Effect on Mathematical Achievement in Children with Attention Deficits and Special Needs (2013, background): “It eliminates unimportant information, coordinates ongoing processes of information, and controls strategies and inhibition, one of the most important functions of the CEF (Dehn, 2008).”
• Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “information in long-term memory for later use and that this may be tested by asking questions to themselves (Dehn 2008).”
• Foreign language aptitude theory: Yesterday, today and tomorrow (2016, background): “Working memory profiles based on scores in cognitive assessment scales (Dehn 2008, 2015; Doughty et al. 2010; Tare et al. 2013) should provide ample guidance for ‘selection decision rules’ and ‘classification decision rules’ (cf. Gathercole & Alloway 2008; Hummel & French 2010).”
• Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “This finding bolsters the argument that students with LD who are poor comprehenders have low WM capacity that interferes with their ability to draw reasonable inferences on the basis of prior knowledge (Dehn, 2008; Swanson et al., 2006).”
• The effects of peer ostracism on children's cognitive processes (2012, background): “Working memory has been strongly related to children’s academic outcomes (see Dehn, 2008).”
• Introduction to the special issue: Current research in Cattell–Horn–Carroll–based assessment (2010, background): “Some authors (Dehn, 2008; Hale, Kaufman, Naglieri, & Kavale, 2006; Mather & Gregg, 2006; Naglieri & Kaufman, 2008; Witsken, Stoeckel, & D’Amato, 2008) have advocated, however, for the continued use of intelligence tests within the RTI framework to increase our We acknowledge Sarah Coolidge for her…”
• Thinking in Space: How Multimodal Large Language Models See, Remember, and Recall Spaces (2024, unknown): “This transformation relies on visualizing new perspectives and on visuospatial working memory [2], the abil-10633 ity to hold and manipulate spatial information, say by updating object positions from new egocentric input [20, 56].”