Working memory and cognitive styles in adolescents' attainment

British Journal of Educational Psychology

Volumn 80, Issue 4, 2010, Pages 567-581

  Alloway, Tracy Packiam ^a   Banner, Gloria E ^b   Smith, Patrick ^b  

^a UNIVERSITY OF STIRLING   (United Kingdom)

^b Chase Terrace Technology College ^*  (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ARTICLE; CHILD PSYCHOLOGY; COGNITION; COMPREHENSION; CONCEPT FORMATION; EDUCATION; FEMALE; HUMAN; LEARNING; MALE; MATHEMATICS; ORIENTATION; PATTERN RECOGNITION; READING; SCIENCE; SHORT TERM MEMORY;

ACHIEVEMENT; ADOLESCENT; ADOLESCENT PSYCHOLOGY; COGNITION; COMPREHENSION; CONCEPT FORMATION; FEMALE; HUMANS; MALE; MATHEMATICS; MEMORY, SHORT-TERM; ORIENTATION; PATTERN RECOGNITION, VISUAL; READING; SCIENCE; VERBAL LEARNING;

EID: 77958562216     PISSN: 00070998     EISSN: None     Source Type: Journal    
DOI: 10.1348/000709910X494566     Document Type: Article

References (44)

1. Alloway, T. P. (2007). Automated working memory assessment. London: Pearson Assessment. Alloway, T. P. (2009). Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment, 25, 92-98. doi:10.1027/1015-5759.25.2.92
2. Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20-39.
3. Alloway, T. P., Gathercole, S. E., Adams, A. M., Willis, C., Eaglen, R., & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23, 417-426. doi:10.1348/026151005X26804
4. Alloway, T. P., Gathercole, S. E., Kirkwood, H. J., & Elliott, J. E. (2008). Evaluating the validity of the automated working memory assessment. Educational Psychology, 7, 725-734. doi:10.1080/ 01443410802243828
5. Alloway, T. P., Gathercole, S. E., Kirkwood, H. J., & Elliott, J. E. (2009). The cognitive and behavioural characteristics of children with low working memory. Child Development, 80, 606-621. doi:10.1111/j.1467-8624.2009.01282.x
6. Alloway, T. P., Gathercole, S. E., & Pickering S. J. (2006). Verbal and visuo-spatial short-term and working memory in children: Are they separable? Child Development, 77, 1698-1716. doi:10.1111/j.1467-8624.2006.00968.x
7. Baddeley, A. D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417-423. doi:10.1016/S1364-6613(00)01538-2
8. Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-90). New York: Academic Press.
9. Bayliss, D. M., Jarrold, C., Gunn, D. M., & Baddeley, A. D. (2003). The complexities of complex span: Explaining individual differences in working memory in children and adults. Journal of Experimental Psychology: General, 132, 71-92. doi:10.1037/0096-3445.132.1.71
10. Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children's mathematics ability. Shifting, inhibition and working memory. Developmental Neuropsychology, 19, 273-293. doi:10.1207/S15326942DN1903_3
11. Cowan, N., & Alloway, T. P. (2008). The development of working memory. In N. Cowan (Ed.), Development of memory in childhood (2nd ed., pp. 303-342). Hove: Psychology Press.
12. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behaviour, 19, 450-466. doi:10.1016/S0022-5371(80)90312-6
13. De Jong, P. F. (1998). Working memory deficits of reading disabled children. Journal of Experimental Child Psychology, 70, 75-96. doi:10.1006/jecp.1998.2451
14. Gathercole, S. E., & Alloway, T. P. (2008). Working memory and learning: A practical guide. London: Sage Publications.
15. Gathercole, S. E., Alloway, T. P., Willis, C., & Adams, A. M. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93, 265-281. doi:10.1016/j.jecp.2005.08.003
16. Gathercole, S. E., Brown, L., & Pickering, S. J. (2003). Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels. Educational and Child Psychology, 20, 109-122.
17. Gathercole, S. E., & Pickering, S. J. (2000). Assessment of working memory in six- and seven-year old children. Journal of Educational Psychology, 92, 377-390. doi:10.1037/0022-0663.92.2.377
18. Gathercole, S. E., & Pickering, S. J. (2001). Working memory deficits in children with special educational needs. British Journal of Special Education, 28, 89-97. doi:10.1111/1467-8527.00225
19. Gathercole, S. E., Pickering, S. J., Knight, C., & Stegmann, Z. (2004). Working memory skills and educational attainment: Evidence from National Curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology, 18, 1-16. doi:10.1002/acp.934
20. Grimley, M., & Banner, G. (2008). Working memory, cognitive style, and behavioural predictors of GCSE exam success. Educational Psychology, 28, 341-351. doi:10.1080/01443410701635058
