Updating Working Memory and arithmetical attainment in school

Iuculano, Teresa; Moro, Raffaella; Butterworth, Brian

doi:10.1016/j.lindif.2010.12.002

Cited by 42 publications

(45 citation statements)

References 46 publications

(65 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As tarefas mais utilizadas para a avaliação da alça fonológica e o esboço visuoespacial da MO foram: a tarefa de amplitude de dígitos (digit span) da Escala Wechsler de Inteligência (WISC-III) e Cubos de Corsi (Corsi's Block-tapping), respectivamente, (Corso, 2012;Coutinho, Mattos, & Malloy-Diniz, 2009;Cowan, Saults, & Morey, 2006;Franklin et al, 2010;Galera & Souza, 2010;Gö-the, Esser, Gendt, & Kliegl, 2012;Grivol & Hage, 2011;Iuculano, Moro, & Butterworth, 2011;Rienstra, Spaan, & Sch mand, 2010;Rodrigues & Befi -lopes, 2009;Swanson, 2011;Vaz, Cordeiro, Macedo, & Lukasova, 2010 Corsi's Block-tapping 6 a 12 (Milner, 1971) (Franklin et al, 2010;Galera & Souza, 2010) Visual matrix task 7 a 9 anos (Swanson, 2011) (Swanson, 2011 Groton Maze Learning Test 9 a 45 anos (Pietrzak et al, 2008) (Pietrzak et al, 2008) Memória sequencial não-verbal com apoio visual 9 a 11 anos (Giangiacomo, & Navas, 2008) (Giangiacomo, & Navas, 2008) Esboço Visuoespacial e Alça Fonológica…”

Section: Resultsunclassified

“…Verbal-to-spatial mapping task 9 a 13 anos (Cowan et al, 2006) (Ricker et al, 2010) Imitation Sorting Task 2 e 3 anos (Alp, 1994) (Fitzpatrick & Pagani, 2012) Avaliação Automatizada de Memória Operacional (AWMA) 9 a 10 anos (Alloway, 2007) (Ribeiro, & Santos, 2012) Alça Fonológica Digit Span 10 a 12 anos (Wechsler, 1997) (Imbo & Vandierendonck, 2007); (Coutinho, Mattos, & Malloy-Diniz, 2009;Grivol & Hage, 2011;Iuculano et al, 2011;Vaz, Cordeiro, Macedo & Lukasova, 2010) Word Span 8 e 9 anos (Iuculano et al, 2011) (Iuculano et al, 2011 Listening sentence span 7 a 9 anos (Daneman & Carpenter, 1980) (Swanson, 2011) Sentence/digit span 7 a 9 anos (Swanson, 2011) (Swanson, 2011) Teste de memória sequencial auditiva de palavras e pseudopalavras 9 a 11 anos (Navas, Ferraz, Giangiacomo, & Satake, 2005) (Giangiacomo, & Navas, 2008) Tarefa N-Back Auditiva 7 a 11 anos (Kirchner, 1958) (Nardi, et al 2013) Tarefa Listas de Palavras -Nepsy 8 anos Korkman, Kirk, Kemp, (1998) (Nunest, et al 2010) Tarefa de Brown-Peterson 6 a 11 anos Peterson, Peterson (1959) (Vaz, Cordeiro, Macedo, & Lukasova, 2010) …”

Section: Resultsunclassified

“…Para cada item de Dígitos na Ordem Inversa, a criança repete os números na ordem inversa. Cada item apresenta duas tentativas e cada tentativa possui o mesmo número de dígitos, mas os números são diferentes (Iuculano et al, 2011).…”

Section: Tarefas Que Avaliam a Alça Fonológicaunclassified

“…As listas são verbalizadas de acordo com o nível de complexidade crescente, de dois a nove itens. Os estímulos são verbalmente apresentados pelo examinador a uma taxa de um item por segundo (Iuculano et al, 2011).…”

Section: Tarefas Que Avaliam a Alça Fonológicaunclassified

See 3 more Smart Citations

Tarefas que avaliam a memória operacional na infância e adolescência: uma revisão sistemática da literatura

Siquara¹,

Dazzani

Abreu

2014

Estud. psicol. (Natal)

