Determinants of Elementary-School Academic Achievement: Component Cognitive Abilities and Memory Integration

Autor/inn/en	Esposito, Alena G.; Bauer, Patricia J.
Titel	Determinants of Elementary-School Academic Achievement: Component Cognitive Abilities and Memory Integration
Quelle	In: Child Development, 93 (2022) 6, S.1777-1792 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Esposito, Alena G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13819
Schlagwörter	Elementary School Students; Academic Achievement; Cognitive Ability; Memory; Verbal Communication; Comprehension; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? Schulleistung; Denkfähigkeit; Gedächtnis; Verstehen; Verständnis; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Children are on a quest for knowledge. To achieve it, children must integrate separate but related episodes of learning. The theoretical model of memory integration posits that the process is supported by component cognitive abilities. In turn, memory integration predicts accumulation of a knowledge base. We tested this model in two studies (data collected in 2016-2018) with second (8-year-olds; n = 391; 196 female; 36% Black, 27% Hispanic/Latinx, 29% White, and 8% multiracial) and third (9-year-olds; n = 282; 148 female; 36% Black, 31% Hispanic/Latinx, 27% White, and 5% multiracial) graders. The results support the theoretical model and the role of verbal comprehension in learning new information, and also indicate that verbal comprehension alone is not sufficient to build knowledge. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01