Tracy Packiam Alloway
Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties
Durham University
purpose present study compare predictive power working memory iq children identified learning difficulties term working memory refers capacity store manipulate information mind brief periods time workingmemory capacity strongly related learning abilities academic progress predicting current subsequent scholastic attainment children across school years literacy numeracy children aged 7 11 years tested time 1 measures working memory iq learning retested 2 years later learning measures findings indicated workingmemory capacity domainspecific knowledge time 1 iq significant predictors learning time 2 implications screening intervention discussed