Tracy Alloway
University of North Florida, Psychology, Faculty Member
- Tracy Packiam Alloway (www.tracyalloway.com) is a Psychology professor and Graduate Program Director at the Universit... moreTracy Packiam Alloway (www.tracyalloway.com) is a Psychology professor and Graduate Program Director at the University of North Florida. She was awarded an Outstanding Undergraduate Teaching Award (2015), as well as the Outstanding International Leadership Award (2014). She was also the recipient of the prestigious Joseph Lister Award (for “outstanding skills in communicating to a non-specialist audience”) from the British Science Association.
Tracy’s research has contributed to scientific understanding of working memory and specifically in relation to education and learning needs. She has shared her research to national organizations, such as the National Center for Learning Disabilities, and as well as internationally to organizations such as the Japanese Society for Developmental Psychology and the Center on Research on Individual Development and Adaptive Education of Children at Risk in Germany, among others.
She also provided advice to the World Bank on the impact of memory and learning in deprived populations. In addition to over 100 peer-reviewed journal articles and book chapters, 7 books, and 2 standardized test batteries on the topic of working memory, her work has also been featured on Good Morning America, the Today Show, Forbes, Bloomberg, The Washington Post, and Newsweek, and many others. She blogs for Psychology Today and the Huffington Post.(Tracy Packiam Alloway (www.tracyalloway.com) is a Psychology professor and Graduate Program Director at the University of North Florida. She was awarded an Outstanding Undergraduate Teaching Award (2015), as well as the Outstanding International Leadership Award (2014). She was also the recipient of the prestigious Joseph Lister Award (for “outstanding skills in communicating to a non-specialist audience”) from the British Science Association.<br /> <br />Tracy’s research has contributed to scientific understanding of working memory and specifically in relation to education and learning needs. She has shared her research to national organizations, such as the National Center for Learning Disabilities, and as well as internationally to organizations such as the Japanese Society for Developmental Psychology and the Center on Research on Individual Development and Adaptive Education of Children at Risk in Germany, among others.<br /> <br />She also provided advice to the World Bank on the impact of memory and learning in deprived populations. In addition to over 100 peer-reviewed journal articles and book chapters, 7 books, and 2 standardized test batteries on the topic of working memory, her work has also been featured on Good Morning America, the Today Show, Forbes, Bloomberg, The Washington Post, and Newsweek, and many others. She blogs for Psychology Today and the Huffington Post.)edit
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Research Interests: Cognitive Psychology, Cognitive Science, Developmental Psychology, Intelligence, Dyslexia, and 15 moreComorbidity, Humans, Child, Discrimination Learning, Comprehension, Female, Child Psychology, IQ, Aptitude, Awareness, Experimental, Educational Status, Indexation, Intelligence quotient, and Case Control Studies
Two contrasting forms of classroom-based intervention were implemented with 256 primary school children identified as having working memory (WM) difficulties. In one, teaching staff were trained to provide educational environments that... more
Two contrasting forms of classroom-based intervention were implemented with 256 primary school children identified as having working memory (WM) difficulties. In one, teaching staff were trained to provide educational environments that were sensitive to the needs of identified children with WM difficulties. The second form of intervention utilized a behavioral teaching approach in which identified children were provided with regular, brief, and highly focused inputs in relevant basic skills areas. A third group of children with similar WM difficulties served as controls. At the end of the year, there was no evidence that either of the intervention programs had resulted in greater WM or academic performance (on Wechsler mathematics and reading tests) than for controls. However, classroom observation data indicated that the extent to which teachers implemented desirable strategies at any time point, inside or outside of the interventions (that is, across all of the research groups), p...
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Working memory, our ability to process and remember information, is linked to a range of cognitive activities from reasoning tasks to verbal comprehension. There is also extensive evidence of the relationship between working memory and... more
Working memory, our ability to process and remember information, is linked to a range of cognitive activities from reasoning tasks to verbal comprehension. There is also extensive evidence of the relationship between working memory and learning outcomes. However, some researchers suggest that working memory is simply a proxy for IQ and does not make a unique contribution to learning outcomes. Here we show that children's working memory skills at 5 years of age was the best predictor of reading, spelling, and math outcomes six years later. IQ, in contrast, accounted for a smaller portion of unique variance to reading and math skills, and was not a significant predictor of spelling performance. Our results demonstrate that working memory is not a proxy for IQ, but rather represents a dissociable cognitive skill with unique links to learning outcomes. Critically, we find that working memory at the start of formal education is a more powerful predictor of subsequent academic success...
