Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories

Autor/inn/en	Stipek, Deborah; Valentino, Rachel A.
Titel	Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories
Quelle	In: Journal of Educational Psychology, 107 (2015) 3, S.771-788 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000004
Schlagwörter	Young Children; Longitudinal Studies; National Surveys; Short Term Memory; Attention; Reading Achievement; Mathematics Achievement; Reading Comprehension; Achievement Gains; Predictor Variables; Academic Achievement; Educational Attainment; Adolescents; Intelligence Tests; Achievement Tests; Hierarchical Linear Modeling; McCarthy Scales of Childrens Abilities; National Longitudinal Survey of Youth; Peabody Individual Achievement Test; Peabody Picture Vocabulary Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Frühe Kindheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kurzzeitgedächtnis; Aufmerksamkeit; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseverstehen; Achievement gain; Leistungssteigerung; Prädiktor; Schulleistung; Bildungsabschluss; Bildungsgut; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more strongly predictive of changes in academic skills in early childhood than in later childhood. All predictors were significantly associated with academic achievement and years of schooling attained, although the latter was at least partially mediated by predictors' effect on academic achievement in adolescence. The relationship of working memory and attention with academic outcomes was also found to be strong and positive in early childhood but nonsignificant or small and negative in later years. The study results provide support for a "fade-out" hypothesis, which suggests that underlying cognitive capacities predict learning in the early elementary grades, but the relationship fades by late elementary school. These findings suggest that whereas efforts to develop attention and memory may improve academic achievement in the early grades, in the later grades interventions that focus directly on subject matter learning are more likely to improve achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01