Working Memory in the Classroom

Gathercole, Susan E.; Lamont, Emily; Alloway, Tracy Packiam

doi:10.1016/b978-012554465-8/50010-7

Cited by 242 publications

(292 citation statements)

References 36 publications

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“…A related view that we favor is that impairments of working memory result in pervasive learning difficulties because this system acts as a bottleneck for learning in many of the individual learning episodes required to increment the acquisition of knowledge (Gathercole, 2004). An observational study of study of children aged 5 and 6 years who performed very poorly on measures of verbal working memory provides support for this view (Gathercole, Lamont, & Alloway, 2005). The children were working in the lowest ability groups in both literacy and mathematics within their classrooms, and were observed to make frequent errors in activities that placed heavy demands on working memory.…”

Section: Discussionmentioning

confidence: 92%

Working memory in children with reading disabilities

Gathercole

Alloway

Willis

et al. 2006

Journal of Experimental Child Psychology

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578

411

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This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of Xuid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deWcits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading diYculties within the sample was signiWcantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These Wndings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered

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Section: Discussionmentioning

confidence: 92%

Working memory in children with reading disabilities

Gathercole

Alloway

Willis

et al. 2006

Journal of Experimental Child Psychology

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578

411

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“…Limitações em sua capacidade podem resultar em dificuldades para leitura (Gathercole, Alloway, Willis, & Adams, 2006;Gathercole, Lamont, & Alloway, 2006;Siegel & Ryan, 1989;Swanson, 2003), matemática (Bull & Scerif, 2001;Geary, Hoard, Byrd Craven, & DeSoto, 2004;Gersten, Jordan, & Flojo, 2005), linguagem (Archibald & Gathercole, 2006;Ellis Weismer et al, 2000;Montgomery, 2000), e atenção (Barkley, 1997;Martinussen & Tannock, 2006). Portanto, a avaliação dos componentes da memória operacional pode fornecer entendimentos cruciais sobre transtornos de aprendizagem (Gathercole & Alloway, 2004).…”

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Treino musical e capacidade da memória operacional em crianças iniciantes, veteranas e sem conhecimentos musicais

Ribeiro¹,

Santos²

2012

Psicol. Reflex. Crit.

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ResumoA memória operacional e a atividade musical ativam áreas encefálicas recíprocas e homólogas, contudo não há evidências se o treino musical pode ampliar a capacidade da memória operacional. Objetivo: Avaliar o desempenho do treino musical sob a memória operacional em crianças de 9 e 10 anos de idade, praticantes de treino musical e sem experiência musical. Participantes: Crianças Iniciantes (n=20), Veteranas (n=20) e Grupo Controle (n=20). Materiais: Instrumentos computadorizados para avaliação da memória operacional. Resultados: Crianças veteranas apresentaram melhores pontuações no BCPR (Teste de Repetição de Pseudopalavras para crianças brasileiras) e em subtestes da AWMA (Avaliação Automatizada da Memória Operacional). Conclusão: O treino musical parece ter contribuído para o desenvolvimento da memória operacional em crianças veteranas no programa de treino musical. Palavras-chave: AWMA, memória operacional, treino musical, ensino da música. AbstractWorking memory and musical activity activate reciprocal and homologues brain areas. However, there is a lack of evidence if musical training can amplify the working memory span. Objective: To assess the performance of musical training on working memory in children aged 9 and 10 years old who regularly have musical training or with no musical training at all. Participants: Beginners (n=20), Veterans (n=20) and a Control Group (n=20 A memória operacional pode ser definida como um sistema complexo, que possui a capacidade de reter e manipular informações por curtos períodos de tempo (Baddeley & Hitch, 1974). Esse sistema possui atualmente quatro componentes. Um deles é a alça fonológica que possui a função de armazenar e manipular informações baseadas na fala, e recebe informação tanto por via direta (apresentação auditiva) quanto por via indireta (apresentação visual). Outro componente é o esboço visuoespacial que armazena informações visuais e espaciais, como lembrar formas e cores, locais e velocidade de objetos no espaço. Este também está envolvido em tarefas que necessitam planejamento de movimento no espaço (Baddeley, 2000).Um terceiro componente, o executivo central, é o sistema controlador da atenção que não exibe especificidade modal, possui capacidade atencional limitada e é supostamente responsável pelo processamento de tarefas cognitivas (Baddeley, 1992). Está relacionado à organização de aprendizagem e planejamento das informações (Repovš & Baddeley, 2006). E finalmente o retentor episódico, que integra e armazena informações fonológica, visual, espacial e memória de longo prazo, temporariamente em uma representação episódica coerente e única, porém com códigos multidimensionais (Baddeley, 2000). A capacidade de cada componente da memória operacional aumenta linearmente da infância até o início da adolescência

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“…Preliminary evidence that working memory and attentional deficits co-occur in non-clinical samples was provided in a recent study in which we observed the classroom behaviour of children aged 5 and 6 years who had scored very poorly on complex memory span tests of working memory at school entry 1 year earlier (Gathercole, Lamont, & Alloway, 2006). Compared with classmates with typical working memory skills, the low memory children frequently forgot the content of instructions relating both to classroom management and to specific tasks (see also, Engle, Carullo, & Collins, 1991), struggled with activities that required both the storage and processing of material, and often lost their place in complex tasks.…”

mentioning

confidence: 99%

Attentional and executive function behaviours in children with poor working memory

Gathercole

Alloway

Kirkwood

et al. 2008

Learning and Individual Differences

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136

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The purpose of this study was to explore the profiles of classroom behaviour relating to attention and executive functions in children with very poor working memory, and to test the hypothesis that inattentive behaviour and working memory problems co-occur. Teachers rated problem behaviours of 52 children with low working memory scores aged 5/6 and 9/10 years on teacher rating measures of attention and executive function behaviours. The majority of children with low working memory scores obtained atypically high ratings of cognitive problems/ inattentive symptoms, and were judged to have short attention spans, high levels of distractibility, problems in monitoring the quality of their work, and difficulties in generating new solutions to problems. These results extend previous findings that working memory problems and inattentive behaviour co-occur to a non-clinical sample. It is suggested that reduced working memory capacity may play a causal role in the problem behaviours of these children.

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Working Memory in the Classroom

Cited by 242 publications

References 36 publications

Working memory in children with reading disabilities

Working memory in children with reading disabilities

Treino musical e capacidade da memória operacional em crianças iniciantes, veteranas e sem conhecimentos musicais

Attentional and executive function behaviours in children with poor working memory

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