What's the Best Way to Characterize the Relationship between Working Memory and Achievement?: An Initial Examination of Competing Theories

Autor/inn/en	Miller-Cotto, Dana; Byrnes, James P.
Titel	What's the Best Way to Characterize the Relationship between Working Memory and Achievement?: An Initial Examination of Competing Theories
Quelle	In: Journal of Educational Psychology, 112 (2020) 5, S.1074-1084 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller-Cotto, Dana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000395
Schlagwörter	Short Term Memory; Mathematics Achievement; Reading Achievement; Correlation; Prior Learning; Recall (Psychology); Longitudinal Studies; Children; Surveys; Cognitive Ability; Cognitive Tests; Goodness of Fit; Models; Early Childhood Longitudinal Survey; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Korrelation; Vorkenntnisse; Abberufung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Child; Kind; Kinder; Survey; Umfrage; Befragung; Denkfähigkeit; Kognitiver Fähigkeitstest; Analogiemodell
Abstract	Although studies have demonstrated a relationship between working memory and achievement in math and reading, it is still unclear why working memory might be related to these abilities. In the present article, we examined the viability of several possible theories in 2 separate analyses of math and reading. In each case, we contrasted the predictions of a cognitive filter model, a transactional model, and a positive manifold model using data from the 2011 Early Childhood Longitudinal Study Kindergarten (ECLS-K). Results of path analyses in a structural equation modeling (SEM) framework indicated an excellent fit for the transactional model, while a poor fit was shown for the other 2 models for both math and reading. Findings across these analyses suggested that working memory and achievement interact in a reciprocal, recursive manner over time. Findings are discussed in terms of their implications for theory, practice, and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01