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The aim of this pilot study was to investigate the profile of working memory and sustained attention skills in adults with dyslexia. Measures of verbal and visuo-spatial working memory functioning and sustained attention with stimulus... more
The aim of this pilot study was to investigate the profile of working memory and sustained attention skills in adults with dyslexia. Measures of verbal and visuo-spatial working memory functioning and sustained attention with stimulus presentation times of 1000– 2000ms were used. The findings indicated that the adults with dyslexia performed similarly to the control group in working memory tests. However, a gender difference was found within the dyslexic group: males performed significantly better than females on both working memory tests. With respect to the sustained attention test, there was a switching cost in moving from one block of trials to another. However, both the dyslexic adults and the controls exhibited similar rates of accuracy and response times. This pattern of findings is interpreted in light of an automaticity deficit previously reported in dyslexia.
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Learning outcomes are associated with a variety of environmental and cognitive factors, and the aim of the current study was to compare the predictive power of these factors in longitudinal outcomes. We recruited children in kindergarten... more
Learning outcomes are associated with a variety of environmental and cognitive factors, and the aim of the current study was to compare the predictive power of these factors in longitudinal outcomes. We recruited children in kindergarten and tested their learning outcomes 2 years later. In kindergarten, children com- pleted tests of IQ, phonological awareness, and memory (sentence memory, short-term memory, and working memory). After 2 years, they took national assessments in reading, writing, and math. Working memory performance was not affected by socioeconomic status (SES), whereas IQ, phonological awareness, and sentence memory scores differed as a function of SES. A series of hierarchical regression analyses indicated that working memory and phonological awareness were better predictors of learning than any other factors tested, including SES. Educational implications include providing intervention during the early years to boost working memory and phonological awareness so as to prevent subsequent learning difficulties.
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Research Interests: Psychology, Cognitive Science, Mathematics, Intelligence, Cognitive development, and 35 moreCognition, Child Development, Vocabulary, Attention, Working Memory, Reading, Language, Learning, Memory, Problem Solving, Humans, Child, Behaviour, Female, Male, IQ, Cognitive processes, Epilepsia, Clinical Sciences, Memory Span, Self Concept, Cognitive Ability, Short Term Memory, Age Factors, Intelligence tests, Intelligence quotient, Memory Disorders, Syndrome, Neurosciences, Cognition disorders, Nino, Psychiatric Status Rating Scales, Neuropsychological Tests, Multicenter Studies as Topic, and Child preschool(Cognition, Child Development, Vocabulary, Attention, Working Memory, Reading, Language, Learning, Memory, Problem Solving, Humans, Child, Behaviour, Female, Male, IQ, Cognitive processes, Epilepsia, Clinical Sciences, Memory Span, Self Concept, Cognitive Ability, Short Term Memory, Age Factors, Intelligence tests, Intelligence quotient, Memory Disorders, Syndrome, Neurosciences, Cognition disorders, Nino, Psychiatric Status Rating Scales, Neuropsychological Tests, Multicenter Studies as Topic, and Child preschool)
(Cognition, Child Development, Vocabulary, Attention, Working Memory, Reading, Language, Learning, Memory, Problem Solving, Humans, Child, Behaviour, Female, Male, IQ, Cognitive processes, Epilepsia, Clinical Sciences, Memory Span, Self Concept, Cognitive Ability, Short Term Memory, Age Factors, Intelligence tests, Intelligence quotient, Memory Disorders, Syndrome, Neurosciences, Cognition disorders, Nino, Psychiatric Status Rating Scales, Neuropsychological Tests, Multicenter Studies as Topic, and Child preschool)
Research Interests: Working Memory, Reading, Writing, Prevention, Numeracy, and 14 moreIdentification, Humans, Correlation, Standardized Tests, Female, Achievement, Academic achievement, Male, Rating Scales, Mathematical Concepts, Short Term Memory, Educational Status, Neuropsychological Tests, and Attention deficit disorder with hyperactivity
Research Interests: Neuropsychology, Adolescent, Activities of Daily Living, Psychological Testing, Humans, and 11 moreChild, Female, Male, Drug Delivery Systems, Cognitive processes, Short Term Memory, Methylphenidate, Cross-Over Studies, Cognition disorders, Neuropsychological Tests, and Attention deficit disorder with hyperactivity
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Background The aim of the present study was to investigate the following issues: (1) Do students with borderline intellectual functioning have a pervasive pattern of impaired working memory skills across both verbal and visuo-spatial... more
Background The aim of the present study was to investigate the following issues: (1) Do students with borderline intellectual functioning have a pervasive pattern of impaired working memory skills across both verbal and visuo-spatial domains? (2) Is there evidence for impairment in executive function skills, and which tasks indicate greater deficits? and (3) Which executive function tasks can effectively identify students with low IQ from typically developing peers?Method Students with borderline intellectual functioning (low-IQ; IQ standard scores were between 70 and 85) were age-matched with typically developing students (IQ standard scores >95). They were administered a range of working memory and executive function measures.Results The results show that students with low IQ have pervasive working memory and executive function deficits. Specifically, visuo-spatial working memory and the Sorting task were the best single predictors that reliably classified students with low IQ.Conclusions Implications for education are discussed in the context of appropriate diagnosis and support in the classroom.
