இன்டர்நேஷனல் ஜர்னல் ஆஃப் ஸ்கூல் அண்ட் காக்னிட்டிவ் சைக்காலஜி
திறந்த அணுகல்

சுருக்கம்

இரண்டு வேலை நினைவக சோதனை முன்னுதாரணங்களின் ஒப்பீடு: பள்ளி வயது குழந்தைகளில் கல்வி செயல்திறன் கொண்ட தொடர்பு

ஷரோன் கேமரூன், ஹெலன் கிளைட் மற்றும் ஹார்வி தில்லன்

The purpose of this study was to examine the relationship between two different working memory task paradigms and academic achievement. Participants were 202 Australian primary-school children who were assessed on the Complex Auditory Span Evaluation (CASE) - a dual-task paradigm - and a reverse digit span paradigm, the number memory reversed test (NMR). Performance was correlated against the participants’ National Assessment Program - Literacy and Numeracy (NAPLAN) results. Both the CASE and NMR were significant predictors of academic ability in literacy and numeracy. Whereas there was a significant correlation between the CASE and NMR, the relationship was weak (r=0.18, p=0.012). It was concluded that, although both types of test are related to academic achievement, NMR and dual-task paradigm tasks may be differentially sensitive to the working memory abilities required in different real-world situations. This result has implications for use of such tasks to predict academic performance.