View full text Add to dashboard Cite

ResumoA Memória Operacional (MO) é um componente das funções executivas essenciais para o desenvolvimento cognitivo da criança. Ela tem efeitos sobre a aprendizagem e as tarefas diárias. O objetivo foi revisar a literatura para identifi car as principais tarefas que foram utilizadas para avaliar a MO e a qualidade psicométrica. Foi realizada uma revisão da literatura em bancos de dados (Pubmed, Medline, Lilacs, SciELO). Foram analisados 44 artigos que utilizaram tarefas que avaliaram a alça fonológica e/ou esboço visuoespacial. A partir das análises dos artigos foram descritas um total de 20 diferentes tarefas para avaliar a MO. Com a revisão sistemática foi possível descrever diferentes tarefas a partir de um modelo cognitivo. No entanto, são necessários estudos psicométricos, para validação das medidas dentro do modelo teórico e o refi namento sobre o entendimento da MO.Palavras-chave: memória operacional; infância; testes; função executiva. AbstractTasks that assess working memory in children and adolescents: A systematic literature review. Working memory (WM) is an essential component of executive functions for the cognitive development of children. It has eff ects on learning and cognitive tasks daily. Th e objective was to review the literature to identify the key tasks that are being used to evaluate the WM and psychometric quality. A review of the literature databases (Pubmed, Medline, Lilacs, SciELO) was performed. Forty-four articles that presented tasks that assessed phonological and / loop or visuospatial sketch and described a total of 20 diff erent task to assess WM were analyzed. It was possible to verify the existence of diff erent tasks to assess WM. It is interesting to build diff erent tasks from the model cognitive proposed. However, you must have theoretical foundation and psychometric studies for the proposed tasks.Keywords: working memory; childhood; assessment; executive function. ResumenTareas que evalúan la memoria de trabajo en niños y adolescentes: Una revisión sistemática de la literatura. La memoria de trabajo (MT) es un componente esencial de las funciones ejecutivas para el desarrollo cognitivo de los niños. Tiene efectos en las tareas de aprendizaje y de todos los días. El objetivo fue revisar la literatura para identifi car las tareas clave que se utilizan para evaluar la calidad psicométrica y MT. Se realizó una revisión de las bases de datos bibliográ-fi cas (PubMed, Medline, Lilacs, SciELO). Cuarenta y cuatro artículos que utilizaron tareas que evaluaron fonológico y / o mango se analizaron boceto visuoespacial. A partir del análisis de los artículos se describieron un total de 20 tareas diferentes para evaluar la MT. Es interesante para construir diferentes tareas de un modelo cognitivo propuesto. Sin embargo, es necesario tener fundamento teórico y estudios psicométricos para las tareas propuestas.Palabras clave: memoria de trabajo; infancia; las pruebas; función ejecutiva. Psicologia, 19(4), outubro a dezembro/2014, 258-267 (Kane & Engle, 2002). Atrasos no desenvolvim...

show abstract

Section: Resultsunclassified

Section: Tarefas Que Avaliam a Alça Fonológicaunclassified

See 2 more Smart Citations

Tarefas que avaliam a memória operacional na infância e adolescência: uma revisão sistemática da literatura

Siquara¹,

Dazzani

Abreu

2014

Estud. psicol. (Natal)

View full text Add to dashboard Cite

show abstract

“…Furthermore, it was possible to link the students' performances in mathematics to 'inhibition' results, which Iuculano, Moro and Butterworth (2011) regard as belonging to a function in an expanded CE. In a study of students (n = 33, aged 8-9) with and without mathematical difficulties, they found a clear correlation between 'counting' and WM in both groups.…”

Section: The Central Executive May Be Crucialmentioning

confidence: 99%

Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

Dahlin¹

2013

PsycEXTRA Dataset

View full text Add to dashboard Cite

This dissertation is based on results from an intervention study targeting working memory training. A group of 46 boys and 11 girls (aged 10.7) that were attending special units in 16 regular schools participated in the study. The treatment group (n = 42) trained at school every day for 30-40 minutes with an interactive computer program (Cogmed training) for five weeks. The performances of the treatment group on reading related measures and basic number skills are compared to those of a group of students (n =15) that were attending similar special units and received only ordinary special educational instruction. Working memory measures and non-verbal problem solving were compared to students (n = 25) in a control group from a previous study.In Study I, it was found that reading comprehension and working memory measures correlated and improved at post-tests (T2, T3) for the treatment group to a larger extent than for the comparison group.In Study II, it was found that working memory measures and basic number skills were highly related. The performance of the boys in the treatment group improved more than that of the boys in the comparison group on basic number test at both post-tests.In Study III, basic skills assessed three years later (T4) are reported. The treatment group achieved higher scores in reading comprehension compared to pre-tests and compared to the control group.The treatment group seems to have gained from the cognitive training of working memory with the computer assisted program directly after training, after seven months and at the three year follow-up. The gains were observed on visuo-spatial working memory measure (T2, T3), reading comprehension and on basic number skills in boys (T2, T3, T4).The possible mechanisms that may be involved in and may explain the observed improvements of performances are discussed: executive function, attention, memory, motivation, emotions. The study has some methodological limitations and more research is needed to substantiate the efficacy of the program.

show abstract

Characteristics of the Learners

Owens

Yates²

2022

Enabling Mathematics Learning of Struggling Students

View full text Add to dashboard Cite

Updating Working Memory and arithmetical attainment in school

Cited by 42 publications

References 46 publications

Tarefas que avaliam a memória operacional na infância e adolescência: uma revisão sistemática da literatura

Tarefas que avaliam a memória operacional na infância e adolescência: uma revisão sistemática da literatura

Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

Characteristics of the Learners

Contact Info

Product

Resources

About