Attention problems, phonological short-term memory, and visuospatial short-term memory: Differential effects on near- and long-term scholastic achievement

Learning and Individual Differences

Volumn 22, Issue 1, 2012, Pages 8-19

  Sarver, Dustin E ^a   Rapport, Mark D ^a   Kofler, Michael J ^a   Scanlan, Sean W ^b   Raiker, Joseph S ^a   Altro, Thomas A ^a   Bolden, Jennifer ^a  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

^b ARGOSY UNIVERSITY   (United States)

Author keywords

Attention problems; Intelligence; Phonological short term memory; Scholastic achievement; Visuospatial short term memory

Indexed keywords

EID: 84855461562     PISSN: 10416080     EISSN: 18733425     Source Type: Journal    
DOI: 10.1016/j.lindif.2011.09.010     Document Type: Article

References (91)

1. Achenbach T.M. Conceptualization of developmental psychopathology. Handbook of developmental psychopathology 1990, 3-14. Plenum Press, New York, NY. M. Lewis, S.M. Miller (Eds.).
2. Achenbach T.M. Manual for the child behavior checklist 4-18 and 1991 profile 1991, University of Vermont, Department of Psychiatry, Burlington, VT.
3. Alloway T.P. Working memory, but not IQ, predicts subsequent learning in children with learning difficulties. European Journal of Psychological Assessment 2009, 25(2):92-98. 10.1027/1015-5759.25.2.92.
4. Alloway T., Gathercole S., Pickering S.J. Verbal and visuospatial short-term and working memory in children: Are they separable?. Child Development 2006, 77(6):1698-1716. 10.1111/j.1467-8624.2006.00968.x.
5. Arbuckle J.L. (Version 18.0) [computer software] 2009, SPSS, Chicago, IL.
6. Awh E., Jonides J. Overlapping mechanisms of attention and spatial working memory. Trends in Cognitive Sciences 2001, 5(3):119-126. 10.1016/S1364-6613(00)01593-X.
7. Baddeley A. Working memory, thought, and action 2007, Oxford University Press, New York.
8. Baddeley A.D., Papagno C., Vallar G. When long-term learning depends on short-term storage. Journal of Memory and Language 1988, 27(5):586-595. 10.1016/0749-596X(88)90028-9.
9. Barkley R.A. Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment 2006, Guilford Press, New York, NY. 3rd ed.
10. Barkley R.A., Fischer M., Smallish L., Fletcher K. Young adult outcome of hyperactive children: Adaptive functioning in major life activities. Journal of the American Academy of Child and Adolescent Psychiatry 2006, 45(2):192-202. 10.1097/01.chi.0000189134.97436.e2.
11. Berg D.H. Cognitive impairments of children with severe arithmetic difficulties: Cognitive deficit or developmental lag?. Exceptionality Education Canada 2008, 18(1):59-92. Retrieved from EBSCOhost.
12. Biederman J., Faraone S.V., Doyle A., Lehman B.K. Convergence of the Child Behavior Checklist with structured interview-based psychiatric diagnoses of ADHD children with and without comorbidity. Journal of Child Psychology and Psychiatry 1993, 34(7):1241-1251. 10.1111/j.1469-7610.1993.tb01785.x.
13. Brocki K.C., Randall K.D., Bohlin G., Kerns K.A. Working memory in school-aged children with attention-deficit/hyperactivity disorder combined type: Are deficits modality specific and are they independent of impaired inhibitory control?. Journal of Clinical and Experimental Neuropsychology 2008, 30(7):749-759. 10.1080/13803390701754720.
14. Buckhalt J.A., El-Sheikh M., Keller P.S., Kelly R.J. Concurrent and longitudinal relations between children's sleep and cognitive functioning: The moderating role of parent education. Child Development 2009, 80(3):875-892. 10.1111/j.1467-8624.2009.01303.x.
15. Bull R., Espy K.A., Wiebe S.A. Short-term memory, working memory, and executive functioning in preschoolers: Longitudinal predictors of mathematical Achievement at age 7 years. Developmental Neuropsychology 2008, 33:205-228. 10.1080/87565640801982312.
