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Computer-Paced versus Experimenter-Paced Working Memory Span Tasks: Are They Equally Reliable and Valid?
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Bailey, Heather – Learning and Individual Differences, 2012
Working memory span tasks are popular measures, in part, because performance on these tasks predicts performance on other measures of cognitive ability. The traditional method of span-task administration is the experimenter-paced version, whose reliability and validity have been repeatedly demonstrated. However, computer-paced span tasks are…
Descriptors: Short Term Memory, Pacing, Cognitive Tests, Cognitive Ability
Executive Functions and Working Memory Behaviours in Children with a Poor Working Memory
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St. Clair-Thompson, Helen L. – Learning and Individual Differences, 2011
Previous research has suggested that working memory difficulties play an integral role in children's underachievement at school. However, working memory is just one of several executive functions. The extent to which problems in working memory extend to other executive functions is not well understood. In the current study 38 children with a poor…
Descriptors: Short Term Memory, Executive Function, Child Behavior, Children
An Investigation of Cognitive Skills and Behavior in High Ability Students
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Alloway, Tracy Packiam; Elsworth, Miquela – Learning and Individual Differences, 2012
The purpose of this study was to investigate the cognitive and behavioral profiles of high ability students. Performance on measures of verbal and visuo-spatial working memory and general ability (vocabulary and block design) was compared across the following groups: high, average, and low ability students. The behavioral profile of high ability…
Descriptors: Ability Grouping, Profiles, Children, Clinical Diagnosis
Recollection but Not Familiarity Differentiates Memory for Text in Students with and without Learning Difficulties
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Mirandola, Chiara; Del Prete, Francesco; Ghetti, Simona; Cornoldi, Cesare – Learning and Individual Differences, 2011
The present research was aimed at investigating recognition memory and recollective experience for a text in adolescents with and without learning difficulties. Adolescents (age 15 to 19) with learning difficulties were selected based on their performance on a standardized test for text comprehension and on the teachers' evaluations of their…
Descriptors: Control Groups, Sentences, Learning Problems, Recognition (Psychology)
Math Achievement, Numerical Processing, and Executive Functions in Girls with Turner Syndrome: Do Girls with Turner Syndrome Have Math Learning Disability?
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Mazzocco, Michele M. M.; Hanich, Laurie B. – Learning and Individual Differences, 2010
Turner syndrome is a common genetic disorder associated with select deficits in executive functions, working memory and mathematics. In Study 1, we examined growth trajectories of skills in these areas, from grades 1 to 6, among girls with or without Turner syndrome. Rates of growth and performance levels at 6th grade, on an untimed math…
Descriptors: Genetic Disorders, Learning Problems, Females, Learning Disabilities
The Role of Working Memory in Spatial Text Processing: What Benefit of Imagery Strategy and Visuospatial Abilities?
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Gyselinck, Valerie; Meneghetti, Chiara; De Beni, Rossana; Pazzaglia, Francesca – Learning and Individual Differences, 2009
This study investigated the construction of a spatial model in relation to working memory (WM) and visuospatial abilities. Participants were trained to use either imagery or verbal strategies to process route spatial texts. Results obtained on a free recall task, a verification test and a graphic representation task showed the beneficial effect of…
Descriptors: Children, Short Term Memory, Spatial Ability, Models
Self-Regulation Advantage for High-IQ Children: Findings from a Research Study
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Calero, Maria Dolores; Garcia-Martin, Maria Belen; Jimenez, Maria Isabel; Kazen, Miguel; Araque, Arsenio – Learning and Individual Differences, 2007
Current approaches in intelligence research indicate the need for a more extensive determination of characteristics of children with possible giftedness, not only at an intellectual level, but also at the level of self-regulation and motivation. The present study compares self-regulation efficiency between high-IQ and average-ability children aged…
Descriptors: Gifted, Intelligence Quotient, Motivation, Memory