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

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Sedek G., Krejtz I., Rydzewska K., Kaczan R., Rycielski P.

Polish Psychological Bulletin

2016

vol. 47

issue 1

103-111

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.

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1 Polish Psychological Bulletin

1 Kaczan R.

1 Krejtz I.

1 Rycielski P.

1 Rydzewska K.

1 Sedek G.

1 2016

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