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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 15, 1995 - Issue 3
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Original Articles

Working Memory and School Achievement in the Ninth Form

Pages 271-281 | Published online: 29 Sep 2006

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Read on this site (18)

Ru-De Liu, Yi Ding, Bing-Cheng Gao & Dake Zhang. (2015) The Relations Between Number Property Strategies, Working Memory, and Multiplication in Elementary Students. The Journal of Experimental Education 83:3, pages 319-343.
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Evelyn H. Kroesbergen, Jaccoline E. van ’t Noordende & Meijke E. Kolkman. (2014) Training working memory in kindergarten children: Effects on working memory and early numeracy. Child Neuropsychology 20:1, pages 23-37.
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Eva Kyndt, Filip Dochy, Katrien Struyven & Eduardo Cascallar. (2012) Looking at learning approaches from the angle of student profiles. Educational Psychology 32:4, pages 493-513.
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Francisco Gutiérrez-Martínez, Melchor Ramos & J. Oscar Vila. (2011) Memoria operativa, comprensión lectora, inteligencia y rendimiento escolar. Predominio del componente “fluido” en las medidas de memoria operativa. Journal for the Study of Education and Development 34:4, pages 465-479.
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Sivanes Phillipson. (2009) Context of academic achievement: lessons from Hong Kong. Educational Psychology 29:4, pages 447-468.
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Maria Chiara Passolunghi & Cesare Cornoldi. (2008) Working Memory Failures in Children with Arithmetical Difficulties. Child Neuropsychology 14:5, pages 387-400.
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Helen L. St Clair-Thompson & Susan E. Gathercole. (2006) Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology 59:4, pages 745-759.
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Kaisa Lumme & JuhaniE. Lehto. (2002) Sixth Grade Pupils' Phonological Processing and School Achievement in a Second and the Native Language. Scandinavian Journal of Educational Research 46:2, pages 207-217.
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Rebecca Bull & Gaia Scerif. (2001) Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory. Developmental Neuropsychology 19:3, pages 273-293.
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Sirkka Lyytinen & JuhaniE. Lehto. (1998) Hierarchy Rating as a Measure of Text Macroprocessing: relationship with working memory and school achievement. Educational Psychology 18:2, pages 157-169.
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Juhani Lehto. (1996) Are Executive Function Tests Dependent on Working Memory Capacity?. The Quarterly Journal of Experimental Psychology Section A 49:1, pages 29-50.
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Articles from other publishers (31)