16. Byrne B.M. Structural equation modeling with AMOS 2010, Routledge, New York, NY. 2nd ed.
17. Cain K., Oakhill J., Bryant P. Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology 2004, 96(1):31-42. 10.1037/0022-0663.96.1.31.
18. Cornoldi C., Marzocchi G.M., Belotti M., Caroli M.G., De Meo T., Braga C. Working memory interference control deficit in children referred by teachers by ADHD symptoms. Child Neuropsychology 2001, 7(4):230-240. 10.1076/chin.7.4.230.8735.
19. Cowan N., Morey C.C., AuBuchon A.M., Zwilling C.E., Gilchrist A.L. Seven-year-olds allocate attention like adults unless working memory is overloaded. Developmental Science 2010, 13:120-133. 10.1111/j.1467-7687.2009.00864.x.
20. Cumming G., Finch S. Inference by eye: confidence intervals and how to read pictures of data. The American Psychologist 2005, 60:170-180. 10.1037/0003-066X.60.2.170.
21. Dehn M.J. Working memory and academic learning: Assessment and intervention 2008, John Wiley & Sons, Hoboken, NJ.
22. Diamantopoulou S., Rydell A., Thorell L.B., Bohlin G. Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children's peer relations and school performance. Developmental Neuropsychology 2007, 32(1):521-542.
23. Douglas V.I., Benezra E. Supraspan verbal memory in attention deficit disorder with hyperactivity normal and reading-disabled boys. Journal of Abnormal Child Psychology 1990, 18(6):617-638. 10.1007/BF01342751.
24. Douglas V.I., Peters K.G. Toward a clearer definition of the attentional deficit of hyperactive children. Attention and the development of cognitive skills 1979, 173-248. Plenum Press, New York, NY. G.A. Hale, M. Lewis (Eds.).
25. Duncan O.D. A socioeconomic index for all occupations. Occupations and social strata 1961, 109-138. Free Press of Glenco, New York. A.J. Reiss (Ed.).
26. Duncan G.J., Dowsett C.J., Claessens A., Magnuson K., Huston A.C., Klebanov P., et al. School readiness and later achievement. Developmental Psychology 2007, 43(6):1428-1446. 10.1037/0012-1649.43.6.1428.
27. DuPaul G.J. Parent and teacher ratings of ADHD symptoms: Psychometric properties in a community-based sample. Journal of Clinical Child Psychology 1991, 20(3):245-253. 10.1207/s15374424jccp2003_3.
28. DuPaul G.J., Rapport M.D., Perriello L.M. Teacher ratings of academic skills: The development of the Academic Performance Rating Scale. School Psychology Review 1991, 20:284-300.
29. DuPaul G.J., Volpe R.J., Jitendra A.K., Lutz J.G., Lorah K.S., Gruber R. Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology 2004, 42(4):285-301. 10.1016/j.jsp. 2004.05.001.
30. Durand M., Hulme C., Larkin R., Snowling M. The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Journal of Experimental Child Psychology 2005, 91(2):113-136. 10.1016/j.jecp. 2005.01.003.
31. Engle R.W., Tuholski S.W., Laughlin J.E., Conway A.R.A. Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. Journal of Experimental Psychology. General 1999, 128(3):309-331. 10.1037/0096-3445.128.3.309.
32. Faraone S.V., Biederman J., Lehman B.K., Spencer T., Norman D., Seidman L.J., et al. Intellectual performance and school failure in children with attention deficit hyperactivity disorder and in their siblings. Journal of Abnormal Psychology 1993, 102(4):616-623. 10.1037/0021-843X.102.4.616.
33. Fergusson D.M., Horwood L.J. Early disruptive behavior, IQ, and later school achievement and delinquent behavior. Journal of Abnormal Child Psychology 1995, 23(2):183-199. 10.1007/BF01447088.
34. Fergusson D.M., Lynskey M.T., Horwood L.J. Attentional difficulties in middle childhood and psychosocial outcomes in young adulthood. Journal of Child Psychology and Psychiatry 1997, 38(6):633-644. 10.1111/j.1469-7610.1997.tb01690.x.