21. Jarvis, H. L., & Gathercole, S. E. (2003). Verbal and non-verbal working memory and achievements on national curriculum tests at 11 and 14 years of age. Educational and Child Psychology, 20, 123-140.
22. Jonides, J., Lacey, S. C., & Nee, D. E. (2005). Processes of working memory in mind and brain. Current Directions in Psychological Science, 14, 2-5. doi:10.1111/j.0963-7214.2005.00323.x
23. Kane, M. J., Hambrick, D. Z., Tuholski, S. W., Wilhelm, O., Payne, T. W., & Engle, R. W. (2004). The generality of working memory capacity: A latent variable approach to verbal and visuo-spatial memory span and reasoning. Journal of Experimental Psychology: General, 133, 189-217. doi:10.1037/0096-3445.133.2.189
24. Mayringer, H., & Wimmer, H. (2000). Pseudoname learning by German-speaking children with dyslexia: Evidence for a phonological learning deficit. Journal of Experimental Child Psychology, 75, 116-133. doi:10.1006/jecp.1999.2525
25. Nation, K., Adams, J. W., Bowyer-Crane, C. A., & Snowling, M. J. (1999). Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of Experimental Child Psychology, 73, 139-158. doi:10.1006/jecp.1999.2498
26. Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2010). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.
27. Passolunghi, M. C., & Siegel, L. S. (2001). Short-term memory, working memory, and inhibitory control in children with difficulties in arithmetic problem solving. Journal of Experimental Child Psychology, 80, 44-57. doi:10.1006/jecp.2000.2626
28. Peterson, E. R., & Deary, I. J. (2006). Examining wholistic-analytic style using preferences in early information processing. Personality and Individual Differences, 41, 3-14. doi:10.1016/j.paid.2005.12.010
29. Peterson, E. R., Deary, I. J., & Austin, E. J. (2003). The reliability of Riding's cognitive styles analysis test. Personality and Individual Differences, 34, 881-891. doi:10.1016/S0191-8869(02)00116-2
30. Pittenger, D. J. (1993). Measuring the MBTI... and coming up short. Journal of Career Planning and Employment, 54, 48-52.
31. Qualifications & Curriculum Authority (2001). Statutory tests standards and evaluations reports 1999-2001.
32. Riding, R. J. (1991). Cognitive styles analysis. Birmingham: Learning and Training Technology.
33. Riding, R., & Cheema, I. (1991). Cognitive styles - an overview and integration. Educational Psychology, 11, 193-215. doi:10.1080/0144341910110301
34. Riding, R. J., Dahraei, H., Grimley, M., & Banner, G. (2001). Working memory, cognitive style and academic attainment. In R. Nata (Ed.), Progress in education (Vol. 5, pp. 1-19). New York: Nova Science Publishers.
35. Riding, R. J., Grimley, M., Dahraei, H., & Banner, G. E. (2003). Cognitive style, working memory, and learning behaviour and attainment in school subjects. British Journal of Educational Psychology, 73, 149-169. doi:10.1348/00070990360626912
36. Riding, R. J., & Pearson, F. (1994). The relationship between cognitive style and intelligence. Educational Psychology, 14, 413-425. doi:10.1080/0144341940140404
37. Riding, R. J., & Rayner, S. (1998). Cognitive styles and learning strategies. London: David Fulton.
38. Riding, R. J., & Wigley, S. (1997). The relationship between cognitive style and personality in further education students. Personality and Individual Differences, 23, 379-389.
39. Seigneuric, A., Ehrlich, M. F., Oakhill, J. V., & Yuill, N. M. (2000). Working memory resources and children's reading comprehension. Reading and Writing, 13, 81-103. doi:10.1023/ A:1008088230941
40. Siegel, L. S., & Ryan, E. B. (1989). The development of working memory in normally achieving and subtypes of learning disabled children. Child Development, 60, 973-980. doi:10.2307/1131037
41. Skaalvik, E. M., & Rankin, R. J. (1994). Gender differences in mathematics and verbal achievement, self-perception and motivation. British Journal of Educational Psychology, 64, 419-428.
42. Swanson, H. L. (1994). Short-term memory and working memory - do both contribute to our understanding of academic achievement in children and adults with learning disabilities? Journal of Learning Disabilities, 27, 34-50. doi:10.1177/002221949402700107
43. Swanson, H. L., & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79, 294-321. doi:10.1006/jecp.2000.2587
44. Taylor, H. G., Anselmo, M., Foreman, A. L., Schatschneider, C., & Angelopoulos, J. (2000). Utility of kindergarten teacher judgements in identifying early learning problems. Journal of Learning Disabilities, 33, 200-210. doi:10.1177/002221940003300208