Working memory resources in children: stability and relation to subsequent academic skills

Minna Kyttälä, Kaisa Kanerva, Irene Munter, Piia M. Björn

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Sammanfattning

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.
Originalspråkengelska
TidskriftEducational Psychology : An International Journal of Experimental Educational Psychology
Volym39
Utgåva6
Sidor (från-till)709-728
Antal sidor20
ISSN0144-3410
DOI
StatusPublicerad - 3 jul 2019
MoE-publikationstypA1 Tidskriftsartikel-refererad

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