35. Frazier T.W., Youngstrom E.A., Glutting J.J., Watkins M.W. ADHD and achievement: Meta-analysis of the child, adolescent, and adult literatures and a concomitant study with college students. Journal of Learning Disabilities 2007, 40(1):49-65. 10.1177/00222194070400010401.
36. Frazier T.W., Youngstrom E.A., Naugle R.I. The latent structure of attention-deficit/hyperactivity disorder in a clinic-referred sample. Neuropsychology 2007, 21(1):45-64. 10.1037/0894-4105.21.1.45.
37. Frick P.J., Kamphaus R.W., Lahey B.B., Loeber R., Christ M.A.G., Hart E.L., et al. Academic underachievement and the disruptive behavior disorders. Journal of Consulting and Clinical Psychology 1991, 59(2):289-294. 10.1037/0022-006X.59.2.289.
38. Garon N., Bryson S.E., Smith I.M. Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin 2008, 134(1):31-60. 10.1037/0033-2909.134.1.31.
39. Gathercole S.E. The development of memory. Journal of Child Psychology and Psychiatry 1998, 39:3-27. 10.1111/1469-7610.00301.
40. Gathercole S.E., Alloway T.P., Willis C., Adams A. Working memory in children with reading disabilities. Journal of Experimental Child Psychology 2006, 93(3):265-281. 10.1016/j.jecp. 2005.08.003.
41. Gathercole S.E., Brown L., Pickering S.J. Working memory assessments at school entry as longitudinal predictors of national curriculum attainment levels. Educational and Child Psychology 2003, 20(3):109-122.
42. Gathercole S.E., Hitch G.J., Service E., Martin A.J. Phonological short-term memory and new word learning in children. Developmental Psychology 1997, 33(6):966-979. 10.1037/0012-1649.33.6.966.
43. Gathercole S.E., Pickering S.J., Knight C., Stegmann Z. Working memory skills and educational attainment: Evidence from national curriculum assessments at 7 and 14 years of age. Applied Cognitive Psychology 2004, 18(1):1-16. 10.1002/acp. 934.
44. Gjone H., Stevenson J., Sundet J.M. Genetic influence on parent-reported attention-related problems in a norwegian general population twin sample. Journal of the American Academy of Child and Adolescent Psychiatry 1996, 35(5):588-596. 10.1097/00004583-199605000-00013.
45. Hecht S.A., Torgesen J.K., Wagner R.K., Rashotte C.A. The relations between phonological processing abilities and emerging individual differences in mathematical computational skills: A longitudinal study from second to fifth grades. Journal of Experimental Child Psychology 2001, 79(2):192-227. 10.1006/jecp. 2000.2586.
46. Hinshaw S.P. Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms. Psychological Bulletin 1992, 111(1):127-155. 10.1037/0033-2909.111.1.127.
47. Holmes D.L., Cohen K.M., Haith M.M., Morrison F.J. Peripheral visual processing. Perception & Psychophysics 1977, 22(6):571-577.
48. Horn J.L. A basis for research on age differences in cognitive capabilities. Human cognitive abilities in theory and practice 1998, 201-238. Lawrence Erlbaum Associates Publishers, Mahwah, NJ. J.J. McArdle, R.W. Woodcock (Eds.).
49. Houtkamp R., Roelfsema P.R. Matching of visual input to only one item at any one time. Psychological Research 2009, 73(3):317-326.
50. Hudziak J.J., Copeland W., Stanger C., Wadsworth M. Screening for DSM-IV externalizing disorders with the Child Behavior Checklist: A receiver-operating characteristic analysis. Journal of Child Psychology and Psychiatry 2004, 45(7):1299-1307. 10.1111/j.1469-7610.2004.00314.x.
51. Hulme C., Goetz K., Gooch D., Adams J., Snowling M.J. Paired-associate learning, phoneme awareness, and learning to read. Journal of Experimental Child Psychology 2007, 96(2):150-166. 10.1016/j.jecp. 2006.09.002.
52. Kane M.J., Hambrick D.Z., Tuholski S.W., Wilhelm O., Payne T.W., Engle R.W. The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning. Journal of Experimental Psychology. General 2004, 133(2):189-217. 10.1037/0096-3445.133.2.189.
53. Kaufman A.S., Kaufman N.L. Manual for the Kaufman Brief Intelligence Test (K-BIT) 1990, American Guidance Service, Circle Pines, MN.
