The Feasibility of Working Memory Tablet Tasks in Predicting Scholastic Skills in Classroom Settings

Autor/inn/en	Kanerva, Kaisa; Kiistala, Ilkka; Kalakoski, Virpi; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona
Titel	The Feasibility of Working Memory Tablet Tasks in Predicting Scholastic Skills in Classroom Settings
Quelle	In: Applied Cognitive Psychology, 33 (2019) 6, S.1224-1237 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kanerva, Kaisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3569
Schlagwörter	Short Term Memory; Handheld Devices; Cognitive Measurement; Predictor Variables; Attention Span; Reading Skills; Elementary School Students; Academic Ability; Intelligence; Classroom Environment; Acoustics; Grade Point Average; Speech; Scores; Reliability; Academic Achievement; Individual Differences + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Prädiktor; Reading skill; Lesefertigkeit; Intelligenz; Klugheit; Klassenklima; Unterrichtsklima; Akustik; Speaking; Sprechen; Reliabilität; Schulleistung; Individueller Unterschied
Abstract	Cognitive assessment in natural group settings facilitates data collection but poses threats to the validity. In this study, tablet-based working memory (WM) tasks, the counting span, and reading span were used in predicting 12-year-old children's (N = 837) scholastic skills and fluid intelligence in a classroom with environmental noise. WM tasks had excellent internal consistency, correlated with scholastic skills, and accounted for more of the variance in cognitive performance (grade point average, fluid intelligence, scholastic skills) compared with individually administered (n = 190) digit span task. Furthermore, the multilevel analysis revealed that compared with the classrooms with no noise, when naturally occurring speech or nonspeech types of environmental noises were present during assessment, WM scores or the reliability estimates were not lower. In contrast, when both types of noises were present, the relationships between some of the WM and achievement scores were even stronger. Thus, assessments in natural classroom contexts may promote revealing the individual differences in WM. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01