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Research Interests: Intelligence, Speech perception, Working Memory, Learning Disabilities, Learning, and 11 moreDevelopmental Coordination Disorder, Humans, Child, Female, Male, Developmental disabilities, Short Term Memory, Asperger Syndrome, Verbal Learning, Neuropsychological Tests, and Attention deficit disorder with hyperactivity
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The main objective of present study was to investigate whether the patterns of working memory performance differ as a function of attention and motor difficulties, and whether children with ADHD and DCD could be reliably discriminated on... more
The main objective of present study was to investigate whether the patterns of working memory performance differ as a function of attention and motor difficulties, and whether children with ADHD and DCD could be reliably discriminated on the basis of their memory deficits. A related aim was to investigate the link between their working memory profiles and academic attainment. Fifty children with ADHD-Combined, 55 children with DCD, and an age-matched group of 50 typically developing children with average working memory were assessed on standardized measures of working memory, IQ, and academic attainment (reading, spelling, comprehension, and math). The normal controls performed significantly better than both clinical groups on all working memory tests. Specific patterns emerged in the memory profile of the clinical groups: The children with DCD had a depressed performance in all working memory tests, with particularly low scores in visuospatial memory tasks; children with ADHD performed within age-expected levels in short-term memory but had a pervasive working memory deficit that impacted both verbal and visuospatial domains. The clinical groups could reliably be discriminated on the basis of their short-term memory scores. Their learning profiles were similar. It is possible that the working memory profiles of the children with ADHD and DCD are influenced by distinct underlying cognitive mechanisms, rather than a general neurodevelopmental delay. Despite these distinctive patterns of memory performance, both clinical groups performed similarly on academic attainments, suggesting that memory may underlie learning difficulties, independent of related clinical disorders.
Research Interests: Attention-Deficit/Hyperactivity Disorder, Intelligence, Learning Difficulties, Attention, Working Memory, and 12 moreReading, Developmental Coordination Disorder, Humans, Child, Female, Male, Child Neuropsychology, Short Term Memory, Educational Status, Typical Development, Neuropsychological Tests, and Attention deficit disorder with hyperactivity
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The aim of this study was to compare the working memory and phonological awareness profiles of children from diverse linguistic backgrounds, as well as to investigate the constructs that underlie these skills. A total of 119 children, all... more
The aim of this study was to compare the working memory and phonological awareness profiles of children from diverse linguistic backgrounds, as well as to investigate the constructs that underlie these skills. A total of 119 children, all in their first year of learning to read in English, were administered phonological awareness, working memory and non-verbal IQ measures. The sample comprised English-as-first-language (EL1) British (UK) children (n = 40), EL1 South African (SA) children (n = 42) and English-as-second-language (ESL) South African children (n = 37). The ESL SA and EL1 UK groups were generally commensurate in terms of phonological processing and working memory skills, while the EL1 SA group showed the highest levels of performance. This could be due to the benefit of exposure to multiple languages (giving the ELI SA children an advantage over the EL1 UK group) and being tested in a language in which was both their home language and medium of school instruction (giving them an advantage over the ESL group). Further, it was found that phonological awareness and verbal memory measures appeared to be tapping the same construct, named phonological processing, in the collective sample.
