Working Memory Resources in Children: Stability and Relation to Subsequent Academic Skills

Autor/inn/en	Kyttälä, Minna; Kanerva, Kaisa; Munter, Irene; Björn, Piia M.
Titel	Working Memory Resources in Children: Stability and Relation to Subsequent Academic Skills
Quelle	In: Educational Psychology, 39 (2019) 6, S.709-728 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyttälä, Minna) ORCID (Björn, Piia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1562046
Schlagwörter	Short Term Memory; Kindergarten; Grade 2; Predictor Variables; Academic Achievement; Verbal Ability; Spatial Ability; Visual Perception; Skill Development; Foreign Countries; Mathematics Skills; Reading Skills; Decoding (Reading); Word Problems (Mathematics); Problem Solving; Reading Comprehension; Finland + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; School year 02; 2. Schuljahr; Schuljahr 02; Prädiktor; Schulleistung; Mündliche Leistung; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Dekodierung; Textaufgabe; Problemlösen; Leseverstehen; Finnland
Abstract	This study aimed to investigate the extent to which WM measured in kindergarten predicts WM measured in second grade (stability of individual WM progress) and the extent to which WM measured at kindergarten predicts academic performance at second grade (N = 94). The results showed that WM skills significantly increase during the time span from Finnish kindergarten to second grade. Verbal (VWM) and visuospatial WM (VSWM) resources seem to develop quite independently, whereas individual progress showed some stability. WM resources measured just before the start of formal school predicted later academic performance and VWM acted as more powerful predictor than VSWM resources. The results have two important educational implications: first, an individual or group-based intervention designed to enhance children's WM skills would be most important even before the start of school, and second, poor WM skills should be addressed when planning the learning environment beginning in kindergarten. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01