TY - JOUR
T1 - Classroom versus individual working memory assessment
T2 - predicting academic achievement and the role of attention and response inhibition
AU - Friso-van den Bos, Ilona
AU - van de Weijer-Bergsma, Eva
N1 - Taylor & Francis deal
PY - 2020/1/2
Y1 - 2020/1/2
N2 - Working memory (WM) is an important predictor for academic learning and achievement. Typically, children’s WM is assessed in controlled testing situations, which might not reflect functioning in typical classroom learning situations with natural distractions. In this study, we compared WM performance in controlled and classroom situations and their predictive value for academic achievement. Also, we examined whether performance differences between situations were moderated by attention or response inhibition. In a within-subjects design, primary school children completed visuospatial and verbal WM tasks in two settings (classroom versus controlled individual setting). First, WM functioning was lower in the classroom setting. Second, attention moderated individual differences in this discrepancy between settings, but response inhibition did not. Third, classroom obtained verbal WM scores were the strongest predictors of academic achievement. Our results indicate that classroom assessment of verbal WM provides a more ecologically valid measurement of WM abilities in a real-life learning situation.
AB - Working memory (WM) is an important predictor for academic learning and achievement. Typically, children’s WM is assessed in controlled testing situations, which might not reflect functioning in typical classroom learning situations with natural distractions. In this study, we compared WM performance in controlled and classroom situations and their predictive value for academic achievement. Also, we examined whether performance differences between situations were moderated by attention or response inhibition. In a within-subjects design, primary school children completed visuospatial and verbal WM tasks in two settings (classroom versus controlled individual setting). First, WM functioning was lower in the classroom setting. Second, attention moderated individual differences in this discrepancy between settings, but response inhibition did not. Third, classroom obtained verbal WM scores were the strongest predictors of academic achievement. Our results indicate that classroom assessment of verbal WM provides a more ecologically valid measurement of WM abilities in a real-life learning situation.
KW - UT-Hybrid-D
KW - Attention
KW - Classroom assessment
KW - Response inhibition
KW - Working memory
KW - Academic achievement
UR - http://www.scopus.com/inward/record.url?scp=85074510074&partnerID=8YFLogxK
U2 - 10.1080/09658211.2019.1682170
DO - 10.1080/09658211.2019.1682170
M3 - Article
AN - SCOPUS:85074510074
SN - 0965-8211
VL - 28
SP - 70
EP - 82
JO - Memory
JF - Memory
IS - 1
ER -