Ziyan Xu, Xinqiao Gao, Jun Wei, Huiqin Liu & Yu Zhang. (2023) Adolescent user behaviors on short video application, cognitive functioning and academic performance. Computers & Education 203, pages 104865.
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Friederike Blume, Andrea Irmer, Judith Dirk & Florian Schmiedek. (2022) Day‐to‐day variation in students’ academic success: The role of self‐regulation, working memory, and achievement goals. Developmental Science 25:6.
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Steffani Saß, Kerstin Schütte, Nele Kampa & Olaf Köller. (2021) Continuous time models support the reciprocal relations between academic achievement and fluid intelligence over the course of a school year. Intelligence 87, pages 101560.
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Naemi D. Brandt, Clemens M. Lechner, Julia Tetzner & Beatrice Rammstedt. (2019) Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks. Journal of Personality 88:2, pages 249-265.
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Kaisa Kanerva, Ilkka Kiistala, Virpi Kalakoski, Riikka Hirvonen, Timo Ahonen & Noona Kiuru. (2019) The feasibility of working memory tablet tasks in predicting scholastic skills in classroom settings. Applied Cognitive Psychology 33:6, pages 1224-1237.
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R. M. Morais, M. V. Pera, V. Ladera, J. Oliveira & R. García. (2018) Individual Differences in Working Memory Abilities in Healthy Adults. Journal of Adult Development 25:3, pages 222-228.
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Lisa Sugiura, Masahiro Hata, Hiroko Matsuba-Kurita, Minako Uga, Daisuke Tsuzuki, Ippeita Dan, Hiroko Hagiwara & Fumitaka Homae. (2018) Explicit Performance in Girls and Implicit Processing in Boys: A Simultaneous fNIRS–ERP Study on Second Language Syntactic Learning in Young Adolescents. Frontiers in Human Neuroscience 12.
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Alexandre Gareau & Patrick Gaudreau. (2017) Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement. British Journal of Psychology 108:4, pages 701-720.
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Boby Ho-Hong Ching. (2017) Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children. Contemporary Educational Psychology 51, pages 99-113.
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Kaisa Kanerva & Virpi Kalakoski. (2016) The Predictive Utility of a Working Memory Span Task Depends on Processing Demand and the Cognitive Task. Applied Cognitive Psychology 30:5, pages 681-690.
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Zrinka Sosic-Vasic, Oliver Keis, Maren Lau, Manfred Spitzer & Judith Streb. (2015) The impact of motivation and teachers’ autonomy support on children’s executive functions. Frontiers in Psychology 6.
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Andrea Bandeira de Lima, Fernanda Moreira, Marleide da Mota Gomes & Heber Maia-Filho. (2014) Clinical and neuropsychological assessment of executive function in a sample of children and adolescents with idiopathic epilepsy. Arquivos de Neuro-Psiquiatria 72:12, pages 954-959.
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Christina Weiland, M. Clara Barata & Hirokazu Yoshikawa. (2014) The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways. Infant and Child Development 23:1, pages 4-21.
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Rebecca B. Martin, Paul T. Cirino, Marcia A. Barnes, Linda Ewing-Cobbs, Lynn S. Fuchs, Karla K. Stuebing & Jack M. Fletcher. (2012) Prediction and Stability of Mathematics Skill and Difficulty. Journal of Learning Disabilities 46:5, pages 428-443.
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Chorng-Shiuh Koong, Chien-Chao Tseng, Tzu-I Yang, Che-Wei Chang & Deng-Jyi Chen. (2013) The learning effectiveness of using game-based interaction multimedia courseware on low visual capacity student. The learning effectiveness of using game-based interaction multimedia courseware on low visual capacity student.
Fabio Del Missier, Timo Mäntylä & Wändi Bruine Bruin. (2012) Decision-making Competence, Executive Functioning, and General Cognitive Abilities. Journal of Behavioral Decision Making 25:4, pages 331-351.
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Cai-Ping Dang, Johan Braeken, Emilio Ferrer & Chang Liu. (2012) Unitary or non-unitary nature of working memory? Evidence from its relation to general fluid and crystallized intelligence. Intelligence 40:5, pages 499-508.
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Jennifer Wiley & Andrew F. Jarosz. 2012. 185 227 .
Sherry K. Bain, R. Steve McCallum, Sherry Mee Bell, Jeff L. Cochran & Stephani Choate Sawyer. (2010) Foreign Language Learning Aptitudes, Attitudes, Attributions, and Achievement of Postsecondary Students Identified as Gifted. Journal of Advanced Academics 22:1, pages 130-156.
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M.L. Meyer, V.N. Salimpoor, S.S. Wu, D.C. Geary & V. Menon. (2010) Differential contribution of specific working memory components to mathematics achievement in 2nd and 3rd graders. Learning and Individual Differences 20:2, pages 101-109.
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Susan Dickerson Mayes, Susan L. Calhoun, Edward O. Bixler & Dennis N. Zimmerman. (2009) IQ and neuropsychological predictors of academic achievement. Learning and Individual Differences 19:2, pages 238-241.
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Ulf. Andersson. (2008) Working memory as a predictor of written arithmetical skills in children: The importance of central executive functions. British Journal of Educational Psychology 78:2, pages 181-203.
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Ulf Andersson. (2006) The contribution of working memory to children's mathematical word problem solving. Applied Cognitive Psychology 21:9, pages 1201-1216.
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Elisabet Service, Sini Maury & Emilia Luotoniemi. (2007) Individual differences in phonological learning and verbal STM span. Memory & Cognition 35:5, pages 1122-1135.
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Ulf Andersson & Björn Lyxell. (2007) Working memory deficit in children with mathematical difficulties: A general or specific deficit?. Journal of Experimental Child Psychology 96:3, pages 197-228.
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Maria Chiara Passolunghi & Francesca Pazzaglia. (2005) A comparison of updating processes in children good or poor in arithmetic word problem-solving. Learning and Individual Differences 15:4, pages 257-269.
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Marja-Leena Haavisto & Juhani E. Lehto. (2005) Fluid/spatial and crystallized intelligence in relation to domain-specific working memory: A latent-variable approach. Learning and Individual Differences 15:1, pages 1-21.
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Kerry Lee, Swee-Fong Ng, Ee-Lynn Ng & Zee-Ying Lim. (2004) Working memory and literacy as predictors of performance on algebraic word problems. Journal of Experimental Child Psychology 89:2, pages 140-158.
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RANDY G. FLOYD, JEFFREY J. EVANS & KEVIN S. McGREW. (2003) Relations between measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities and mathematics achievement across the school‐age years. Psychology in the Schools 40:2, pages 155-171.
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Lucy A. Henry & Morag MacLean. (2003) Relationships between working memory, expressive vocabulary and arithmetical reasoning in children with and without intellectual disabilities. Educational and Child Psychology 20:3, pages 51-64.
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Ian Smythe, John Everatt, Éva Gyarmathy, Connie Suk-Han Ho & John A Groeger. (2003) Short-term memory and literacy:A cross-language comparison. Educational and Child Psychology 20:3, pages 37-50.
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