54. Kaufman A.S., Kaufman N.L. Manual for the Kaufman Test of Educational Achievement (KTEA) 1998, American Guidance Service, Circle Pines, MN.
55. Kline R.B. Principles and practice of structural equation modeling 2005, Guilford Press, New York, NY. 2nd ed.
56. Kofler M.J., Rapport M.D., Bolden J., Sarver D.E., Raiker J.S. ADHD and working memory: The impact of central executive deficits and exceeding storage/rehearsal capacity on observed inattentive behavior. Journal of Abnormal Child Psychology 2010, 38(2):149-161. 10.1007/s10802-009-9357-6.
57. Levy F., Hay D.A., McStephen M., Wood C. Attention-deficit hyperactivity disorder: A category or a continuum? genetic analysis of a large-scale twin study. Journal of the American Academy of Child and Adolescent Psychiatry 1997, 36(6):737-744. 10.1097/00004583-199706000-00009.
58. Mannuzza S., Klein R.G., Bessler A., Malloy P. Adult outcome of hyperactive boys: Educational achievement, occupational rank, and psychiatric status. Archives of General Psychiatry 1993, 50(7):565-576.
59. Mannuzza S., Klein R.G., Bessler A., Malloy P., Hynes M.E. Educational and occupational outcome of hyperactive boys grown up. Journal of the American Academy of Child and Adolescent Psychiatry 1997, 36(9):1222-1227. 10.1097/00004583-199709000-00014.
60. Martinussen R., Hayden J., Hogg-Johnson S., Tannock R. A meta-analysis of working memory impairments in children with attention-deficit/hyperactivity disorder. Journal of the American Academy of Child and Adolescent Psychiatry 2005, 44(4):377-384. 10.1097/01.chi.0000153228.72591.73.
61. Maybery M.T., Do N. Relationships between facets of working memory and performance on a curriculum-based mathematics test in children. Educational and Child Psychology 2003, 20(3):77-92. Retrieved from EBSCOhost.
62. Mayes S.D., Calhoun S.L. Frequency of reading, math, and writing disabilities in children with clinical disorders. Learning and Individual Differences 2006, 16(2):145-157. 10.1016/j.lindif.2005.07.004.
63. Mayes S.D., Calhoun S.L., Bixler E.O., Zimmerman D.N. IQ and neuropsychological predictors of academic achievement. Learning and Individual Differences 2009, 19(2):238-241. 10.1016/j.lindif.2008.09.001.
64. Meyer M.L., Salimpoor V.N., Wu S.S., Geary D.C., Menon V. Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences 2010, 20(2):101-109. 10.1016/j.lindif.2009.08.004.
65. Nielsen M., Dissanayake C. Pretend play, mirror self-recognition and imitation: A longitudinal investigation through the second year. Infant Behavior & Development 2004, 27(3):342-365. 10.1016/j.infbeh.2003.12.006.
66. Rabiner D., Coie J.D. Early attention problems and children's reading achievement: A longitudinal investigation. Journal of the American Academy of Child and Adolescent Psychiatry 2000, 39(7):859-867. Conduct Problems Prevention Research, G. 10.1097/00004583-200007000-00014.
67. Rapport M.D., Alderson R.M., Kofler M.J., Sarver D.E., Bolden J., Sims V. Working memory deficits in boys with attention-deficit/hyperactivity disorder (ADHD): The contribution of central executive and subsystem processes. Journal of Abnormal Child Psychology 2008, 36(6):825-837. 10.1007/s10802-008-9215-y.
68. Rapport M.D., Kofler M.J., Alderson R.M., Raiker J. Attention-deficit/hyperactivity disorder. Handbook of Psychological Assessment, Case Conceptualization and Treatment,Volume 2: Children and Adolescents 2008, Wiley & Sons, NJ. M. Hersen, D. Reitman (Eds.).
69. Rapport M.D., Scanlan S.W., Denney C.B. Attention-deficit/hyperactivity disorder and scholastic achievement: A model of dual developmental pathways. Journal of Child Psychology and Psychiatry 1999, 40(8):1169-1183. 10.1111/1469-7610.00534.