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Research Interests: Psychology, Mathematics, Psychometrics, Cognition, Sex, and 21 moreScience, Working Memory, Performance, Reading, Adolescent, Cognitive Style, Information Processing, Learning, Humans, Correlation, Orientation, Comprehension, Concept Formation, Female, Achievement, Academic achievement, Male, Child and Adolescent Psychology, Achievement Tests, Short Term Memory, and Verbal Learning(Science, Working Memory, Performance, Reading, Adolescent, Cognitive Style, Information Processing, Learning, Humans, Correlation, Orientation, Comprehension, Concept Formation, Female, Achievement, Academic achievement, Male, Child and Adolescent Psychology, Achievement Tests, Short Term Memory, and Verbal Learning)
(Science, Working Memory, Performance, Reading, Adolescent, Cognitive Style, Information Processing, Learning, Humans, Correlation, Orientation, Comprehension, Concept Formation, Female, Achievement, Academic achievement, Male, Child and Adolescent Psychology, Achievement Tests, Short Term Memory, and Verbal Learning)
Spatial perspective can be directed by various reference frames, as well as by the direction of motion. In the present study, we explored how ambiguity in spatial tasks can be resolved. Participants were presented with virtual reality... more
Spatial perspective can be directed by various reference frames, as well as by the direction of motion. In the present study, we explored how ambiguity in spatial tasks can be resolved. Participants were presented with virtual reality environments in order to stimulate a spatial reference frame based on motion. They interacted with an ego-moving spatial system in Experiment 1 and an object-moving spatial system in Experiment 2. While interacting with the virtual environment, the participants were presented with either a question representing a motion system different from that of the virtual environment or a nonspatial question relating to physical features of the virtual environment. They then performed the target task: assign the label front in an ambiguous spatial task. The findings indicate that the disambiguation of spatial terms can be influenced by embodied experiences, as represented by the virtual environment, as well as by linguistic context.
Research Interests: Psychology, Cognitive Science, Semantics, Psycholinguistics, Motion perception, and 18 moreImagination, Adolescent, Color Perception, Virtual Reality, Humans, Virtual Environment, Discrimination Learning, Cues, Orientation, Comprehension, Concept Formation, Female, Male, Reference Frame, Task Assignment, Computer User Interface Design, Adult, and Neurosciences
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Aim The aim of the present study was to investigate whether behaviours typical of working memory problems are associated with poor academic attainment in those with attention-deficit–hyperactivity disorder (ADHD), as well as a... more
Aim The aim of the present study was to investigate whether behaviours typical of working memory problems are associated with poor academic attainment in those with attention-deficit–hyperactivity disorder (ADHD), as well as a non-clinical group identified on the basis of working memory difficulties.Method Children clinically diagnosed with ADHD-combined (n=31; mean age 9y 7mo, SD 12mo; 27 males) were matched with 44 low working memory children (mean age 9y 4mo, SD 15mo; 32 males) and 10 healthy controls (mean age 10y, SD 12mo; 5 males). Working memory behaviour was measured using the Working Memory Rating Scale (WMRS) and academic attainment was assessed with standardized tests of literacy and numeracy.Results The majority of children considered by their teachers to have problematic behaviours performed poorly in literacy and numeracy. When the whole sample were split into two groups on the basis of their working memory behaviour (on the WMRS), the ‘At Risk’ group performed significantly worse in academic attainment.Interpretation As children with ADHD and a non-clinical group exhibit classroom behaviour typical of working memory problems, early screening to prevent subsequent learning difficulties is important. The use of the WMRS allows educators to draw on their expertise in the classroom for early detection of children with working memory failures.
