Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties

Citation

Alloway TP (2009) Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties. European Journal of Psychological Assessment, 25 (2), pp. 92-98. https://doi.org/10.1027/1015-5759.25.2.92

Abstract
The purpose of the present study was to compare the predictive power of working memory and IQ in children identified as having learning difficulties. The term ‘working memory’ refers to the capacity to store and manipulate information in mind for brief periods of time. Working memory capacity is strongly related to learning abilities and academic progress, predicting current and subsequent scholastic attainments of children across the school years in both literacy and numeracy. Children aged between 7 and 11 years were tested at Time 1 on measures of working memory, IQ, and learning. They were then retested two years later on the learning measures. The findings indicated that working memory capacity and domain-specific knowledge at Time 1, but not IQ, were significant predictors of learning at Time 2. The implications for screening and intervention are discussed.

Keywords
Working memory; IQ; reading; math; learning difficulties; Short-term memory; Memory in children; Learning disabled children Education (Primary)

Journal
European Journal of Psychological Assessment: Volume 25, Issue 2