70. Reuhkala M. Mathematical skills in ninth-graders: Relationship with visuo-spatial abilities and working memory. Educational Psychology 2001, 21:387-399.
71. Rothbart M.K., Posner M.I. Mechanism and variation in the development of attentional networks. Handbook of developmental cognitive neuroscience 2001, 353-363. MIT Press, Cambridge, MA. C.A. Nelson, M. Luciana (Eds.).
72. Sattler J.M. Assessment of children: Cognitive applications 2001, Author, San Diego, CA. 4th ed.
73. Schweizer K. Some guidelines concerning the modeling of traits and abilities in test construction. European Journal of Psychological Assessment 2010, 26(1):1-2. 10.1027/1015-5759/a000001.
74. Sesma H.W., Mahone E.M., Levine T., Eason S.H., Cutting L.E. The contribution of executive skills to reading comprehension. Child Neuropsychology 2009, 15(3):232-246. 10.1080/09297040802220029.
75. Shaywitz S.E., Shaywitz B.A., Fletcher J.M., Escobar M.D. Prevalence of reading disability in boys and girls: Results of the Connecticut Longitudinal Study. Journal of the American Medical Association 1990, 264(8):998-1002. 10.1001/jama.1990.03450080084036.
76. Shipstead Z., Redick T.S., Engle R.W. Does working memory training generalize?. Psychologica Belgica 2010, 50(3-4):245-276. Retrieved from EBSCOhost.
77. Stanford Achievement Test 1996, Harcourt Brace Jovanovich, San Antonio, TX. 8th ed.
78. State of Hawaii Data Book State of Hawaii data book 1996; A statistical abstract 1996, Department of Business, Economic Development, and Tourism, State of Hawaii, Honolulu.
79. Stevenson H.W. Children's learning 1972, Appleton Century Crofts, New York.
80. Swanson H.L. 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 1994, 27:34-50.
81. Swanson H., Howell M. Working memory, short-term memory, and speech rate as predictors of children's reading performance at different ages. Journal of Educational Psychology 2001, 93(4):720-734. 10.1037/0022-0663.93.4.720.
82. Swanson L., Kim K. Working memory, short-term memory, and naming speed as predictors of children's mathematical performance. Intelligence 2007, 35(2):151-168. 10.1016/j.intell.2006.07.001.
83. Thorell L.B. Do delay aversion and executive function deficits make distinct contributions to the functional impact of ADHD symptoms? A study of early academic skill deficits. Journal of Child Psychology and Psychiatry 2007, 48(11):1061-1070. 10.1111/j.1469-7610.2007.01777.x.
84. Tillman C.M. Developmental change in the relation between simple and complex spans: A meta-analysis. Developmental Psychology 2010, 10.1037/a0021794.
85. U.S.Bureau of the Census 1990 census of population characteristics: Hawaii. 1990CP-1-13 1992, June, The Bureau, Washington, DC.
86. van Daal J., Verhoeven L., van Leeuwe J., van Balkom H. Working memory limitations in children with severe language impairment. Journal of Communication Disorders 2008, 41(2):85-107. 10.1016/j.jcomdis.2007.03.010.
87. Volpe R.J., DuPaul G.J., DiPerna J.C., Jitendra A.K., Lutz J.G., Tresco K., et al. Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers. School Psychology Review 2006, 35(1):47-61.
88. Wechsler D. Manual for the Wechsler Intelligence Scale for Children-III 1991, Psychological Corporation, San Antonio, TX.
89. Willcutt E.G., Doyle A.E., Nigg J.T., Faraone S.V., Pennington B.F. Validity of the executive function theory of attention-Deficit/Hyperactivity disorder: A meta-analytic review. Biological Psychiatry 2005, 57(11):1336-1346. 10.1016/j.biopsych.2005.02.006.
90. Willcutt E.G., Pennington B.F. Comorbidity of reading disability and attention-deficit/hyperactivity disorder: Differences by gender and subtype. Journal of Learning Disabilities 2000, 33(2):179-191. 10.1177/002221940003300206.
91. Woodman G.F., Chun M.M. The role of working memory and long-term memory in visual search. Visual Cognition 2006, 14(4-8):808-830. 10.1080/13506280500197397.