Research Interests: Working Memory, Reading, Writing, Prevention, Numeracy, and 14 moreIdentification, Humans, Correlation, Standardized Tests, Female, Achievement, Academic achievement, Male, Rating Scales, Mathematical Concepts, Short Term Memory, Educational Status, Neuropsychological Tests, and Attention deficit disorder with hyperactivity
Concurrent tasks, such as articulatory suppression and manual tapping, are used to understand the mechanisms underlying short-term memory by overloading domain-specific resources. The present study addresses the debate regarding the... more
Concurrent tasks, such as articulatory suppression and manual tapping, are used to understand the mechanisms underlying short-term memory by overloading domain-specific resources. The present study addresses the debate regarding the theoretical frameworks accounting for interference in serial recall by comparing the effects of both the modality of concurrent tasks (verbal vs. spatial) as well as the state of the tasks (steady vs. changing) in both verbal and spatial recall. The findings indicate that the verbal changing-state concurrent task significantly impaired digit recall, whereas the spatial changing-state concurrent task significantly impaired block recall. The theoretical implications are discussed in the context of a multimodal working memory model with domain-specific resources and a unitary approach to short-term memory.
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The Automated Working Memory Assessment battery was designed to assess verbal and visuospatial passive and active working memory processing in children and adolescents. The aim of this paper is to present the adaptation and validation of... more
The Automated Working Memory Assessment battery was designed to assess verbal and visuospatial passive and active working memory processing in children and adolescents. The aim of this paper is to present the adaptation and validation of the AWMA battery to Argentinean Spanish-speaking children aged 6 to 11 years. Verbal subtests were adapted and pilot tested on a small sample (n = 26). A validation study was conducted including 6-, 8- and 11-year-old children (n = 210). All subtests presented an increase in difficulty as the number of to-be-remembered items raised, and showed high Cronbach's α values. Regarding validity, all subtests had medium to high and significant correlations among them, and with two external measures of working memory (Picture Span and Word Order) and an executive function task (Tower of London); correlations with Block Design were low and non-significant. We conclude that the adapted AWMA can be considered a valid and reliable battery of working memory in Argentinean Spanish-speaking children.►A high internal consistency (Cronbach's α) was observed for all AWMA tests. ►Correlations among all the tests showed they were tapping the same construct. ►Convergent and discriminant validity of the WMA were established. ►The adapted AWMA can be considered a valid and reliable battery of working memory.
Research Interests: Psychology, Visual perception, Working Memory, Executive Function, Word order, and 13 moreIndividual differences in L2/FL learning, Correlation, Reliability, Validity, Task analysis, Children and Adolescents, Validation Studies, Cognitive Ability, Short Term Memory, Small samples, Tower of London, Verbal Communication, and Block Design
The mechanisms underlying short-term sentence recall have been the subject of recent investigations. While both semantic and phonological information have been found to play a role in sentence recall, this has been established using... more
The mechanisms underlying short-term sentence recall have been the subject of recent investigations. While both semantic and phonological information have been found to play a role in sentence recall, this has been established using different paradigms in previous research. As a result, it is not clear whether the contributions of semantic and phonological information are equivalent subject only to specific experimental conditions. The present study used a common paradigm with equally plausible lures to systematically compare the roles of semantic and phonological information in short-term sentence recall. The lure intrusion paradigm was used with three different lures that were all equally plausible in the context of the sentence: semantic, onset, and rhyme. Further, no contextual cues were provided in the sentence to bias the participant. The findings indicate that there were significantly more semantic and onset intrusions compared to rhyme intrusions. This is interpreted in light of models incorporating lexical information during sentence production.
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Research Interests: Psychology, Cognitive Science, Developmental Psychopathology, Child Development, Visual perception, and 14 moreAttention, Working Memory, Attentional Control, Anxiety, Verbal working memory, Comparative Analysis, Cognitive processes, Dual Task, Short Term Memory, Young Children, ANXIETY, Behavioral Development, Verbal Communication, and Intervals
Research Interests: Psychology, Special Education, Learning Difficulties, United Kingdom, Schools, and 13 moreIdentification, Humans, Child, Female, Male, Incidence, Rating Scale, Rating Scales, Prevalence, Great Britain, Attention Disorders, Psychiatric Status Rating Scales, and Attention deficit disorder with hyperactivity
The aim of the present study was to investigate the contribution of working memory and verbal ability (measured by vocabulary) to mathematical skills in children. A sample of 206 seven- and eight-year-olds was administered tests of these... more
The aim of the present study was to investigate the contribution of working memory and verbal ability (measured by vocabulary) to mathematical skills in children. A sample of 206 seven- and eight-year-olds was administered tests of these cognitive skills. A different pattern emerged that was dependent on both the memory task and the math skill. In the seven-year olds, visuo-spatial and verbal memory uniquely predicted performance on the math tests; however, in the eight-year olds, only visuo-spatial short-term memory predicted math scores. Even when differences in vocabulary were statistically accounted, memory skills uniquely predicted mathematical skills and arithmetical abilities. This pattern of findings provides a useful starting point that can add to existing research on the contributions of working memory and vocabulary to different mathematical skills.► There is an age-related difference in mathematical skills which was dependent on both the memory task and the math skill. ► In the seven-year olds, visuo-spatial and verbal memory uniquely predicted performance on the math tests ► In the eight-year olds, only visuo-spatial short-term memory predicted math scores. ► Even when differences in vocabulary were statistically accounted, memory skills uniquely predicted mathematical skills and arithmetical abilities.
