The feasibility of working memory tablet tasks in predicting scholastic skills in classroom settings

Kanerva, Kaisa; Kiistala, Ilkka; Kalakoski, Virpi; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona

doi:10.1002/acp.3569

Cited by 12 publications

(18 citation statements)

References 78 publications

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“…The computerized version used is described in Kanerva et al . [56]. In the counting span task, a participant is presented with an array of dots on the computer screen, required to count the number of the dots (varied between 2 and 8), and recall the tally until prompted to report it.…”

Section: Methodsmentioning

confidence: 99%

Game-based situation awareness training for child and adult cyclists

et al. 2017

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Safe cycling requires situation awareness (SA), which is the basis for recognizing and anticipating hazards. Children have poorer SA than adults, which may put them at risk. This study investigates whether cyclists' SA can be trained with a video-based learning game. The effect of executive working memory on SA was also studied. Thirty-six children (9–10 years) and 22 adults (21–48 years) played the game. The game had 30 video clips filmed from a cyclist's perspective. Each clip was suddenly masked and two or three locations were presented. The player's task was to choose locations with a potential hazard and feedback was given for their answers. Working memory capacity (WMC) was tested with a counting span task. Children's and adults' performance improved while playing the game, which suggests that playing the game trains SA. Adults performed better than children, and they also glanced at hazards more while the video was playing. Children expectedly had a lower WMC than adults, but WMC did not predict performance within the groups. This indicates that SA does not depend on WMC when passively viewing videos.

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Section: Methodsmentioning

confidence: 99%

Game-based situation awareness training for child and adult cyclists

et al. 2017

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“…Students were asked to select the correct part that would complete each design, and the test increases in difficulty. In the present study, only half of the items were used and alternating items were selected to be presented (see also Kanerva et al, 2019). Responses were scored as correct or incorrect with the maximum score 30 (α = .81).…”

Section: Materials Non-verbal Intelligence (Grade 6 Fall Semester)mentioning

confidence: 99%

“…OpenSesame Runtime for Android (version 2.8.3) (Mathôt, Schreij, & Theeuwes, 2012; for more detailed description of the task and for the validity of the tablet version of the task, see Kanerva, Kiistala, Kalakoski, Hirvonen, Ahonen, & Kiuru, 2019): The assessment of children's working memory with a touch screen tablet in group settings: Validity and reliability. Submitted manuscript).…”

Section: Working Memory (Grade 6 Spring Semester)mentioning

confidence: 99%

“…The Counting Span task was a modified version of the task introduced originally by Case and colleagues (1982). Counting span task have been documented to predict arithmetic fluency as well as other scholastic skills in this age-group similarly to the reading span task (Kanerva et al, 2019). As a span task with increasing list length the counting span task is assumed to capture the WM capacity of adolescents of this age-group.…”

Section: Working Memory (Grade 6 Spring Semester)mentioning

confidence: 99%

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Adaptive number knowledge in secondary school students: Profiles and antecedents

et al. 2019

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The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.

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“…Auditory distractions such as acoustic noise can impact task performance in children (Joseph, Hughes, Sörqvist, & Marsh, 2018;Röer, Bell, Körner, & Buchner, 2018). However, classroom noise may not impact test reliability nor decrease intertask correlations (Kanerva et al, 2019).…”

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confidence: 99%

Collecting big data with small screens: Group tests of children’s cognition with touchscreen tablets are reliable and valid

et al. 2020

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Collecting experimental cognitive data with young children usually requires undertaking one-on-one assessments, which can be both expensive and time-consuming. In addition, there is increasing acknowledgement of the importance of collecting larger samples for improving statistical power Button et al. (Nature Reviews Neuroscience 14(5), 365–376, 2013), and reproducing exploratory findings Open Science Collaboration (Science, 349(6251), aac4716–aac4716 2015). One way both of these goals can be achieved more easily, even with a small team of researchers, is to utilize group testing. In this paper, we evaluate the results from a novel tablet application developed for the Resilience in Education and Development (RED) Study. The RED-app includes 12 cognitive tasks designed for groups of children aged 7 to 13 to independently complete during a 1-h school lesson. The quality of the data collected was high despite the lack of one-on-one engagement with participants. Most outcomes from the tablet showed moderate or high reliability, estimated using internal consistency metrics. Tablet-measured cognitive abilities also explained more than 50% of variance in teacher-rated academic achievement. Overall, the results suggest that tablet-based, group cognitive assessments of children are an efficient, reliable, and valid method of collecting the large datasets that modern psychology requires. We have open-sourced the scripts and materials used to make the application, so that they can be adapted and used by others.

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The feasibility of working memory tablet tasks in predicting scholastic skills in classroom settings

Abstract: This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting, pagination and proofreading process which may lead to differences between this version and the Version of Record. Please cite this article as

Cited by 12 publications

References 78 publications

Game-based situation awareness training for child and adult cyclists

Game-based situation awareness training for child and adult cyclists

Adaptive number knowledge in secondary school students: Profiles and antecedents

Collecting big data with small screens: Group tests of children’s cognition with touchscreen tablets are reliable and valid

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