Evaluating the validity of the Automated Working Memory Assessment

Abstract

The aim of the present study was to investigate the construct stability and diagnostic validity of a standardised computerised tool for assessing working memory: the Automated Working Memory Assessment (AWMA). The purpose of the AWMA is to provide educators with a quick and effective tool to screen for and support those with memory impairments. Findings indicate that working memory skills in children with memory impairments are relatively stable over the course of the school year. There was also a high degree of convergence in performance between the AWMA and the WISC-IV Working Memory Index. The educational implications are discussed

Validity and reliability of an online visual–spatial working memory task for self-reliant administration in school-aged children

“…A Dutch version of the AMWA (Alloway et al 2008) was used. Two subtests were used to measure visual-spatial WM: dot matrix and odd-oneout.…”

“…Maximum scores for the dot matrix and odd-one-out are 54 and 42, respectively. The AWMA subtests are shown to be reliable and valid measures of WM (Alloway & Alloway, 2010;Alloway et al 2008; Injoque-Ricle, Calero, Alloway & Burin 2011). In the original version, a score of one standard deviation below the mean is interpreted as indicating problems in working memory (Alloway et al 2008).…”

“…On the other hand, children who are better able to hold relevant information in mind and manipulate this information, have an advantage when it comes to using prior knowledge and procedures in mathematics (Van der Ven, Boom, Kroesbergen & Leseman 2012; Van der Ven, Kroesbergen, Boom and Leseman 2012b). WM can be assessed with a wide variety of measures, including behavioral rating scales filled in by teachers or parents (e.g., the Behavior Rating Inventory of Executive Function [BRIEF; Gioia, Isquith, Guy & Kenworthy 2000] Alloway, Gathercole, Kirkwood & Elliott 2008). Behavioral rating scales give information on WM functioning in daily life settings, such as family life or classroom.…”

The Diagnostic Utility of Behavioral Checklists in Identifying Children with ADHD and Children with Working Memory Deficits

“…First, those working memory difficulties have a pervasive 87 deficit that impacts both verbal and visuo-spatial working memory, rather than a selective 88 impairment of either verbal or visuo-spatial difficulties. This pervasive deficit is associated 89 with low learning outcomes [32] and without appropriate intervention, these students lag 90 behind their peers [33]. 91…”

Training Working Memory in Childhood Enhances Coupling between Frontoparietal Control Network and Task-Related Regions

“…This ability, "working memory," is severely tested as children progress through years of intensive education (Gathercole et al, 2004), and poor working memory skills are highly predictive of educational underachievement and neurodevelopmental disorder (Alloway, 2009). Recent studies demonstrate that, in childhood (8 -11 years of age), working memory can be trained, with benefits transferring to similarly structured but untrained working memory tests (e.g., Holmes et al, 2009).…”