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Research Interests: Cognitive Science, Phonetics, Speech-Language Pathology/ Communication Disorders, Cognition, Vocabulary, and 20 moreWorking Memory, Language Development, Linguistics, Language, Specific Language Impairment, Comparative Study, Language disorders, Developmental Coordination Disorder, Humans, Child, Female, Male, Verbal behavior, Comparative Analysis, Clinical Sciences, Speech Articulation, Child Language, Psychomotor Skills Education, Case Control Studies, and Nino(Working Memory, Language Development, Linguistics, Language, Specific Language Impairment, Comparative Study, Language disorders, Developmental Coordination Disorder, Humans, Child, Female, Male, Verbal behavior, Comparative Analysis, Clinical Sciences, Speech Articulation, Child Language, Psychomotor Skills Education, Case Control Studies, and Nino)
(Working Memory, Language Development, Linguistics, Language, Specific Language Impairment, Comparative Study, Language disorders, Developmental Coordination Disorder, Humans, Child, Female, Male, Verbal behavior, Comparative Analysis, Clinical Sciences, Speech Articulation, Child Language, Psychomotor Skills Education, Case Control Studies, and Nino)
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The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good... more
The aim of the present study was to investigate the potential of the Working Memory Rating Scale (WMRS), an observer-based rating scale that reflects behavioral difficulties of children with poor working memory. The findings indicate good internal reliability and adequate psychometric properties for use as a screening tool by teachers. Higher (i.e., more problematic) teacher ratings on the WMRS were associated with lower memory scores on direct assessments of working memory skills, as measured by the Automated Working Memory Assessment (AWMA) and the WISC-IV Working Memory Index. The use of the WMRS will allow educators to draw on their expertise in the classroom for early detection of children with working memory failures.
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This study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 five- to eleven-year-olds, 308 were identified as having very low working memory scores. Cognitive... more
This study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 five- to eleven-year-olds, 308 were identified as having very low working memory scores. Cognitive skills (IQ, vocabulary, reading, and math), classroom behavior, and self-esteem were assessed. The majority of the children struggled in the learning measures and verbal ability. They also obtained atypically high ratings of cognitive problems/inattentive symptoms and were judged to have short attention spans, high levels of distractibility, problems in monitoring the quality of their work, and difficulties in generating new solutions to problems. These data provide rich new information on the cognitive and behavioral profiles that characterize children with low working memory.
