Three functional aspects of working memory as strong predictors of early school achievements: The review and illustrative evidence

• Authors: Grzegorz Sedek , Izabela Krejtz , Klara Rydzewska , Radoslaw Kaczan , Piotr Rycielski
• Languages of publication: EN

Abstracts

EN

The paper presents an overview of research on working memory as a predictor of early school achievements. We contrast two main areas of research on the role of working memory in school achievements: the first concerns the structural model of working memory and the second focuses on executive functions. Then, we discuss the facet model of working memory as a promising approach merging the two research branches on working memory tasks as predictors of early school achievements. At the end we present exemplary results of the research conducted on a national sample of six- and seven-year-olds in Poland, which indicates strong relation of working memory functions with the measures of competences in mathematics, reading, and writing. Additionally, the mediation analyses, with parents’ education as a covariate, indicate that the influence of age on achievements in math, reading, and writing in six- and seven-year olds is mediated by working memory functions.

Keywords

EN

working memory; early school achievement; executive functions; 6-7-year olds

• Publisher: Committee for Psychological Sciences, Polish Academy of Sciences
• Journal: Polish Psychological Bulletin
• Year: 2016
• Volume: 47
• Issue: 1
• Pages: 103-111

Dates

published

2016-04-01

online

2016-05-14

Contributors

author

Grzegorz Sedek

• SWPS University of Social Sciences and Humanities, ul. Chodakowska 19/31, 03-815 Warsaw, Poland

author

Izabela Krejtz

• SWPS University of Social Sciences and Humanities, ul. Chodakowska 19/31, 03-815 Warsaw, Poland

author

Klara Rydzewska

• SWPS University of Social Sciences and Humanities, ul. Chodakowska 19/31, 03-815 Warsaw, Poland

author

Radoslaw Kaczan

• Educational Research Institute, ul. Górczewska 8, 01-180 Warsaw, Poland

author

Piotr Rycielski

• Educational Research Institute, ul. Górczewska 8, 01-180 Warsaw, Poland

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Identifiers

DOI

10.1515/ppb-2016-0011