Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence
Grzegorz Sędek , Izabela Krejtz , Klara Rydzewska , Radosław Kaczan , Piotr Rycielski
AbstractThe paper presents an overview of research on working memory as a predictor of early school achievements. We contrast two main areas of research on the role of working memory in school achievements: the first concerns the structural model of working memory and the second focuses on executive functions. Then, we discuss the facet model of working memory as a promising approach merging the two research branches on working memory tasks as predictors of early school achievements. At the end we present exemplary results of the research conducted on a national sample of six- and seven-year-olds in Poland, which indicates strong relation of working memory functions with the measures of competences in mathematics, reading, and writing. Additionally, the mediation analyses, with parents’ education as a covariate, indicate that the influence of age on achievements in math, reading, and writing in six- and seven-year olds is mediated by working memory functions.
|Journal series||Polish Psychological Bulletin, ISSN 0079-2993, e-ISSN 1641-7844, (B 15 pkt)|
|Publication size in sheets||0.5|
|Keywords in English||working memory, early school achievement, executive functions, 6–7-year olds|
|Publication indicators||: 2016 = 0.251|
|Citation count*||12 (2020-09-21)|
* presented citation count is obtained through Internet information analysis and it is close to the number calculated by the Publish or Perish system.