Research Interests: Psychology, Cognitive Science, Mathematics, Intelligence, Cognitive development, and 35 moreCognition, Child Development, Vocabulary, Attention, Working Memory, Reading, Language, Learning, Memory, Problem Solving, Humans, Child, Behaviour, Female, Male, IQ, Cognitive processes, Epilepsia, Clinical Sciences, Memory Span, Self Concept, Cognitive Ability, Short Term Memory, Age Factors, Intelligence tests, Intelligence quotient, Memory Disorders, Syndrome, Neurosciences, Cognition disorders, Nino, Psychiatric Status Rating Scales, Neuropsychological Tests, Multicenter Studies as Topic, and Child preschool(Cognition, Child Development, Vocabulary, Attention, Working Memory, Reading, Language, Learning, Memory, Problem Solving, Humans, Child, Behaviour, Female, Male, IQ, Cognitive processes, Epilepsia, Clinical Sciences, Memory Span, Self Concept, Cognitive Ability, Short Term Memory, Age Factors, Intelligence tests, Intelligence quotient, Memory Disorders, Syndrome, Neurosciences, Cognition disorders, Nino, Psychiatric Status Rating Scales, Neuropsychological Tests, Multicenter Studies as Topic, and Child preschool)
(Cognition, Child Development, Vocabulary, Attention, Working Memory, Reading, Language, Learning, Memory, Problem Solving, Humans, Child, Behaviour, Female, Male, IQ, Cognitive processes, Epilepsia, Clinical Sciences, Memory Span, Self Concept, Cognitive Ability, Short Term Memory, Age Factors, Intelligence tests, Intelligence quotient, Memory Disorders, Syndrome, Neurosciences, Cognition disorders, Nino, Psychiatric Status Rating Scales, Neuropsychological Tests, Multicenter Studies as Topic, and Child preschool)
The present study investigated whether children with ADHD and those with working memory impairments have a common behavioral profile in the classroom. Three teacher checklists were used: the Conners’ teacher rating scale (CTRS), the... more
The present study investigated whether children with ADHD and those with working memory impairments have a common behavioral profile in the classroom. Three teacher checklists were used: the Conners’ teacher rating scale (CTRS), the behavior rating inventory of executive function (BRIEF), and the working memory rating scale. The Conners’ continuous performance test (CPT) was also included to determine whether there is a correspondence between performance on this widely used cognitive measure of attention deficits and teacher ratings of classroom behavior. All three behavior scales, but not the CPT, were able to successfully discriminate children with ADHD and those with working memory deficits from typically-developing children. Both the CTRS and the BRIEF discriminated a significant proportion of the children with ADHD from those with working memory deficits, indicating that while both groups exhibit behavioral problems in the classroom, they are characterized by differential attention profiles. The children with ADHD were identified on the basis of oppositional and hyperactive behavior, while those with working memory deficits were more inattentive.
Research Interests: Psychology, Psychometrics, Cognition, Personality Assessment, Working Memory, and 21 moreDevelopment, Executive Function, Memory, Faculty, Humans, Child, Female, Male, Child Psychiatry, Differential Diagnosis, Clinical Sciences, Rating Scale, Questionnaires, Behavior Problems, Short Term Memory, Sensitivity and Specificity, Memory Disorders, Typical Development, Severity of Illness Index, Psychiatric Status Rating Scales, and Attention deficit disorder with hyperactivity(Development, Executive Function, Memory, Faculty, Humans, Child, Female, Male, Child Psychiatry, Differential Diagnosis, Clinical Sciences, Rating Scale, Questionnaires, Behavior Problems, Short Term Memory, Sensitivity and Specificity, Memory Disorders, Typical Development, Severity of Illness Index, Psychiatric Status Rating Scales, and Attention deficit disorder with hyperactivity)
(Development, Executive Function, Memory, Faculty, Humans, Child, Female, Male, Child Psychiatry, Differential Diagnosis, Clinical Sciences, Rating Scale, Questionnaires, Behavior Problems, Short Term Memory, Sensitivity and Specificity, Memory Disorders, Typical Development, Severity of Illness Index, Psychiatric Status Rating Scales, and Attention deficit disorder with hyperactivity)
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There is growing evidence for the relationship between working memory and academic attainment. The aim of the current study was to investigate whether working memory is simply a proxy for IQ or whether there is a unique contribution to... more
There is growing evidence for the relationship between working memory and academic attainment. The aim of the current study was to investigate whether working memory is simply a proxy for IQ or whether there is a unique contribution to learning outcomes. The findings indicate that children’s working memory skills at 5 years of age were the best predictor of literacy and numeracy 6 years later. IQ, in contrast, accounted for a smaller portion of unique variance to these learning outcomes. The results demonstrate that working memory is not a proxy for IQ but rather represents a dissociable cognitive skill with unique links to academic attainment. Critically, we find that working memory at the start of formal education is a more powerful predictor of subsequent academic success than IQ. This result has important implications for education, particularly with respect to intervention.
