Attention Problems, Phonological Short-Term Memory, and Visuospatial Short-Term Memory: Differential Effects on Near- and Long-Term Scholastic Achievement

Autor/inn/en	Sarver, Dustin E.; Rapport, Mark D.; Kofler, Michael J.; Scanlan, Sean W.; Raiker, Joseph S.; Altro, Thomas A.; Bolden, Jennifer
Titel	Attention Problems, Phonological Short-Term Memory, and Visuospatial Short-Term Memory: Differential Effects on Near- and Long-Term Scholastic Achievement
Quelle	In: Learning and Individual Differences, 22 (2012) 1, S.8-19 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.09.010
Schlagwörter	Remedial Programs; Structural Equation Models; Academic Failure; Academic Achievement; Short Term Memory; Individual Differences; Phonology; Spatial Ability; Visual Perception; Attention Deficit Disorders; Predictor Variables; Correlation; Children + Suchen Sie Ihr Suchwort? Förderprogramm; Schulleistung; Kurzzeitgedächtnis; Individueller Unterschied; Fonologie; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Prädiktor; Korrelation; Child; Kind; Kinder
Abstract	The current study examined individual differences in children's phonological and visuospatial short-term memory as potential mediators of the relationship among attention problems and near- and long-term scholastic achievement. Nested structural equation models revealed that teacher-reported attention problems were associated negatively with composite scholastic achievement (reading, math, language), both initially and at 4-year follow-up in an ethnically diverse sample of children (N = 317). Much of this influence, however, was attenuated by phonological short-term memory's contribution to near-term achievement and visuospatial short-term memory's contribution to long-term achievement. Domain-specific reading and math models showed similar results with some exceptions. In all models, measured intelligence made no contribution to later achievement beyond its initial influence on early achievement. The results contribute to our understanding of the mechanisms associated with individual differences in children's scholastic achievement, and have potential implications for identifying early predictors of children at risk for academic failure, and developing remedial programs targeting phonological and visuospatial short-term memory deficits in children with attention problems. (Contains 5 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10