Research Interests: Psychology, Cognitive Science, Mathematics, Intelligence, Cognition, and 25 morePrediction, Working Memory, Reading, Language, Numeracy, Humans, Child, Role, Intervention, Female, Academic achievement, Male, Regression Analysis, IQ, Great Britain, Longitudinal Studies, Cognitive Ability, Short Term Memory, Educational Status, Learning Outcome, Intelligence quotient, Cognitive Skills, Nino, Math, and Child preschool(Prediction, Working Memory, Reading, Language, Numeracy, Humans, Child, Role, Intervention, Female, Academic achievement, Male, Regression Analysis, IQ, Great Britain, Longitudinal Studies, Cognitive Ability, Short Term Memory, Educational Status, Learning Outcome, Intelligence quotient, Cognitive Skills, Nino, Math, and Child preschool)
(Prediction, Working Memory, Reading, Language, Numeracy, Humans, Child, Role, Intervention, Female, Academic achievement, Male, Regression Analysis, IQ, Great Britain, Longitudinal Studies, Cognitive Ability, Short Term Memory, Educational Status, Learning Outcome, Intelligence quotient, Cognitive Skills, Nino, Math, and Child preschool)
The present study compared 6–11 years old with developmental coordination disorder (DCD) and those with moderate learning difficulties (MLD) on measures of memory (verbal short-term and working memory, visuo-spatial short-term and working... more
The present study compared 6–11 years old with developmental coordination disorder (DCD) and those with moderate learning difficulties (MLD) on measures of memory (verbal short-term and working memory, visuo-spatial short-term and working memory), literacy and numeracy, and IQ. The findings indicate that children with DCD appear to be impaired in all four areas of memory function; in particular they performed at significantly lower levels than children with MLD in measures of verbal short-term memory, visuo-spatial short-term and working memory. In contrast, performance of children with MLD in the memory measures was within age-expected levels, with deficits observed only in verbal working memory tasks. There were also differential links between memory and attainment between the two groups, and these were significant even after statistically accounting for the contribution of IQ. Reasons for why working memory contributes to learning in these two developmental groups are discussed. Copyright © 2006 John Wiley & Sons, Ltd.
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Research Interests: Cognition, Visual perception, Working Memory, Specific Language Impairment, Comparative Study, and 17 moreLanguage disorders, Learning Disabilities, Learning, Memory, Developmental Coordination Disorder, Humans, Child, Correlation, Female, Male, Comparative Analysis, Task analysis, Short Term Memory, Verbal Learning, Psychomotor Skills Education, Nino, and Severity of Illness Index
Research Interests: Psychology, Cognitive Science, Mathematics, Intelligence, Cognition, and 19 moreWorking Memory, Reading, Language, England, Numeracy, Multivariate Analysis, Space perception, Memory, Developmental Coordination Disorder, Humans, Child, Female, Male, Verbal working memory, Cognitive Ability, Short Term Memory, Intelligence quotient, Nino, and Child preschool
Background: This article provides an introduction to current models of working and short-term memory, their links with learning, and diagnosis of impairments. The memory impairments associated with a range of neurodevelopmental disorders... more
Background: This article provides an introduction to current models of working and short-term memory, their links with learning, and diagnosis of impairments. The memory impairments associated with a range of neurodevelopmental disorders (Down's syndrome, Williams syndrome, Specific Language Impairment, and attentional deficits) are discussed.Methods: Methods of alleviating the adverse consequences of working and short-term memory impairments for learning are identified.Conclusion: Impairments of short-term and working memory are associated with learning difficulties that can be substantial, and that can be minimised by appropriate methods of remedial support.
Research Interests: Psychology, Cognitive Science, Psychiatry, Cognition, Working Memory, and 19 moreWilliams Syndrome, Language disorders, Down Syndrome, Brain, Identification, Humans, Child, Models, Child Psychology, Clinical Sciences, And, Short Term Memory, Neurodevelopmental Disorder Autism, Memory Disorders, Remedial Teaching, Short Term, Severity of Illness Index, Neuropsychological Tests, and Attention deficit disorder with hyperactivity(Williams Syndrome, Language disorders, Down Syndrome, Brain, Identification, Humans, Child, Models, Child Psychology, Clinical Sciences, And, Short Term Memory, Neurodevelopmental Disorder Autism, Memory Disorders, Remedial Teaching, Short Term, Severity of Illness Index, Neuropsychological Tests, and Attention deficit disorder with hyperactivity)
(Williams Syndrome, Language disorders, Down Syndrome, Brain, Identification, Humans, Child, Models, Child Psychology, Clinical Sciences, And, Short Term Memory, Neurodevelopmental Disorder Autism, Memory Disorders, Remedial Teaching, Short Term, Severity of Illness Index, Neuropsychological Tests, and Attention deficit disorder with hyperactivity)